In this article, we review the appropriateness of ‘mindfulness’ as an educational goal and explore what it means to cultivate mindfulness as a disposition, that is, as an enduring trait, rather than a temporary state. We identify three high-leverage instructional practices for enculturatingmindfulness: looking closely, exploring possibilities and perspectives, and introducing ambiguity. We conclude by exploring what it might look like to cultivate the trait of mindfulness within individual classrooms. This report includes a review of an experimental study of ‘conditional instruction,’ which explores mindfulness as a state, and then drawson a series of qualitative case studies of ‘thoughtful’ classrooms to provide an example of conditional instruction as it might serve to develop a disposition of mindfulness.
%0 Journal Article
%1 JOSI:JOSI150
%A Ritchhart, Ron
%A Perkins, David N.
%D 2000
%I Blackwell Publishers Inc.
%J Journal of Social Issues
%K langer learning mindfulness teccn
%N 1
%P 27--47
%R 10.1111/0022-4537.00150
%T Life in the Mindful Classroom: Nurturing the Disposition of Mindfulness
%U http://dx.doi.org/10.1111/0022-4537.00150
%V 56
%X In this article, we review the appropriateness of ‘mindfulness’ as an educational goal and explore what it means to cultivate mindfulness as a disposition, that is, as an enduring trait, rather than a temporary state. We identify three high-leverage instructional practices for enculturatingmindfulness: looking closely, exploring possibilities and perspectives, and introducing ambiguity. We conclude by exploring what it might look like to cultivate the trait of mindfulness within individual classrooms. This report includes a review of an experimental study of ‘conditional instruction,’ which explores mindfulness as a state, and then drawson a series of qualitative case studies of ‘thoughtful’ classrooms to provide an example of conditional instruction as it might serve to develop a disposition of mindfulness.
@article{JOSI:JOSI150,
abstract = {In this article, we review the appropriateness of ‘mindfulness’ as an educational goal and explore what it means to cultivate mindfulness as a disposition, that is, as an enduring trait, rather than a temporary state. We identify three high-leverage instructional practices for enculturatingmindfulness: looking closely, exploring possibilities and perspectives, and introducing ambiguity. We conclude by exploring what it might look like to cultivate the trait of mindfulness within individual classrooms. This report includes a review of an experimental study of ‘conditional instruction,’ which explores mindfulness as a state, and then drawson a series of qualitative case studies of ‘thoughtful’ classrooms to provide an example of conditional instruction as it might serve to develop a disposition of mindfulness.},
added-at = {2014-04-02T10:41:39.000+0200},
author = {Ritchhart, Ron and Perkins, David N.},
biburl = {https://www.bibsonomy.org/bibtex/2ef35b5d57073ff750d2f7f8eacfd5f5d/yish},
doi = {10.1111/0022-4537.00150},
interhash = {694a5f42679b57b4746d24c031670b51},
intrahash = {ef35b5d57073ff750d2f7f8eacfd5f5d},
issn = {1540-4560},
journal = {Journal of Social Issues},
keywords = {langer learning mindfulness teccn},
number = 1,
pages = {27--47},
publisher = {Blackwell Publishers Inc.},
timestamp = {2014-04-02T10:42:12.000+0200},
title = {Life in the Mindful Classroom: Nurturing the Disposition of Mindfulness},
url = {http://dx.doi.org/10.1111/0022-4537.00150},
volume = 56,
year = 2000
}