The Mindfulness for Educators concentration trains educators in the core practices of mindfulness and compassion as formal practices and as lived and embodied responses to life in the classroom and in the world. The program strengthens an educator’s innate wisdom through the study and daily application of ancient and current applied philosophical perspectives, and universal and human development models. It has a three-pronged approach:
- formal meditation practice
- study of the field of mindfulness
- application of ideas and approaches to classroom and other educational contexts
The program is rooted in the philosophy of reflective practice and inquiry. Each course is designed to lead teachers deeper into their own classroom experience and help them see the work of teaching and learning with fresh eyes. Antioch University New England (AUNE) has the only graduate program with a focus on mindfulness that is just for educators.
Relevant and engaging coursework takes into account the lives of working educators. The cohort approach helps participants remain committed to daily meditation and informal mindfulness practices. The program combines on-line pedagogy with interactive teaching methodology. It includes small class sizes, individual attention from faculty, and real-time connection via telephone, on-line conferencing, and webinars.
- Start in January, September, or May
- Five-semester, 33-credit degree program
- One or two weeks of face-to-face core and elective courses on campus at AUNE for two summers
- Five online classes with a focus on mindfulness for educators
- Three semesters of practicum work at school or workplace
- All classes are three credits
Complete Your Degree in Five Semesters!
Most students take six credits in the fall and spring semesters. This includes one required on-line class and a choice of practicum. During the summer, students will take one on-line required course in mindfulness for educators and one or two week-long face-to-face courses on campus at AUNE in Keene, New Hampshire. The summer residency is typically the middle two weeks of July. Students may spread out the program to take fewer courses in a given semester. Please inquire during the admissions process to learn more about this option.
- Using Buddhist Frameworks to Reflect on Teaching and Learning
- Human Development and the Inner Landscape of Teachers and Learners
- Awareness of Body, Mind, Heart, and Brain: Pathways to Change in Education
- Compassionate Action in the World
- Mindful Leadership
- Child Study
- Equity and Change
On-campus Summer Courses at Antioch University New England
- Developing Mind
- Philosophy of Education
- Elective course of your choice
Electives can include AUNE courses in place-based or problem-based learning, nature-based schooling, sustainability, leadership, and educational technology. You can also incorporate meditation retreat experiences, or external trainings related to teaching mindfulness to children and youth into the MEd program.
Claire Stanley, PhD, is on the faculty of Antioch University New England and the Barre Center for Buddhist Studies. She is also a founder and the Guiding Teacher of Vermont Insight Meditation Center in Brattleboro, Vermont. Her work as an educator for the last thirty years has focused on teacher development, interpersonal, and intercultural communication in professional relationships, and the role of mindful awareness in the quality and effectiveness of our work in the world. She is passionate about the far-reaching possibilities of transforming the systems of any professional context into learning communities where human beings are awake, compassionate, and responsive to their inner life and to the lives of the people they work with.
Jack Millett, MAT, is a founder and teacher at the Center for Mindful Inquiry and Vermont Insight Meditation Center. He was an Associate Professor in the Master of Arts in Teaching program at the SIT Graduate Institute for twenty-five years. Since 1990 Jack has been exploring ways to integrate meditation and teaching practices to bring mindfulness to his work in the classroom. When designing lessons and teaching classes, he is most interested in being in the moment, seeing what is, accepting what is, and responding to serve. From his extensive teaching, teacher supervision, and educational administration experience, he has developed the ability to create safe and engaging environments that allow participants in his courses and workshops to touch an appreciation of themselves and others as they engage and learn the content of the course.
Susan Dreyer-Leon, EdD, is director of the Experienced Educators’ Program at Antioch University New England, a former alternative public high school teacher/leader in New York City and Vermont, a School Reform Initiative National Facilitator, and an experienced Coalition of Essential Schools teacher and leader. Her special interests include the development and support of equitable, democratic and joyful schools, mindfulness and education, facilitative leadership, and sustainable and place-based educational practices. Susan has been a meditation practitioner and student in the Insight Meditation tradition since 1999 and has been intimately involved with the development and implementation of the Mindfulness for Educators Certificate program since its inception in 2011. Her special interest is hosting opportunities for educators to integrate practices and ideas from the emerging field of mindfulness and education.