Mindfulness-Based Teaching and Learning

<p><em>Mindfulness-Based Teaching and Learning </em>is the first comprehensive survey text exploring the history, research, theory, and best practices of secular-scientific mindfulness. With a focus on how mindfulness is taught and learned, this book is an invaluable resource for aspiring or expert mindfulness specialists. Integrating and defining the emerging field of MBTL within a common purpose, evidence-base, and set of transprofessional—and <i>transformational</i>—practices, the book provides both a visionary agenda and highly practical techniques and tools. Chapters provide curriculum design and teaching tips, explore the expert-validated MBTL-TCF competency framework, and reveal insights into the ways self-awareness can evolve into ecological awareness through intensive retreats.</p> <p><strong>Section 1. Histories - Why MBTL: From Mindfulness to Mindfulness-Based Teaching and Learning</strong> 1. How We Got Here: From Traditional to Secular-Scientific Mindfulness 2. Where We Are Now: Secular-Scientific Mindfulness and the <i>Malaise of Modernity </i>3.<strong> </strong>What Happened: The Mainstreaming of Mindfulness<strong> Section 2. - Contexts - Where We Teach: MBTL in Institutional Contexts </strong>4. Community and Continuing Education: Beyond Institutional Constraints<strong> </strong>5. Healthcare: The Medicalization of Mindfulness <strong> </strong>6. Higher Education: From Contemplative Studies to "Student Success" <b>7. </b>PreK-12 Education: Where Social-Emotional and Inquiry-Based Learning Intersect<b> 8. </b>Workplace and Organizational Contexts <strong>Section 3.</strong> <strong>Theories - Why Mindfulness Works: Theories Informing MBTL </strong>9. Biological Theories of Embodied Cognition and Mindfulness <strong> </strong>10.<strong> </strong>Cognitive Processing Theories 11. Buddhist Theories of Mindfulness and Learning <strong>Section 4</strong>.<strong> Practices - What We Teach: The What, Why, and How of MBTL </strong>12.<strong> </strong>Mindfulness as Body-Mind Communication 13. Mindfulness as Social-Emotional Learning 14<strong>. </strong>Mindfulness as Inquiry-Based Learning <strong>Section 5. Methods - What We Do: Competencies and Professional Practice in MBTL</strong> 15. Transprofessional Competencies for MBTL Specialists: The MBTL-TCF 16. Curriculum Design for MBTL Specialists 17. Trauma-Informed Practice in MBTL <b> Section 6. Limits - What We Don't See: </b><b>The Post-Modern Frontier of MBTL</b> 18.<strong> </strong>The Limits of Professionalism: Navigating the Wilds of the (Post)Modern 19.<strong> </strong>From Self-Awareness to Ecological Awareness: Mindful Encounters with Wildlife During Intensive Silent Retreats</p>