Tatiana Eldridge-Hinmers, Silvia Wehmeier
The concept of mindfulness, as a secular contemplative practice, has gained traction in many sectors of society: in higher education we are seeing it take the form of contemplative pedagogy. Mindfulness is still a relatively new concept in universities and often mainly found in medical schools.
Contemplation practices provide a powerful pedagogy towards a present mind, foundational academic competencies, and have been seen to benefit wellbeing, social and emotional growth, performance, character development, and insight. Mindfulness practice may support a learning culture, a liberating and empowering education, by intentionally creating a space in which to see learning in its full context — scientific, cultural, political and personal.
The project explored the influence of mindfulness practice on the wellbeing of chemistry students. Chemistry students participated in a 6 week ‘Introduction to Mindfulness’ course and engaged as co-researcher answering pre- and post-course questionnaires, and taking part in a semi-structured interview. Questioners from participant (n = 8) and control group (n = 9) were analysed using the Mann-Whitney U Test and Wilcoxon Sign-Rank Test. Interview transcripts were analysed by a coding process.
The data showed a significant difference in stress level ratings, and a shift in awareness. Themes developed from qualitative data analysis were helpful new skill, improved personal life, and improved studying and concentration.
“I learnt how to ground myself, which was helpful, outside of studying. This had a knock-on effect allowing me to have more time for uni work.’’
Contemplative pedagogy, in the form of mindfulness practice, point to a path toward a learning culture by widening the field of receptivity, developing student and teacher attributes of reflexivity, openness and creativity.
