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Intro -- Foreword -- Acknowledgements -- Contents -- About the Editors -- List of Figures -- List of Tables -- Chapter 1: Introduction: Why Do We Need Education in Human Values? -- 1.1 How to Use this Book -- References -- Chapter 2: An Overview of Sathya Sai Education in Human Values and Silent Sitting/Visualization -- 2.1 The Sathya Sai Education in Human Values Model -- 2.1.1 SSEHV Philosophy and Pedagogy -- 2.1.2 Direct and Indirect Approaches -- 2.1.3 Five Main Teaching Approaches for Drawing out Inherent Values -- 2.1.4 Supplementary Teaching Strategies -- 2.1.5 Silent Sitting and Visualization -- 2.1.5.1 The Light Meditation -- References -- Chapter 3: Guided Visualizations for Integrating Education in Human Values into Curriculum Subjects -- 3.1 Introduction -- 3.2 Examples of Visualization Scripts Integrating Values Messages and Subject Topics -- 3.2.1 Science -- 3.2.2 Social Media -- 3.2.3 Mathematics -- 3.2.4 English/History -- 3.3 Discussion and Conclusion -- References -- Chapter 4: Light Meditation and Other Silent Sitting Techniques -- 4.1 Introduction -- 4.2 The Significance of Silent Sitting -- 4.3 Examples of Silent Sitting for Different Age Groups -- 4.3.1 Four- to Six-Year-Olds -- 4.3.2 Seven- to Nine-Year-Olds -- 4.3.3 Ten- to Twelve-Year-Olds -- 4.3.4 Thirteen- to Fifteen-Year-Olds -- 4.3.5 Sixteen- to Eighteen-Year-Olds -- 4.3.6 Nineteen-Year-Olds and above (E.G., University Students) -- 4.4 Impact of Light Meditation on Teachers and Students in Africa -- 4.5 Conclusion -- References -- Chapter 5: A Conceptual Framework for a Mindfulness Intervention -- 5.1 PVEST as a Theoretical Framework -- 5.2 PVEST and Resilience -- 5.3 Project Knowledge at Virginia State University (VSU) -- 5.4 Conclusion -- References -- Chapter 6: Mindfulness and Silent Sitting in the Classroom -- 6.1 What is Mindfulness?.
6.2 Mindfulness as a Protective Factor -- 6.3 Creating the Mindful Classroom -- 6.4 A Mindful Case Study -- 6.5 Mindfulness Activities for the Classroom -- 6.5.1 Mindfulness of Breathing -- 6.5.2 Dialectical Behavior Therapy (DBT) TIPP Skills -- 6.5.3 Mindfulness of Balance -- 6.5.4 Mindful Bubble Breathing -- 6.5.5 Mindful Mintz -- 6.5.6 Zip-Zap-Zop -- 6.5.7 Feelings Charades -- 6.5.8 Body Scan -- 6.5.9 Mindful Slime -- 6.5.10 Slow-Mo Bodies -- 6.5.11 Snow in Summer -- 6.5.12 Origami Lotus Flowers -- 6.5.13 Yoga -- 6.5.14 Silent Sitting -- 6.6 Conclusion -- Appendix 6.1 Mindfulness Programs Resource Guide -- Appendix 6.2 Feelings Charades Sample Cards -- Appendix 6.3 Autogenic Training Script -- Appendix 6.4 Sample Mindfulness Activity Discussion Questions -- Sample Questions to Ask Later in the Academic Year -- References -- Chapter 7: Silent Sitting in School Counselling: An Educational Practice to Improve Academic Performance and Personal Well-bei... -- 7.1 Introduction -- 7.2 Research Evidence -- 7.3 The Secondary School Experience -- 7.4 Silent Sitting as an Adjunct to Counselling -- References -- Chapter 8: Humanizing Education through Moral Education -- 8.1 Introduction -- 8.2 Moral Education -- 8.3 Research Findings -- 8.3.1 Case Study 1 -- 8.3.2 Case Study 2 -- 8.3.3 Visualization -- 8.3.4 Silent Learning the Silent Way -- 8.3.5 Moral Choices -- 8.4 Discussion -- 8.5 Conclusion -- References -- Chapter 9: Silent Sitting and Visualization Techniques and the Environment: A Mindful Tool for Developing Awareness -- 9.1 Introduction -- 9.1.1 Reports of the Earth Charter, UN Sustainable Development Goals and the Environment -- 9.1.2 The Need for Humans to Develop a deeper Contemplative Nature -- 9.2 Silence, Mindfulness, Contemplative Practices and their Potential to Reconnect Humans to Nature.
