Mindfulness in Teaching and Learning: An Islamic Perspective

Mindfulness in Teaching and Learning: An Islamic Perspective

Mindfulness is the ability to pay attention to the present moment without being distracted by all emotions, thoughts, and feelings that we can perceive. It is a state of awareness, understanding, and acceptance of ourselves and our surroundings. Mindfulness has many benefits for mental, emotional, and spiritual well-being, especially in the context of teaching and learning (Jennings, 2015).

What is Mindfulness in Islam?

In Islam, mindfulness is not just a psychological technique but a spiritual practice rooted in our relationship with Allah. The Arabic word for mindfulness is muraqabah, which refers to watching, observing, or carefully considering. Muraqabah is the constant awareness of Allah’s presence, knowledge, and supervision over all our actions and thoughts. It is the realization that Allah is always watching us and that we are accountable to Him for everything we do (Al-Ghazali, 2004).

Muraqabah is also an awareness of our inner states, such as intentions, motivations, feelings, and thoughts. It is the ability to monitor and regulate our inner selves in accordance with the guidance of Allah and His Messenger (peace be upon him). Muraqabah helps us to purify our hearts, refine our character, and improve our worship (Al-Qarni, 2007).

Muraqabah is closely related to the concept of ihsan, which means excellence or perfection in faith. Ihsan is to worship Allah as if we see Him, and if we do not see Him, then He sees us. Ihsan is the highest level of faith, and requires a high degree of mindfulness (Al-Nawawi, 1999).

Why is Mindfulness Important for Teaching and Learning?

Mindfulness can enhance the quality and effectiveness of teaching and learning in several ways. Some of the benefits of mindfulness for teachers and learners are as follows:

·???????? Mindfulness can reduce stress and anxiety, which are common challenges for teachers and learners in today’s fast-paced competitive world. By practicing mindfulness, we can calm our minds and bodies, and cope better with the pressures and demands of our roles (Napoli, Krech, & Holley, 2005).

·???????? Mindfulness can improve focus and concentration, which are essential skills in teaching and learning. By practicing mindfulness, we can train our minds to be more attentive and alert and avoid distractions and wandering thoughts. This can help us absorb and retain information better and perform better on tasks and assessments (Marchand, 2012).

·???????? Mindfulness can foster positive emotions and attitudes such as gratitude, compassion, empathy, and optimism. By practicing mindfulness, we can cultivate a more appreciative and respectful outlook on ourselves and others and a more hopeful and confident outlook on our goals and challenges. This can help build better relationships and overcome difficulties and setbacks (Mindful Schools, n.d.).

·???????? Mindfulness can enhance creativity and innovation, which are valuable teaching and learning skills. By practicing mindfulness, we can stimulate imagination and curiosity and explore new ideas and possibilities. This can help us generate original and novel solutions and adapt and improve our methods and strategies (WestEd, 2019).

How can mindfulness be practiced in the classroom?

There are many ways to practice mindfulness in the classroom, both for teachers and learners. Here are some examples:

·???????? Start the class with a brief mindfulness exercise such as focused breathing, body scan, or guided meditation. This can help create a calm and relaxed atmosphere and prepare the mind and body for learning (Jennings et al., 2013).

·???????? Incorporate mindfulness into the curriculum; teach and learn about the concepts and benefits of mindfulness; and engage in activities and projects that involve mindfulness, such as journaling, art, or poetry (Purdue OWL, 2020).

·???????? Use mindfulness as a tool for reflection, feedback, and assessment by asking and answering questions that require mindfulness, such as ‘What did I learn today?’, “How did I feel during the lesson?”, “What did I do well?”, “What can I improve?”, and “How can I apply what I learned?”

·???????? Practice mindfulness throughout the day, by being mindful of our actions, words, and thoughts, and by remembering Allah and His blessings. This can help to maintain a mindful state of mind, and to connect our learning to our faith.

Mindfulness in Ramadan

Ramadan is a special month for Muslims, as it is the month of fasting, prayer, charity, and Quran. Ramadan is also a great opportunity to practice and enhance our mindfulness, as it is a month of spiritual training and purification.

Fasting is a form of mindfulness, as it makes us more aware of our physical and spiritual needs, and more grateful for Allah’s bounty and mercy. Fasting also helps us to control our desires and impulses, and to discipline our souls.

Prayer is another form of mindfulness, as it makes us more aware of Allah’s presence and greatness, and more humble and submissive to His will. Prayer also helps us to communicate and connect with Allah, and to seek His forgiveness and guidance.

Charity is yet another form of mindfulness, as it makes us more aware of the needs and rights of others, and more generous and compassionate towards them. Charity also helps us to purify our wealth and hearts, and to attain Allah’s pleasure and reward.

Quran is the ultimate form of mindfulness, as it is the word of Allah and the guidance for humanity. Quran makes us more aware of Allah’s signs and messages, and more obedient and responsive to His commands. Quran also helps us increase our knowledge and wisdom, and to elevate our morals and manners.

Conclusion

Mindfulness is a beneficial and rewarding practice for both teachers and learners, as it can improve their mental, emotional, and spiritual well-being, and enhance their performance and productivity. Mindfulness is also an integral part of Islam, as it is the foundation of our relationship with Allah and our inner self. By practicing mindfulness, we can achieve excellence in faith and in life.

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References

Al-Ghazali, A. H. (2004).?The remembrance of death and the afterlife. (T. J. Winter, Trans.). Islamic Texts Society.

Al-Nawawi, Y. (1999).?Forty hadith. (E. Ibrahim & D. Johnson-Davies, Trans.). Islamic Texts Society.

Al-Qarni, A. A. (2007).?Don’t be sad. (F. El Ansari, Trans.). International Islamic Publishing House.

American Psychological Association. (2020).?Publication manual of the American Psychological Association?(7th ed.). https://doi.org/10.1037/0000165-000

Jennings, P. A. (2015).?Mindfulness for teachers: Simple skills for peace and productivity in the classroom. W. W. Norton & Company.

Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial.?School Psychology Quarterly, 28(4), 374–390. https://doi.org/10.1037/spq0000035

Marchand, M. (2012). Mindfulness-based stress reduction, mindfulness-based cognitive therapy, and Zen meditation for depression, anxiety, pain, and psychological distress.?Journal of Psychiatric Practice, 18(4), 233–252. https://doi.org/10.1097/01.pra.0000416014.53215.86

Mindful Schools. (n.d.). What is mindfulness? https://www.mindfulschools.org/what-is-mindfulness/

Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students.?Journal of Applied School Psychology, 21(1), 99–125. https://doi.org/10.1300/J370v21n01_05

WestEd. (2019). Mindfulness in education: An approach to cultivating self-awareness that can bolster kids’ learning. https://files.eric.ed.gov/fulltext/ED606076.pdf

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