"Combining rigorous scholarship with an intuitive understanding of contemplative practice, this impressive book makes a compelling case for mindfulness as an embodied bridge linking the broad domains of education and self-growth. It is a wonderful resource for educators, mindfulness teachers, and professionals interested in fostering curiosity, sensory processing, and awareness as platforms for lifelong learning and well-being." Zindel Segal, PhD, Distinguished Professor, University of Toronto, Scarborough

"Seonaigh MacPherson and Patricia Rockman have integrated material from a wealth of disciplines, distilling the teaching and learning of secular-scientific mindfulness to cultivate personal and societal wellbeing. In so doing, they bring divergent views of western mindfulness together, emphasizing a common and critical goal in a western world that is in dire need of working toward well-being on all levels." Ellen Katz, PhD, associate professor, Factor-Inwentash Faculty of Social Work, University of Toronto

"This book is a deep dive into the mindfulness field, exploring many of its significant questions, themes, and controversies: its history, how mindfulness emerged in multiple sectors, and scientific and clinical issues. A standout is the useful rubric for evaluating and training mindfulness teachers. Thoroughly researched, meticulous, and comprehensive, this book will be a landmark text for the mindfulness field for years to come." Diana Winston, director of mindfulness education, UCLA Mindful Awareness Research Center, and author of The Little Book of Being

TABLE OF CONTENTS

Section 1. Histories - Why MBTL: From Mindfulness to Mindfulness-Based Teaching and Learning  

1.  How We Got Here: From Traditional to Secular-Scientific Mindfulness  

2. Where We Are Now: Secular-Scientific Mindfulness and the Malaise of Modernity  

3. What Happened: The Mainstreaming of Mindfulness 

Section 2. - Contexts - Where We Teach: MBTL in Institutional Contexts  

4. Community and Continuing Education: Beyond Institutional Constraints  

5. Healthcare: The Medicalization of Mindfulness  

6. Higher Education: From Contemplative Studies to "Student Success"  

7. PreK-12 Education: Where Social-Emotional and Inquiry-Based Learning Intersect  

8. Workplace and Organizational Contexts  

Section 3. Theories - Why Mindfulness Works: Theories Informing MBTL  

9. Biological Theories of Embodied Cognition and Mindfulness 

10. Cognitive Processing Theories  

11. Buddhist Theories of Mindfulness and Learning 

Section 4. Practices - What We Teach: The What, Why, and How of MBTL  

12. Mindfulness as Body-Mind Communication  

13. Mindfulness as Social-Emotional Learning  

14. Mindfulness as Inquiry-Based Learning 

Section 5. Methods - What We Do: Competencies and Professional Practice in MBTL  

15. Tran professional Competencies for MBTL Specialists: The MBTL-TCF  

16. Curriculum Design for MBTL Specialists  17. Trauma-Informed Practice in MBTL  

Section 6. Limits - What We Don't See: The Post-Modern Frontier of MBTL  

18. The Limits of Professionalism: Navigating the Wilds of the (Post)Modern  

19. From Self-Awareness to Ecological Awareness: Mindful Encounters with Wildlife During Intensive Silent Retreats