Internal Education and the Roots of Resilience: Relationships and Reflection as the New R’s of Education

Siegel, Daniël J.; Siegel, Madeleine; Parker, Suzanne C.

doi:10.1007/978-1-4939-3506-2_4

Cited by 12 publications

(11 citation statements)

References 39 publications

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“…Jennings 2015b; Molloy Elreda et al 2019). In addition to teacher resilience, Siegel et al (2016) also suggest that mindful teachers facilitate student resilience through mindful relationships founded in Presence, Attunement, Resonance, and Trust (PART). This potential has resulted in the development of tailored mindfulness-based teacher professional development programmes such Cultivating Awareness and Resilience in Education (CARE) for Teachers (Jennings et al 2013) as well as mindfulness training more generally.…”

Section: The Impact Of Mindfulness Training On Students and Teachersmentioning

confidence: 99%

“…Mindfulness has also been described as a set of meditation practices, a type of skill, a mode of knowing and a way of being (Alper 2016), which are especially supported by formal mindfulness practices. Siegel et al (2016) distinguish between being in a mindful state, in which we experience moment to moment awareness in a way that allow us to practice openness, acceptance, kindness, mindful traits, which are more enduring characteristic ways of being.…”

Section: Introductionmentioning

confidence: 99%

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BRiTE Mind: Introducing Mindfulness to Cultivate Personal and Professional Resilience in Teachers

Correia

2020

Cultivating Teacher Resilience

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Mindfulness in education has gained increasing focus over the last decade. Various programmes have been developed for students, teachers and principals, in efforts to improve well-being and resilience in the face of increasing demands and stressors. With teachers often at the forefront of these demands, mindfulness offers the potential to support personal and professional resilience, through enhanced self-awareness, supporting well-being and developing mindful relationships. This chapter describes the development of an online module introducing mindfulness to pre-service teachers, specifically integrating concepts underpinning resilience as outlined in the BRiTE programme. Key elements of mindfulness are explored including mindful attention in the present moment, awareness of emotion and cultivating mindful attitudes, such as compassion. These are applied specifically to teacher experiences to support conscious and mindful action, for personal well-being, and in the classroom.

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Section: The Impact Of Mindfulness Training On Students and Teachersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

BRiTE Mind: Introducing Mindfulness to Cultivate Personal and Professional Resilience in Teachers

Correia

2020

Cultivating Teacher Resilience

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“…We seek it for ourselves and others in many ways: financial security, support of family members and friends, and in our own personal sense of self. Self-agency, emotional regulation, and higher self-esteem are correlated with mindfulness (Siegel, Siegel, & Parker, 2016), which may help to facilitate our ability to meet basic needs we have for autonomy, competence, and relatedness (Brown & Ryan, 2003).…”

Section: Duress and Well-being In Theory On Mindfulness And Creativitymentioning

confidence: 99%

“…Our external abilities toward social competency are related to our internal abilities toward personal competency. Interpersonal connections, trust, compassion, internal kind-heartedness, and self-awareness all result from mindfulness (Siegel et al, 2016). Although the SEC has been applied to teaching, students may also benefit.…”

Section: Duress and Well-being In Theory On Mindfulness And Creativitymentioning

confidence: 99%

The Role of Engagement, Honing, and Mindfulness in Creativity

Gabora

Unrau

2018

Creativity Under Duress in Education?

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As both our external world and inner worlds become more complex, we are faced with more novel challenges, hardships, and duress. Creative thinking is needed to provide fresh perspectives and solve new problems. Because creativity can be conducive to accessing and reliving traumatic memories, emotional scars may be exacerbated by creative practices before these are transformed and released. Therefore, in preparing our youth to thrive in an increasingly unpredictable world, it could be helpful to cultivate in them an understanding of the creative process and its relationship to hardship, as well as tools and techniques for fostering not just creativity but self-awareness and mindfulness. This chapter is a review of theories of creativity through the lens of their capacity to account for the relationship between creativity and hardship, as well as the therapeutic effects of creativity. We also review theories and research on aspects of mindfulness attending to potential therapeutic effects of creativity. Drawing upon the creativity and mindfulness literatures, we sketch out what an introductory 'creativity and mindfulness' module might look like as part of an educational curriculum designed to address the unique challenges of the 21st Century.Liane Gabora, PhD, is a Professor in the Psychology Department at the Okanagan Campus of the University of British Columbia, Canada. Her research focuses on the mechanisms underlying creativity, and how creative ideas-and culture more generally-evolve, using both computational modeling and empirical studies with human participants. She has almost 200 articles published in scholarly books, journals, and conference proceedings, has procured over one million dollars in research funding, supervised numerous graduate and undergraduate students, and given talks worldwide on creativity and related topics. Her research on creativity is informed by her own experiences creating literature. She has a short story published in Fiction, another forthcoming in Fiddlehead, and has a novel underway titled Quilandria that merges her scholarly and creative writing interests.Mike Unrau, MFA, is a PhD student in Interdisciplinary Graduate Studies at the University of British Columbia (Okanagan Campus), Canada. He is studying creativity and social innovation, focusing on how creative mindfulness impacts collective trauma towards societal change. He is currently adjunct faculty with the University of Calgary and Mount Royal University, working in field education and simulated educational experiences, as well as social-based theatre and creativity. He has held international fellowships, given lectures and conference presentations, conducted workshops and led research projects in different parts of the world, including a presocial lab in India. These days Mike's passion is Somativity, a physical movement mindfulness approach he developed after living in a Buddhist monastery (Thailand and Canada) and cofounding a physical theatre company (Calgary, AB). He has published findings on somatic awareness as w...

