HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE

A Publication of OKCIR: The Omar Khayyam Center for Integrative Research in Utopia, Mysticism, and Science (Utopystics)
ISSN: 1540-5699. © Copyright by Ahead Publishing House (imprint: Okcir Press). All Rights Reserved.
HUMAN
ARCHITECTURE
Journal of the Sociology of Self-

Realizing True Education with Mindfulness

Richard Brady
www.mindingyourlife.net
––––––––––––––––––––––––––––––––––––––
mindfulnesseducation@starpower.net

Abstract: True education has as its aim to awaken the student to him- or herself and to the world.
We can find helpful guidance for accomplishing this in the Buddha’s teachings on the seven factors
of enlightenment (joy, rest, concentration, curiosity, diligence, equanimity and mindfulness). In
this article I discuss impediments to the realization of these factors that exist in current education. I
then describe approaches based on mindfulness that I have used to address these obstacles and
promote each of the factors of enlightenment in a secondary school setting. I include readings I
give to students and student descriptions of their experiences with this educational approach.

INTRODUCTION The results that students hope to

achieve are often dependent on their suc-
Education at younger and younger cess on examinations of prescribed knowl-
ages is seen today primarily as a means for edge and skills. This has a negative impact
obtaining success in the future. This focus on their natural curiosity, the fourth factor.
on future attainment works against the first As students grow older, these conditions
factor of enlightenment, experiencing joy in lead to an increase in negative mind states
the present. Joy is further eroded by the such as anxiety and anger. The antidotes, in-
sense of competition and isolation that ner awareness and habits that promote well
some students experience. Because stu- being on an ongoing basis, constitute the
dents believe that the possibility of happi- fifth factor, diligence. However, education
ness in the future depends on how much typically focuses students’ attention out-
they are able to accomplish in the present, ward and places no value on, nor allots time
they are continually engaged in doing, for, their inner lives. Negative mind states
shortchanging and devaluing the second proliferate, leading to unhealthy, some-
factor, rest. Due to multitasking, with many times chronic, stress, as equanimity, the
things to attend to, and thinking ahead to sixth factor and one of the most important
the results they hope to attain, the quality of of these habits, remains undeveloped.
many students’ concentration, the third fac- Mindfulness, the seventh factor, is the
tor, is poor. key with which students could open the
other factors. However, narrow focus on
Richard Brady is a writer and an educational consultant with Minding Your Life (www.mindin-
gyourlife.net). His publications include: “Schooled in the Moment: Introducing Mindfulness to
Students and Teachers,” Independent School (2004) and “Learning to Stop, Stopping to Learn: Dis-
covering the Contemplative Dimension in Education,” Journal of Transformative Education (2007).
Brady has been a mathematics teacher in Washington, DC, at Woodrow Wilson High School from
1970 to 1973 and at Sidwell Friends School from 1973 to 2007.

HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE, VI, 3, SUMMER 2008, 87-98 87
88 RICHARD BRADY

