THE TEACHING OF MEDITATION FOR CHILDREN IN THE LITERACY PROCESS

Abstract

The great challenge launched in Education at the beginning of this century and the millennium is the contradiction between the increasingly global, interdependent and planetary problems, and on the other, the persistence in the mode of knowledge markedly of fragmented knowledge. It gives rise to the necessity and urgency of a reform of Thought and Education, and of valuing the transdisciplinary knowledge that promotes the trandisciplinarity that, contrary to the classic system of teaching, establishes a knowledge that will help to overcome the distance between school and life. In discussing the establishment of a new relationship between educators and learners the transdisciplinary practice requires the creation of a new intelligence and an open reason capable of forming a new species of scientists and educators, using this new pedagogy. The experience report presented in this article reveals that in teaching children the practice of meditation and the exercise of gratitude can improve the interpersonal relationship, problem-solving capacity and conflict resolution to which they are subjected in and rescue the integration between body and mind, thought and feeling, knowledge and self-knowledge.