Opening the Contemplative Mind in the Classroom

By T. Hart. 2004

252 citations recorded by the source corpus.

How researchers see this paper

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Learning to BREATHE: A Pilot Trial of a Mindfulness Curriculum for Adolescents (2009, background): “Empirical work is supported by theoretical and narrative descriptions of the benefits of bringing contemplative practices to educational settings (Brady, 2004; Hart, 2004; Holland, 2004; Wall, 2005; Zajonc, 2006).”
Mindfulness, Self-Care, and Wellness in Social Work: Effects of Contemplative Training (2011, unknown): “Actual contemplative practices include meditation and other mindfulness-based activities, silence, prayer, chanting, yoga, tai chi, and “questioning through dialogue . . . self-inquiry . . . metaphysical reﬂection . . . or deep pondering” (Hart, 2004, p. 29).”
Learning to Stop, Stopping to Learn (2007, background): “1. For a discussion of the benefits of contemplative practice and a number of its applications to teaching, see Hart (2004) .”
Conceptual and Methodological Issues in Research on Mindfulness and Meditation (2015, background): “Meditation and related practices have been taught within nonsectarian contexts in educational settings, hospitals, and clinics (Duerr, Zajonc, & Dana, 2003; Hart, 2004; Salmon, Santorelli, & KabatZinn, 1998; Shapiro, Brown, & Astin, 2011).”