A Mindful Education

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Abstract
The implicit "no pain, no gain" understanding of traditional education is contrasted with a view of education that encourages mindfulness. The former relies on a static conception of information typically communicated in absolute language. Here, "facts" are given as truth, free of context or perspective. The latter relies on variability, communicated through conditional instruction. Here, facts are perspective dependent. Evidence is presented that suggests that mindfulness is not only more effective, but is also more enjoyable.

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