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"What we know or should know is the common focus of education. However, how we know is just as fundamental to teaching and learning. . . Contemplative knowing is a missing link, one that affects student performance, character, and depth of understanding." (Hart, 200​4, p. 28)

  • Are you interested in the possibilities of creating a more peaceful environment in your classroom?
  • Do you want to become more present in your own classes?
  • Are you interested in the work of scholars and teachers around the country who are finding ways to use mindful practices with student learning?
  • Do you have mindful practices that can be shared with colleagues?
  •  

If so, become part of a network of educators at CUNY who are exploring uses of mindful practices in teaching.

What is it to be mind full or mindful? In our world of countless distractions, it is easy to fill up every space of our being with outward concerns that agitate our inward well-being. How we react to the mounting pressures of the world around us affects our abilities through life. How we examine our reactions and take time to monitor our well-being is not regimented in many of our daily practices, nor is how we approach taking this time with our audiences of students. To be mindful is not to ignore the world around us, but to actively make space for us to begin the act of imagination. When we empty everything out, we can begin to fill again.
 
Mindfulness can be thought of as a practice that can help reduce stress. It is changing our attitude, and considered a process of slowing down and paying attention moment to moment. Mindfulness is being there now, with, and to your inner experience and outer environment, including other people, and it is the cultivation of attention and emotional balance.
 
 

  

Readings (Press)

  

How Meditation May Change the Brain (New York Times, January 28, 2011) 

O.K., Google, Take a Deep Breath (New York Times, April 28, 2012)

Aiding the Doctor who Feels Cancer’s Toll (New York Times, November 26, 2012)

Knowing Every Breath you Take​ (New York Times, January 5, 2013)

You're Distracted. This Professor Can Help​ (The Chronicle of Higher Education, March 24, 2013)

Mindfulness Could Improve College Students' Testing Ability, Study Finds (Huffington Post, March 27, 2013)

 

Selected Bibliography

 

Biegel, G. M. (2009). The stress reduction workbook for teens: Mindfulness skills to help teens deal with stress. Oakland, CA: Instant Help Books. 

Brady, R. (2007). Learning to stop, stopping to learn: Discovering the contemplative dimensionm in education. Journal of Transformative Education, 5, 4, 372-394.

Hart, T. (2008). Opening the contemplative mind in the classroomJournal of Transformative Edcuation, 2, 1, 28-46.

Hooker, K. E. & Fodor, I. E. (2008). Teaching mindfulness to childrenGestalt Review, 12, 1, 75-91.

Napoli, M., Krech, P. R., & Holly, L. C. (2005). Mindfulness training for elementary school students: The attention academyJournal of Applied School Psychology, 21, 1, 99-125.

Schoeberlein, D. (2009). Mindful teaching and teaching mindfulness: A guide for anyone who teaches anything. Boston: Wisdom Pub.

 ​​

Spring 2013

The CTL series on mindfulness practices in teaching and learning continues this semester, led by Professor Rikki Asher (SEYS), with monthly sessions scheduled 11am to 12pm, in Razran Hall room 360, on the following dates: 

 

Tuesday, February 5

Wednesday, March 20

Wednesday, April 17

Wednesday, May 15

On March 20, we were joined by Mariève Amy, a producer/editor from CUNY-TV, who has interviewed Rikki for the TV magazine program called Study with the Best. You can view the segment here: ​http://youtu.be/w9aJ8G_0M5E?t=20m26s

Mark your calendars and look for reminders for future sessions in the weekly QC Mailer or on the CTL calendar of events​.​

For more information, please contact Rikki Asher, Rikki.asher@qc.cuny.edu​ 

 
 
     



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