mindfulness and education

Teach Mindfulness, Invite Happiness


Mindfulness is a way of paying attention to present-moment experience and doing so with kindness and curiosity. It is not cognitive but sensory, and so taps into and strengthens different but vitally important parts of the brain that have been neglected by traditional education. One crucial attribute of mindfulness is that it is practiced without judgment. Many of our students are so hard on themselves and their internal critic is so loud that just a few moments of being given permission to not judge can bring huge relief to body and mind. I have seen it bring students to tears.

There is now ample evidence that mindfulness practice enhances positive emotions (PDF).

4 Ways to Refuel Your Gratitude


Applying Mindfulness to Mundane Classroom Tasks


1 Comment on mindfulness and education

  1. Plamen Miltenoff
    January 19, 2016 at 2:14 pm (5 years ago)

    From: Berila, Elizabeth S.
    Sent: Tuesday, January 19, 2016 7:29 AM
    To: Miltenoff, Plamen
    Subject: Fw: New book: “Mindful Tech”
    From: ACMHE_discussion on behalf of David Levy
    Sent: Sunday, January 17, 2016 9:43 PM
    To: acmhe_discussion@lists.contemplativemind.org
    Subject: [Acmhe_discussion] New book: “Mindful Tech”

    Dear Colleagues,

    I’d like to announce the publication of my book “Mindful Tech: How to Bring Balance to Our Digital Lives” (http://yalebooks.com/book/9780300208313/mindful-tech).
    Mindful Tech | Yale University Press
    Skip to main content ☰ About Our List. Authors; Digital Products; eBook Information; Meet Our Editors; Exam Copies

    The heart of the book is a series of exercises that help students establish a healthier and more effective relationship with their digital devices and apps by guiding them to become more aware of their embodied experience while using them. I’ve developed these exercises over ten years of teaching at the University of Washington, and have tested them in workshops I offer to faculty and staff at various universities. My hope is that the book will be useful not only in the classroom but for adults outside academia, who might choose to work with the exercises alone or in groups.

    I’d be happy to talk with you about how you might use the book—and of course I’d love to hear your feedback if you do end up using it.


    David M. Levy
    Professor, The Information School
    University of Washington


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