achievement, overemphasis of critical well. At the same time, the other students
thinking, and absorption with the future all are learning for them. I’ve also asked stu-
work against students’ developing the abil- dents to write thank you notes to other
ity to be fully open to the richness of the members of their groups when each unit
present moment. comes to an end, an activity that is eagerly
The approaches to address these obsta- awaited and engaged in by the students.
cles that I will suggest in what follows are Two years ago I added a new mid-unit
primarily ones I have used to promote group awareness activity, asking the stu-
mindfulness in secondary education. At dents to do free writing to the prompt “My
this level students’ brains are well devel- group….” Then I asked them to reflect on
oped but so too are their unhealthy habits of ways their group could be more effective
thinking. Also at this level, pressures on and write in their journals things they could
many students increase. I have used some do differently to help this happen. These
of these approaches in fourteen years of practices helped the class develop into a
teaching a class on stress reduction to all 9th mutually supportive Sangha.
grade students in my school. Others were Cooperative learning provides an effi-
developed two years ago when I added a cient means for students to go over home-
mindfulness component to Math II, our 10th work and opportunities for them to become
grade honors geometry course, starting aware of different solution methods. Work-
each class with free writing or journaling in ing on challenging class problems together
response to poetry, stories, or quotations gives students opportunities to develop
(some are included in what follows), with group problem-solving skills. Whether
meditation, or with yoga. working on problems or going over home-
work solutions, group activity promotes
I. JOY happy engagement in the present moment
in a way that listening to a teacher talking at
the blackboard often fails to do. Placing an
Creating a joyful sense of community
emphasis on mindfulness adds new dimen-
within the classroom has always been a
sion to student groups. Reflection and con-
high priority for me. For many years my
templation come naturally to some
students have spent most of their time in
students. Their stillness, concentration, and
class working cooperatively in small
journal writing support other group mem-
groups. At the start of his June 1992 retreat,
bers in becoming similarly engaged. One of
Thich Nhat Hanh gave each of us a sticker
my colleagues, after visiting a Math II class,
reading, “I walk for you” to put in one of
told me how impressed she was with the
our shoes. Seeing it each time we put on our
quality of the group discussions of prob-
shoes to go outside for walking meditation,
lems, connecting this with the unhurried
we would be reminded that the naturally
pace and focus of the class established by
graceful walking of another retreatant
the opening period of silence, reading and
could help support us to walk more beauti-
journal writing.
fully rather than be a source of jealousy or a
A student, commenting on the memo-
cause for self-deprecation. Later that sum-
ries he would take away from his math
mer I had stickers made that said “I learn
class, said:
for you.” I asked my students to put them
on the front of their book covers to remind
I will cherish every day’s fun con-
them each night that they are doing the
versation and banter, for I learned
homework not only for their own benefit
much, even when off topic. It was
but for the benefit of the rest of the class as
immensely enjoyable and by far

HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE, VI, 3, SUMMER 2008

 REALIZING TRUE EDUCATION WITH MINDFULNESS 89

my favorite class. The atmosphere time. When I opened my eyes, I

was just the way it should be, an was so relaxed. If any of you are
optimum learning environment. feeling stressed out or angry, just
take ten seconds to close your eyes
II. REST and breathe. The action is so little,
but the reward is tremendous.
On returning from my second retreat to
I include this last story in my stress re-
Plum Village, Thich Nhat Hanh’s monastic
duction classes because it provides a good
retreat center in southwest France, I pre-
opportunity for me to invite the partici-
sented an assembly at my high school about
pants to move, as I did, from learning about
my experiences. I included the story of
meditation to practicing it. I then led the
Chris, who, as a senior several years earlier,
group in a 10-minute guided meditation,
had been the first meditator I’d encoun-
using the following guided meditation (see
tered. He had shared his 3-week senior
Nhat Hanh, 1993, p.21):
project experiences at a local Zen center. At
the end of his presentation, a student asked
Breathing in, I know I am breathing in.
Chris whether his meditation had had any
Breathing out, I know I am breathing
effect on his life outside the zendo. Chris re-
out.
sponded that many of the effects were sub-
tle and difficult to articulate. “However,” he
Breathing in, my breath grows deep.
continued, “I can say that I am less angry as
Breathing out, my breath goes slowly.
a result.” At the close of the assembly, I led
the whole high school in a two-minute sit-
Breathing in, I feel calm.
ting meditation. A few days after the assem-
Breathing out, I feel ease.
bly, Audrey, a twelfth-grader, shared this
experience at our all-school worship meet-
Breathing in, I smile.
ing.
Breathing out, I release.
I’ve been thinking about the fact
Dwelling in the present moment.
that the main change Mr. Brady’s
I know it is a wonderful moment.
student noticed in himself after he
had been meditating on a regular
In my math classes I’ve used a ringong,
basis was that he was less angry.
a small Japanese bell. I sound it at the begin-
Lately, I’ve been so angry myself
ning of class and from time to time to help
because I’ve had all this resent-
the students stop and center themselves.
ment building up inside over re-
Time seemed to stop during those brief mo-
sponsibilities that I have to fulfill. I
ments. The students respond to the bell
really want to let it all go, but I
with respect. Space such as Judy Brown
can’t. This makes me even more re-
(2003, p. 89) describes below opened up in
sentful and angry. The other night I
the classroom.
was sitting at my desk around
12:30 a.m. completely stressing be-
Fire
cause I had so much work to do. I
was on the verge of breaking. But I
What makes a fire burn
just closed my eyes and took in ten
is space between the logs,
deep breaths, concentrating on my
a breathing space.
inhaling and exhaling the whole
Too much of a good thing,

HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE, VI, 3, SUMMER 2008

90 RICHARD BRADY

too many logs To Look at Any Thing

packed in too tight
can douse the flames To look at any thing,
almost as surely If you would know that thing,
as a pail of water would. You must look at it long:
To look at this green and say,
So building fires “I have seen spring in these
requires attention Woods,” will not do—you must
to the spaces in between, Be the thing you see:
as much as to the wood. You must be the dark snakes of
Stems and ferny plumes of leaves,
When we are able to build You must enter in
open spaces To the small silences between
in the same way The leaves,
we have learned You must take your time
to pile on the logs, And touch the very peace
then we can come to see how They issue from.
it is fuel, and absence of the fuel
together, that make fire possible. Reacting to the ills of fast foods, a slow
food movement is promoting the old fash-
We only need to lay a log ioned practice of home cooked meals with
lightly from time to time. healthful ingredients. Eating mindfully aids
A fire the digestive process and deepens one’s ap-
grows preciation of a healthful meal. Just as nour-
simply because the space is there, ishment has been squeezed out of fast food,
with openings personal meaning is being squeezed out of
in which the flame education when the goal is to master infor-
that knows just how it wants to burn mation and methods that will be tested on
can find its way. year end state evaluations. This education,
geared to covering material, promotes fin-
III. CONCENTRATION ishing units in order to go on to the next
ones. The learning engendered might aptly
be termed “fast learning.”
Taking time to rest, to stop, to dwell on
What the slow food movement and
questions, ideas, methods and personal ex-
mindful eating bring to nutrition, the con-
perience, creates a different classroom cul-
templative education movement brings to
ture from what these students are
learning. Contemplative or “slow” learning
accustomed to. It is new and challenging.
is old fashioned learning. It’s the learning of
Often it lacks the immediate payoffs stu-
medieval church schools and the monas-
dents are looking for. It is not using time to
tery, characterized by “dwelling with”
get to one more problem or to finish every-
rather than studying and moving on. In this
thing and tie it up with a neat ribbon. It
form of education learners may read a sin-
means going slowly enough to see there is
gle passage several times, sit with it in si-
more to what they are working on, slowly
lence, respond to it in a journal, and share
enough to be aware of what they are doing
their responses to it out of the silence in
and with whom, slowly enough to truly
pairs or as a class (see chapter 6 in Parker
look in the way John Moffitt (2003, p.125)
Palmer’s A Hidden Wholeness). Slow learn-
describes below.
ing unites the learner and the learned just as

HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE, VI, 3, SUMMER 2008

 REALIZING TRUE EDUCATION WITH MINDFULNESS 91

eating meditation unites the diner and her students understood the story at the intel-
food. lectual level at best, however. Last year we
Just as slow foods have ingredients devoted our short first class to a very con-
with high nutritional value, slow learning crete activity, raisin-eating meditation. I in-
lends itself to particular kinds of textured structed the students to take 5 minutes to
experiences like reading poetry; conducting eat three raisins with full awareness of their
investigations; addressing paradoxical, taste and texture, putting one in the mouth
controversial and ambiguous material; and only when no trace of the previous one re-
resolving challenging questions and prob- mained. If they weren’t able to eat all three
lems. These kinds of experiences naturally in the time allotted, that was fine. The next
generate slow learning. How important it is day I explained that I wanted the students
to nurture habits of slow learning in stu- to do their homework with the same con-
dents in too much of a hurry to get on to centration they had given to eating the rai-
what is next. Concerning recording in her sins. “Chew each homework problem
journal her contemplations on a challeng- thoroughly. Digest it fully before going on
ing math problem a student wrote: to the next one. In that way you’ll receive
the full nourishment that the problem has
Writing what I’m thinking about to offer you. Even if you don’t have time to
gave me a second to look from a do every problem, you’ll find that you will
new angle at the problem which come away with a better understanding of
helped me figure out how to do my the material than if you work hurriedly in
proof. order to complete it.”
I find it possible to encourage slow
Ultimately, the habit of approaching learning in this manner because in mathe-
learning (and then life) in a deeply mindful matics there is no set number of problems
way is the most important fruit of slow that must be completed to insure a student
learning. Teachers are using mindfulness has learned a new concept or mastered a
activities in early childhood education, new skill. In an English course it would
graduate education and everywhere in be- make little sense to tell students that they
tween. Starting classes with practices such could stop after carefully reading three-
as meditation, yoga and journaling can help quarters of the assigned pages or in a for-
students focus and approach the activities eign language course to stop after thor-
that follow with more awareness. However, oughly learning two-thirds of the
a significant part of student learning takes vocabulary words. Encouraging students to
place at home, where old habits prevail. do their homework more mindfully in most
For the last few years I’ve had an un- subjects is feasible only if teachers are able
derstanding with my students that I expect to assign less reading, fewer vocabulary
them to work up to 45 minutes each night: words, fewer questions to answer. If you try
to study the new material and solve as this, I believe that you’ll find that less is in-
many problems as they can in that time. As deed more.
I see it, both a 45-minute homework session After his first three weeks of class last
and a 45-minute period of meditation year, one student reflected on what he
should invite the participant to be fully wanted to improve:
present to the matter at hand. Two years
ago, to try to make this point, I gave my stu- I often do it (homework) to get it
dents Thich Nhat Hanh’s story about the done. Rather than think about the
practice of washing dishes to wash the problems that I am doing, I rattle
dishes (see Nhat Hanh, 1975, p.4). Many off answers so I can move on to

HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE, VI, 3, SUMMER 2008

92 RICHARD BRADY

other homework, which negatively their questions and asked each student to
impacts my ability to actually learn pick the one or two they found most inter-
the material. esting and write them in their journals, de-
scribing the qualities that made these
Another student, having completed particular questions of special interest. One
Math II the previous year, wrote: student, because of his interest in space,
chose a question about extending a concept
Now I study more and am more from two to three dimensions. Another
disciplined, mostly because of the picked a question because she “had no idea
dishes (dishwashing) passage, so I how to go about answering it.” Others se-
don’t consider studying a chore, I lected a question because it was “slyly sub-
try to enjoy it. versive to the book and math,” or was
“shrouded in mystery,” or “because it made
IV. CURIOSITY me smile.”
I began this class on questions by giv-
ing the students the following words of the
My students are so conditioned by a
poet Rainer Maria Rilke (2001, p.34):
culture that constantly judges and evalu-
ates their answers that they want to ask
Have patience with everything un-
only good, expert questions. How many of
resolved in your heart and try to
these students had any difficulty asking
love the questions themselves as if
questions when they were five years old?
they were locked rooms or books
The process of drawing out the inner intel-
written in a very foreign language.
ligence of these students involves helping
Don’t search for answers now, be-
them get back in touch with their begin-
cause you would not be able to live
ner’s mind, described below by Japanese
them. And the point is to live ev-
Zen master Shunryu Suzuki (1973, p.21):
erything. Live the questions now.
Perhaps then, someday far in the
In Japan we have the phrase soshin,
future, you will gradually, without
which means “beginner’s mind.”
even noticing it, live your way into
… Our “original mind” includes
the answer.
everything with itself. It is always
rich and sufficient within itself….
I then asked students to respond to this
This does not mean a closed mind,
passage in their journals. The students’ re-
but actually an empty mind and a
sponses to Rilke were in the back section of
ready mind. If your mind is empty,
their journals, which I never read. I did
it is always ready for anything; it is
wonder if many were sympathetic. These
open to everything. In the begin-
students will work hard to find answers,
ner’s mind there are many possi-
but if they’re unable to find them or learn
bilities; in the expert’s mind there
them from someone else, many will let the
are few.
questions go and move on. Yet living with
questions was precisely the approach that
When the class began reading the first
enabled Newton and many other great
complex material in the textbook, I asked
thinkers to come upon their most signifi-
them not to look at the problems but to
cant insights. Thus, one of my goals for the
write four questions of their own, three of
year was to ask students to consider ques-
which they could answer from their reading
tions large enough to require living with,
of the text and one they couldn’t. I copied
questions that I give them and questions

HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE, VI, 3, SUMMER 2008

 REALIZING TRUE EDUCATION WITH MINDFULNESS 93

they raise themselves. sounds, smells, tastes, contact with the seat,
I wasn’t very successful in my attempts their heartbeat, their breathing, their feet,
to promote student questioning. The stu- etc.? How many were aware of their emo-
dents weren’t used to formulating ques- tions or thoughts? How many saw a
tions, and many felt awkward about thought arise? A thought end? Regarding
sharing them. Returning to Rilke’s quota- feelings, I ask how many people experi-
tion, I realized that my goals for the stu- enced negative, neutral, or positive feel-
dents were that they develop their curiosity ings? Of the negative feelings, how many
and value uncertainty and puzzlement. had to do with things that have already
These qualities could be nurtured in a pri- happened, things they’re feeling upset or
vate way. To that end I began to ask stu- guilty about? Usually quite a few relate to
dents to write about their uncertainties in this question. I then ask how many negative
the backs of their journals every few weeks. thoughts and feelings had to do with the fu-
The students saw this as helping them be- ture, things they are anxious about? This
come more aware of their uncertainties, giv- also gets a good response. Finally, I ask how
ing them space to think about them and many negative thoughts and feelings had to
perhaps raise questions in class. Not sur- do with the present?
prisingly, some students find themselves Ultimately, I point out that what our
uncertain as to what their uncertainties are. minds do during this particular five-minute
interval of our waking life is repeated about
V. DILIGENCE 70,000 times each year. If we multiply the
number of negative thoughts and feelings
we observed by 70,000, we might under-
When I present mindfulness work-
stand why the mind plays such a significant
shops to teachers and high school students,
role in creating stress. However, if we are
I begin by suggesting that our minds play a
able to become more aware of the negative
significant role in our wellbeing. I then lead
thoughts and feelings that enter our minds
an experience to give people an under-
and develop ways to replace them with
standing of how this may be. When I talk
positive ones, we will be able to live hap-
about mind, I am talking about awareness. It
pier, less stressful lives—in school and be-
helps people to think of their awareness as
yond. And meditation is one way to help
a “stage.” On that stage a succession of
our minds turn more readily to healthy
things appear: thoughts, feelings, percep-
thoughts.
tions, physical sensations. I tell the group
Our students have very full schedules.
that we will conduct a short experiment so
They do their math quickly, at best master-
that we can watch what is playing on our
ing the material and using it to solve prob-
personal stages. After the students or teach-
lems successfully, but rarely aware of their
ers get comfortable in their seats, I ask them
relationship to the work. Could students
to close their eyes and tune in to whatever
become more mindful of their thinking? I
may be on their stages of awareness. I ask
thought they could if I gave them time spe-
them simply to try to watch whatever
cifically dedicated to doing so. Thus, for the
thoughts, feelings, perceptions and sensa-
last two years my students have done five
tions arise during the next few minutes, ob-
minutes of free writing every Friday. My in-
serving them, but not getting carried away
structions are, “Spend the next five minutes
by them.
writing down whatever comes into your
After five minutes we slowly open our
awareness. Do not stop writing. Should you
eyes. Then I ask a series of questions. How
find nothing in your mind, write ‘My mind
many were aware of physical sensations—
is blank’ over and over until something

HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE, VI, 3, SUMMER 2008

94 RICHARD BRADY

shows up.” I never read this writing. It is problems is as much about the way
only for the students. Many take to it from you think about thinking about the
the start. Others report being initially put problem as it is the problem itself.
off by the randomness of their minds but If you allow yourself to forget
over time find their thinking becoming about the intimidation, to forget
more coherent. The exercise of writing takes about your preconceived notions
on real value. On the rare occasions I forget about what you are doing; if you
it is writing day, the students are quick to re- get into a focused, creative mind-
mind me. This writing supports the stu- set, and immerse yourself in the
dents’ work on mathematics. One student, situation then and only then can
confirming my colleague’s previously men- you reach your full potential.
tioned observation, commented:
Some picked readings that led them to
Writing down my thoughts and a new or deeper understanding about
emotions, giving myself time to themselves or life. One student commented
purely focus on whatever was go- on her earlier response to a commencement
ing on in my mind, allowed me to address by Steve Jobs:
focus for the next 40 minutes on
math more easily. I began to think that maybe it was
not so bad to be clueless (about life
Doing free writing and responding to direction); I am not as restricted by
others’ writing several times a week my own thoughts, and on the con-
seemed to get most students into the habit trary, am quite free to explore and
of paying better attention to themselves and try to find something that I really
to life. Recording thoughts and feelings in- do love.
creased the students’ awareness of them.
Some found responding to readings espe- It seems to me especially wonderful
cially rewarding. One commented that it when mindfulness practices arise organi-
“made me examine my life.” Others pre- cally in response to the needs of students.
ferred free writing. A few weeks into the The following is a story about one way in
course there was a request for a wider vari- which this happened.
ety of readings. The internet provided quo- Ten years ago my afternoon 9th grade
tations ranging from topics like problem algebra class was giving me fits. They took
solving to the wisdom of Yogi Berra. forever to settle down. This class regularly
Although I never read the back of the got half the work done during class that my
journal entries, at the end of the year I asked morning class accomplished. My first im-
the students to read all their own back-of- pulse was to blame the class’ problems on a
the-journal entries and asked each student small group of immature students. How-
to write a paper describing one of these en- ever, a friend suggested that I survey the
tries and why it was meaningful. A number class to learn how they viewed things. One
picked free writing entries written early in observation shared by a number of students
the year and commented on how much was that students were often tired because
their attitudes about the course or their un- the class was right after lunch. Reporting
derstanding of mathematics had changed. back this “finding” to the class, I told them
One wrote: that I’d do some research over our winter
break and see if I could come up with a rem-
What I have learned is that dealing edy.
with adversity and solving difficult Bahnte Rahula, one of the monks at the

HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE, VI, 3, SUMMER 2008

 REALIZING TRUE EDUCATION WITH MINDFULNESS 95

Buddhist monastery where I spent part of quiz by asking the class if anyone feels
my winter break, taught yoga. I shared my nervous. When hands go up, I tell the class
school challenge with him and asked his that we’ll do a short meditation aimed at re-
advice. Bhante showed me an easy stretch- ducing stress.
ing exercise that brought chi energy up The meditation is in two parts. We turn
from the feet. “Standing on your toes with out the lights, and I ask the students to sit,
your hands up over your head, breathe out eyes closed with their bodies erect but
as you bend down and touch the floor. Then relaxed. In the first part of the meditation,
breathe in as you slowly raise your hands the students turn their attention to their
back up over your head. Repeat this exer- feelings, noticing any nervousness, excite-
cise nine more times, remaining on your ment, worry, etc., and simply letting it be
toes throughout. there. Experiencing these emotions is
I returned to my challenging class with natural. While some emotions aren’t help-
the hoped for remedy for the problem of ful, there is nothing intrinsically wrong
tiredness. Gathering the class in a circle in with them. Learning to accept these emo-
the front of the room, I led the students in tions as natural parts of ourselves, helps us
the stretching exercise. All were aware of its avoid magnifying their effects on us.
effect. “In the future,” I said, “we’ll start On the other hand, there is more to the
each class this way. I’ll ask you all to take students’ experience of mathematics than
turns leading it. If you’re wide awake and this quiz and these feelings. So, I next in-
ready for class, participation will be op- struct the students to change their focus and
tional.” tune into a time when they had a very posi-
For the rest of the year almost all of us tive experience with math. This may be a
participated in the daily exercise. People recent course, project, or activity or, per-
passing our door would peer in the window haps, a memory of learning to count or tell
at us with a look of surprise. Our opening time. Sitting with feelings of accomplish-
practice became something of an identity ment for a couple of minutes readies the
for the members of the class. Best of all, students to begin the quiz with a positive
class members became more focused on mindset. I further suggest that if students
their work and more attentive to me and to find themselves getting nervous as they
each other. Ever since then, I introduce this work, they stop, close their eyes and slowly
yoga practice to a class the first time stu- breathe in and out three times, getting back
dents seem tired and then make yoga an op- in touch with positive experiences.
tion that students may request anytime they We all have anxiety and tension await-
come to class tired. ing situations we may not be fully prepared
for. Learning to be aware of such feelings
VI. EQUANIMITY and accepting them as natural already be-
gins to create interior space. This is a signif-
icant life skill for students to learn.
Quizzes, tests and exams are major
However, it is also important for students to
sources of stress for many students. Some
know they are much more than these partic-
come to class already so stressed out that
ular feelings. This awareness makes it pos-
their ability to show what they know is
sible for students to make the choice to
compromised. My setting aside five min-
focus on other experiences which evoke
utes for meditation before the start of quiz-
feelings of competence and readiness. After
zes, tests and exams has proven to be very
her first quiz this year, a student wrote in
beneficial for many of my high school math
her journal:
students. I start this practice before the first

HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE, VI, 3, SUMMER 2008

96 RICHARD BRADY

Yesterday we were given a pop notes and books and silently use the several
quiz, but we meditated before- minutes before the quiz or test as they best
hand. I barely had time to worry saw fit, meditating or thinking about the
because the atmosphere was one of math they had learned or about anything
calmness and peace. A little silence else. Most, like this student, ended up find-
went such a long way. ing that meditation was their best option.
However, the degree to which medita-
Because they had another teacher as tion helped varied. I explain to students
their exam proctor, students in one of my that the mind is like a television set. It has
courses had no time to meditate before tak- many channels, including, for example, the
ing their midyear exam last year. I visited happiness, the boredom, the confidence,
them during a break from my proctoring as- and the anxiety channels. Each person has
signment and handed them cards remind- the same channels, but some channels have
ing them to “stop and breathe.” Many better reception than others. The strongest
students found these reminders helpful. Be- one are default channels, ones that tune in
fore the final exam the students asked me to automatically a lot of the time.
distribute the “breathe cards” again. One Some students approach tests feeling
student even reported: ready and confident. Meditation helps even
these. A strong math student explained:
I like to take a moment to meditate
before tests and quizzes in other I have put myself in the mindset of
subjects to calm myself down and discovery before my quizzes and
focus on the positive. tests and have faith in my ability to
divine answers to questions not
Here is an end of the year observation seen before within limited periods
from a 10th grade student: of time.

