Rediscovering Education by Way of Mindfulness: A Critique of Current Practices and a Possible Solution

abstract: In this thesis, I intend to articulate four main arguments: (1) that the current state of public K-12 education in America is dire and in critical need of reform, (2) this dire state is evidenced by statistics reporting that both student test scores and mental health are declining, (3) these issues are perpetuated by recent efforts to implement extreme amounts of digital technology into classrooms, rigid standardization and assessment-based learning, and the lack of attention paid to philosophy and religion in public K-12 curricula, and (4) that many of these issues could be resolved through the implementation of a curriculum teaching “mindfulness”. “Mindfulness” has many different interpretations, but for this thesis will refer to an umbrella of skills that can be taught and honed through critically reading and discussing philosophical and religious texts, as well as engaging in different types of meditative practices. Skills such as logical and deductive reasoning, ethics, emotional regulation, debate, public speaking, goal-setting, organization, and planning. Practices and exercises found in philosophy, but many students may not necessarily be accustomed to (meditation, yoga, silent prayer, stoic contemplation), would be read about, practiced, and/or discussed, likely before class discussions on the day’s text. Implementing such a curriculum can occur at varying degrees of intensity, with increasing levels of effectiveness with each increase in the intensity of implementation