“Breathe in… breathe out”: Contextualizing the Rise of Mindfulness in Canadian Schools
Bibliographic record
Abstract
Mindfulness practices have exploded onto the mainstream North American cultural landscape. Not surprisingly, proponents of mindfulness can also be found within education systems in North America and the western world more generally. In Canada, mindfulness-based programs have filtered into faculties of education as well as public school classrooms. Yet, despite the rapid spread of the mindfulness movement, relatively little is known about it historically. This article pieces together some of the key intellectual and cultural developments that have enabled the growth of this phenomenon: North Americans’ encounters with Buddhist perspectives since the 1950s and 1960s, the intersection of psychology and Buddhist practice, the flourishing of progressive educational ideals, and the growth of school psychology. It then briefly explores the kinds of citizenship ideals promoted by mindfulness practices as well as educators’ rationales for their implementation. Tracing this history demonstrates that, despite its relatively recent entry into schools and its promotion as a scientifically-based physiological practice, mindfulness is a phenomenon with deep historical roots within a particular British and North American social and cultural context. Exploring this context and the reasons for educators’ turn to mindfulness will help us better understand our modern education system and the kinds of students it aims to produce.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.006 |
| Science and technology studies | 0.057 | 0.022 |
| Scholarly communication | 0.011 | 0.004 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.003 | 0.005 |
| 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 source (direct Gemma or distilled Codex), 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".