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Mindfulness and Education Working Group
Teachers College, Columbia University
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Programs > Lecture Series


Lecture Series

2012-13 Academic Year

Love, Power and Diversity: A Meditation and Conversation with Gina Sharpe
Time: 6-7:30 p.m.
Dates: Monday, October 22nd
Location: 140 Horace Mann
Guest Facilitator: Gina Sharpe

“Power without love is reckless and abusive, and love without power is sentimental and anemic. Power at its best is love implementing the demands of justice and justice at its best is power correcting everything that stands against love.” --Dr. Martin Luther King, Jr.

"Every human being wants to be happy, to live a life of worth, to love and be loved. We wish to be treated with dignity, equality and justice. Yet, often we are besieged by sorrow, feel the sting of unworthiness, despair that we will ever find a way to love or, indeed, to be loved. Our world is one of increasing speed and complexity in which we are subjected to the oppression of growing inequality and injustice.

Many of us are unsure of how to respond appropriately to such oppression—what actions we can take that are aligned with our purpose. We ask how we can find a way into the peace, happiness, love, dignity and confidence for which our hearts deeply yearn."

Gina Sharpe was born in Jamaica and immigrated to New York at the age of 11. She has an A.B. in Philosophy from Barnard College and a J.D. from New York University School of Law. Before practicing law, she worked for the New York City government (the Lindsay Administration), in the motion picture industry (as Assistant to the Producer of feature length films Little Big Man, Paper Lion and Alice’s Restaurant), as well as conducting research in public not-for-profits. As a lawyer, she practiced as a corporate litigator and then as a corporate lawyer. She also served as an executive in the fields of venture capital and mergers and acquisitions.

After retiring from the practice of law, she co-founded New York Insight Meditation Center. She currently serves as the Guiding Teacher. Trained as a retreat teacher in a joint Teacher Training Program of Spirit Rock Meditation Center and Insight Meditation Society, she teaches at various venues around the United States including Spirit Rock, Insight Meditation Society, Vallecitos Mountain Refuge, Mid America Dharma, Garrison Institute, Asia Society, Tibet House, the New York Open Center, the Katonah Yoga Center and a maximum security prison for women. She has been teaching the Dharma since 1995. She has served on the boards of directors of several not-for-profit and for-profit organizations.

2011-12 Academic Year

Mindfulness, Leadership, and Wellbeing

When: September 27, 5:00–7:00 p.m.
Followed by a reception
Where: Milbank Chapel

Allan Lokos, Founder and guiding teacher of the Community Meditation Center

Dr. Craig E. Richards, Professor of Education, Education Leadership Program Coordinator & Director, Summer Principals Academy, Teachers College, Columbia University

Dr. Lisa Miller, Associate Professor of Psychology and Education, Teachers College, Columbia University

The New ABCs— Attention, Balance & Compassion

When: November 7th, 6:00–7:30 p.m.
Followed by a reception
Where: Milbank Chapel
Topic: Implementing mindfulness techniques in educational settings, Pre-K-12

Susan Kaiser Greenland, Inner Kids

Dr. Suzi Tortora, TC Alum, Dancing Dialogue

Inner Kids for schools and the New ABCs — Attention, Balance and Compassion
For over a decade, presenters Susan Kaiser Greenland, author of the Mindful Child (Free Press, 2010) and Suzi Tortora, author of Dancing Dialogue (Brooks, 2005) have worked to integrate contemporary dance movement therapy techniques with classical mindfulness practice. The result is a well established set of playful, active, mindfulness-based activities that are incorporated into the Inner Kids school-based program. Unique in its ‘theory + practice’ approach, Inner Kids teaches age-appropriate, secular activities that develop the new ABCs: Attention, Balance and Compassion for children pre-kindergarten through young adult. Inner Kids for schools strengthens and supports how you communicate and teach with activities that develop greater mind-body awareness, compassionate life skills and help manage stress. Inner Kids can easily be adapted for home, afterschool programs, or clinical practice. In this ninety-minute presentation, Kaiser Greenland and Tortora will briefly review the relationship between the theory, practice and research associated with the Inner Kids program and provide an opportunity for you to play a few Inner Kids games and ask questions. This public talk is an excellent introduction to Inner Kids for schools.

Contemplative Teaching and Learning:
Cultivating Mindfulness Practices in K-12 Education

Linda Lantieri and Patricia Broderick
Contemplative Teaching and Learning, K-12
Milbank Chapel, Teachers College, Columbia University
Tuesday, April 3, 2012 From 6-7:30 PM

Linda Lantieri and The Inner Resilience Program
Linda Lantieri, MA has been in the field in education for over 40 years in a variety of capacities: classroom teacher, assistant principal, director of a middle school in East Harlem, and faculty member at Hunter College in New York City. Currently she serves as the Director of The Inner Resilience Program whose mission is to cultivate the inner lives of students, teachers and schools by integrating social and emotional learning with contemplative practice. In 1985, she co-founded the Resolving Conflict Creatively Program (RCCP), a researched based k-8 social and emotional learning program that has been implemented in over 400 schools. Linda is also one of the founding board members of the Collaborative for Academic, Social, and Emotional Learning (CASEL). She is the coauthor of Waging Peace in Our Schools (Beacon Press, 1996) editor of Schools with Spirit: Nurturing the Inner Lives of Children and Teachers (Beacon Press, 2001), and author of Building Emotional Intelligence: Techniques to Cultivate Inner Strength in Children (Sounds True, 2008).

The Inner Resilience Program’s mission is to cultivate the inner lives of students, teachers and schools by integrating social and emotional learning with contemplative practice. IRP was founded by Director Linda Lantieri in the spring of 2002. Originally, the aim was to equip school staff and parents in schools in lower Manhattan in and around Ground Zero with the skills necessary to rebuild their inner strength and resilience after the events of September 11th, 2001, and to model this way of being for the children in their care. It soon became clear that the work being implemented in schools in lower Manhattan had broader implications to the field of education in general. So many teachers are overstressed and close to burnout and they need help to manage the new challenges facing them inside the classroom and out. Children’s lives are also much more stressful today.

Patricia Broderick and Learning to BREATHE
Patricia (Trish) Broderick is a research associate at the Penn State Prevention Research Center and founder and former director of the Stress Reduction Center at West Chester University of Pennsylvania . She holds a Master’s degree in Counseling from Villanova University and a Ph.D. in School Psychology from Temple University. She is a licensed clinical psychologist, certified school psychologist (K-12), certified school counselor (K-12) and a graduate of the Mindfulness-Based Stress Reduction advanced practicum at the Center for Mindfulness at UMASS . She is a member of the Contemplation and Education Leadership Council of the Garrison Institute and a member of the 2010 Mind and Life Summer Research Institute faculty.

Dr. Broderick has taught courses in Stress Management, Mind-Body Health and Human Development to undergraduate and graduate students. Her research interests include mindfulness-based approaches to treatment, gender differences in coping styles of early adolescents, and relationships between rumination and the development of depression. The third edition of her developmental psychology textbook, entitled “The Life Span: Human Development for Helping Professionals (Broderick & Blewitt)” was published in 2010 by Merrill-Prentice Hall.

Learning to BREATHE is a secular mindfulness-based curriculum for adolescents created for a classroom or group setting. The curriculum is intended to strengthen emotion regulation and attention, expand adolescents’ repertoire of stress management skills and help them integrate mindfulness into daily life. Each lesson includes age-appropriate discussion, activities and opportunities to practice mindfulness skills in a group setting.