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August 01, 2005

About MiEN

Our network was established in 2001 by a group of educators, students of Thich Nhat Hanh, Zen Master and peace activist nominated for the Nobel Peace Prize by Dr. Martin Luther King, Jr.  Collectively we saw mindfulness as an antidote to the growing stress, conflict and confusion in educational settings as well as an invaluable gift to give students. The purpose of our network is to facilitate communication among all educators, parents, students and any others interested in promoting contemplative practice (mindfulness) in educational settings.

Members are invited to share ways in which they use mindfulness practice with students and teachers and how the practice enhances their role in educational settings. We are also encouraged to raise areas of concern, towards which others might be able to suggest mindful approaches.

MINDFULNESS:
The energy and power of awareness and attention, present as a potential in all human beings

Our VISION:
A world where people find and share joy, peace and understanding through their practice of mindfulness

Our MISSION:
To support and cultivate the practice of mindfulness in educational settings.

Our Experience Tells us That:

  • Mindfulness fosters concentration, understanding, learning, peace, happiness and well being.
  • To effectively teach mindfulness requires a solid mindfulness practice.
  • Working collaboratively is essential to accomplishing our mission

We invite you to learn more about Mindfulness and the Mindfulness in Education Network by exploring our web site. If you can't find what you need here, please contact us. We would be happy to assist you.

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About MiEN

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“Opening the contemplative mind in schools is not a religious issue but a practical epistemic question... Inviting contemplative study simply includes the natural human capacity for knowing through silence, pondering deeply, beholding, witnessing the contents of consciousness and so forth. These approaches cultivate an inner technology of knowing and thereby a technology of learning and pedagogy without any imposition of religious doctrine whatsoever. If we knew a particular and readily available activity would increase concentration, learning, well-being and social emotional growth, and catalyze transformative learning, we would be cheating our students to exclude it.


Long dormant in education, the natural capacity for contemplation balances and enriches the analytic. It has the potential to enhance performance, character and the depth of the student's experience."


Tobin Hart, Opening the Contemplative Mind in the Classroom, Journal of Transformative Education Vol. 2 No. 1, January 2004