Embodying a Mindfulness Practice Within the Higher Education Classroom

• In Event: 34.077 - Impacting Teachers Lives: The Place of Mindfulness and Contemplative Practices in Learning and Teaching

Abstract

In the current higher education context conversation about stress and the pressures associated to workload, expectations and changing conditions are not uncommon. In fact, they are a daily embedded practice. What comes with this is an awareness for the need to position wellbeing at the forefront. Mindfulness and concepts such as awareness, kindness, being present, and gratitude for example are worthy of our attention as academics – they are not something ‘extra’ or ‘nice to do’ (Berg & Seeber, 2016).

Discussions around the place of mindfulness for academics is expanding as research begins to be produced (Berg & Seeber, 2016; Bush, 2011; Ivtzan & Lomas, 2016; Ivtzan et al., 2011; Lemon & McDonough, 2018). More research appears in relation to students in higher education, however emerging trends are beginning to focus on mindfulness and academics in the classroom (Block-Lerner & Cardaciotto, 2016), and on meditating academics (Brendel & Cornett-Murtada, 2018) for example. As our understanding of what might be possible grows, we are reminded that contemplative practices are required as a need to support a balance between professional and personal lives (Beer et al., 2015).

This paper looks at the place of mindfulness and contemplative practices in the higher education classroom through the framework of place, space and time (Massey, 1994). As an autoethnographic study, data was collected over the period of a semester through a teacher reflective journal and observations of practice, plus a focus group with students. During a 12 week semester I worked with second year undergraduate preservice teachers in preparing them for professional experience. My personal mindfulness practice had been an important part of my routines and way of being, however this was the first time I explicitly talked about my practice, shared philosophies and taught some informal and formal mindfulness practices within a subject.

My mindfulness practice extended through genuine embodiment with regular practice in the classroom. A noticeable shift in relationships with students emerged and became evident over time. Awareness of the students’ stresses were paid attention to in the moment, and a curiosity and openness to discovery together was a part of regular co-construction of learning experiences in relation to becoming a teacher, identity construction, and the use of technology throughout the semester. More empathy was present for me as the teacher, and indeed for the students in relation to hearing perspective and being aware of self and peers in relation to their journey of becoming a teacher. A sense of calm, slowing down, and contemplation became a part of the classroom. An overall awareness of the value of being present when together was developed that was aligned to a mindfulness framework of intention, attention and attitude (Shapiro et al., 2006). Through the personal experience of mindfulness in the classroom students were able to see an application that supported a more authentic experience of mindfulness versus ones that had been observed and sometimes experienced that were less aligned to traditional philosophies, thus opening up connections to their own personal and professional contemplative practices.

Author

• Narelle Suzanne Lemon, Swinburne University of Technology