Mindfulness-based development of metadisciplinary skills in school-aged learners

The article is devoted to the problem of metadisciplinary education and the development of metadisciplinary skills in school-aged learners. Modern models of educational systems are oriented to the formation and perfection of key competencies of the XXI century. The latter include such aspects as self-regulation, computer literacy, ecology-mindedness, the ability to learn and self-educate, etc. The most important result of metadisciplinary education is eliminating the isolation of school subjects as well as bridging the gap between academic environment and out-of-school life. The role of the teacher working in the framework of metadisciplinary approach consists in using the material of their subject for highlighting certain facets of generalized concept systems. This idea can be put into practice via reorganizing the material for learning on the basis of the metadisciplinary universal (knowledge, sign, problem or task). The educational process organized on the basis of mindfulness promotes the achievement of metadisciplinary results. The phenomenon of mindfulness is traditionally studied from the viewpoint of psychology, psychiatry, neurophysiology and neuropsychology. In recent years there has been an increase of interest in mindfulness practices in the spheres of business, formal and informal education. Mindfulness represented as an operationalized concept comprises such constituents as values, meaning-making, self-reflection, self-regulation, empathy, attention and openness to novelty. Mindfulness practices and tools create the atmosphere conductive to the development of cognitive, emotional, and volitional mental processes, build world outlook of the participants of the educational process, enhancing their well-being.