Abstract
Mindfulness may be a powerful tool in raising awareness of and ameliorating intense emotions that often accompany teaching and learning. One way to introduce mindfulness into the classroom is through a heuristic. Heuristics afford changes in practice by mediating reflexivity. Therefore, we refer to a heuristic as a low-grade intervention. In this chapter, I describe our hermeneutic approach to the development of a mindfulness heuristic. Included are three iterations of the heuristic and an account of how they evolved. I emphasize the flexibility and adaptability of heuristics, which make them easily applicable to various contexts.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Alexakos, K., & Pierwola, A. (2013). Learning at the “boundaries”: Radical listening, creationism, and learning from the “other”. Cultural Studies of Science Education, 8, 39–49. doi:10.1007/s11422-012-9470-7.
Alexakos, K., & Tobin, K. (Eds.). (forthcoming). Collaborative methodologies for research in science teacher education: Multi-level research on emotions, teaching, and learning. Dordrecht: Sense.
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. http://dx.doi.org/10.1177/1073191105283504
Baer, R. A., Walsh, E., & Lykins, E. L. B. (2009). Assessment of mindfulness. In F. Didonna (Ed.), Clinical handbook of mindfulness (pp. 153–168). New York: Springer. http://dx.doi.org/10.1007/978-0-387-09593-6_10
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. C., Carmody, J., et al. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–241. http://dx.doi.org/10.1093/clipsy.bph077
Bourdieu, P., & Wacquant, L. J. (1992). An invitation to reflexive sociology. Chicago: The University of Chicago Press.
Camrody, J., & Bear, R. A. (2008). Relationships between mindfulness practice and levels of mindfulness, medical and psychological symptoms and well-being in a mindfulness-based stress reduction program. Journal of Behavioral Medicine, 31, 23–33. http://dx.doi.org/10.1007/s10865-007-9130-7
Collins, R. (2004). Interaction ritual chains. Princeton: Princeton University Press.
Davidson, R. J., & Begley, S. (2012). The emotional life of your brain: How its unique patterns affect the way you think, feel, and live – And how you can change them. New York: Hudson Street Press.
Davis, K. M., Lau, M. A., & Cairns, D. R. (2009). Development and preliminary validation of a trait version of the Toronto mindfulness scale. Journal of Cognitive Psychotherapy: An International Quarterly, 23(3), 185–197. http://dx.doi.org/10.1891/0889-8391.23.3.185
Ekman, P. (2003). Emotions revealed: Recognizing faces and feelings to improve communication and emotional life. New York: St. Martin’s Griffin.
Erickson, F. (1998). Qualitative research methods for science education. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 1155–1173). Dordrecht: Kluwer Academic Publishers. http://dx.doi.org/10.1007/978-1-4020-9041-7_93
Ingersoll, R. M., & Perda, D. (2010). Is the supply of mathematics and science teachers sufficient? American Educational Research Journal, 47, 563–594. http://dx.doi.org/10.3102/0002831210370711
Jha, A. (2012, March). Improving attention and working memory with mindfulness training. Keynote address at the fifth annual conference on mindfulness: Foundation for teaching and learning, Bryn Mawr, PA.
Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present and future. Clinical Psychology: Science and Practice, 10, 144–156. http://dx.doi.org/10.1093/clipsy.bpg016
Kraus, S., & Sears, S. (2008). Measuring the immeasurable: Development and initial validation of the Self-Other Four Immeasurables (SOFI) Scale based on Buddhist teachings on loving kindness, compassion, joy, and equanimity. Social Indicators Research, 92(1), 169–181.
Marlatt, G. A., & Kristeller, J. L. (1999). Mindfulness and meditation. In W. R. Miller (Ed.), Integrating spirituality into treatment (pp. 67–84). Washington, DC: APA.
Powietrzynska, M. (forthcoming). Sowing the seeds of mindfulness with science educators. In K. Alexakos & K. Tobin (Eds.), Collaborative methodologies for research in science teacher education: Multi-level research on emotions, teaching, and learning. Dordrecht: Sense.
Roth, W.-M., & Tobin, K. (2002). At the elbow of another: Learning to teach by coteaching. New York: Peter Lang Publishing, Inc.
Solloway, S. G., & Fisher, W. P. (2007). Mindfulness in measurement: Reconsidering the measurable in mindfulness practice. International Journal of Transpersonal Studies, 26, 58–81.
Tobin, K. (2010). Collaborating to transform and reproduce science education. Enseñanza de las Ciencias, 28, 301–313.
Tobin, K., & Llena, R. (2012). Colliding identities, emotional roller coasters, and contradictions of urban science education. In M. Varelas (Ed.), Identity construction and science education research: learning, teaching, and being in multiple contexts (pp. 137–152). Rotterdam: Sense Publishers. http://dx.doi.org/10.1007/978-94-6209-043-9_10
Tobin, K., Seiler, G., & Walls, E. (1999). Reproduction of social class in the teaching and learning of science in urban high schools. Research in Science Education, 29, 171–187. http://dx.doi.org/10.1007/BF02461767
Turner, J. H. (2002). Face to face: Toward a sociological theory of interpersonal behavior. Palo Alto: Stanford University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Netherlands
About this chapter
Cite this chapter
Powietrzynska, M. (2015). Heuristics for Mindfulness in Education and Beyond. In: Milne, C., Tobin, K., DeGennaro, D. (eds) Sociocultural Studies and Implications for Science Education. Cultural Studies of Science Education, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4240-6_3
Download citation
DOI: https://doi.org/10.1007/978-94-007-4240-6_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-4239-0
Online ISBN: 978-94-007-4240-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)