Dr. Richard Davidson on Teachers and Mindfulness
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Dr. Richard Davidson on Teachers and Mindfulness


There are many occupations where
people report getting burned out quickly in our
society Where the individuals work in environments that are stressful, many
demands were placed on their time, their resources are limited, and the
teaching profession is one example of a profession where there’s just a increasing number of demands placed on
teachers the rewards are meager and the constraints seem to increase year by year. And that’s a profession where there’s been a
lot of burnout teachers leave the profession
prematurely there are problems with absenteeism with health-related decreases in productivity and so
forth and this is an area where the
application of mindfulness may be particularly important and interesting and there have
been a number of studies including our own where we’ve investigated the application
of simple secular training in mindfulness on the
well-being of teachers and their ability to remain present
in the classroom not fly off the handle I and to cope more effectively with the
demands that are being placed on them and the research seems to indicate that the simple forms of mindfulness
training can help promote a certain kind of the motional
balance, lead to decreased stress that they perceive greater ability to remain present in the
classroom for their children less likely to respond to children with anger were in other ways that may
not be helpful So this is an area though which is just
beginning in terms of research and much more needs to be done
particularly to examine the impact of this kind of
training in teachers on the children themselves. We know very
little about that from a scientific perspective at this
point in time

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3 thoughts on “Dr. Richard Davidson on Teachers and Mindfulness

  1. So what is meditation anyway?

    It’s rest.

    Here’s why. When you think of only one thing at a time, whether it is walking on the beach and thinking of seagulls, focusing on a doorknob or a nonsense word, or just thinking of ‘nothing’, your postural muscles relax, and this is accompanied by the release of endogenous opioids, which provides a natural high. This is why relaxation feels good. Indeed, all relaxation procedures have at their core thinking of singular and non-conflicting thoughts.

    Does this mean that teaching and practicing meditation is worthless? Quite the contrary. It just means that rest is meditation and meditation is rest, or in other words, you can’t rest unless you are in some way meditating!

    Conclusion: There is no unique meditative state apart from rest, and the postulation of such a state does not further but impedes the universal acceptance of meditative and mindfulness procedures as the primary source for relaxation and happiness.

    A short argument for this is here:
    https://www.scribd.com/doc/291558160/Holmes-Meditation-and-Rest-The-American-Psychologist

    And a longer one is here:
    https://www.scribd.com/doc/284056765/The-Book-of-Rest-The-Odd-Psychology-of-Doing-Nothing

  2. Sadly, reading some of the comments below, it seems there is a long way to go before these empirical studies and their results are seen by some as worthy of being looked into further. So much is finally being understood about children, teaching and the need for children to be able to know, understand and regulate their emotions. In many ways the proof is emerging from what we have know instinctively for many years.

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