We address the nature of mindfulness and its salience to education generally and to science education specifically. In a context of the historical embeddedness of mindfulness in Buddhism we discuss research in social neuroscience, presenting evidence for neuronal plasticity of the brain and six emotional styles, which are not biologically predetermined, but are responsive to adaptation through life experiences. We raise questions about the role of science education in mediating the structure and function of the brain. Also, we discuss interventions to increase "Mindfulness in Education," including meditation and heuristics, that act as reflexive objects to heighten awareness of characteristics of mindfulness and increase the likelihood of changes in the conduct of social life--increasing the mindfulness of those who engage the characteristics included in the heuristic. We present mindfulness and the development of a toolkit for ameliorating emotions when and as necessary as a component of a science curriculum that orientates toward wellness and sustainability. We advocate for changes in the nature of science education to reflect the priorities of the twenty first century that relate to sustainability of the living and nonliving universe and wellness of sentient beings.