Mindful Learning: A Case Study of Langerian Mindfulness in Schools.

Chase Davenport,Francesco Pagnini

doi:10.3389/fpsyg.2016.01372

Abstract

The K-12 classroom applications of mindfulness as developed by Ellen Langer are discussed in a case study of a first-year charter school. Langerian Mindfulness, which is the act of drawing distinctions and noticing novelty, is deeply related to well-being and creativity, yet its impact has yet to be tested at the primary or secondary school level. The objective of the article is to display how Langerian Mindfulness strategies could increase 21st century skills and Social-Emotional Learning in primary classrooms. The New School San Francisco, an inquiry-based, socioeconomically and racially integrated charter school, serves as a model for mindful teaching and learning strategies. It is concluded that when mindful strategies are implemented, students have significant opportunities to exercise the 21st century skills of creativity, collaboration, communication and critical thinking. Langerian Mindfulness is also considered as a tool for increasing Social-Emotional Learning in integrated classrooms. It is recommended that mindful interventions be further investigated in the primary and secondary school context.

Highlights

Models of educational change have increasingly prioritized the development of creativity, communication, collaboration and critical thinking in 21st century students (Bellanca, 2010)
While there are different approaches to mindfulness (Pagnini and Phillips, 2015), we will refer to the concept developed by Langer (1989), who defines mindfulness as the simple process of noticing new things and drawing novel distinctions
While Langerian mindfulness proved to be a powerful tool for education and learning in undergraduates and high-school students (Langer et al, 1989), there is a lack of reports about the application of her theories in elementary classrooms

Summary

INTRODUCTION

Models of educational change have increasingly prioritized the development of creativity, communication, collaboration and critical thinking in 21st century students (Bellanca, 2010). While there are different approaches to mindfulness (Pagnini and Phillips, 2015), we will refer to the concept developed by Langer (1989), who defines mindfulness as the simple process of noticing new things and drawing novel distinctions This concept is rooted in the awareness that reality is in constant change. People are sensitive to the environment and the context, they create new categories for structuring perception, they welcome novelties, and they present multiple perspectives in problem solving (Langer and Moldoveanu, 2000). According to Langer, mindfulness can be taught by inviting people to notice differences and to pay attention to new elements that were not part of the previous schema

MINDFUL EDUCATION IN PRACTICE

CELEBRATING DIVERSE SOLUTIONS

CONCLUSION

AUTHOR CONTRIBUTIONS