| Heiner BöttgerKarla JensenTravis Jensen(Hrsg./Eds.)Mindful Evolution | 1 |
| Titelei | 4 |
| Impressum | 5 |
| Inhaltsverzeichnis | 6 |
| Vorwort | 10 |
| Einführung – oder: Warum Sie sich auf das Buch einlassen müssen | 12 |
| 1 Mindfulness in Education: Vorträge | 14 |
| Caroline Barratt: Welcome to Mindfulness in Education | 16 |
| Defining Contemplative Pedagogy | 16 |
| The Place of Contemplative Pedagogy | 17 |
| Contemplative Pedagogy in the Classroom | 21 |
| My Contemplative Pedagogy Experiences | 24 |
| Mindfully Approaching Contemplative Pedagogy | 28 |
| The Challenges of Contemplative Pedagogy | 30 |
| Literature | 32 |
| Ha T. Tran: Happiness and Compassion as Goals of Education: The case of Hoa Sen University, Vietnam | 33 |
| Heiner Böttger: Home of Mindfulness: Neuroscientific evidence in contemplative pedagogy | 40 |
| Research aspects from inside | 41 |
| Neuroscience and mindfulness – do they match? | 42 |
| Neuroscientific research on meditation | 43 |
| Concentration Meditation: The four stages of contemplation | 43 |
| Mindfulness meditation: growing potential | 46 |
| Loving kindness meditation: love, compassion, and empathy | 49 |
| Literature | 50 |
| Karlheinz Valtl: Mindfulness in Education: Current Focuses of International Discussion | 54 |
| Is Mindfulness a Topic for Science? | 54 |
| What is Mindfulness? | 57 |
| By Which Practices Can We Cultivate Mindfulness? | 59 |
| What are the Effects of Mindfulness Practices? | 62 |
| Which School-based Mindfulness Programmes are Available? | 64 |
| Which Teacher Training Programmes are Suitable? | 66 |
| What is Critical about Mindfulness in Education? | 69 |
| Mindfulness Between the Poles of Science and Religion | 70 |
| Conclusions | 72 |
| Literature | 73 |
| Karla Jensen: Mindful Living, Mindful Teaching | 75 |
| Easing onto the Path of Mindful Living | 75 |
| First Steps | 76 |
| The Mindful Yoga Mat | 77 |
| The Path to Mindful Teaching | 79 |
| Mindfulness in the Classroom begins with Me | 80 |
| Beginning Again (and Again) | 81 |
| Beiträge | 84 |
| Ben Deiß, Claire Palzer und Farah Wölfl: Mindfulness in Education from the Perspective of Future Teachers | 86 |
| How it started | 86 |
| How the class was structured | 87 |
| How mindfulness practice affected us | 87 |
| How it will benefit us as future teachers | 90 |
| How to integrate mindfulness in education | 90 |
| Conclusion | 92 |
| Glossary | 92 |
| Julia Dose: The Potential Benefits of Mindfulness for Students with ADHD | 94 |
| Attention Deficit Hyperactivity Disorder | 95 |
| Potential of Mindfulness in the context of ADHD | 95 |
| Evidence of mindfulness practices | 98 |
| Further Thoughts | 100 |
| Literature | 101 |
| Marianne Häuptle-Barceló: Can Mindfulness Become a Tool to Improve the Language Learning Classroom? | 103 |
| Moving Beyond Traditional Learning Principles | 104 |
| Emotions and Language Acquisition | 105 |
| Characteristics of Language Learning in German School Environments | 106 |
| The Concept of Mindfulness as a Tool for Successful Language Learning | 107 |
| Literature | 108 |
| Werner Kieweg: It can’t go on like this. | 109 |
| The Problem of Stress | 109 |
| A Lack of Time – The #1 Stressor? | 110 |
| Too Much Stress = Too Little Empathy and Too Little Introspection | 111 |
| Using Humor as a Means to Reduce Stress | 113 |
| Conclusion | 113 |
| Literatur | 113 |
| Elena Ková?iková und Eva Reid: Brain Gym Exercises as Mindful Practices in English Lessons | 115 |
| Mindfulness in Education | 115 |
| Total Physical Response as Body Movement in Language Lessons | 116 |
| Brain Gym Exercises as Mindfulness Techniques | 118 |
| Conclusion | 122 |
| Literature | 122 |
| Josef Meier und Angela Miller: How alpha-exercises support personality and school development of students | 124 |
| Alpha-Exercises in SRL Lessons | 125 |
| Alpha-exercises to help students calm down | 125 |
| Alpha exercises to support personality development | 126 |
| Alpha exercises to provide a feeling of belonging | 127 |
| Teaching how to study and arousing pleasure when studying using Stress-Reduced Learning | 128 |
| SRL – learning with head, heart, and hand | 129 |
| Education of trainers in Stress-Reduced Learning | 130 |
| Literatur | 131 |
| Christina Metz, Christian Walter und Gerhard Blasche: Meet My Guru, R2-D2: Or, can technology help us train mindful attention? | 132 |
| Mindfulness training, no-tech and high-tech | 133 |
| An Interactive Mindfulness Training App | 134 |
| Hopes and expectations for a mindfulness training app | 136 |
| Critical questions | 137 |
| Conclusion | 138 |
| Literatur | 138 |
