No definitions

Mindfulness can help us live better lives both for ourselves and for others. So a definition of what it is is not nearly as useful as what it does how it functions. Mindfulness

“helps us develop a capacity for flexibility rather than rigidity, responsiveness rather than reactivity”

Feldman and Kuyken in “Mindfulness: ancient wisdom, modern psychology”

We practice mindfulness and a gap can grow between stimulus and response. And in this response

“lies our freedom and our power to choose our response.”

Viktor Frankl

Therefore mindfulness gives us a chance to live more wisely. We start by noticing the present moment just as it is; without associations to past events or future planning. When attention is paid in this way awareness arises. This in turn creates in our minds an investigative wisdom that brings an understanding of what is nourishing and what is depleting. So a continued practice of mindfulness can create compassion for both ourselves and the people and environment around us. We can ‘open the clenched fist in our mind, let go and fall into the midst of everything’. Which is as close to a definition of mindfulness as I’d like to get today.

Is Mindfulness a superpower?

I do like this short video from Happify that explains how mindfulness, while not being a panacea for all the world’s and your own problems, can help us deal with the negative events and emotions in our lives. What it omits to emphasises however is how mindfulness also enables us to notice more clearly the positive and wonderful parts of our day and our life. Mindfulness is also hear for the good stuff.

A simple definition of mindfulness

This is taken straight from Tchich Nhat Hanh and his book ‘Silence’ which I highly recommend.

“The practice of Mindfulness is very simple. You stop, you breathe, you still your mind. You come home to yourself and come home to the here and now in every moment.”

Not only is this occasionally my own experience, but it reminds me of the dot b practice I teach to young people. This comes in four parts, though I only actually teach the first three as I am not skilled enough to do the last step; I leave that to my participants.

Stop

Notice your feet

Pay attention to your breath

Be

That the teaching I try to share mirrors what one of the world’s ‘guiding lights (Times Literary Supplement) on Mindfulness is saying I find both reassuring and marvellously uplifting.

What does mindfulness actually do for you?

My own practice has always influenced the attitude I try to bring to my teaching. Mindfulness gives me a context within which all parts of my job can fit. No matter how awful the day, or the year, or the pressure, or the exhaustion, there is an option to be aware of the wider context of each situation. No matter how excellent the lesson, or the moment, or the pupils’ learning, mindfulness means there is more chance of noticing the experience and being grateful for it. 

The space mindfulness can create allows the opportunity for a broader, more honest and accurate awareness to arise. So whatever the situation: good or bad, stressful or easy, a moment of mindfulness brought on by regular long-term practice of meditation can make you happier, more grateful or, at least, less upset. Subsequently, this wisdom will allow more compassion and kindness to arise foryourself and those around you. 

In the last 5 years I have started to teach mindfulness to pupils within our school curriculum and in the last two years to groups of staff within the academy trust. Teaching mindfulness in the classroom is a fundamentally different way of working. I am offering my pupils an experience and an approach to day-to-day life that they can try. I set ‘home practice’ not homework, which of course is impossible to take in and mark anyhow. But if it doesn’t work for them, no bother – as long as they have given it a go.

There is no doubt that the mindfulness course I teach is having an impact on the pupils. Each year between 65% and 75% of pupils have said that they are likely or very likely to use mindfulness in the future. This year, when I have started to ask students to write down an example of when they have used mindfulness, the responses were fabulous. The responses ranged from the immense, “When my granddad was ill in hospital I used mindfulness and became more okay with my sadness” to the mundane “I was worried about my Science test but after I did some finger breathing I just got on with it.” 

In the MBSR courses I have run for staff the reactions have been equally positive. But I am always wary of claiming a measurable impact from mindfulness. I do not want people to come to mindfulness or meditation wanting to achieve a goal. 

“If we are meditating for wellbeing, we are telling ourselves we don’t have that well being; and so we perpetuate a state of deficiency.” (Gelong Thubten from “A monk’s guide to happiness”)

Instead I believe that mindfulness and meditation are providing children and adults with the opportunity to be happier in their lives and kinder to those around them and also to themselves.