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dc.contributor.authorHolmes, Kimberley
dc.date.accessioned2015-07-10T19:18:15Z
dc.date.available2015-07-10T19:18:15Z
dc.date.issued2014-05
dc.identifier.citationHolmes, K. "Learning to Breathe, Breathing to Learn: The Role of Mindfulness in Curriculum and Learning ". 2014. In P. Preciado Babb (Ed.). Proceedings of the IDEAS: Rising to Challenge Conference, pp. 91-101. Calgary, Canada: Werklund School of Education, University of Calgary.en_US
dc.identifier.isbn978-0-88953-376-9
dc.identifier.urihttp://hdl.handle.net/1880/50596
dc.description.abstractTeachers are not technicians but self-reflective individuals who work in a holistic manner to connect curriculum to cognitive, emotional and social contexts. Living up to this holistic vision requires teachers to “take seriously the idea that a child’s personal signature, his or her distinctive way of learning and creating, is something to be preserved and developed” (Eisner, 2002, p. 581). Inspiring Education (Alberta Learning, 2010) states that the goal of education is to create engaged, ethical and entrepreneurial citizens who have been “enabled to do well in life” (Eisner, 2002, p. 581). Actualizing this vision requires mindfulness with regards to curriculum and learning.en_US
dc.languageen
dc.language.isoenen_US
dc.publisherUniversity of Calgaryen_US
dc.titleLearning to Breathe, Breathing to Learn: The Role of Mindfulness in Curriculum and Learningen_US
dc.typePresentationen_US
dc.description.refereedNoen_US
dc.contributor.facultyWerklund School of Education
dc.publisher.urlhttps://werklund.ucalgary.ca/ideas/en_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5290


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