During the course of this year the Others, with similar understanding
meditations at the beginning of and preparation, invariably find them-
class and before tests and quizzes selves nervous. Although some of the stu-
have really taught me to relax. At dents in the former group might benefit
the beginning of the year I would from a meditation to help them focus, a
get nervous before tests and quiz- meditation on positive math experiences
zes because I would quickly try to would be more relevant to those in the lat-
review everything we needed to ter group to help them get over their anxi-
know, but for the second half of the ety. Still, some with strong anxiety channels
year, I learned to clear my head. will revert to their anxiety default mode as
More importantly, I learned to soon as they encounter difficulties. I sug-
breathe! I learned how to clear my gest to these students to stop working, close
mind and trust that I would re- their eyes and breathe a few times, then
member all of the theorems and change their mental channel back to a posi-
formulas. When I was able to clear tive one. Repeatedly tuning to positive
my head and relax, I made fewer channels strengthens their signal so that
and fewer mistakes. eventually they may become default chan-
nels. In an environment where stress is of-
As this quote suggests, meditation, ten debilitating, it’s encouraging to have a
once tried out by the students, was not student say:
mandatory. I asked students to put away

HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE, VI, 3, SUMMER 2008

 REALIZING TRUE EDUCATION WITH MINDFULNESS 97

At first I was doubtful that it (med- REFERENCES

itation) would help, but it turns out
that it focused me and calmed me
down more than anything. Brown, J. (2003). “Fire,” in S. Intrator & M.
Scribner (Eds.). Teaching with Fire: Poetry
that Sustains the Courage to Teach. San
Early last year I had a conversation Francisco: Jossey-Bass.
with a student who wrote in her journal Moffitt, J. (2003). “To Look at Any Thing,” in S.
about the stress she’d experienced in pre- Intrator & M. Scribner (Eds.). Teaching
with Fire: Poetry that Sustains the Courage
paring for the first test. She related how to Teach. San Francisco: Jossey-Bass.
thinking about the test had a negative effect Nhat Hanh, T. (1975). The Miracle of Mindfulness.
on her studying. I wondered whether she Boston: Beacon Press.
was disturbed by thoughts about outcomes Nhat Hanh, T. (1993). The Blooming of a Lotus:
in all her activities. She replied that Guided Meditation Exercises for Healing and
Transformation. Boston: Beacon Press
thoughts about how a scarf would turn out
Palmer, P. (2004). A Hidden Wholeness: The Jour-
never intruded on her knitting. I suggested ney Toward an Undivided Life. San Fran-
that she experience studying for tests as an- cisco: Jossey-Bass.
other form of knitting, trusting that the Rilke, R.M. (2001). Letters to a Young Poet (S.
“scarf” would turn out fine if she gave her- Mitchell, Trans.), New York: Modern
Library.
self fully to her “knitting.”
Rumi, J. (2003). in S. Intrator, S. & M. Scribner
(Eds.). Teaching with Fire: Poetry that Sus-
CONCLUSION tains the Courage to Teach. San Francisco:
Jossey-Bass.
Suzuki, S.(1973). Zen Mind, Beginner’s Mind.
I have seen that providing students a Boston: Weatherhill.
variety of opportunities to be mindful on a
regular basis (doing yoga, meditating or
journaling on readings, math problems,
their own thoughts and emotions, prior
math experiences, the taste and texture of a
raisin) enables students to experience a
form of education that enhances the seven
factors of enlightenment in each of them. In
the end, students always make their own
meaning out of their experiences of mind-
fulness. One wrote that, in responding to
readings, she would often “stray away from
it (the reading) to my own thoughts.” An-
other went further:

I have learned great things from

myself in the way that I respond to
quotes in my journal and in how I
respond to myself in free writing.
In writing continuously, I often
write things that I did not under-
stand consciously before they hit
the paper.

HUMAN ARCHITECTURE: JOURNAL OF THE SOCIOLOGY OF SELF-KNOWLEDGE, VI, 3, SUMMER 2008