In the late 1990’s I developed and delivered a way to use mindfulness as an integral part of the educational/academic system. The name of the program was: Mindfulness Training for Elementary School Students: The Attention Academy. It was published by The Journal of Applied School Psychology, Vol. 21(1) 2005. Since my study was published there has been a world wide movement to bring mindfulness into the schools and this movement is expanding exponentially. My work with www.innerexplorer.org continues this movement.
My personal experience with learning and mindfulness brought me to the conclusion that thinking and learning had far more to do with just cognitive skills. I discovered that cognition is interconnected with emotion and tactile experience. The term “emotional intelligence” has now become an accepted part of the learning continuum and will continue to play an even larger role as it discovers the depth of it’s possibilities. As it relates to education, mindfulness has the convenient twofold application of increasing attention skills and reducing stress thereby creating new opportunities for excellence. As the over 3000 studies in mindfulness over a vast array of applications conclude, increased attentions skills, increased awareness and connection with emotions and the body result in greater aptitude for learning and communication. We are no longer tied to thinking “inside the box” and are discovering new exciting ways to learn resulting in an unprecedented explosion of creativity.
It had long been a theory of mine that the practice of mindfulness could be helpful in teaching people how to think and learn in new enhanced ways. This idea came to me because of my personal experience of the limits of my own educational training all the way through college and beyond. I felt like a fish out of water and had a hard time just thinking “inside the box”.