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ERIC Number: EJ1186461
Record Type: Journal
Publication Date: 2018
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2373-5082
Emerging Understandings of Mindfulness through Experiential Awareness
Higgins, Joanna; Eden, Raewyn
Learning: Research and Practice, v4 n1 p102-111 2018
Mindfulness practices are increasingly used in classrooms to enhance the well-being dimensions of learning environments. New Zealand policy documents draw on a bicultural perspective that promotes a holistic framing of well-being. This paper will consider the transformative possibilities of a mindfulness-based breathing intervention in two New Zealand classrooms of students aged between 10 and 12 years old. Operational definitions of mindfulness include awareness of emotional, cognitive, and physical experiences rather than a focus on a state of mind. Using authentic inquiry, we draw on multi-theoretical and multi-methodological perspectives to explore observing/noticing/attending to sensations/perceptions/thoughts/feelings associated with a classroom mindfulness intervention. Specifically, we examine students' increased awareness and evolving understandings of mind | body connections that emerged during cogenerative dialoguing. We found that students puzzled over whether it is possible to separate physical, mental and emotional states. We consider the implications of the mindfulness-breathing intervention in generating participants' insights into well-being and wellness.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand