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Pema Chödrön

Hoş Geldiniz

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Türkiye’de Mindful Yaşam: Tasavvuf Geleneğinde Sevgi, Kabul ve Şefkat

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Çekya’da Mindful Yaşam: Chalupa Geleneği

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Almanya’da Mindful Yaşam: Feierabend’in Anlamı

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Estonya’da Mindful Yaşam: Sauna Geleneği

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İspanya’da Mindful Yaşam: Sobremesa Geleneği

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İsveç’te Mindful Yaşam: Fika’nın Anlamı

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Neler Yapıyoruz?

Biz, eğitimi mindfulness ile dönüştürmeye kendini adamış çeşitli eğitimciler, araştırmacılar ve kurumlardan oluşan bir ekibiz. Mindful Horizons, Türkiye’den Mudanya İlçe Milli Eğitim Müdürlüğü liderliğinde, İspanya, İsveç, Çekya, Almanya ve Estonya’dan ortaklarla yürütülen bir Erasmus+ KA220-SCH projesidir. Konsorsiyumumuz; okulları, mindfulness uzmanlarını, dijital yenilikçileri ve eğitim kurumlarını bir araya getirerek öğrencilerin iyi oluşunu ve öğrenme deneyimlerini geliştirmek amacıyla mindfulness’ı okul müfredatlarına entegre etmeyi hedeflemektedir.

Ekibimiz; duygusal zekâyı, dayanıklılığı ve kültürel değişimi eğitim yoluyla desteklemeye tutkulu deneyimli öğretmenler, psikologlar, müfredat tasarımcıları ve teknoloji uzmanlarından oluşmaktadır. Birlikte çalışarak, öğretmenler, öğrenciler ve aileler için mindfulness’ı daha erişilebilir ve etkili hale getirmek amacıyla yenilikçi ders planları, dijital bir mindfulness uygulaması ve profesyonel eğitim programları geliştiriyoruz.

The activities carried out within Mindful Horizons extended beyond the main project actions and reached a wider community of students, teachers, families and educational stakeholders. A range of additional trainings, seminars, workshops and dissemination activities were organised for this purpose.

The eTwinning activities implemented throughout the project enabled teachers and students from different countries to come together online and develop collaborative work on mindfulness, well-being, inclusion, emotional literacy and cross-cultural learning. In this way, the project results reached more classrooms and students.

Mindfulness activities and awareness sessions were also organised for students in different schools. Practices carried out in special education centres and special education classrooms helped bring the project’s inclusive approach to learners with different needs. During mobility weeks, trainings and workshops held in schools and institutions allowed project methods to be shared directly with teachers and students.

Collaboration with different organisations also significantly increased the project’s impact. Additional trainings and seminars were delivered to teachers in cooperation with organisations working in education, such as the Teacher Academy Foundation. These activities covered stress management, emotional literacy, well-being, mindful communication, breathing techniques and the integration of mindfulness into everyday teaching.

Seminars and activities were also organised for teachers, students, parents and the wider public, including breathing practices, mindful minutes, well-being sessions, emotional literacy, arts-based awareness activities and P4C. Through school-based activities, online trainings, mobility-week sessions, institutional cooperation and public events, the participation targets were successfully achieved.

 

As a result, the knowledge, methods and materials developed through Mindful Horizons reached far beyond the project partnership. They were shared with schools, special education institutions, teacher communities, students, families and educational organisations, strengthening the project’s visibility, accessibility and long-term impact.