| Helga Rolletschek: The Way of Mindfulness in (bilingual) Biology teaching | 139 |
| Introduction | 139 |
| How Biology Instruction Can Develop Mindfulness | 140 |
| How Learning Biology in a Non-native Language Can Promote Mindfulness | 142 |
| Literature | 145 |
| Torsten Sommer: An Eastern Idea in Western Schooling | 147 |
| A Few Words About a Word | 147 |
| Mindfulness Goes West | 150 |
| Back to School | 153 |
| Teach the Teachers! (And the Children?) | 154 |
| Conclusions | 155 |
| Literature | 156 |
| Engelbert Thaler. MELT (Mindless English Language Teaching) – an Anti-Mindfulness Crash Course in 14 Steps | 158 |
| Step 1: Ignore the great philosophers. | 158 |
| Step 2: Disdain the value of balance. | 158 |
| Step 3: Believe in extremes – and jump on bandwagons. | 159 |
| Step 4: Dismiss Balanced Teaching (in the narrow sense). | 159 |
| Step 5: Oppose Balanced Teaching (in the broad sense) as well. | 159 |
| Step 6: You do not need an EAR. | 160 |
| Step 7: You do not need with-it-ness either. | 160 |
| Step 8: Avoid surprise-sensitive teaching. | 160 |
| Step 9: Be vain. | 161 |
| Step 10: Follow Prodromou’s advice on how to be a boring teacher (1997). | 161 |
| Step 11: Maximize TTT. | 161 |
| Step 12: Be the boss. | 162 |
| Step 13: Use the Nuremberg funnel (Nürnberger Trichter). | 162 |
| Step 14: Believe in sameness. | 162 |
| Conclusion | 162 |
| Literature | 163 |
| 2 Mindful Communication | 164 |
| Vorbemerkungen | 166 |
| Vorträge | 168 |
| Bernd Nussinger: Können wir Kinder verstehen – Rousseau und Klafki und das Problem des pädagogischen Verstehens und Nicht-Verstehens von Kindern | 170 |
| Literatur | 177 |
| Ansgar Batzner und Matthias Batzner: Coding Kids | 178 |
| Das Projekt Coding Kids | 179 |
| Tutorenakquise | 181 |
| Vorbereitung der Mentorinnen und Mentoren auf die Situation der Mentees | 182 |
| Motivation der Mentorinnen und Mentoren, Herausforderungen und Befürchtungen | 184 |
| Tutorenschulungen und Weiterarbeit | 185 |
| Ergebnisse | 187 |
| Ausblick | 189 |
| Literatur | 189 |
| Marc Joset: Gewaltfreie Kommunikation (GFK): Methode und Erfahrungen der „FRIEDENSBRUGG“ inKonfliktgebieten des ehemaligen Jugoslawiens und der Ukraine | 191 |
| Allgemeine Aspekte der Gewaltfreie Kommunikation (GFK) | 191 |
| „FRIEDENSBRUGG“ – Projekte: die Vermittlungs- und Versöhnungsarbeit mittels GFK 1992 – 2017: | 191 |
| Die Grundregeln der Gewaltfreien Kommunikation | 193 |
| Die Rolle der Empathie | 193 |
| Die GFK-Methode in 4 Schritten | 194 |
| Fazit | 196 |
| Literatur | 196 |
| Pascal Mangold: Das Unsichtbare entdecken durch werkzeuggestützte wissenschaftliche Beobachtung | 197 |
| Motivation | 197 |
| Alltagsbeobachtung und wissenschaftliche Beobachtung | 197 |
| Motivation und Inhalte einer Beobachtung | 199 |
| Durchführung einer Beobachtung | 202 |
| Methoden des Erkenntnisgewinns | 211 |
| Zusammenfassung und Diskussion | 213 |
| Literatur | 214 |
| Workshop-Ergebnisse | 216 |
| Ansgar Batzner, Kathrin Mitschke, Tanja Müller und Monika Raml: Z8: ein Plädoyer für eine Achtsamkeit in der Schule und ihre Umsetzung in der Praxis | 218 |
| Das Modell Z8 | 218 |
| Achtsamkeit als Haltung | 220 |
| Zehn Kriterien einer gelingenden achtsamen Kommunikation | 221 |
| Handlungsoptionen und konkrete Umsetzungsmöglichkeiten im schulischen Kontext | 225 |
| Erfordernisse und Ausblick | 227 |
| Literatur | 228 |
| Helga Rolletschek, Anita Graeff, Tina Weber, Josef Meier und Walter Raml: Lernen unter Berücksichtigung achtsamer Prinzipien | 229 |
| Literatur | 232 |
| Stefan Seitz, Petra Hiebl, Matthias Batzner, Julia Dose, Dorothea Kunz und Bernd Nussinger: Achtsame Kommunikation an der Hochschule: Ein Vorbild für die spätere Lebenswelt der Studierenden | 233 |
| Achtsame Kommunikation – Was ist das? | 234 |
| Das Konzept der Achtsamkeit – kurz revisited | 234 |
| Grundlagen gelingender Kommunikation | 235 |
| Achtsame Kommunikation im Kontext Universität | 241 |
| Reflexion | 244 |
| Literatur | 245 |
| Stefan Unzeitig, Stefan Mittag, Simone König, Marc Joset, Heiner Böttger und Stephanie Lindner: Implementierung von Mindful Communication in einem internationalen Unternehmen | 246 |
| Planungsziele im Rahmen der Implementierung | 247 |
| Der Mehrwert für das Unternehmen | 247 |
| Wichtige Stakeholder und Institutionen im Unternehmen bei der Implementierung von Mindful Communication | 251 |
| Mögliche Angebote und Initiativen in der Umsetzung von Mindful Communication | 252 |
| Mögliche Chancen und Barrieren von Mindful Communication im Unternehmensumfeld | 255 |
| Literatur | 255 |
| Abbildungsverzeichnis | 256 |
| Tabellenverzeichnis | 258 |
| Rückumschlag | 260 |
