meditation component in his graduate courses at OISE as early as 1988. Miller’s books, The (2007) and Holistic Curriculum The Contemplative Practitioner: Meditation in Education and (2014), provide an extensive explication of not only the types of practices the Workplace included in his own courses and his research and observations, but also a broad range of relevant information about contemplative practices and respected practitioners. Quoted passages from interviews with former students illustrate the conclusions of his own qualitative research into the wide-ranging and long-lasting beneficial impact of learning meditation practices during a teacher education program. pedagogy and revitalization of teacher education” (Bai, H., “Contemplative Scott, C., & Donald, B. 2009, 319-334) in the is also Alberta Journal of Educational Research recommended to readers interested in this topic. Although not included in this research review, three educators whose scholarly work is perhaps most relevant to this section are Claudia Eppert (2004, 2010), Mary Rose O’Reilley (1998), and Robert Tremmel (1993, 1999), who all write from the multiple perspectives of English teaching, postsecondary teacher training, and contemplative practice. Their work is referenced in other sections of this project. Conclusion Adding to the evidence of exponential growth in interest in mindfulness, compassion, and contemplative practices in education shown by the articles in this review are entire issues of (2006), (2012), Teachers College Record Child Development Perspectives New Directions for (2014), and several issues of Youth Development Paideusis: Journal of the Canadian Philosophy (ed. Eppert & Vokey, 2011-2014) (*now entitled of Education Society* Philosophical Inquiry in dedicated to related themes. Entire books recently published that contribute to the Education)
meditation component in his graduate courses at OISE as early as 1988. Miller’s books, The Holistic Curriculum (2007) and The Contemplative Practitioner: Meditation in Education and the Workplace (2014), provide an extensive explication of not only the types of practices included in his own courses and his research and observations, but also a broad range of relevant information about contemplative practices and respected practitioners. Quoted passages from interviews with former students illustrate the conclusions of his own qualitative research into the wide-ranging and long-lasting beneficial impact of learning meditation practices during a teacher education program. “Contemplative pedagogy and revitalization of teacher education” (Bai, H., Scott, C., & Donald, B. 2009, 319-334) in the Alberta Journal of Educational Research is also recommended to readers interested in this topic. Although not included in this research review, three educators whose scholarly work is perhaps most relevant to this section are Claudia Eppert (2004, 2010), Mary Rose O’Reilley (1998), and Robert Tremmel (1993, 1999), who all write from the multiple perspectives of English teaching, postsecondary teacher training, and contemplative practice. Their work is referenced in other sections of this project. Conclusion Adding to the evidence of exponential growth in interest in mindfulness, compassion, and contemplative practices in education shown by the articles in this review are entire issues of Teachers College Record (2006), Child Development Perspectives (2012), New Directions for Youth Development (2014), and several issues of Paideusis: Journal of the Canadian Philosophy of Education Society* (ed. Eppert & Vokey, 2011-2014) (*now entitled Philosophical Inquiry in Education) dedicated to related themes. Entire books recently published that contribute to the