Cultivating Compassion in an Upper Elementary School Classroom Community

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Author(s): Garette Tebay (Parkland School Division No. 70, Canada)
Copyright: 2019
Pages: 22
Source title: Integral Theory and Transdisciplinary Action Research in Education
Source Author(s)/Editor(s): Veronika Bohac Clarke (University of Calgary, Canada)
DOI: 10.4018/978-1-5225-5873-6.ch008

Keywords: Classroom Management / Curriculum Development and Instructional Design / Education / Information Science Reference

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Abstract

This chapter explored the notion that compassionate behaviors can be learned or cultivated among elementary school students through mindfulness practice in the classroom. Integral theory served as the conceptual framework for the research questions, the methodology, and the analysis. The investigation thus unfolded as a narrative inquiry using a mixed methods approach and informed by integral methodological pluralism to relate the story of one classroom. Increased self-awareness, happiness, and calm were observed in the students and teacher alike as a result of mindfulness practice. The integral analysis determined that these positive effects were persistent for all involved and pointed to the potential benefits of adopting mindfulness practice at the system level.

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Cultivating Compassion in an Upper Elementary School Classroom Community

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