Let the children boogie – What teachers can learn from Bowie & Jean-Jacques Rousseau

bowie

Having hit David Bowie pretty hard since his death this year and this corresponding to another reading of Jean-Jacques Rousseau’s Emile or On Education. These are the things Rousseau & Bowie have taught me about facilitating children’s education. I try to have them as my compass but sometimes it’s hard in the current climate.

1. Try not to interfere negatively with or suppress children’s natural tendencies & aptitudes.

2. Try only to teach something when the child is ready to learn it.

3. Try not to make rote-learning the dominant mode of education for a child.

4. Try to let children primarily learn in context and through experience and ‘projects’.

5. Do not treat a child’s attempted acquisition of moral knowledge differently from their acquisition of other types of knowledge. Hold both in high regard.

Mindfulness Activities For Children

Please read the introduction below before downloading this resource.

mindfulness practices for children Mindfulness: Practices For Children

Edition One: The Basics – 2015 Edition.

DOWNLOAD

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Introduction:

What is mindfulness?

Mindfulness is concentrating on what is at the forefront of your mind, in the present moment, with insight & compassion. Mindfulness practices are often intentional and systemic ways of developing a compassionate and insightful presence to an activity.

Focus on the breath is a key facet of mindfulness practice. Neuroscience shows that this makes us aware of the subjectiveness and transient nature of thoughts and emotions, rather than them being something unmoveable and permanent.

It allows there to be space between day-to-day stimulus and automatic reaction.

Stimulus ->           ! ! !        -> Reaction

Stimulus -> Space/Time -> Response

How this resource should be used

The teaching of mindfulness practices to children is actually only a small aspect of what constitutes a ‘mindful pedagogy’ and bringing all the possible benefits of mindfulness to children.

Other important factors to consider are:

You as an educator having a practice. Children benefit most from mindfulness if their teacher practices it themselves. By having a mindfulness practice of your own you create a compassionate and nurturing environment for children to learn in. It also means you have a strong ‘subject knowledge’ for which to fall back on and not only rely on these type of resources (or pedagogical knowledge). The best teachers are the ones that have a combination of good subject knowledge, pedagogical knowledge and passion for what they teach. Mindfulness should be no different. There is nothing wrong with learning along with the children for a while but for more details on creating your own practice please visit my website. mindfulintheclassroom.wordpress.com

The school having a ‘culture’ of mindfulness. If this material is taught out of context in a school not based on an ethos of mindfulness and a school which doesn’t hold the concepts of mindfulness in highest of regards – benefits of these activities will remain limited. Again, if you are looking to provide a ‘mindful culture’ in your school please visit my website for more details.

Continue your own CPD. Continue to be creative and look to develop your understanding of mindfulness. Create new ideas, research and look for the connections between mindfulness and subjects within the curriculum.  Please share these and any other questions or experience on my website or via twitter @ryoungdharma or the hashtag #mindfuledchat for great ideas.

Finally enjoy yourself!

Place & Time: The Vital Role Geography & History Have In Promoting Mindfulness In Schools

Place & Time

This principally includes how History shapes culture, events, consciousness and identity and the lessons which it offers to our understanding of present and future; and geographical study of location, other people, other places and human interdependence, locally, nationally, and globally. Like the arts, this subject seeks to give children an understanding of:

  • Who they are,
  • Change and continuity,
  • Cause and effect,
  • Why society is arranged as it is,
  • The interaction between humankind and the physical environment.

In opening up children’s understanding of these matters the subject may range beyond the boundaries of what is conventionally included – for example Forest Schooling, which can make up a school’s curriculum.

Place and Time not only provides links to other curriculum areas but lies at the heart of the children’s everyday lives, showing how the past can impact upon the present and ultimately, the future. The subject aims to equip children with the basic skills required to be confident and capable members of the community, as well as to appreciate the importance of the role they play in respecting and preserving the society they are a part of. Lastly, ‘Place & Time’ provides a platform from which children can communicate their ideas and query the existing world around them. For many, Place & Time will be the first time that ‘big questions’ about the world have been asked and is an opportunity for such questions to be debated and philosophised.

The approach to history is for children to know that things have not always been as they are now, and by implication that they need not remain the same in the future. This is the teaching of Impermanence in its clearest form. They will also learn of some of the best examples of wisdom that have taken place in history and learn from these historical examples. Children, through history, also come to recognise that whilst many things have changed and will continue to change there is a degree of Interdependence with the past; that of seeing connections between what happens in the modern day and how things were done in the past; including the principle of cause and effect (Karma); particularly through local study. Through the discipline of social history and the interpretation of primary resources children can practise empathy, compassion, morality and patience. With a better understanding of primary resources they also practise treating things with care and doing no harm. 

The study of human geography emphasises the interdependence of people across the planet. The children learn about how other children in the world live and about the sufferings that occur. They learn to appreciate how fortunate they are to live in a stable affluent society. Physical geography encompasses valuing nature, conservation and recognising threats to our world. Studying the rainforest inspires children to raise money for a conservation project, and charity work on a local and global scale should be encouraged. Understanding and possible application of the 10 One Planet principles should also be encouraged and central to both local and global human geography study.

