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Education Literature Alerts: May '17 - Mindfulness

Items of interest from VCC Library

Education Literature Alerts

Recommended Books

Articles of Interest

Gardner, P., & Grose, J. (2015). Mindfulness in the academy--transforming our work and ourselves “One Moment at a Time. Collected Essays on Learning and Teaching, 8, 35–46.
"Included within the paper is an introduction to mindfulness and the benefits of mindfulness and mediation practices--generally and within education. In addition to providing current resources we include details of our own experiences as examples through which others may be able to incorporate these practices into their own classrooms and institutions." [Abstract excerpt from the authors]
Griggs, T., & Tidwell, D. (2015). Learning to teach mindfully: examining the self in the context of multicultural education. Teacher Education Quarterly, 42(2), 87–104.

"For Tom and Deb, mindfulness, as described by Nhat Hanh (1991), is about compassion, empathy, and deep listening. It provides an approach to thinking about one's teaching and to addressing one's teaching actions in the field on a moment-by-moment, breath-by-breath basis. The article begins with Tom's discussion of the development of mindfulness in his life, which provides the rich context for this study, and follows with Deb's discussion of her role as the critical friend and other voice in the study." [Abstract excerpt from the authors]


Hyland, T. (2015). On the contemporary applications of mindfulness: some implications for education. Journal of Philosophy of Education, 49(2), 170–186.

"This article examines the new interpretations of mindfulness in the following areas--meaning and definition, ethical foundations and spiritual ethos--in an attempt to gain a clearer understanding of what is involved in the process of reconstructing the concept of mindfulness. In conclusion, some implications for learning and education are examined in the light of these recent re-interpretations of mindfulness principles and practices. A central thesis throughout is that--although there are many educational benefits of mindfulness in the areas of moral, affective and spiritual education--such potential gains require the maintenance of organic connections between contemporary practices and their foundations in secular Buddhism." [Abstract excerpt from the author]


Leland, M. (2015). Mindfulness and student success. Journal of Adult Education, 44(1), 19–24.

"Mindfulness training can be valuable for helping students be more successful learners and more connected members of an educational community. To determine if mindfulness instruction should be incorporated into curriculum at all levels of formal education to help students be more successful in their academic pursuits, a thorough review of research was conducted using primary and secondary sources of the possible applications and results of mindfulness in education." [Abstract excerpt from the author]


Murrell, A. R., Lester, E. G., & Sandoz, E. K. (2015). Grounding turbulent minds: the challenges of mindfulness-based interventions for college students with ADHD and how to overcome them. Journal of College Student Psychotherapy, 29(4), 314–328.

"College can be difficult for students with attention-deficit/hyperactivity disorder (ADHD). Inattention and impulsivity are not conducive to academic success. Individuals with ADHD often experience difficulties with time management, organization, social adjustment, and psychological distress. One possible treatment approach for individuals with ADHD is mindfulness-based interventions, which lead to symptom reductions and increases in mindfulness skills." [Abstract excerpt from the authors]


O’Donnell, A. (2015). Contemplative pedagogy and mindfulness: developing creative attention in an age of distraction. Journal of Philosophy of Education, 49(2), 187–202.

"Whilst acknowledging the benefits of mindfulness practice, this article argues that it is equally important to attend to the ethical framework that gives orientation to these practices and the outer conditions that shape lived daily experience, such as school or work environments. I suggest that the well-meaning efforts to secularise mindfulness, provide scientific evidence for its effectiveness, and introduce it to wider publics may have served to impoverish the rich contribution that practices of mindfulness, situated within a broader ethical framework, can make to human lives, and arguably contribute to the educational endeavour." [Abstract excerpt from the author]


Wells, C. M. (2013). Mindfulness in academia: considerations for administrative preparation. Education Leadership Review, 14(3), 1–11.

"In addition to suggesting that meditation be part of the university preparation program for administrative training, this paper presents new thinking by suggesting that the attitudinal foundation of mindfulness practice be embedded within course content for reflective, authentic, and case study assignments." [Abstract excerpt from the author]


Videos (not strictly literature, but interesting nonetheless!)

TED - All it takes is 10 mindful minutes | Andy Puddicombe: https://youtu.be/qzR62JJCMBQ

When is the last time you did absolutely nothing for 10 whole minutes? Not texting, talking or even thinking? Mindfulness expert Andy Puddicombe describes the transformative power of doing just that: Refreshing your mind for 10 minutes a day, simply by being mindful and experiencing the present moment. (No need for incense or sitting in strange positions.)

U. Massachusetts C. for Mindfulness - What does mindfulness look like? : https://youtu.be/XJs-b7_FvmI

In this video, George Mumford talks about observing the present moment and letting that moment speak for itself. Through this practice we can feel more connected to others and to the world around us.

Talks at Google - Dr. Ron Siegel: "The Science of Mindfulness": https://youtu.be/aPlG_w40qOE

Mindfulness-based psychotherapy is the most popular new treatment approach in the last decade—and for good reason. Studies demonstrate that mindfulness practices can be effective tools to help resolve anxiety, depression, addictive habits, stress-related medical disorders, and even interpersonal conflict. Mindfulness is not, however, a one-size-fits-all remedy. We need to tailor practices to particular problems. This talk will outline how mindfulness practices work to alleviate psychological distress and how anyone can creatively adapt them to work with the difficulty of the moment.

Subject Guide

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Alicia Copp
Contact:
Downtown Campus, Room 242H

acopp@vcc.ca
604-871-7000, ext.8641

Web Resources

References

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