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132503 https://hdl.handle.net/2286/R.I.52867 http://rightsstatements.org/vocab/InC/1.0/ 2019-05 91 pages eng Lange, Nicholas Christian Ostling, Michael Schmidt, Peter Anthony, Charles Historical, Philosophical & Religious Studies Barrett, The Honors College Text In this thesis, I intend to articulate four main arguments: (1) that the current state of public K-12 <br/>education in America is dire and in critical need of reform, (2) this dire state is evidenced by <br/>statistics reporting that both student test scores and mental health are declining, (3) these issues <br/>are perpetuated by recent efforts to implement extreme amounts of digital technology into <br/>classrooms, rigid standardization and assessment-based learning, and the lack of attention paid to <br/>philosophy and religion in public K-12 curricula, and (4) that many of these issues could be <br/>resolved through the implementation of a curriculum teaching “mindfulness”. “Mindfulness” has <br/>many different interpretations, but for this thesis will refer to an umbrella of skills that can be <br/>taught and honed through critically reading and discussing philosophical and religious texts, as <br/>well as engaging in different types of meditative practices. Skills such as logical and deductive <br/>reasoning, ethics, emotional regulation, debate, public speaking, goal-setting, organization, and <br/>planning. Practices and exercises found in philosophy, but many students may not necessarily be <br/>accustomed to (meditation, yoga, silent prayer, stoic contemplation), would be read about, <br/>practiced, and/or discussed, likely before class discussions on the day’s text. Implementing such <br/>a curriculum can occur at varying degrees of intensity, with increasing levels of effectiveness <br/>with each increase in the intensity of implementation. Education Mindfulness Technology Classrooms Pedagogy Rediscovering Education by Way of Mindfulness: A Critique of Current Practices and a Possible Solution