גלעד גולדשמידט
The central question posed here is whether it is appropriate to practice meditative techniques with children at school. In recent years, we have been witness to increased implementation of diverse meditative practices in education systems in a number of countries. The effectiveness of these practices is usually measured empirically. This article attempts to examine the question of appropriateness from philosophical and moral perspectives. To that end, a comparison was made between mindfulness and Waldorf education. The difference between the two approaches, in this context, is displayed. Each path has its particular advantages and disadvantages.
