I have a knee Monday evening back in 1999 I was sitting at home on the couch
1999 I was sitting at home on the couch
1999 I was sitting at home on the couch I’ve been depressed and I was barely
I’ve been depressed and I was barely
I’ve been depressed and I was barely passing uni my mind was really cloudy
passing uni my mind was really cloudy
passing uni my mind was really cloudy and its really unmotivated my phone rang
and its really unmotivated my phone rang
and its really unmotivated my phone rang and it was my friend will and he asked
and it was my friend will and he asked
and it was my friend will and he asked if I want to go along to this meditation
if I want to go along to this meditation
if I want to go along to this meditation class he was heading to and I was like
class he was heading to and I was like
class he was heading to and I was like sure that sounds good and so I went and
sure that sounds good and so I went and
sure that sounds good and so I went and the moment they started talking about
the moment they started talking about
the moment they started talking about how our mind works and how we create our
how our mind works and how we create our
how our mind works and how we create our own stress through mental habits of
own stress through mental habits of
own stress through mental habits of reactivity and distracted nurse it just
reactivity and distracted nurse it just
reactivity and distracted nurse it just made perfect sense to me and then when
made perfect sense to me and then when
made perfect sense to me and then when we did some meditation suddenly just
we did some meditation suddenly just
we did some meditation suddenly just from moment I was free from all of that
from moment I was free from all of that
from moment I was free from all of that the next day when I woke up I did a
the next day when I woke up I did a
the next day when I woke up I did a little bit more and over time it became
little bit more and over time it became
little bit more and over time it became a bit of a habit and pretty quickly I
a bit of a habit and pretty quickly I
a bit of a habit and pretty quickly I started to feel better less cloudy more
started to feel better less cloudy more
started to feel better less cloudy more motivated and I was also more focused I
motivated and I was also more focused I
motivated and I was also more focused I remember sitting in a lecture and zoning
remember sitting in a lecture and zoning
remember sitting in a lecture and zoning out for a second as I used to do but
out for a second as I used to do but
out for a second as I used to do but just catching myself almost immediately
just catching myself almost immediately
just catching myself almost immediately and just bringing my attention back to
and just bringing my attention back to
and just bringing my attention back to what the lecturer was saying and I
what the lecturer was saying and I
what the lecturer was saying and I started to absorb more of the
started to absorb more of the
started to absorb more of the information and then I had this funny
information and then I had this funny
information and then I had this funny experience of being in my final year
experience of being in my final year
experience of being in my final year psych exams and not just guessing what
psych exams and not just guessing what
psych exams and not just guessing what the answers were which was kind of good
the answers were which was kind of good
the answers were which was kind of good and and in that moment I knew that
and and in that moment I knew that
and and in that moment I knew that mindfulness was going to become a really
mindfulness was going to become a really
mindfulness was going to become a really important part of my life and was also
important part of my life and was also
important part of my life and was also something that we should teach in
something that we should teach in
something that we should teach in schools we did mindfulness more than
schools we did mindfulness more than
schools we did mindfulness more than ever now the pace of things has
ever now the pace of things has
ever now the pace of things has certainly picked up since 99 we’re
certainly picked up since 99 we’re
certainly picked up since 99 we’re bombarded with information you know the
bombarded with information you know the
bombarded with information you know the average person today is exposed to more
average person today is exposed to more
average person today is exposed to more information in a single day than someone
information in a single day than someone
information in a single day than someone in the 15th century would have
in the 15th century would have
in the 15th century would have encountered in their entire life to cope
encountered in their entire life to cope
encountered in their entire life to cope with this we’re sold this myth that we
with this we’re sold this myth that we
with this we’re sold this myth that we need to multitask but have any of you
need to multitask but have any of you
need to multitask but have any of you noticed how that actually just makes
noticed how that actually just makes
noticed how that actually just makes things worse
things worse
things worse the human brain processes information
the human brain processes information
the human brain processes information one bit after another not in parallel so
one bit after another not in parallel so
one bit after another not in parallel so when we think we’re multitasking were
when we think we’re multitasking were
when we think we’re multitasking were actually attention switching which means
actually attention switching which means
actually attention switching which means that if you’re sitting there right now
that if you’re sitting there right now
that if you’re sitting there right now listening to what I’m saying but
listening to what I’m saying but
listening to what I’m saying but also on your phone or think about
also on your phone or think about
also on your phone or think about something else you’re not actually
something else you’re not actually
