ABSTRACT
Many teachers and even students suffer from psychosomatic diseases commonly known as “burnout”. The paper argues that from a religious perspective this problem can be preventatively counteracted with spiritual exercises, as their positive effects for resilience are scientifically recognized. In most religions there have always been concepts of mindfulness; today often approaches of mindfulness refrain from using religious references. Altogether they can be seen as variations to raise awareness. To become more mindful and aware is not only beneficial for the teacher himself or herself but also for his or her pupils. Mindfulness will foster in teachers a holistic view of their pupils as human beings. It also facilitates an attitude of being appreciative, promoting the “interests of the child” and developing the “child’s personality, talents and mental and physical abilities to their fullest potential” (as demanded by the UN Convention on the Rights of the Child). The paper advocates that in order to achieve this double benefit mindfulness training should be integrated into teacher education at universities. Mentally stabilized, mindful and value-oriented teachers should encourage their pupils in a comparable way and thus address a vital task of public education.
