Education in the 21st Century

Four Pillars of Education UNESCO: Report of the International Commission on Education for the Twenty first Century Learning : The Treasure Within Education throughout Life based on four pillars Learning to Know Learning to do Learning to live together Learning to be

Learning to Live Together Managing interpersonal relationships, conflicts Ethical requirements Aptitude for team work, and the ability to hold the team together Developing empathy, appreciation of interdependence

Learning to Be Developing independent thinking Develop one’s personality -- what is success? Heart vs Mind – I am not my thoughts ! Recognizing Strengths and weaknesses Enable flowering of all Potentials

How to fulfill these requirements? Training in the art of increasing concentration power to get control over actions, speech and thoughts , inculcating empathy, gratitude Training in the art of handling ups and downs of life – resisting temptations and handling criticism ! Social and Emotional Learning Mindfulness the key to inner development

Research results on Mindfulness in Education Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13, 34–45. All outcome measures showed significant improvement, with participants who completed the program demonstrating decreased state and trait anxiety, enhanced social skills, and improved academic performance

ANICE HOULIHAN, MED: HELPING STUDENTS USE MINDFULNESS TO REDUCE BULLYING Early results of a randomized controlled trial of kindergarten through fifth-grade classrooms that implemented Inner Explorer’s mindfulness programs showed : ~ 50 percent reduction in reactive behaviour and bullying incidents during the 2012–2013 school year. Quarterly grade point averages (GPAs) improved by 7–15 percent. Currently, there are 111 preschool and elementary classrooms in 12 schools in California, Illinois, Ohio, Massachusetts, and New York taking part in the program.

The Effects of Mindfulness Techniques on Empathy and Emotional Control : Courtney Dameron An Ed.S. Thesis submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY Common characteristics of students who engage in bullying: lack of empathy and emotional control. A group of five fifth graders in Cleveland County Schools were referred by teachers, counsellors, and administrators to participate in a small group using a modified version of the MindUP curriculum. After the intervention group, students indicated more awareness of their own behaviour, an increase in empathy, and in increase in emotional control. The MindUP curriculum is a 15-session, in-class program that aims to teach students how the brain works and how to implement mindfulness practices into their everyday lives. The curriculum for third through fifth graders focuses EFFECTS OF MINDFULNESS ON EMPATHY 12 on teaching students deep belly breathing and attentive listening

Flook, L. , Goldberg, S. B. , Pinger, L. , & Davidson, R. J. (2015) Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44-51. The KC [ kindness curriculum] intervention group showed greater improvements in social competence and earned higher report card grades in domains of learning, health, and social-emotional development, whereas the control group exhibited more selfish behavior over time. These findings, observed over a relatively short intervention period [12 weeks] , support the promise of this program for promoting self-regulation and prosocial behaviour in young children.

Van der Oord, S. , Bogels, S. M. , & Peijnenburg, D. (2012) Van der Oord, S., Bogels, S. M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children with ADHD and mindful parenting for their parents. Journal of Child and Family Studies, 21(1), 139-147 This study evaluated the effectiveness of an 8-week mindfulness training for children aged 8–12 with ADHD and parallel mindful parenting training for their parents. Parents (N = 22) completed questionnaires on their child’s ADHD and ODD symptoms, their own ADHD symptoms, parenting stress, parental over-reactivity, permissiveness and mindful awareness before, immediately after the 8-week training and at 8-week follow-up. Teachers reported on ADHD and ODD behaviour of the child. A within-group waitlist was used to control for the effects of time and repeated measurement. Training was delivered in group format. There were no significant changes between wait-list and pre-test, except on the increase of teacher-rated ODD behaviour. There was a significant reduction of parent-rated ADHD behaviour of themselves and their child from pre-to post test and from pre- to follow-up test. Further, there was a significant increase of mindful awareness from pre-to post test and a significant reduction of parental stress and over-reactivity from pre- to follow-up test. . ODD: OPPOSITION DEFIANT DISORDER

Teachers randomized to MT showed greater mindfulness, Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013, April 29). Mindfulness Training and Reductions in Teacher Stress and Burnout: Results From Two Randomized, Waitlist-Control Field Trials. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0032093 Teachers randomized to MT showed greater mindfulness, focused attention and working memory capacity, and occupational self-compassion, as well as lower levels of occupational stress and burnout at post-program and follow-up, than did those in the control condition. Mediational analyses showed that group differences in mindfulness and self- compassion at post-program mediated reductions in stress and burnout as well as symptoms of anxiety and depression at follow-up.

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