The Three Aims That Mindful Schools Should Adopt

The idea around the three aims of ‘The Mindfulness Pedagogy’ is that every school should have these three principal aims integrated in their school’s vision or ethos and should be understood with clarity by children, teachers & parents.

  1. Well-being of staff & children in the school. To nurture in children a sense of well-being, self-esteem & self-examination.
  2. Create a mindfulness environment school-wide. To help children build and then enjoy a community and to understand the concept of interdependence.
  3. Explore the relationships between learning & mindfulness. To help children become enthusiastic & life-long learners & achievers.

1. Well-being of staff & children in the school. To nurture/develop in children a sense of well-being, self-esteem & self-examination.

“Real education can only begin out of a foundation of self-awareness. Know the truth of yourself.”  John Gatto

Well-being

Through the promotion of the school as a community for children, we should aim to attend to children’s capabilities, needs, hopes and anxieties in the here and now and promote their mental, emotional and physical well-being and welfare. We should believe in a strong sense of self and a positive outlook on life are not only desirable in themselves; they are also conducive to learning and to engage wholeheartedly in all kinds of worthwhile activities and relationships. Well-being also means attending to future fulfilment and not just present needs and capabilities. This means “holding everyone to their highest possible potentials” (Stephen Batchelor – Co-author of the Elephant’s footprint).

Empowerment & Autonomy

We should also aim to empower children through the acquisition of knowledge, skills, personal qualities and an understanding of compassionate living to discover and lead rewarding lives and right livelihoods and find meaning for themselves in a continuously changing world. We should have confidence that children will be able to discriminate in their choice of activities and relationships and to see beyond the surface appeal of appearance, fashion & celebrity to what is of abiding value, and retain their own centre when faced with shifting values & relationships.

2. Create a mindfulness environment school-wide. To help children build and then enjoy a community and to understand the concept of interdependence.

Encouraging compassion through self-knowledge

To promote respect for self and through that for peers and adults and all living things; for other generations, diversity and difference, for language, culture and custom, for ideas and values and for those habits of willing courtesy and kindness between persons. To ensure that respect is mutual. To understand the interchange of learning & human relations through the promotion of the concepts like impermanence & interdependence.

Promoting interdependence & sustainability

To develop children’s understanding of humanity’s dependence for well-being and survival on reasonable relationships between individuals, groups, communities and nations, and on a sustainable relationship with the natural world, and help children to move from mere ‘understanding’ to positive action in order that they can make a difference and be in no doubt they have the power to do so.

Developing communal responsibility

To help children to become active citizens by encouraging their participation in decision-making within the class and school community and to advance their understanding of kindness, compassion, human rights, diversity, conflict resolution and social justice. To develop a sense that human interdependence and the fragility of the world require a concept of citizenship and a ‘one world’ attitude.

Celebrating culture and the community

To establish the school as a cultural site, a focal point of community life and thought. To enact within the school the behaviours and relationships on which community most directly depends, and in so doing encourage this ‘community’ to be lived outside the school. To appreciate that education is a major embodiment of a culture’s way of life, not just a preparation for it, and that school is a place of culture – that is, a place where a personal and collective culture is developed.

3. Explore the relationships between learning & mindfulness. To help children become enthusiastic & life-long learners & achievers

 ‘It is about maximising children’s learning potential through good teaching and the proper application of evidence about how children develop and learn and how happy teachers teach more effectively.’

 ‘Any school which strives to educate the whole person should also ensure proper academic standards.’ – The Elephant’s footprint

Exploring, knowing, understanding and making sense

To enable children to encounter and be able to explore the wealth of human experience through introduction to and active engagement in, the different ways through which we make sense of our world and act upon it: intellectual, ethical, spiritual, creative, social, emotional and physical; through language, mathematics, science, the humanities, the arts, religion and other ways of knowing and understanding. Learning is grounded in a mixture of amazement and curiosity which constitutes childhood wonder. Further to this we would encourage children to know & celebrate how the learning strategies they employ are closely related to many mindful principles. (See other post)

Fostering skilful behaviours

To foster in children skilful behaviours on which learning and a rewarding ethical life most depend: mindfulness practices,  mindful speaking & deep listening, inquiry & debate, literacy, mathematics, science, information technology, the creative and performing arts; but also in practical activities: communication, compassion, creativity, invention, mindfulness, problem-solving & reflection.

Exciting the imagination

To excite children’s imagination in order that they can advance beyond present understanding, extend the boundaries of their lives, contemplate a world possible as well as actual, understand cause and effect, develop the capacity for empathy, and reflect on and regulate their behaviour; to explore and test language, ideas and arguments in activity and form of thought. To experience the delights – and pains – of imagining, and of entering into the imaginative world of others, is to become a more rounded person.

Enacting right-speech & deep listening

Right speech & deep listening can help children grasp that learning and reflecting on mindfulness practices is communal and that understanding builds through joint activity. To help children recognise that knowledge is not only transmitted but also negotiated and re-created. To continue to advance our pedagogy in which dialogue is central: between self and others, between present and past, between different ways of making sense.

By listening to our pupils we will become better schools. All schools should advocate children’s voices. We should recognise the importance of listening to our learners and their opinions about their school and their education.