Mindfulness in schools – educating the heart, mind and body

Abstract

One may see the introduction of mindfulness practice to education as an exemplification of J. H. Pestalozzi’s concept of holistic education. At the same time it may be viewed as an attempt to translate the category of the heart into a more detailed language of educational practice. Interesting experiments are being conducted in many places all over the world in contemporary schools. For example, incorporating contemplative practices such as mindfulness practice into curriculum, schools experimenting with techniques that allow students to stay in silence, to examine their inner states, and to observe the mind. The fact that contemplative pedagogy shows the way of translating the hardto- reach areas related to the human spirituality (the heart, love or compassion) into the language of educational practices seems to be quite new and contributing.