The UNC Mindfulness-based Program for Stress and Pain Management offers training in meditation and mind-body awareness that will teach you how to slow down, set priorities and stay calm, focused and relaxed in the midst of a busy life. The class format includes instruction and practice of mindfulness skills, mind-body exercises, group dialogue, and daily home assignments. In this program, you will receive:. Participants are encouraged to practice home assignments for minutes every day and to complete an initial questionnaire and a course evaluation.

This challenging, life-affirming course requires a strong commitment for maximal benefit. Your instructors are committed to and skilled at creating a safe, supportive, and deeply engaging learning environment. Email mindfulness. After registration, you will receive a Zoom link and instructions. Paula has worked as a professional in Health and Education services for over 40 years. Her experience in providing wellness services to both patients and students is vast.Students face challenges that impact their ability to learn, connect with one another, and develop into healthy adults.

The economic, health, and social uncertainties from the pandemic are adversely affecting our most vulnerable students, especially those experiencing poverty and anti-Black racism. Furthermore, research shows that student stress levels are impacted by teacher stress levels, and if a student lacks a sense of belonging in the classroom, their capacity to learn shuts down. Almost half of children in the U.

Nearly 1 in 3 adolescents will meet criteria for an anxiety disorder by the age of We start with educators because research shows their presence is foundational to the student learning experience.

Our programs support educators to reconnect with their strengths and passion for teaching by providing immediate tools for self-care and practices to become more intentional, grounded, and fully present. Establish a mindfulness practice to develop self-awareness, calm and regulate the nervous system, and cultivate well-being Unearth bias, negative thought patterns and behaviors, and response to traumas Build resilience, learn healthy habits, and develop coping strategies Learn simple, effective mindfulness practices to use throughout the school day.

Deepen compassion and relationships with students. Programming then shifts to sharing mindfulness with students. Our teachers make informed and compassionate choices in their interactions, cultivating inclusive learning experiences and a sense of empowerment and agency in the youth they serve.

Their students learn practices to manage stress and develop inner-resilience tools to help navigate their lives. We partner with schools to build cultures that prioritize the social-emotional well-being of all educators, students, and families.

Assess their readiness for mindfulness programming, determine an appropriate level of implementation, set goals, and track progress. Inspired to get started? We use cookies to personalize content and ads, and to analyze our traffic. To learn more, please visit our Privacy Policy. Skip to content. Our programs invest in the social-emotional well-being of school communities. Trauma Almost half of children in the U. Anxiety Nearly 1 in 3 adolescents will meet criteria for an anxiety disorder by the age of Our response: Nurturing joyful and equitable learning environments.

Resilient, Effective Educators. We support educators to: Establish a mindfulness practice to develop self-awareness, calm and regulate the nervous system, and cultivate well-being Unearth bias, negative thought patterns and behaviors, and response to traumas Build resilience, learn healthy habits, and develop coping strategies Learn simple, effective mindfulness practices to use throughout the school day.Please join a free, half-day virtual retreat with the Mindful Schools faculty and grad community to get a window into our in-depth year-long programs.

The retreat will include silent practice guided by our faculty, as well as interactive and activity-based elements to connect as a community. Since you will be joining us from home, our faculty will create an online retreat container that is both firm enough to hold your experience, and also flexible enough to meet our varied living circumstances.

Is it free? Yes, this is a free event. We invite you to consider supporting our Equity in Action fund to help provide programs such as this one to communities in-need. The Mindful Schools Schoolwide Implementation Program is designed for educators and school leaders who are passionate about integrating mindfulness programs into a variety of school and district settings.

Through this immersive year-long experience, participants will develop key leadership skills and gain expertise on how to positively shift learning environments toward becoming mindful schools. Program participants will learn how to facilitate teacher learning, create professional development for educators, work with administrators, and design multi-year approaches to implementation.

Upon completion, graduates will be positioned to become consultants for educational organizations or to establish their own mindfulness business. Join us! Mindful Schools is deeply committed to equity and inclusivity, and we believe that representation matters in all elements of our trainings. If you have the resources and capacity to support the EIA Fund, please make a gift here.

I am so thrilled to be with you all——the expertise and compassion combination is abundant. The Schoolwide Implementation Program integrates three core skills that support educators to effectively adapt and deliver mindfulness programs to a number of contexts. This program will empower you to become a leader and expert on implementing mindfulness programs across a variety of school settings. Specifically, you will be qualified to:. How does this program differ from the Mindful Teacher Certification Program?

In our blended learning model, the year-long program begins and ends with extended retreat experiences. Retreats offer a uniquely rich and immersive practice experience that supports growth and development in two ways:. Thank you for all the time and thought that went into planning and carrying out the retreat. The flow and information were supportive and an excellent way to start this adventure in learning together.

After this weekend together, I know this program will be just what I need to be supported as I take the steps to feel more comfortable and confident in my ability to not only teach what I love, but reach more students and teachers in my school district.

I also appreciate the Mindful Schools approach, that always supports me to be a better person in the world, not just in the classroom. In between the two retreats there is an intensive month training program. Participants can expect to spend hours each week involved in the following activities:. In the application, we invite you to share your background in the following areas: education, school systems, personal mindfulness practice, teaching mindfulness in the classroom, and leading schoolwide mindfulness programming.

