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A Consideration of the Use of Mindfulness Meditation in Public Education |
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| Author |
Knoblock, Kenneth (撰)
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| Date | 2017 |
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| Pages | 98 |
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| Publisher | Harvard University |
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| Publisher Url |
https://www.harvard.edu/
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| Location | Cambridge, MA, US [劍橋, 麻薩諸塞州, 美國] |
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| Content type | 博碩士論文=Thesis and Dissertation |
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| Language | 英文=English |
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| Degree | master |
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| Institution | Harvard University |
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| Department | Religion |
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| Advisor | Shoemaker, Stephen; Giles, Cheryl |
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| Publication year | 2017 |
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| Keyword | Education; Curriculum and Instruction; vipassana; Psychology; Cognitive; mindfulness; meditation; zazen; samatha; zen; stress; teacher; mindful; resilience; health; secular; contemplative; Satipatthana; anxiety; mind; emotion; school; meditate; meditator; teaching; student |
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| Abstract | With roots in the Buddhist religious tradition, a secularized version of mindfulness meditation is now being embraced by many as a way to significantly improve their quality of life. Mindfulness is a form of meditation that teaches one to focus with present-moment awareness. Advocates extol the virtues of mindfulness and its positive impact upon one’s physical and mental health such as stress reduction and the ability to regulate one’s emotions. It is increasingly being taught in hospitals, corporate settings, and now in schools. The purported benefits of the contemplative practice of mindfulness have propelled it into the curriculum of an ever-growing number of public school systems, yet there are those who claim there is potential for harm.
Critics of mindfulness programs in schools object for a number of reasons. They believe it encourages children to unwittingly adopt Buddhist religious beliefs and an undesirable worldview. Indeed, aspects of mindfulness training include “acceptance” and “non-judgment,” which seem to conflict with the goal of doing one’s best in the classroom and differentiating between right and wrong. Detractors assert that although supporters of mindfulness point to scientifically-proven benefits, there are no studies of the long-term impact of mindfulness on school children. Most research has focused on the physical, emotional, and health benefits of adults who practice mindfulness. Others see mindfulness in schools as simply a waste of valuable classroom time.
Although inspired by Buddhist mindfulness practices, the secularized version of mindfulness does not teach Buddhism, a religion with vast writings and cosmology. Mindfulness has been the subject of numerous scientific studies involving both adults and school children that demonstrate its benefits. Studies of mindfulness have proven that it reduces stress and related cortisol levels which are responsible for a variety of physical and mental health problems. Mindfulness meditation has been shown to improve cognitive functioning and shrink the amygdala, a brain region associated with fear and stress, as well as increase the size of the hippocampus, a brain region associated with learning and memory. It has been demonstrated to improve focus and emotional regulation as well as to build resilience. Mindfulness meditation has been practiced for thousands of years by people of all ages, which dispels concern over any unknown long-term consequences. However, as is the case with all subject matter taught in the classroom, it is important that teachers of mindfulness have been properly trained to guide students through it. There is overwhelming evidence for expanding its use in secular settings, particularly in public education where young people can learn at an early age how to practice mindfulness to develop their ability to focus attention, manage stress, and regulate their emotions in the classroom. |
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| Table of contents | Dedication v
Acknowledgments vi
I. Introduction 1
II. The Buddhist Origins of Mindfulness 3
The Buddha, the Four Noble Truths, and the Eight-Fold Path 3
The Satipatthana Sutta and the Foundations of Mindfulness 5
Buddhist Mindfulness Practices Today 10
Perspectives on Buddhist Teachings 15
III. Secular Mindfulness 17
The Development of Mindfulness-Based Stress Reduction (MBSR) 17
The Seven Pillars of Mindfulness in MBSR 21
Mindfulness and Psychology 24
Religion and MBSR 25
Mindfulness in the Classroom 28
IV. Potential Harm: The Backlash Against Mindfulness in Public Education 35
The Mindfulness Backlash 35
Teaches Buddhism Surreptitiously 36
Presents an Undesirable World View 37
Unknown Long-term Consequences 38
A Waste of School Time 39
Some Adults Claim Adverse Effects 39
Mindfulness Does Not Address the Cause of Stress 41
Buddhist Criticism of Secular Mindfulness 41
V. Potential Benefits – Mindfulness Studies and Well-being 43
Mindfulness and Stress 43
Mindfulness and the Brain 46
Mindfulness and Mental Cognition 49
Mindfulness and Personal Resilience 50
Mindfulness-Based Therapies 55
Mindfulness and Attention Deficit Disorder 58
VI. Mindfulness in the Classroom 61
Mindfulness and Studies of School Children 61
Mindfulness and Teacher Burnout 68
Mindfulness Experiences in Schools 70
Discussions with Mindfulness Teachers 75
VII. Analysis of Criticisms of Mindfulness in Public Schools 78
Teaches Buddhism Surreptitiously 78
Teaches an Undesirable World View 81
Unknown Long-term Consequences 82
A Waste of School Time 82
Some Adults Claim Adverse Effects 82
Mindfulness Does Not Address the Cause of Stress 83
Buddhist Criticisms of Secular Mindfulness 84
VIII. Summary and Conclusions 85
Bibliography 93 |
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| Hits | 692 |
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| Created date | 2021.12.11 |
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