Overview
The first book to include transnational, comparative research related to the benefits of silent sitting and mindful practices as tools in education
Includes experiences related to the use of mindfulness techniques by teachers, addressing the challenges related to the practice, and the support required
Chapters are sourced from a group of scholars who are experienced practitioners using the education in human values program with evidence-based research
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Table of contents (13 chapters)
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Front Matter
Keywords
- Developing the Child of the Future
- A Human Values Pathway for Teachers
- Teaching pedagogies
- Silent sitting technique
- Sustainable education
- Humanising Education in the Digital Era
- Story telling
- Mindfullness as Resilience
- Silent sitting as a self transformatory process
- Education in Human Values in Malaysia
- Mind Management & Inner Strength
- Human Values program for Community development
- African-Centered Psychology
- Youth of Color in the United States
About this book
This book combines perspectives from psychology, spiritual education and digital teaching pedagogies in a transnational framework to discuss the Education in Human Values Program (EHV) for child development, with a focus on silent sitting, mindfulness, meditation and story-telling as tools in the classroom. Through positive guidance in the early stages of child development using EHV tools, teachers will be better equipped to handle disciplinary issues in primary and secondary schools. These practices are also useful for the higher education community, as teachers and educators from tertiary institutions may adopt these practices in their teaching and become reflective practitioners. Topics such as teacher morale and school climate and its impact on children are discussed in relation to building resilience, reflective capacities, and inner strength (shared values) using an intrinsic and transformational approach. The discussions also include perspectives from the neurosciences. With contributions from teachers and educators from the US, South Africa, Malaysia, Australia, Hong Kong and Mauritius, this edited volume addresses the challenges, strengths and weaknesses associated with daily teaching practices in primary and secondary schools and higher education institutions. The content is relevant to policymakers and researchers in child development studies, with a particular focus on the impact of silent sitting, mindful practices, and meditation on children’s self-regulation and resilience. The authors collectively espouse that silent sitting techniques can help a child to grow and discover their hidden potential, thus enhancing their social, emotional, spiritual and physical capacities.
Editors and Affiliations
About the editors
Dr. Stephen Scherer is a research and supervising clinical health psychologist whose research interests lie primarily in the field of emotion and emotion regulation, with a focus on mindfulness as a mediator of emotion regulation. Dr. Scherer has over 20 years of experience in meditative practice and began researching emotion regulation and mindfulness as an undergraduate student. He developed the Personal Factors that Influence Academic Behaviors Assessment (PIABs) which aims to further bring the fields of mindfulness, emotion regulation, and post-secondary education together to help enrich the lives and successes of college and college-bound students. He also teaches mindfulness and emotion regulation strategies to children, adolescents, and adults in his clinical practice and provides Dialectical Behavior Therapy, a mindfulness-based treatment to adolescents and adults.
Bibliographic Information
Book Title: A Human Values Pathway for Teachers
Book Subtitle: Developing Silent Sitting and Mindful Practices in Education
Editors: Suma Parahakaran, Stephen Scherer
DOI: https://doi.org/10.1007/978-981-16-0200-9
Publisher: Springer Singapore
eBook Packages: Religion and Philosophy, Philosophy and Religion (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2021
Hardcover ISBN: 978-981-16-0199-6Published: 20 March 2021
Softcover ISBN: 978-981-16-0202-3Published: 20 March 2022
eBook ISBN: 978-981-16-0200-9Published: 19 March 2021
Edition Number: 1
Number of Pages: XV, 177
Number of Illustrations: 4 b/w illustrations, 7 illustrations in colour
Topics: Child and School Psychology, Teaching and Teacher Education, Child Well-being, Educational Psychology, Philosophy of Education