Teachers’ presence and their influence on significant learning: Toward a mindfulness approach in education

Abstract

This article presents a theoretical review of the recent research related to mindfulness in education, specifically that concerned with the contribution of this practice to the self-care of teachers and with how the cultivation of a fuller presence by teachers influences the formative process overall, putting special emphasis in the cultivation of certain attitudes: attentional (non-judgment, beginner’s mind, and right effort) and relational (kindness, empathy, and compassion) attitudes. In this way, the study carries out a rigorous review of pertinent research and proposes a guiding model for diverse interventions based on what we call “mindfulness focus,” emphasizing the need for a systemic view, beyond isolated events, with the purpose of influencing the education system overall toward a culture of well-being.