Advertisement

Educating Teachers

  • Patricia Lynn Dobkin
  • Craig Stephen Hassed
Chapter

Abstract

What is education? It seems like a simple question but considering the etymology of the word ‘education’, a less obvious but more interesting answer emerges. Education originates from the Latin word, educare, which means to draw out. It is not a matter of filling the students’ minds with facts, although for certain purposes this is necessary. Education as a ‘drawing out’ implies there is wisdom and insight within the student that can be uncovered. The curiosity associated with an open and inquiring mind is the instrument essential for that search. Unfortunately, all too often, the emphasis on memorising information stifles interest.

Keywords

Mindfulness Meditation Mindfulness Practice Future Teacher Meditation Practice Home Practice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. 1.
    France A. The crime of Sylvestre Bonnard (L. Hearn, trans). Vol. 1 of The Works of Anatole France; Gabriel Wells, Paris France. 1924. Part 2, Chapter 4, 6 June 1860. p. 198.Google Scholar
  2. 2.
    McCowen D, Reibel D, Micozzi MS. Teaching mindfulness: a practical guide for clinicians and educators. New York: Springer; 2011.Google Scholar
  3. 3.
    Edmondson AC, Bohmer R, Pisano GP. Speeding up team learning. Harv Bus Rev. 2001;79(9):125–34.Google Scholar
  4. 4.
    Van Aalderen JR, Breukers WJ, Reuzel RPB, Speckens AEM. The role of the teacher in mindfulness-based approaches: a qualitative approach. Mindfulness. 2014;5:170–8.CrossRefGoogle Scholar
  5. 5.
    Dobkin PL, Isnard-Bagnis C, Spodenkiewicz M. Being human in medicine: beyond hierarchy. Int J Whole Person Care. 2015;2(1):38–49.Google Scholar
  6. 6.
    McCowen D. The ethical space of mindfulness in clinical practice. London: Jessica Kingsley Publishers; 2013.Google Scholar
  7. 7.
    Crane RS, Stanley S, Rooney M, Bartley T, Coper L, Mardula J. Disciplined improvisation: characteristics of inquiry in mindfulness-based teaching. Mindfulness. 2014. doi: 10.1007/s12671-014-0361-8.Google Scholar
  8. 8.
    Epstein RM. Just being. West J Med. 2001;174:63–5.CrossRefPubMedPubMedCentralGoogle Scholar
  9. 9.
    Hickman S, Ucok O, Krasner M. Workshop: rhetoric, rhythm and the rest between two beats: conversation analysis as a profound teaching in mindfulness. 2008 Integrating Mindfulness-Based Interventions into Medicine, Health Care and the Larger Society. The 6th Annual Conference for Clinicians, Researchers and Educators. Worcester. 2008Google Scholar
  10. 10.
    Crane RS, Kuyken W, Hastings RP, Rothwell N, Williams JM. Training teachers to deliver mindfulness-based interventions: learning from the UK experience. Mindfulness. 2010;1(2):74–86.CrossRefPubMedPubMedCentralGoogle Scholar
  11. 11.
    Crane RS, Eames C, Kuyken W, Hastings RP, Mark JG, Bartley WT, et al. Development and validation of the mindfulness-based interventions – teaching assessment criteria (MBI:TAC). Assessment. 2013;20(6):681–8.CrossRefPubMedGoogle Scholar
  12. 12.
    Dobkin PL, Laliberté V. Being a mindful clinical teacher: can mindfulness enhance education in a clinical setting? Med Teach. 2014;36(4):347–52. doi: 10.3109/0142159X.2014.887834.CrossRefPubMedGoogle Scholar
  13. 13.
    Evans A, Crane R, Cooper L, Mardula J, Wilks J, Surawy C, et al. A framework for supervision for mindfulness-based teachers: a space for embodied mutual inquiry. Mindfulness. 2014. doi: 10.1007/s12671-014-0292-4. DOI 10.1007/s12671-014-0292-4, published online March 23, 2014.PubMedCentralGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Patricia Lynn Dobkin
    • 1
  • Craig Stephen Hassed
    • 2
  1. 1.Faculty of Medicine, Programs in Whole Person CareMcGill UniversityMontrealCanada
  2. 2.Monash UniversityMelbourneAustralia

Personalised recommendations