The Mindfulness Center at UNC | Mindfulness-Based Courses, Workshops, & Retreats

We welcome participants with differing levels of experience in each of these areas and believe that the program benefits by having participants with many different professional and practice backgrounds.

In preparation for the program, we ask that all participants meet the following requirements by May If you are not a Mindful Teacher Certification Program graduate, we will evaluate applications that demonstrate competency in the areas below:.

Note to prior course graduates: If you have completed Mindfulness Fundamentals and Mindful Educator Essentials courses, please indicate those in your application and we will provide you with additional guidance. Anticipated Closing Retreat: 5-Day Retreat. We will update this page regularly.

Please join our Notification List to receive updates. Tuition fees cover the programming for the two retreats, the month virtual training program, and the certification process. Applications will be accepted until April 15, Please refer to our online resources if you need assistance or information about our Covid response during this time.

Find ZagOn Resources Here. As turbulence and uncertainty continue to permeate the globe, we are facing more complicated and stressful challenges than ever before. Fortunately, empirical research, wisdom and faith traditions remind us that mindfulness understanding and practice can provide solace, comfort, and growth as we navigate these difficult experiences. Join panelists as they explore the vast and ever-changing field of mindfulness from interfaith perspectives and practical applications, providing tools for building and sustaining mindfulness practice in the face of stress and uncertainty.

University Closed for Holidays Dec. View Recorded Webinar. Michael Hazel, Ph. Communication and Leadership program at Gonzaga University. Among a number of different courses he teaches in the program, he co-developed and regularly teaches a graduate course in mindful communication and leadership. Erik Mertens, M. Erik primarily works in liturgical, retreat, and formational experiences for students and staff, with an emphasis on Ignatian Spirituality and personalized faith journeys.

Venerable Thubten Semkye is a fully ordained Buddhist monastic Bhikshuni affiliated with Sravasti Abbeylocated in eastern Washington. Semkye realized that ordaining would be the wisest, most compassionate use of her life.Contemplative education is a philosophy of higher education that integrates introspection and experiential learning into academic study in order to support academic and social engagement, develop self-understanding as well as analytical and critical capacities, and cultivate skills for engaging constructively with others.

The inclusion of contemplative and introspective practices in academia addresses an increasingly recognized imbalance in higher education: a lack of support for developing purpose and meaning, for helping students "learn who they are, search for larger purpose for their lives, and leave college as better human beings".

Informed by the many forms of contemplative practice in philosophies and religions the world over, contemplative education invites students to embrace the immediacy of their interior lives as a means for applying their own first-person experiences to what they are learning in their classrooms. Contemplative practices invite close observation of phenomena. These practices provide opportunities to develop attention and focus, increase awareness and understanding, listen and speak across difference, support creative approaches to problem solving, and consider the impacts of our actions on the world at large.

Contemplative education is not solely traditional education with, for example, a course in meditation thrown in; it is an approach that offers an entirely new way of understanding what it means to be educated in the modern Western liberal arts tradition.

For example, to deepen their academic study, students might engage in mindfulness practices in order to cultivate being present-moment awareness, or engage in dialogue and deep listening practices in order to develop interpersonal skills and be more conscious of the body. Contemplative studies encourage students to push the typical epistemic guidelines to learning, and live in a more mindful world.

In the past two decades, contemplative practices have become increasingly incorporated across curricular settings. It is very difficult to provide exact numbers; however, recent reviews have clearly depicted this as a historical change in which primary, secondary and higher public not only alternative educational institutions are becoming far more receptive to these practices. Contemplative studies can be applied in many disciplines, and are already used in not only wisdom traditions, but in branches of scientific thought, social sciences, humanities, and business, to enhance intelligence and well being.

The students at the Universities can study contemplative methods through practicing meditation of hatha-yoga as it is introduced to the programme of the sociology by Krzysztof Konecki. The philosophy of contemplative education has been present in the United States since at leastbut has gained popularity particularly recently as contemplative practices such as mindfulness and yoga have sparked the interest of educators at all levels.

It has inspired networks of higher-education professionals for the advancement of contemplative education, primarily the Association for Contemplative Mind in Higher Education ACMHE, which has an international membership of over faculty, administrators, and higher education professionals. Fellowships were awarded to faculty members at colleges and universities for designing and teaching courses which included contemplative methods.

This initiative helped to form a community of practice on the use of contemplative methods across higher education disciplines. While contemplative education aims to integrate contemplative practices and perspectives within any subject of study, the discipline of contemplative studies - the examination of the contemplative experience itself - has also developed. Contemplative education also fueled the Bachelor of Fine Arts in Jazz and Contemplative Studies curriculum at The University of Michigan School of Music, which combines meditation practice and related studies with jazz and overall musical training.

Contemplative media studies are a recent, pressing, topic due to the influx of technology in society. As its influence continues to increase, contemplative media studies is aimed at articulating an ethically-responsive and economically-sustainable architecture of human flourishing.