something else you’re not actually catching everything I’m talking about
catching everything I’m talking about
catching everything I’m talking about and every time we switch our attention
and every time we switch our attention
and every time we switch our attention from one thing to another the
from one thing to another the
from one thing to another the attentional systems in the brain go
attentional systems in the brain go
attentional systems in the brain go offline for up to half a second and we
offline for up to half a second and we
offline for up to half a second and we miss any information presented to us in
miss any information presented to us in
miss any information presented to us in that time we don’t normally notice that
that time we don’t normally notice that
that time we don’t normally notice that but if you want to know what I’m talking
but if you want to know what I’m talking
but if you want to know what I’m talking about try this simple experiment just
about try this simple experiment just
about try this simple experiment just say to yourself silently in your head
say to yourself silently in your head
say to yourself silently in your head the letters A to Z as fast as you can
the letters A to Z as fast as you can
the letters A to Z as fast as you can and now the numbers 1 to 26 and now to
and now the numbers 1 to 26 and now to
and now the numbers 1 to 26 and now to switch letters and numbers a 1 B 2 C 3 d
switch letters and numbers a 1 B 2 C 3 d
switch letters and numbers a 1 B 2 C 3 d 4 after that 26 give it a go as fast as
4 after that 26 give it a go as fast as
4 after that 26 give it a go as fast as you can exactly aright anybody noticing
you can exactly aright anybody noticing
you can exactly aright anybody noticing that really obvious slowing down as you
that really obvious slowing down as you
that really obvious slowing down as you go from the letter to the number and who
go from the letter to the number and who
go from the letter to the number and who lost track after about d4 and didn’t if
lost track after about d4 and didn’t if
lost track after about d4 and didn’t if you find that difficult even stressful
you find that difficult even stressful
you find that difficult even stressful yeah so here’s the thing when we think
yeah so here’s the thing when we think
yeah so here’s the thing when we think we’re multitasking were actually
we’re multitasking were actually
we’re multitasking were actually attention switching and when we’re doing
attention switching and when we’re doing
attention switching and when we’re doing that we’re slowing ourselves down losing
that we’re slowing ourselves down losing
that we’re slowing ourselves down losing track of what we’re doing and creating
track of what we’re doing and creating
track of what we’re doing and creating unnecessary stress for ourselves I just
unnecessary stress for ourselves I just
unnecessary stress for ourselves I just have a scene how many times in a typical
have a scene how many times in a typical
have a scene how many times in a typical day would you switch your attention from
day would you switch your attention from
day would you switch your attention from one thing to another and if you multiply
one thing to another and if you multiply
one thing to another and if you multiply that by half a second let it start to
that by half a second let it start to
that by half a second let it start to add up wouldn’t it technology makes
add up wouldn’t it technology makes
add up wouldn’t it technology makes things even worse the average person now
things even worse the average person now
things even worse the average person now checks their phone a hundred and fifty
checks their phone a hundred and fifty
checks their phone a hundred and fifty times a day and we’re literally becoming
times a day and we’re literally becoming
times a day and we’re literally becoming addicted to our devices and this
addicted to our devices and this
addicted to our devices and this research has found if you’re in the
research has found if you’re in the
research has found if you’re in the middle of doing something complex like
middle of doing something complex like
middle of doing something complex like writing an assignment and you stop and
writing an assignment and you stop and
writing an assignment and you stop and check an email when you get back to the
check an email when you get back to the
check an email when you get back to the assignment it takes an average of 64
assignment it takes an average of 64
assignment it takes an average of 64 seconds to get your attention fully back
seconds to get your attention fully back
seconds to get your attention fully back into what you’re doing and if you do
into what you’re doing and if you do
into what you’re doing and if you do that every five minutes in a 40 hour
that every five minutes in a 40 hour
that every five minutes in a 40 hour work week you waste eight and a half
work week you waste eight and a half
work week you waste eight and a half hours to hold a hey of lost time and get
hours to hold a hey of lost time and get
hours to hold a hey of lost time and get this if your phones on silent and
this if your phones on silent and
this if your phones on silent and vibrates in your pocket and you don’t
vibrates in your pocket and you don’t
vibrates in your pocket and you don’t even check it you make 28 percent more
even check it you make 28 percent more
even check it you make 28 percent more errors on the task you’re engaged in so
errors on the task you’re engaged in so
errors on the task you’re engaged in so all of these distracted nough Sandri
all of these distracted nough Sandri
all of these distracted nough Sandri activities making it’s much less
activities making it’s much less
activities making it’s much less effective learners and doers
and it’s making us less happy a lot of
and it’s making us less happy a lot of you probably know that depression is set
you probably know that depression is set
you probably know that depression is set to be the biggest health problem in the
