Contemplative Education: Modeling Mindfulness in the Classroom
Just as when enjoying every moment of a sunrise, mindfulness requires non-judgmental observation. |
Barbazat and Bush, writers of Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning refer to mindfulness as "the practice most widely incorporated into higher education" (2014, p. 98), yet mindfulness remains difficult for students to define.
Nonetheless, faculty committed to contemplative educational practices, and faculty who model specific mindfulness behaviors in the classroom, can help students learn to understand the essence of mindfulness.
Defining Mindfulness
Bhante Henepola Gunaratana, in his Mindfulness in Plain English,
refers to it as "pure awareness" (2002, p. 138), "nonjudgmental
observation," and an "impartial watchfulness" (p. 139). He goes on to explain that mindfulness
"is not thinking" and "it does not get involved with thought or
concepts," and "it does not get hung up in ideas or opinions or
memories" (p. 140). Faculty ask for a type of concentration mindfulness practices
can enhance during lectures, when they want students to be "in the
moment," taking notes as they listen so they can quietly reflect on the
ideas later, perhaps in a paper or online post.
Faculty also often ask for negative capability, or the ability to hold
two contradicting ideas as true at the same time, a type of mindful
concentration students must practice when faculty present hot button issues,
wanting students to accept information without, as Gunaratana states, getting
"hung up in opinions or memories."
University faculty, however, even those who model a mindful presence in
the classroom, may not realize that mindful classrooms rarely exist without structured
guidance towards mindfulness.
Furthermore, practicing mindfulness in the classroom can be difficult
for students and faculty both, all who have learned to live in a world that
promotes narcissistic behaviors such as overt defensiveness against criticism or
new ideas, or clinging to assumptions to protect the self or one's unique
identity.
Modeling Mindfulness: Silence and Hospitality
Radical Presence: Teaching as Contemplative Practice presents two ways faculty can model a mindful
presence for students is by incorporating both silence and hospitality into the
classroom experience. On moments of
silence in the classroom, O' Reilley reminds us that "The classroom, in
today's multimedia culture, may be the only site of reflection in a student's
day" (1998, p. 7). Of hospitality
she writes:
Hospitality calls me to consider the singularity of each
person, the diversity of needs. The
discipline of presence requires me to be
there, with my senses focused on the group at hand, listening rather than
thinking about what I'm going to say - observing the students, the texts, and
the sensory world of the classroom. (p. 9)
Silence
The extended moments of silence to
which O'Reilley is referring allow faculty to create a classroom space for students
to practice mindfulness, for both students and faculty to notice what is
happening in the classroom, and to move beyond mindfulness to thinking. Mindfulness must occur before thinking, and
thinking must occur before answering, discussing, or writing. A respectful silence that does not last long
enough may promote "off the cuff" responses, responses that stem only
from personal opinions or experiences, or responses students guess the
professor may want to hear instead of authentic, thoughtful responses that
allow for true assessment of learning objectives and outcomes. Faculty who incorporate silence into the
classroom are modeling how to create a space others can use to be mindful. The faculty member must set aside his or her
ego and embrace what may be an uncomfortable silence in order to simply observe
what is happening in the classroom. This allows for more accurate and authentic assessment of the levels of proficiency of
student learners.
Hospitality
The very specific activity O'Reilley
explains as an act of hospitality is one with which many faculty are familiar,
that of taking attendance (1998, p. 8).
She uses a method similar to the "Student info cards" method
explained by Barkley in the text Student
Engagement Techniques, which suggests faculty keep index cards about each
student completed by each student (2010, pp. 113-114). Although there are several other ways to
learn more about students in order to promote successful learning suggested by
Barkley, O'Reilley uses the note cards as a way to have a mindful presence in
the classroom each day as she marks attendance on the reverse of each student's
individual note card. "Hospitality,"
she states, "defines a space for the visitor - the student - to be
herself, because she is received graciously" (p. 8). Again, the faculty member must set aside his
or her ego in order to focus on the acceptance of the students in the moment,
as they are, each individual on each individual day.
More than being a "tip" or
"strategy," for classroom management or retention, silence and
hospitality are mindfulness behaviors faculty should model for students, especially students
struggling with narcissistic behaviors such as speaking out for attention or
suffering from feelings of isolation or otherness. By following their professors' examples, students can learn to negotiate social interactions in and out of the classroom more effectively.
Want to read more about pedagogy and learning? Try
References
Barbezat, D. P, & Bush, M. (2014). Contemplative practices in higher education:
Powerful methods to transform teaching and learning. San Francisco, CA:
Jossey-Bass.
Barkley, E. F. (2010). Student engagement techniques: A handbook
for college faculty. San Francisco, CA: Jossey-Bass, A Wiley Imprint.
Gunaratana, Bhante H. (2002). Mindfulness in plain English. Boston,
MA: Wisdom Publications.
O'Reilley, M. R. (1998). Radical presence: Teaching as contemplative practice. Portsmouth, NH:
Boynton/ Cook Publishers HEINEMANN.
Copyright Amy Lynn Hess. Please contact the author for permission to republish.
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