Our CCE Network across Europe
With the Community of Contemplative Education (CCE), we seek to convene the experience and expertise from individuals and organizations working all across Europe.
Read more about our CCE members and the team below.
Katherine Weare - Principal Investigator
Katherine Weare is Emeritus Professor at the University of Southampton, UK, and the Principal Investigator for the MLE Community of Contemplative Education (CCE) Initiative.
Katherine is known internationally for her work on well-being, social and emotional learning, mental health and mindfulness in education. She has published widely, reviewed the evidence base, advised the UK government, EU and WHO, and developed practical strategies and programmes in these fields across most European countries. Her recent best selling book, co-written with Zen Master Thich Nhat Hanh ‘Happy Teachers Change The World’ has been translated into 6 languages. She is co-lead for Mindfulness in Education policy for the Mindfulness Initiative in the UK. Katherine is a Mind & Life Europe Association member.
Gabor Karsai - Managing Director
Gabor Karsai, based near Budapest, Hungary, is a long-standing member of the MLE Association, and presently serves as Rector of the Dharma Gate Buddhist College in Budapest, as well as Professor of Philosophy and Religious Studies. Gabor has undertaken Ph.D studies with a focus on process philosophy (A. N. Whitehead), phenomenology and Buddhism. Over the last 15 years, he has had extensive management engagements, including as a deputy CEO at Bankar Holding Plc. (Hungary), Director of the Spirit of Humanity Forum (Iceland), the Education for Peace Foundation (Switzerland) and as CEO at the Ling Jiou Mountain Buddhist Society (Taiwan). He combines practical experience in running a not for profit organisation together with a deep appreciation for contemplative practice and science as well as the values and vision which MLE embodies.
Ute Brandes - Executive Assistant
Ute Brandes’ focus lies on organizational and management endeavors. Her approach is pragmatic and solution-oriented with a keen eye for detail and a good sense of humor. At the base of her profession lies the vocational training as an office clerk, followed by a vocational diploma in economics. Through her work for international companies and not-for-profit organizations in Germany and the Netherlands, she has broad experience in event management, reaching from large scale exhibitions to conferences and retreats. Due to her deep interest in alternative approaches and her desire to help people, she is a trained Ayurveda massage therapist. Having experienced contemplative practices for about 15 years, Buddhist teachings and its philosophy resonate strongest with her. That’s why she is truly committed to continue deepening this contemplative aspect of life on a personal level and integrating it into her professional life.
Mark T. Greenberg
Mark Greenberg, Ph.D. is the Emeritus Bennett Chair of Prevention Science in Penn State's College of Health and Human Development and he is the Founding Director of the Prevention Research Center for the Promotion of Human Development. He is the author of over 350 journal articles and book chapters on the development of well-being, learning and the effects of prevention efforts on children and families.
He is a Founding Board Member of the Collaborative for Academic, Social and Emotional Learning (CASEL). He is the recipient of numerous awards including the Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society from the American Psychological Association (2016). One of his current interests is how to help nurture awareness and compassion in our society. He is the Chairperson of the Board of CREATE, a non-profit devoted to improving the quality of schooling and the lives of teachers and students (www.createforeducation.org).
Lone Fjorback is directing the Danish Center for Mindfulness, Department of Clinical Medicine, Aarhus University, Denmark (www.mindfulness.au.dk).
They work to promote mental health and prevent depression in clinical and nonclinical population and use mindfulness and compassion to ensure healthy lives and well being for all. Also, they have mindfulness and compassion teacher training In collaboration with Mindfulness Center, Brown University and Mindfulness in Schools Project.
Shantum Seth is the foremost teacher and guide to the sites associated with the Buddha. A Buddhist practitioner, he is an ordained teacher (Dharmacharya) in the Zen tradition of the Vietnamese Master, Thich Nhat Hanh. He teaches in India and other countries and has been leading well acclaimed pilgrimages "In the Footsteps of the Buddha" since 1988. In the last few years he has been leading inter-faith, educational, cultural and spiritual journeys to diverse regions of India. At the same time, he has been deeply involved with social and ecological development issues for over 20 years.