Dr Han F. A balanced education cultivates abilities beyond the verbal and conceptual to include matters of heart, character, creativity, self-knowledge, concentration, openness and mental flexibility.Yesterday at the Jesuit Vow Mass for the New England, Maryland and New York Jesuits, in Syracuse, New York, a number of people asked me about Jesuit formation, particularly the nomenclature, and the way that Jesuits refer to one another at various stages.

So here goes. This description of our training, which we call formationis more or less standard worldwide. If you read about Pope Francis's life as a Jesuit, you will have noticed that most journalists had a hard time with all this lingo--but to be fair, even devout Catholics do! The word "novitiate" can refer to both this period of formation and the building in which the formation takes place. By the way, we usually call men considering entering, or applying to, the Jesuits candidates.

There are Jesuit novices who are brothers and scholastics the latter being men planning for ordination. Ignatius Loyola, in their first year, which is a month-long silent retreat. Jesuits often refer to men in their year as their classmates.

Or they will say of someone in the class behind them, "He was one of my primi. John Smith, n. First Vows : A Jesuit pronounces makes, takes his First Vows poverty, chastity and obedience at the conclusion of his two years of novitiate, during a Vow Mass. Technically, the Jesuit is promising to enter the Society fully, at the end of his training. And you have been living the vows since entrance date. The man is then a vowed Jesuit or "has vows. In some U.

The Jesuit at this point is Mr. John Smith, S. Common journalist's mistake: the men are not priests after vows; vows are not equivalent to ordination. Louis University, Loyola Chicagothe Jesuits, now scholastics or brothersstudy philosophy and theology and work a few perhaps 10 to 15 hours a week in ministry in a First Studies program. He is still Mr. Common journalist mistake: they are not "seminarians," they are "scholastics" or "brothers" or "Jesuits in formation. Regency : The Jesuit again, either the brother or scholastic works full time in a Jesuit ministry for generally two to three years.

Or longer, depending on the decision of the man's provincial. One well known case had a Jesuit spending six years in regency: not surprisingly, he was known for the rest of his life as "Sextus. After they are approved, they move onto…. Theology : Both brothers and scholastics study theology at the graduate level. The Jesuit is still Mr. For the scholastic, the next step usually in the second year of studies is….

The men about to be ordained this is true for the diaconate and priesthood, in both diocesan life and religious orders are the ordinandi. After ordination to the diaconate, he is Rev. Common journalist mistake: they are not "Father.Jesuit education is well-recognized and highly-regarded for its academic rigor, with schools throughout the world dedicated to caring for the whole person of each student they educate. Jesuit education follows an Ignatian pedagogy that includes five key elements—context, experience, reflection, action, and evaluation.

Jesuit alumni should have a lifelong commitment to being open to growth, intellectual competence, faithfulness, love, and justice.

Included is a summary of Ignatian pedagogy, which embodies five key teaching elements—context, experience, reflection, action, and evaluation.

Ignatian Pedagogical Components Fr. Vincent Duminuco explains the five components of the Ignatian pedagogical method. An international team of Jesuits gives a practical pedagogy that unifies and incarnates many of the principles enunciated in The Characteristics of Jesuit Education Ignatian Pedagogy calls for the infusion of approaches to value learning and growth within existing curricula.

The aim is to help learners interiorize and act upon Ignatian values. This study reflects on traditional Jesuit strategies in education in order to outline the norms by which Jesuit schools could discern whether they are being faithful to and drawing full value from the Ignatian spiritual and educational tradition.

Teaching That Transforms: The distinctive heart of Jesuit higher education

Ryan Maher, SJ. Bryon, SJ. Rather, he wants to be effective, which means doing the right thing. Jesuit 2. It provides a refreshing take on how and what a Jesuit education can contribute today. What Is a Jesuit Education?

The article is in response to the challenge of Fr. Kolvenbach that Jesuit universities address the concerns of justice for the poor. Gives some concrete ideas for carrying out the mission. The director of Collegium discusses workshops that engage university faculty in conversation about the mission of Catholic higher education.

At the heart of Collegium is a desire to work with faculty and to nourish their own sense of vocation.

Educating in the Jesuit Tradition

Useful for those searching for a Jesuit presence in various parts of the world. Cristo Rey Network Schools providing a college prep program to economically challenged and minority young people.

Backyard Brainstorm PDF. In these pages, the idea for financing the new school with income from student internships is born. The author explores the art of words, music, and painting as pathways into mystery. Can God and Evolution Co-exist? By George Coyne, SJ. A paper from an interdisciplinary seminar on environmental ethics at Marquette University, Milwaukee, WI. The authors take a moral stand and articulate ethical principles upon which legislators, individuals, and decision makers may draw to evaluate, plan for, and enact policies regarding escalating electricity demand in the United States.

In this PowerPoint presentation, Sandie Cornish outlines the First Principle and Foundation and the Contemplation on the Love of God to show how they call the believer to a more active and more responsible concern for the environment. The author reviews the life and teaching of Bernard Lonergan, SJ. Lonergan worked to teach faithfully the Catholic tradition in light of the advances in modern science and philosophy.

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