An Integral View of Mindfulness Practices and the Perception of Challenge Within a School Based Setting
Bibliographic record
Abstract
The purpose of this study was to examine how mindfulness-based strategies are taught within school-based settings and how they impact students’ perceptions of challenge. In the course of this research, I also found myself exploring the effects of two different attitudes toward mindfulness training: the first derives from Eastern sensibilities and traditions, while the other is more strongly rooted in Western ways of thinking. The former focuses on awareness of personal experience and function, the latter much more on situated being. Integral Methodological Pluralism (IMP) was used to achieve an informed perspective from multiple viewpoints. This IMP study investigated how mindfulness practices were taught within four different classroom settings in a high school located within the a large school district in Western Canada. Informed by phenomenological methodology, interviews were conducted with both teachers and student participants to investigate their perception of challenge. Findings revealed three overarching themes connected to challenge: time, necessity and anxiety. Structural analysis of language frequency and comparisons revealed many similarities and differences within the language of teacher and student participants. Ethnographic observations were used to interpret the functions and meanings of different daily routines within both Eastern-influenced and Western-style mindfully-based classrooms. Hermeneutic interviews conducted with teacher and student participants further disclosed some similarities, such as a culture of attention, slower pace and challenge, differences in student retention, and application of mindfulness strategies. Systemic influences are discussed in connection to individual and cultural themes. Lastly, implications for implementation of mindfulness and the connection to student perception of challenge are explored.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".