ABSTRACT

The history of the idea of silence in schooling has gone through phases, including military control of silence as soundlessness, negative political forms of silencing, positive silence experiences from techniques of mindfulness and meditation. In recent years, a movement for positive silence-or what has been called 'strong silence': 'strong enough to bring forth benefits'-has highlighted a need in stress-filled schooling for an existential and physical breathing space for mind and body. Silence in communication is a key aspect of school interactions. Silence as positive and strong for wholesome, loving, community outcomes is another matter altogether. Educationally, it is hard for some to stomach as an influence in the school environment because of its 'hippy' connotations. The rise of mindfulness and meditation, however, in a context of stress and mental illness of children and teaching staff, is causing the scientific evidence from uses of silence to impact on the volition of teachers.