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April 29, 2008

Mindful Awareness Practices for Educators

The Mindful Awareness Research Center (MARC) at UCLA presents:

Mindful Awareness Practices (MAPs) for Educators -- A credit course for pre-K through PhD educators

Combining current research and practical application, this course is designed to provide teachers, administrators, parents, and mental health professionals the tools to develop their own personal mindfulness practice, the science behind it, and an introduction of tools to bring mindful awareness into educational settings. Exercises, activities, and approaches for all age groups are included. When taken for credit, this course combines two classroom-based workshop sessions geared toward educators (one introductory and one at midpoint), with six online sessions to provide a maximum opportunity for both guidance and personal practice. A noncredit option also is available for those interested only in participating in the online sessions for the development of a personal practice (without tools for children provided).

Presenters

Susan L. Smalley, Ph.D., Director, Founder, MARC and Professor, Department of Psychiatry and Biobehavioral Sciences, UCLA Semel Institute
Diana Winston, Director of Mindfulness Education, MARC, UCLA Semel Institute
Susan Kaiser-Greenland, JD, Director, Co-Founder, The InnerKids Foundation

For more details click here.

Two workshops at UCLA:

Sunday, July 13 - 8:30am-4:30pm,
Saturday, August 2 – 8:30am-4:30pm

Six Online sessions:

July 15-August 19

Registration opens April 30th. Call 310-206-7503 or email marcinfo@ucla.edu for more information.

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“Opening the contemplative mind in schools is not a religious issue but a practical epistemic question... Inviting contemplative study simply includes the natural human capacity for knowing through silence, pondering deeply, beholding, witnessing the contents of consciousness and so forth. These approaches cultivate an inner technology of knowing and thereby a technology of learning and pedagogy without any imposition of religious doctrine whatsoever. If we knew a particular and readily available activity would increase concentration, learning, well-being and social emotional growth, and catalyze transformative learning, we would be cheating our students to exclude it.


Long dormant in education, the natural capacity for contemplation balances and enriches the analytic. It has the potential to enhance performance, character and the depth of the student's experience."


Tobin Hart, Opening the Contemplative Mind in the Classroom, Journal of Transformative Education Vol. 2 No. 1, January 2004