to be the biggest health problem in the
to be the biggest health problem in the world by 2020
world by 2020
world by 2020 that’s in three years time seventy-five
that’s in three years time seventy-five
that’s in three years time seventy-five percent of mental health problems begin
percent of mental health problems begin
percent of mental health problems begin between the ages of 15 and 25 but we
between the ages of 15 and 25 but we
between the ages of 15 and 25 but we even seen them in kids one in seven
even seen them in kids one in seven
even seen them in kids one in seven primary school kids has a diagnosed
primary school kids has a diagnosed
primary school kids has a diagnosed mental health disorder and by the time
mental health disorder and by the time
mental health disorder and by the time they get to high school that’s increased
they get to high school that’s increased
they get to high school that’s increased to one in four and suicide tragically is
to one in four and suicide tragically is
to one in four and suicide tragically is the biggest killer of young people so I
the biggest killer of young people so I
the biggest killer of young people so I don’t think it’s hyperbolic to say that
don’t think it’s hyperbolic to say that
don’t think it’s hyperbolic to say that we’re facing a crisis in youth mental
we’re facing a crisis in youth mental
we’re facing a crisis in youth mental health there is something we can do
health there is something we can do
health there is something we can do about it though everything I’ve just
about it though everything I’ve just
about it though everything I’ve just been talking about we could think of as
been talking about we could think of as
been talking about we could think of as an mindfulness when we’re not paying
an mindfulness when we’re not paying
an mindfulness when we’re not paying attention to what we’re doing it’s kind
attention to what we’re doing it’s kind
attention to what we’re doing it’s kind of like our bodies in one place but our
of like our bodies in one place but our
of like our bodies in one place but our minds somewhere else mindfulness is the
minds somewhere else mindfulness is the
minds somewhere else mindfulness is the opposite of that it’s about having our
opposite of that it’s about having our
opposite of that it’s about having our body and our mind in the same place at
body and our mind in the same place at
body and our mind in the same place at the same time and being fully present
the same time and being fully present
the same time and being fully present engaged and aware in each moment it’s an
engaged and aware in each moment it’s an
engaged and aware in each moment it’s an everyday experience one that we all have
everyday experience one that we all have
everyday experience one that we all have looks like a lot of you are having a
looks like a lot of you are having a
looks like a lot of you are having a mindful moment right now just listening
mindful moment right now just listening
mindful moment right now just listening to what I’m saying if you think about
to what I’m saying if you think about
to what I’m saying if you think about what your hobbies are your interests
what your hobbies are your interests
what your hobbies are your interests you’ll notice that they’re things that
you’ll notice that they’re things that
you’ll notice that they’re things that engage your attention in the senses
engage your attention in the senses
engage your attention in the senses whether it’s cooking or sport or reading
whether it’s cooking or sport or reading
whether it’s cooking or sport or reading or music and that’s why you tend to feel
or music and that’s why you tend to feel
or music and that’s why you tend to feel happy and relaxed when you’re doing
happy and relaxed when you’re doing
happy and relaxed when you’re doing those things or when you’re in the zone
those things or when you’re in the zone
those things or when you’re in the zone studying or at work just focused on one
studying or at work just focused on one
studying or at work just focused on one thing that’s mindfulness and we tend to
thing that’s mindfulness and we tend to
thing that’s mindfulness and we tend to be at our most productive when we’re
be at our most productive when we’re
be at our most productive when we’re doing that it’s also something that we
doing that it’s also something that we
doing that it’s also something that we can practice and here we get into what
can practice and here we get into what
can practice and here we get into what some has called mindfulness meditation
some has called mindfulness meditation
some has called mindfulness meditation now I’m not going to say a whole lot
now I’m not going to say a whole lot
now I’m not going to say a whole lot about this because there’s there are
about this because there’s there are
about this because there’s there are lots of really great talks available
lots of really great talks available
lots of really great talks available online already about meditation
online already about meditation
online already about meditation but I will say this meditation means
but I will say this meditation means
but I will say this meditation means attention training and with mindfulness
attention training and with mindfulness
attention training and with mindfulness we focus our attention on the present
we focus our attention on the present
we focus our attention on the present through the senses we notice when the
through the senses we notice when the
through the senses we notice when the mind wanders and it will that’s the
mind wanders and it will that’s the
mind wanders and it will that’s the nature of the mind to wander some of you
nature of the mind to wander some of you
nature of the mind to wander some of you might have heard of that for now famous
might have heard of that for now famous
might have heard of that for now famous Harvard research that’s found that we’re
Harvard research that’s found that we’re
Harvard research that’s found that we’re distracted nearly half our lives and
