4 minute read
Mindful Teacher, Mindful School, by Kevin Hawkins
Mindful Teacher, Mindful School
by Kevin Hawkins SAGE Publications, London (2017) Reviewed by Norm Dean
‘Teachers keep on teaching ... till we reach the higher ground’ (Stevie Wonder)
This quotation at the beginning of Kevin Hawkins’ book sets the theme for all that is to follow, for in essence, while clearly focussed on the art and significance of ‘mindfulness’, the book is a celebration of the art of teaching and how inculcating a mindfulness approach can have profound benefits for students and adults alike. Kevin Hawkins shares his own personal and professional journey in embracing the power of mindfulness, and ultimately demonstrates the inescapable truth that our lives cannot be neatly separated into categories, for we are the sum total of all that makes us human.
Hawkins has written a book describing the emerging importance of mindfulness that is rich in anecdotes, researchbased evidence, personal experience and examples from multiple sources within and external to education, and ultimately provides practical applications that are nonthreatening and developmental. The book takes the reader through a logical progression from the very core questions around what mindfulness is, and why and how its emergence is important for schools (students and teachers alike), through to application in classroom settings, and eventually the place and power of mindfulness in the wider world. While clearly a ‘true believer’, Hawkins is careful not to claim mindfulness as the ‘cure all for all things’, but rather sees it as a powerful
An important point made by the author is that, while mindfulness is something everyone can embrace, it should not be introduced in a school context without due process and forethought.
and pragmatic tool in managing the day-to-day demands of an increasingly hectic and ‘cluttered’ world, that has the potential to enhance learning.
The book has eight chapters, each of which begins with summary points of the key aspects to be covered and concludes with ideas and suggestions for further reading and activities. This framework provides a helpful way of developing understanding, as the sequencing is logical and each chapter builds upon all that has come before. Additional reference material includes YouTube links as well as readings, and this variety of additional resources allows for deeper immersion and the opportunity to pause and reflect on key points. A striking feature of the book for me was the emphasis on ‘holistic’ learning in a way which truly examines what this means beyond lip service and, moreover, unashamedly makes a claim as to the centrality of mindfulness in preparing students for the future, beyond the more formal modes of assessing ‘success’. Hawkins does not denigrate or ignore the realities of student grades but makes a compelling argument, backed by research, for the interdependence of academic achievement and student ‘wellness’.
Hawkins asks some fundamental questions about the purpose of education per se, and continually returns to these themes throughout the book, in myriad ways. The book explains in detail the fundamental tenets of mindfulness, and provides simple step-by-step examples and activities for the reader to explore at a personal comfort level. Hawkins draws very heavily on his own personal experiences, and on those of others, to provide vivid and insightful demonstrations of the benefits of mindfulness, while also acknowledging that not all will embrace the approach, thus considering how such reluctance could be managed respectfully and sensitively.
An important point made by the author is that, while
mindfulness is something everyone can embrace, it should not be introduced in a school context without due process and forethought. Helpful examples are included of how this has occurred in both new and existing school settings, and of key factors to consider in order to optimise chances of successful implementation. ‘Mindful Teacher, Mindful School’ as the title of the book very aptly establishes a simple truth: that teachers are central to the success (or not!) of a schoolwide approach to any initiative, with mindfulness being no exception. Hawkins proposes numerous opportunities for teachers to engage with and understand the mechanics of mindfulness, and provides links to supportive research by leading educators, including Fullan, Robinson and Bloom, to add credence to the approach.
This book is timely, primarily because mindfulness is gaining increasingly broad acceptance in mainstream literature as an important adjunct to formal learning. In our increasingly ‘techno-noisy’ world, finding ways to maintain perspective, positive relationships and overall wellbeing is increasingly important. Mindful Teacher, Mindful School has something for everyone: those keen to learn more at a leisurely pace through to those wanting to take a deep dive. It is an easy and enjoyable read, which raises tantalising questions and provides some answers and perspectives, but ultimately leaves it to the reader to reflect personally on what really matters in education, and how mindfulness can contribute to this bigger purpose.
Norm Dean is Chief Education Officer with Taaleem, Dubai, UAE Email: ndean@taaleem.ae
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