In this article, we review the appropriateness of “mindfulness” as an educational goal and explore what it means to cultivate mindfulness as a disposition, that is, as an enduring trait, rather than a temporary state. We identify three high-leverage instructional practices for enculturating mindfulness: looking closely, exploring possibilities and perspectives, and introducing ambiguity. We conclude by exploring what it might look like to cultivate the trait of mindfulness within individual classrooms. This report includes a review of an experimental study of “conditional instruction,” which explores mindfulness as a state, and then draws on a series of qualitative case studies of “thoughtful” classrooms to provide an example of conditional instruction as it might serve to develop a disposition of mindfulness. Reprinted by permission of the publisher.
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