Including children's perceptions from meditation in a discussion about reflective practices in education

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    Abstract

    This paper is a co-constructed narrative comprising of inputs from children and their teachers and contextualisation from the embedded position of the chief investigator in this study to gain insights into how a group of class of Year 5-6 primary school students experienced meditation. The study is situated in a Buddhist Religious Instruction class, where learning was conducted inside a designated weekly half hour session. In accordance with the cultivation of individual responsibility and executive function that is the ethos of Buddhist pedagogy participating students and their volunteer teacher were invited into the research as research inquirers. Again the tradition exhorts the role of an experienced teacher to guide what can become an intrapersonal learning journey through meditation. At a time where mindfulness exercises and permutations have captured the public imaginary, and where educators are showing increasing interest, the discussion is timely. While the study is directed towards secular and plural educational applications, reference to the tradition that has borne mindfulness alerts the field to some considerations as to how the uptake of mindfulness in schools might be applied with further rigour and integrity. Further, the utilisation of children’s drawings of happiness scales and their added narratives offers a way in which research into the interior experiences of children might be conducted. Their insights from experience in meditation supports findings from clinical studies with children, and poses a viable addition to current reflective, wellbeing and resilience strategies in education.
    Original languageEnglish
    Pages (from-to)88-98
    Number of pages11
    JournalLearning Communities: International Journal of Learning in Social contexts
    Volume18
    Issue numberSpecial Issue: Narrative Inquiry
    DOIs
    Publication statusPublished - 2015

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    teacher
    religious instruction
    narrative
    education
    happiness
    resilience
    learning
    integrity
    primary school
    experience
    student
    utilization
    educator
    responsibility
    school
    Group

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    title = "Including children's perceptions from meditation in a discussion about reflective practices in education",
    abstract = "This paper is a co-constructed narrative comprising of inputs from children and their teachers and contextualisation from the embedded position of the chief investigator in this study to gain insights into how a group of class of Year 5-6 primary school students experienced meditation. The study is situated in a Buddhist Religious Instruction class, where learning was conducted inside a designated weekly half hour session. In accordance with the cultivation of individual responsibility and executive function that is the ethos of Buddhist pedagogy participating students and their volunteer teacher were invited into the research as research inquirers. Again the tradition exhorts the role of an experienced teacher to guide what can become an intrapersonal learning journey through meditation. At a time where mindfulness exercises and permutations have captured the public imaginary, and where educators are showing increasing interest, the discussion is timely. While the study is directed towards secular and plural educational applications, reference to the tradition that has borne mindfulness alerts the field to some considerations as to how the uptake of mindfulness in schools might be applied with further rigour and integrity. Further, the utilisation of children’s drawings of happiness scales and their added narratives offers a way in which research into the interior experiences of children might be conducted. Their insights from experience in meditation supports findings from clinical studies with children, and poses a viable addition to current reflective, wellbeing and resilience strategies in education.",
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    Including children's perceptions from meditation in a discussion about reflective practices in education. / Smith, Sue.

    In: Learning Communities: International Journal of Learning in Social contexts, Vol. 18, No. Special Issue: Narrative Inquiry, 2015, p. 88-98.

    Research output: Contribution to journalArticleResearchpeer-review

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