Head Viewpoint Education
Silence is golden Stillness
and meditation have been a cornerstone of our school’s approach
to education since its foundation in 1975. It is interesting to see that in our increasingly noisy and busy world, meditation is becoming more widely recognised by schools and the education world in general – and more schools are incorporating it into their daily schedule. We provide our pupils with regular opportunities to be
Laura Hyde espouses the use of meditation as a means of taking time out from a busy day
silent, so that they might discover how to be inwardly free and deeply at ease within themselves. We allocate a short period at the beginning and end of every day to silence in which pupils may meditate, contemplate or simply be still - according to their own beliefs. If they wish, we also offer our pupils mantra meditation, an ancient and traditional system of meditation, which originated in India and is often referred to as transcendental meditation. This practice does not involve any religious content and allows pupils to discover the utter simplicity of “being”, abandoning for a while the busy activity of the mind. In addition to periods of
meditation, we provide a pause of one or two minutes before and after every lesson. This offers pupils the opportunity to let go of what has just happened and be free to meet the next activity with their full and renewed attention. The ability to “let go” and garner the power of concentration is essential to an effective and happy way of life. We encourage pupils to appreciate the importance of the present moment. At first glance, some may
kind and empathetic. Meanwhile, energy is generated and it is noticeable that young people who meditate are lively, open and generous in response. Our most recent Independent Schools Inspectorate report
(2010) commented that our pupils “learn from an early stage the value of meditation and philosophy in their education, which is reflected in their wise and thoughtful dispositions.” Recent research by Dr Helen Lees from Stirling University’s School of Education claims that positive use of silence in the classroom can boost children’s exam results, improve their self-esteem and cut down on bad behaviour. Another authority on the subject, Dr Shanida Nataraja, a neuroscientist who has studied the effects of meditation on the body and mind, also says that meditation results in important changes in a child’s attention, performance, emotional processing and social functioning. Studies have shown that children who are taught to meditate express less anger and hostility, interact with each other better and are more attentive during class. It is these effects that have led numerous researchers and teachers to conclude that meditation is something that should be taught in our schools. At a time when young
It is noticeable that young people who meditate are lively, open and generous in response
think that these practices are unusual but meditation is hugely beneficial to personal and academic development. It gives pupils a source of inner strength, which allows them to think more clearly, enhancing their personal judgement and ability to make good decisions. It also offers greater peace and stability, which helps pupils enormously through the difficult periods of adolescence, and the stresses associated with examinations. Meditation naturally cultivates awareness; this leads to a greater sensitivity, which invariably improves the quality of relationships. In simple terms, behaviour becomes gentle,
people are facing so many pressures, it is exhilarating to see them discover within themselves a real and enduring happiness, which remains available throughout the inevitable vicissitudes of life. This is a kind of spirituality, which does not depend on belief or dogma but confirms the wonder and fullness of life, in practice. As a 13-year-old pupil recently said: “Meditation is about
being in the present moment and completely letting go of the past. Stillness is being. It is something I feel, not think. Noticing my breathing; feeling grounded; being aware of what is going on around me. The smile of a child. The postman swinging the gates open and closed. The tree shaking its leaves – that is truly beautiful.”
Laura Hyde is Headmistress at St James Senior Girls’ School in West London, a school which has practised meditation and periods of stillness for many years.
www.firstelevenmagazine.co.uk Michaelmas 2011 FirstEleven 13
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