distracted nearly half our lives and
distracted nearly half our lives and there’s a report from Microsoft a few
there’s a report from Microsoft a few
there’s a report from Microsoft a few years ago that found that the average
years ago that found that the average
years ago that found that the average human attention span is now eight second
human attention span is now eight second
human attention span is now eight second one second less than a goldfish so the
one second less than a goldfish so the
one second less than a goldfish so the mind will wander it’s a given and we’re
mind will wander it’s a given and we’re
mind will wander it’s a given and we’re not trying to stop that
not trying to stop that
not trying to stop that and meditations not about getting rid of
and meditations not about getting rid of
and meditations not about getting rid of our thoughts it’s about noticing when
our thoughts it’s about noticing when
our thoughts it’s about noticing when the minds wandered so we can bring it
the minds wandered so we can bring it
the minds wandered so we can bring it back and if we start to practice that
back and if we start to practice that
back and if we start to practice that like anything we practice we get better
like anything we practice we get better
like anything we practice we get better at it
at it
at it so we noticed when the minds wandered
so we noticed when the minds wandered
so we noticed when the minds wandered and we learned just to bring it straight
and we learned just to bring it straight
and we learned just to bring it straight back without any further thinking or
back without any further thinking or
back without any further thinking or judgment and we start to spend longer in
judgment and we start to spend longer in
judgment and we start to spend longer in the present and become more focused and
the present and become more focused and
the present and become more focused and engaged and then we can apply that to
engaged and then we can apply that to
engaged and then we can apply that to anything we want like study it also
anything we want like study it also
anything we want like study it also changes the brain the neuroscience shows
changes the brain the neuroscience shows
changes the brain the neuroscience shows that mindfulness meditation strengthens
that mindfulness meditation strengthens
that mindfulness meditation strengthens the prefrontal cortex and the
the prefrontal cortex and the
the prefrontal cortex and the hippocampus two key learning areas
hippocampus two key learning areas
hippocampus two key learning areas associated with attention and memory
associated with attention and memory
associated with attention and memory meanwhile it dials down the activation
meanwhile it dials down the activation
meanwhile it dials down the activation in the amygdala the brains fear center
in the amygdala the brains fear center
in the amygdala the brains fear center so that we’re less stress and anxious
so that we’re less stress and anxious
so that we’re less stress and anxious and this is why we’re seeing meditation
and this is why we’re seeing meditation
and this is why we’re seeing meditation pop up in classrooms all around the
pop up in classrooms all around the
pop up in classrooms all around the world which is an amazing thing but
world which is an amazing thing but
world which is an amazing thing but mindfulness needs to be the source not
mindfulness needs to be the source not
mindfulness needs to be the source not the side dish we need to integrate it
the side dish we need to integrate it
the side dish we need to integrate it into each moment in the classroom not
into each moment in the classroom not
into each moment in the classroom not just include it as an add-on we need to
just include it as an add-on we need to
just include it as an add-on we need to create a mindful education system we’ve
create a mindful education system we’ve
create a mindful education system we’ve been piloting this at a major university
been piloting this at a major university
been piloting this at a major university here in Melbourne Australia we’ve now
here in Melbourne Australia we’ve now
here in Melbourne Australia we’ve now got mindfulness embedded in the core
got mindfulness embedded in the core
got mindfulness embedded in the core curriculum in 20 different units in
curriculum in 20 different units in
curriculum in 20 different units in faculties like law medicine IT pharmacy
faculties like law medicine IT pharmacy
faculties like law medicine IT pharmacy we even give our students exam questions
we even give our students exam questions
we even give our students exam questions on the concepts and the science behind
on the concepts and the science behind
on the concepts and the science behind it we can textual eyes it which means we
it we can textual eyes it which means we
it we can textual eyes it which means we make it relevant for them so we teach
make it relevant for them so we teach
make it relevant for them so we teach our medical students how to focus on
our medical students how to focus on
our medical students how to focus on their study so that they can get through
their study so that they can get through
their study so that they can get through their workload we teach them to reduce
their workload we teach them to reduce
their workload we teach them to reduce stress just by being present rather than
stress just by being present rather than
stress just by being present rather than worrying and obsessing about outcomes
worrying and obsessing about outcomes
worrying and obsessing about outcomes and deadlines we teach them mindful
and deadlines we teach them mindful
and deadlines we teach them mindful reflective practice setting aside ideas
reflective practice setting aside ideas
reflective practice setting aside ideas of good and bad and right and wrong so
of good and bad and right and wrong so
of good and bad and right and wrong so that they can actually learn from their
that they can actually learn from their
that they can actually learn from their own experience and we teach the mindful
