Book Review of "Mindful Teaching and Learning: Developing a Pedagogy of Well-Being"

Abstract

Ragoonaden, Karen (Ed.) (2015). Mindful Teaching and Learning: Developing a Pedagogy of Well-Being. Lanham, Maryland: Lexington Books. Pages: 115. Price: $75 USD (hardcover).Karen Ragoonaden's edited volume Mindful Teaching and Learning: Developing a Pedagogy of Well-Being seeks to initiate exchanges about sustainable Mindfulness practices in (p. xii). To this end, slim volume provides an overview of empirical research pertaining to benefits of in an educational context, as well as exploring numerous research projects examining impact of on various actors within different levels of educational institutions, with a focus on higher educational context in both United States and Canada. The treatment of subject matter is at once extensive but concise: role of in lives and work of university faculty, university students, K-12 educational administrative staff, and prospective K-12 educators in both university and practicum contexts is explored in five chapters that follow a brief summary of empirical findings related to in each of these settings. The treatment of these contexts is at once theoretically driven but inherently practical. While reading this volume, one senses intent to compile a list of useful tools and techniques for use in these varied contexts.After Ragoonaden's detailed introduction to chapters included in collection, Elizabeth Mackenzie reviews evidence-based literature within field of contemplative science. Both Ragoonaden and Mackenzie make clear that their definition of in education is rooted in work of Jon Kabat-Zinn on Mindfulness-Based Stress Reduction (MBSR) in 1980s and 90s (Kabat-Zinn, 2015; Kabat-Zinn et al., 1998), which has broadened into a more general concept of mindfulness training (MT). Mackenzie outlines outcomes of MT that have been supported empirically in research, for K-12 students and teachers as well as those in Higher Education (HE) settings. These outcomes include enhancement of: cognitive skills such as working memory capacity and attention; brain function, including cerebral blood flow (CBF) changes; immune system function; emotional regulation; resiliency; prosocial behavior; and mental health. These effects are typically larger in clinical populations than in general population, and may operate through other variables such as stress reduction and improved sleep quality. The transdisciplinary nature of evidence provides a convincing portrait of benefits of interventions.Karen Ragoonaden returns in second chapter with a self-study of experience of incorporating MT into her work as a faculty member. For purpose of this self-study, she defines as the human capacity for observation, participation, and acceptance of life's moments from a loving, compassionate stance and defines well-being as health in terms of maximizing one's potential (p. 17). Her self-study is consistent with findings from first chapter in terms of stress reduction and sleep quality in particular, and goes further in emphasizing benefit of compassionate interactions for both instructors and students. Kathryn Byrnes and Tom Bassarear, in their co-authored chapter, continue this theme by describing their university courses aimed at incorporating contemplative pedagogy and teaching within university context. They deconstruct their approach, which is rooted in Arthur Zajonc's seven stages of contemplative inquiry (respect, gentleness, intimacy, participation, vulnerability, transformation, and insight ( Zajonc, 2009)). An appendix of learning activities provides a toolkit for HE instructors to reference.The focus changes midway through collection, turning to Leaderful Mindsets, which emphasize role of in educational leadership. In this chapter, Sabre Cherkowski, Kelly Hansen, and Jennifer Kelly take a two-fold approach, exploring how leaders can discover strengths of others and build communities in educational contexts. …