Mata, J. (2013). Meditation: Using it in the Classroom. In W. Van Moer, D. A. Celik & J. L. Hochheimer (Eds.), Moer, D. A. Celik & J. L. Hochheimer (Eds.), Spirituality in the 21st Century: Journeys Beyond Entrenched Boundaries (pp. 109-119). Oxford, UK: Inter-Disciplinary Press. ISBN: 978-1-84888-257-7

Abstract

Aiming at preparing teachers to better address children’s spiritual aspects of development, this study used meditation, as a contemplative practice, with pre-service teachers. Following Miller’s twenty-plus years of experience helping graduate students at the University of Toronto develop contemplative capacities through meditation, this study set out to help future early childhood teachers do the same. Meditation was introduced as a five to seven-minute experience to undergraduate students, in one of their early childhood education curriculum courses. Data were collected through two surveys administered before and after the meditation experience. The qualitative findings were analyzed looking for pre-service teachers’ perceptions of the implications and possible benefits of meditating in regards to their ability to relax, focus, and quiet the mind to potentially improve reflective capacities, centeredness, and presence of mind. Participants’ answers reflected their willingness to use meditation techniques with their future students They reported thinking that meditating would help children become calmer, centered and be able to better concentrate in classroom activities. Overall, pre-service teachers agreed that meditation techniques could be helpful in nourishing both their own spiritual selves as well as those of their students.

 Key Words: Meditation, pre-service teachers, spirituality, contemplative practices, education, teacher’s spirituality, children’s spirituality.