own experience and we teach the mindful
own experience and we teach the mindful communication how to actually listen
communication how to actually listen
communication how to actually listen when their patients are talking to them
when their patients are talking to them
when their patients are talking to them in this Harvard study 83% of
in this Harvard study 83% of
in this Harvard study 83% of radiologists failed
radiologists failed
radiologists failed notice what I hope for you is a pretty
notice what I hope for you is a pretty
notice what I hope for you is a pretty obvious anomaly in the top right hand
obvious anomaly in the top right hand
obvious anomaly in the top right hand corner of this CT scan and we’re hoping
corner of this CT scan and we’re hoping
corner of this CT scan and we’re hoping our students do a better job we teach
our students do a better job we teach
our students do a better job we teach our pharmacy students how to pay
our pharmacy students how to pay
our pharmacy students how to pay attention when they’re dispensing
attention when they’re dispensing
attention when they’re dispensing medications so that they make less
medications so that they make less
medications so that they make less medication errors we teach our IT
medication errors we teach our IT
medication errors we teach our IT students the same thing to make less
students the same thing to make less
students the same thing to make less coding errors and we also teach them to
coding errors and we also teach them to
coding errors and we also teach them to pay attention to their bodies our art
pay attention to their bodies our art
pay attention to their bodies our art and design students often when they’re
and design students often when they’re
and design students often when they’re drawing they’re just obsessing about the
drawing they’re just obsessing about the
drawing they’re just obsessing about the outcome or getting it right or doing a
outcome or getting it right or doing a
outcome or getting it right or doing a perfect job or worrying about getting
perfect job or worrying about getting
perfect job or worrying about getting out in front of class and presenting
out in front of class and presenting
out in front of class and presenting their work and we teach them instead
their work and we teach them instead
their work and we teach them instead just to come back to the pencil in their
just to come back to the pencil in their
just to come back to the pencil in their hand
hand
hand the movement the form taking shape on
the movement the form taking shape on
the movement the form taking shape on the page the background and when they do
the page the background and when they do
the page the background and when they do that they enjoy it a lot more and
that they enjoy it a lot more and
that they enjoy it a lot more and they’re much more creative we teach our
they’re much more creative we teach our
they’re much more creative we teach our MBA students mindful leadership getting
MBA students mindful leadership getting
MBA students mindful leadership getting in touch with their values what’s
in touch with their values what’s
in touch with their values what’s important communicating that effectively
important communicating that effectively
important communicating that effectively and listening for feedback to make sure
and listening for feedback to make sure
and listening for feedback to make sure that that message gets received we teach
that that message gets received we teach
that that message gets received we teach them mindful decision-making slowing
them mindful decision-making slowing
them mindful decision-making slowing down looking at the situation on its
down looking at the situation on its
down looking at the situation on its merits and checking in to notice if
merits and checking in to notice if
merits and checking in to notice if there are any emotional reactions
there are any emotional reactions
there are any emotional reactions mindsets or cognitive biases that might
mindsets or cognitive biases that might
mindsets or cognitive biases that might be clouding their ability to make good
be clouding their ability to make good
be clouding their ability to make good decisions so what do we see when we
decisions so what do we see when we
decisions so what do we see when we teach mindfulness like this well our
teach mindfulness like this well our
teach mindfulness like this well our students become less stressed anxious
students become less stressed anxious
students become less stressed anxious and depressed their academic performance
and depressed their academic performance
and depressed their academic performance improves they engage better with their
improves they engage better with their
improves they engage better with their studies and they learn to become curious
studies and they learn to become curious
studies and they learn to become curious and interested in what they’re what
and interested in what they’re what
and interested in what they’re what they’re studying rather than just
they’re studying rather than just
they’re studying rather than just filling their head with information they
filling their head with information they
filling their head with information they also procrastinate less and as I’m sure
also procrastinate less and as I’m sure
also procrastinate less and as I’m sure some of you know a lot of students use
some of you know a lot of students use
some of you know a lot of students use fear and harsh self-criticism to
fear and harsh self-criticism to
fear and harsh self-criticism to motivate themselves to study but mindful
motivate themselves to study but mindful
motivate themselves to study but mindful students instead learn to focus their
students instead learn to focus their
students instead learn to focus their attention where they want it to be
attention where they want it to be
attention where they want it to be notice when it wanders off and just
notice when it wanders off and just
