๐Ÿ“‘ Would you like ethics with that? The possibilities and risks of (Mc)Mindfulness in schools

Bookmarked Would you like ethics with that? The possibilities and risks of (Mc)Mindfulness in schools (EduResearch Matters)

Mindfulness has multiple meanings, and a complex history. Therefore, we cannot take for granted that we always agree about what is involved in discussions of mindfulness in schools. To help us think more clearly about specific uses of mindfulness I have developed a distinction between โ€˜thinโ€™ and โ€˜thickโ€™ mindfulness.

Christopher T. McCaw discusses his research into the rise of mindfulness in education. To make sense of the different ways in which it is practiced, McCaw differentiates between thick and thin implementations.

It should be clear that a school classroom embracing a โ€˜thinโ€™ version of mindfulness might look, sound and feel quite different to one embracing a more โ€˜thickโ€™ version. The former might be more concerned with maximising student attention, focus and emotional stability in order to support behavioural compliance and enhanced academic performance. The latter might be more concerned with developing studentsโ€™ personal awareness and responsibility, building a classroom culture of compassion, respect and deep listening, and calling into question competitive individualism as the basis for student motivation.

This touches on some of the concerns raised by Ronald Purser and McMindfulness. For McCaw, the questions that we need to consider is what is the type of mindfulness being taught, who decides this is what it looks like and what are the implications of this. It would be interesting to use the Modern Learning Canvas to frame this.

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