Safeguarding Mindfulness in Schools and Higher Education: A Holistic and Inclusive Approach by Leigh Burrows
Although the mind can fall into a number of different traditions and disciplines, it was originally a mystical practice and a powerful practice based on the development of an ability…
Safeguarding Mindfulness in Schools and Higher Education synopsis
Although the mind can fall into a number of different traditions and disciplines, it was originally a mystical practice and a powerful practice based on the development of an ability that can only be attained by certain people. After the pre-publication of the positive results, the author identifies in this book a set of negative effects of mind-meditation for some individuals who represent, from the point of view of mind in schools and highereducation, an unknown region.
The author explains through research, personal experience and case studies how mind activities can be safe for all students in places of education including the most vulnerable. This book helps teachers in schools and highereducation settings make informed decisions about whether to include their mind in their education, based on their own abilities, ambitions, and student activities to make sure they are safe for the most vulnerable students.
This guide is based on a range of existing pedagogical and clinical knowledge about meeting the needs of students, staff, vulnerable patients and specialized expertise of trained physicians and trained teachers. This book puts school and university teachers in the driver's seat with regard to teaching the mind in the vicinity of education. She argues that the only way to look to the mind in education is to adopt an individual approach that depends on what the actual teachers actually do in their work with vulnerable students by expanding their knowledge about the mind and its potential effects.
In this way, existing teachers' skills are celebrated and expanded, and organic education is developed organically with teachers, becoming a real and tangible experience for themselves and their students rather than "extra" intervention.
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