notice when it wanders off and just gently bring it back like I learnt it to
gently bring it back like I learnt it to
gently bring it back like I learnt it to all those years ago in that lecture and
all those years ago in that lecture and
all those years ago in that lecture and when they do that they become kinder to
when they do that they become kinder to
when they do that they become kinder to themselves and more productive at the
themselves and more productive at the
themselves and more productive at the same time we see the same kinds of
same time we see the same kinds of
same time we see the same kinds of things in schools this meta-analysis
things in schools this meta-analysis
things in schools this meta-analysis from 2012 found that students who learn
from 2012 found that students who learn
from 2012 found that students who learn mindfulness in the classroom have much
mindfulness in the classroom have much
mindfulness in the classroom have much better emotional well-being the academic
better emotional well-being the academic
better emotional well-being the academic performance improves their attention
performance improves their attention
performance improves their attention their memory and they have better social
their memory and they have better social
their memory and they have better social skills this is especially true for
skills this is especially true for
skills this is especially true for students with learning problems or
students with learning problems or
students with learning problems or attentional difficulties
attentional difficulties
attentional difficulties disadvantaged students mindfulness is
disadvantaged students mindfulness is
disadvantaged students mindfulness is also really good for teachers it helps
also really good for teachers it helps
also really good for teachers it helps them to reduce their levels of stress
them to reduce their levels of stress
them to reduce their levels of stress and burnout which is a huge problem in
and burnout which is a huge problem in
and burnout which is a huge problem in the teaching profession we don’t know
the teaching profession we don’t know
the teaching profession we don’t know what the return on investment for
what the return on investment for
what the return on investment for mindful education is yet we do know that
mindful education is yet we do know that
mindful education is yet we do know that in the corporate world for every dollar
in the corporate world for every dollar
in the corporate world for every dollar spent on well-being programs you see
spent on well-being programs you see
spent on well-being programs you see about $2 seventy worth of increased
about $2 seventy worth of increased
about $2 seventy worth of increased productivity and it’s likely to be even
productivity and it’s likely to be even
productivity and it’s likely to be even greater for students because if we could
greater for students because if we could
greater for students because if we could prevent those mental health issues from
prevent those mental health issues from
prevent those mental health issues from happening if we could teach them how to
happening if we could teach them how to
happening if we could teach them how to study and learn effectively we’d create
study and learn effectively we’d create
study and learn effectively we’d create a totally different trajectory for them
a totally different trajectory for them
a totally different trajectory for them through life but the thing that excites
through life but the thing that excites
through life but the thing that excites me most about mindful education is that
me most about mindful education is that
me most about mindful education is that it gives young people tools for waking
it gives young people tools for waking
it gives young people tools for waking up and being more aware they develop
up and being more aware they develop
up and being more aware they develop metacognition and awareness of their
metacognition and awareness of their
metacognition and awareness of their feelings and their thoughts they get in
feelings and their thoughts they get in
feelings and their thoughts they get in touch with their values with what’s
touch with their values with what’s
touch with their values with what’s important to them something which is
important to them something which is
important to them something which is sadly lacking for a lot of young people
sadly lacking for a lot of young people
sadly lacking for a lot of young people these days they start to notice the
these days they start to notice the
these days they start to notice the effect of their actions on others and on
effect of their actions on others and on
effect of their actions on others and on the world and they become more socially
the world and they become more socially
the world and they become more socially responsible
responsible
responsible imagine if at the same time as teaching
imagine if at the same time as teaching
imagine if at the same time as teaching maths and science and humanities we also
maths and science and humanities we also
maths and science and humanities we also taught mindfulness and as well as
taught mindfulness and as well as
taught mindfulness and as well as learning to focus and study more
learning to focus and study more
learning to focus and study more effectively we also helped young people
effectively we also helped young people
effectively we also helped young people to be more aware compassionate and
to be more aware compassionate and
to be more aware compassionate and ethical perhaps if we get mindfulness
ethical perhaps if we get mindfulness
ethical perhaps if we get mindfulness into education or create a generation of
into education or create a generation of
into education or create a generation of young people who are better equipped to
young people who are better equipped to
young people who are better equipped to solve the problems we’re facing in the
solve the problems we’re facing in the
solve the problems we’re facing in the world today thank you
”
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