Being allowing and yet directive: Mindfulness meditation in the teaching of developmental reading and writing
New Directions for Community Colleges September 1, 2010 DOI: 10.1002/cc.415 (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 mindfulness meditation shares important qualities with learning to read and write, such as dispassionate noticing and awareness of inner processes, and proposes using meditation practice to help community college ESL students become more reflective and deliberate in their literacy practices. |
Abstract
AbstractBecause learning to meditate shares important qualities with learning to be a better reader and writer—for example, dispassionate noticing, becoming more aware of inner processes, a faith in inner wisdom, effort made with a light touch, the cultivation of a practice through simple, regular doing—practice in mindfulness meditation was used to help incoming community college ESL students become more reflective in their writing and more deliberate in their reading practices.