The Future of Education

Edition 14

Accepted Abstracts

Mindfulness in Schools

Vera Kaltwasser, AISCHU – Achtsamkeit in der Schule (Mindfulness in Schools) (Germany)

Abstract

There is meanwhile growing consensus among neuroscientists, educators and teachers that it is pivotal for educational processes to not only learn to memorize, evaluate and contextualize factual information but also to attain self-regulation strategies as well as to acquire metacognitive problem-solving skills preferentially at an early stage in the educational trajectory. Practicing mindfulness may be seen as perfect venue for developing these virtues and competencies as it allows individuals to learn to intentionally monitor, assess and modulate cognitive, emotional and motivational processes associated with behaviour
The cultivation of mindfulness allows to investigate, understand  and reflect oneself in a systematic way and thereby enhancing intellectual, attentional, emotional, behavioural self-regulation capacities. We think that getting to know oneself by understanding the inner milieu is a prerequisite for understanding the outer world and other human beings. Being able to control one’s impulses is on the one hand the prerequisite for delaying gratification and enlarging self-efficacy and on the other hand the prerequisite for developing emotional and social competence. Moreover, being mindful can prevent an individual from seeking a “quick fix” of their feelings of unease by smoking, drinking alcohol, taking drugs or over-eating.
Vera Kaltwasser will talk about the curriculum “Achtsamkeit in der Schule” - AISCHU (Mindfulness in School – MISCHO, e.g. research on this intervention- program by Prof Dr. Kohls (LMU Munich and Hochschule Coburg). The different elements of the curriculum are being integrated in the everyday tuition in schools by specifically trained teachers.  For many years AISCHU has been taught in various pedagogical contexts in Germany, e.g. in teacher training and in German secondary schools.
Vera Kaltwasser reports on the various elements of the curriculum and its scientific foundation and on the ongoing process of implementing a “school culture” of introspection and compassion and ethical grounding.

Keywords: Mindfulness in schools, Self-Regulation and the freedom of choice;

 

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