9.2.1 A Model for Contemplative Awareness through Silent Sitting and Visualization -- 9.2.2 SSEHV Program and the United Nations Human Settlements Programme (UN-Habitat) Agenda for Water Education: An Educational... -- 9.3 UN-Habitat Human Values and Water Education -- 9.3.1 Flow Learning -- 9.3.2 Adapting Cornell´s (1989) Flow Learning to Visualization Techniques for Connecting to the Environment -- 9.4 Other Examples of Visualizations with Elements from Nature -- 9.4.1 Using Mountains as an Element from Nature -- 9.4.2 Using Trees as an Element from Nature -- 9.5 Conclusion -- References -- Chapter 10: A Reflective Practice Model for Introducing Teachers to Silent Sitting and Visualization Strategies -- 10.1 Introduction -- 10.2 A Framework for a Professional Development Program -- 10.2.1 Objectives -- 10.2.2 Preliminary Preparation -- 10.2.2.1 Critically Reflective Lens 4: Theoretical Literature -- 10.2.3 Group Session 1 -- 10.2.3.1 Critically Reflective Lens 1: Our Autobiography as a Learner of Practice -- 10.2.3.2 Critically Reflective Lens 4: Theoretical Literature -- 10.2.3.3 Critically Reflective Lens 3: Our Colleagues´ Experiences -- 10.2.4 In-Class Follow-Up to Session 1 -- 10.2.4.1 Critically Reflective Lens 1: Our Autobiography as a Learner of Practice -- 10.2.4.2 Critically Reflective Lens 2: Our Learners´ Eyes -- 10.2.5 Group Session 2 -- 10.2.5.1 Critically Reflective Lens 1: Our Autobiography as a Learner of Practice -- 10.2.5.2 Critically Reflective Lens 3: Our Colleagues´ Experiences -- 10.2.5.3 Critically Reflective Lens 4: Theoretical Literature -- 10.2.6 Follow-Up to Session 2 -- 10.2.6.1 Critically Reflective Lens 1: Our Autobiography as a Learner of Practice -- 10.2.6.2 Critically Reflective Lens 2: Our Learners´ Eyes -- 10.2.6.3 Critically Reflective Lens 3: Our Colleagues´ Experiences -- 10.2.7 Program Evaluation.
10.2.7.1 Critically Reflective Lens 1: Our Autobiography as a Learner of Practice and Critically Reflective Lens 3: Our Collea... -- 10.3 Discussion -- 10.4 Conclusion -- Silent Sitting Diary -- References -- Chapter 11: Teachers´ Perceptions of Silent Sitting as a Buffer to Their Problems -- 11.1 Introduction -- 11.1.1 What Are the Main Sources and Consequences of Teachers´ Problems? -- 11.1.2 What Strategies Can Address These Problems? -- 11.1.3 The Specific Context of China -- 11.1.4 The Context of the Study -- 11.2 Method -- 11.2.1 Survey -- 11.2.2 Interviews -- 11.2.3 Sample -- 11.3 Results -- 11.3.1 Survey -- 11.3.2 Interviews -- 11.3.2.1 Exhaustion and Coping with Excessive Workload -- 11.3.2.2 Feeling Angry -- 11.3.2.3 Burnout and Doubts About Sense of Mission as a Teacher -- 11.3.2.4 Pressure to Get Good Results (i.e., Achieve High Academic Scores) -- 11.3.2.5 Personal Health -- 11.3.2.6 Bullying/Violence by Students -- 11.3.3 Why Do the Strategies Work? -- 11.3.3.1 Explanation 1: The Teachers´ Practices Changed the Children -- 11.3.3.2 Explanation 2: The Teachers Changed, so They Were Not as Affected by Challenges -- 11.4 Discussion -- 11.4.1 Questions for Further Investigation -- 11.5 Conclusion -- Sample Visualizations for Teachers´ Own Use or to Use with Children -- Problem Solving (from Taplin 2010) -- Removing Worries or Fears (from Taplin 2010) -- Resolving Anger (Alderman 1996, p. 155, cited by Taplin 2010) -- Resolving Violence in Thought, Word or Deed (Alderman 1996, p. 205., cited by Taplin 2010) -- Opening the Heart Connection (from Taplin 2010) -- Courage in the Face of a Challenge (from Taplin 2010) -- Making a Difference with Difficult Students (or Colleagues) (from Taplin 2010) -- Visualization to Help You to Open Yourself to the Six Desirable Qualities of a Loving Person (Adapted from Lazarus: Unconditio...
Visualization for Getting in Touch with Your True Self (to Be Used on a Daily Basis) (from Taplin 2008) -- References -- Chapter 12: Silent Sitting and Meditation: Building Teachers´ Acceptance, Implementation, and Self-awareness in a Malaysian Sc... -- 12.1 Introduction -- 12.1.1 Light Meditation as a Whole School Approach (General Assembly) -- 12.1.2 Silent Sitting and Visualization Activities Used in the Classroom -- 12.2 Introducing Teachers to Silent Sitting and Visualization Techniques -- 12.3 Context of the Current Study -- 12.4 Analysis and Results -- 12.4.1 Overview of Teachers´ Experiences (First, Second, and Third Workshops) -- 12.4.2 Themes Emerging from Evaluation Questionnaire -- 12.4.3 Written Reflections and Interviews -- 12.5 Conclusion -- Appendix 1 Overview of the Professional Development Program -- Appendix 2 Evaluation Questionnaire -- References -- Chapter 13: Students´ Acceptance of Silent Sitting/Visualization and Its Effect on Their Affective Dimensions -- 13.1 Introduction -- 13.1.1 Categorizing Affective Levels in Learning -- 13.2 Literature Review -- 13.2.1 Affective Learning and Teaching Processes -- 13.2.2 Effects and Associated Outcomes of Mindfulness, Meditation, and Silent Practice -- 13.3 Method -- 13.4 Data Analysis and Findings -- 13.4.1 Responses According to Krathwohl´s Five Levels -- 13.4.2 Thematic Categorization of Students´ Responses -- 13.4.3 Comments on Specific Affective Domains -- 13.5 Discussion -- 13.5.1 Student Responses by Krathwohl´s Five Stages -- 13.5.2 Age-Related Patterns -- 13.5.3 Examining Individual Development -- 13.6 Conclusion -- References.
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Facts and values : the ethics and metaphysics of normativity / / edited by Giancarlo Marchetti and Sarin Marchetti