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“…There have been increased criticisms and resistance in recent years towards the consumeristic, marketization of education, academic capitalism, and corporatization and normalization of performativity (Berg & Seeber, 2016;Plust et al, 2021). In an effort to uncover the human(e) elements of learning and teaching, there have been various extant studies on humanizing pedagogies (e.g., del Carman Salazar, 2013;Freeman et al, 2020;Laverty, 2015;Zinn & Rodgers, 2012), diversity and inclusivity in education (e.g., Andresen, 2013;Danowitz & Tuitt, 2011;Hershock, 2014;Hiraldo, 2010), mindfulness and Buddhist philosophies in education (e.g., Ergas, 2019;Hyland, 2015;Neves-Pereira et al, 2018;Singh, 2017;Siegel et al, 2016;Vu & Burton, 2019;Wisadavet, 2003), kindness pedagogy and curriculum (e.g., Clegg & Rowland, 2010;Flook et al, 2015;Magnet et al, 2014;Shields & Reid-Patton, 2009;Stephens, 2021), love and compassion in education (e.g., Gorman, 2015;Green, 2003;Jalongo, 2014;Liston, 2016;Robinson-Morris, 2018;Srinivasan, 2014), and storytelling in education (e.g., Allard & Doecke, 2017;Alterio & McDrury, 2003;Bai & Cohen, 2014;Haigh & Hardy, 2011;Savvidou, 2010;Tanner, 2016;Taylor, 2013). However, there has yet to be an approach in which the thematic dimensions of: (1) mindfulness and mindsight, (2) attentive love and pedagogical kindness, and (3) storytelling in education is amalgamated in a manner to suppor...…”

Section: Introductionmentioning

confidence: 99%

‘Heartware’ for the Compassionate Teacher: Humanizing the academy through mindsight, attentive love, and storytelling

2022

JALT

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To counter the implications of fast academia, recent discourse has conceptualized the slow movement as a catalyst for humanizing the academy. Concurrently, there have been increased advocacy for pedagogical kindness within educational settings. This paper focuses on the human(e) elements of learning and teaching, such as empathy, kindness, and compassion. Whilst emphasis in educational discourse have frequently been placed on the hardware and software of teaching and learning practice, the focus on the virtues of 'heartware' and compassion have been limited. Specifically, there has been no study in which the thematic dimensions of: (1) mindsight and mindfulness, (2) attentive love and pedagogical kindness, and (3) storytelling in education is amalgamated to support learning. Within this context, the compassionate teacher aims to not only inspire learning journeys that are positive, engaging and fulfilling, but to also foster learning environments that are more equitable, supportive, and conducive for learners of all capabilities. This paper is conceptual in nature and proposes an approach to humanize the academy through the coaction of mindsight, attentive love, and the teacher storyteller. A conceptual framework illustrating the human(e) dimensions of 'heartware' for the compassionate teacher is also proposed.

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Internal Education and the Roots of Resilience: Relationships and Reflection as the New R’s of Education

Cited by 12 publications

References 39 publications

BRiTE Mind: Introducing Mindfulness to Cultivate Personal and Professional Resilience in Teachers

BRiTE Mind: Introducing Mindfulness to Cultivate Personal and Professional Resilience in Teachers

The Role of Engagement, Honing, and Mindfulness in Creativity

‘Heartware’ for the Compassionate Teacher: Humanizing the academy through mindsight, attentive love, and storytelling

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