Contemplative Classrooms Empowering Youth With Mindfulness, Resilience, and Well-Being Practices
Marie Grace Avelino Gomez, Jona Kristen M. Valdez, Liza C. Legaspino
Applied Mindfulness and Integrative Practices for Mental Well-Being May 6, 2026 DOI: 10.4018/979-8-2600-1202-4.ch002 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Topics | Meditation |
| Key points | Argues that contemplative education practices, when integrated into GMRC and Values Education, can enhance students' emotional regulation, resilience, and sense of purpose, and proposes culturally grounded strategies to create "contemplative classrooms" that cultivate focus, empathy, and ethical action. |
Abstract
Filipino learners face rising emotional, psychological, and social challenges that hinder academic success and personal growth. The Good Manners and Right Conduct (GMRC) and Values Education Curriculum provides a foundation for fostering moral integrity, empathy, and social responsibility through contemplative practices that are aligned with Filipino cultural values. This chapter explores how integrating contemplative education practices such as mindfulness, reflection, and compassion into GMRC and Values Education can enhance students' emotional regulation, resilience, and sense of purpose. By examining the curriculum's big ideas, linking virtues to well-being, and proposing culturally grounded strategies, it advocates for “contemplative classrooms” that cultivate focus, empathy, and ethical action in the service of self, community, and nation.