He is a consultant to the World Bank and the International Finance Corporation to help promote Buddhist circuit tourism in India. He is also on the Government of India’s expert committee for the Promotion of Buddhist teaching and learning (including advising on the development of the Buddhist sites for pilgrimage/tourism), has trained guides for the Government of India and UNESCO, is on the Indian executive of the inter faith group Temple of Understanding, and has addressed a number of forums and universities including the Chicago Council of Global Affairs, the World Presidents’ organisation (WPO), the Young Presidents’ organisation (YPO), the UNDP executive board among others.
He has contributed to a number of books including 'Walking with the Buddha', 'I Have Arrived, I Am Home' and 'Volunteers Against Conflict'. He has also been a consultant on films including 'Life of the Buddha' made by the BBC/Discovery and Michael Wood’s ‘The Story of India’ by BBC/PBS. He had helped Mira Nair when she was working on her film version of the Buddha with Warner Bros and Martin Meissonnier while he was working on the Life of Buddha for Arte (French TV). He is presently working on a Hollywood production entitled 'Buddha'.
My area of expertise is SEL and Mindfulness in the tradition of Thich Nhat Hanh. In 2014 I had the opportunity to bring TNH and the Plum Village community to the University Barcelona (UB) for a Wake Up Schools Conference. Since then I started the programme Escuelas Despiertas at the UB for the Continuing Professional Development of teachers, educational psychologists, and educators. The Escuelas Despiertas programme (focuses on three training initiatives) aims to bring the teachings of TNH into a secular education environment and combines the contemplative meditation tradition with the scientific theories of mindfulness and mindfulness in education. I am starting a new training initiative called Programme of Mindfulness and Mentoring in Education which focuses on developing coaching and mentoring strategies among teachers for helping them to bring mindfulness in the personal and professional level. Escuelas Despiertas has been introduced in several educational institutions in the past six years. I am the designer and trainer of the mindfulness programme for teachers 'Respira y Conecta' (Breathe and Connect) organized by the Departament of Education of Catalonia. It is inspired by Escuelas Despiertas, and it is addressed to all school teachers of Catalonia.
I am now in my second year of PhD at the Faculty of Education of the University Zaragoza. My research focuses on the evaluation of Escuelas Despiertas with teachers, children and teenagers. In the past I did a MA (Ed) in Institutional Management and Leadership at the University Southampton, and I also conducted doctoral studies for several years in the Institute of Education of the University College London. I have recently published a book called Awakened to Presence (El despertar de tu presencia) focused on meditation and inspired by the tradition of TNH.
Pilar is a member of the CCE - Teacher Education group.
Dr. Caroline Barratt is a lecturer and Deputy Director of Education - Innovation and Excellence - in the School of Health and Social Care at the University of Essex. She is interested in qualitative research, particularly narrative methods, with marginalised social groups as well as mindfulness, pedagogy and social change.
In 2014 Caroline first came across the idea of contemplative pedagogy and in response established the Contemplative Pedagogy Network. This connected her personal interest in meditation and the contemplative life with her role as educator. She is particularly interested in the potential of contemplative pedagogy in higher education to support and enhance the learning of students and teachers, education as activism and mindfulness for social change.
Caroline is a member of the CCE - Research group.
Julie Berentsen is a qualified systemic practitioner with a passionate interest in supporting the wellbeingof young people and the communities around them. She is an experienced primary school teacher and has a qualification with the Mindfulness in Schools Project (MiSP), a not-for-profit organization offering mindfulness training to young people from 7–18 years of age. In addition to this, Julie has trained at the Special Yoga Centre in London gaining her children’s yoga credential. She also has an MA in education from King’s College, London,with her dissertation focusing on mindfulness in children using the Plum Village approach.
Over the years Julie has studied with many experts in these fields and has taken part in mindfulness training with a variety of renowned practitioners. She has also spoken on her experiences and research at various international conferences and retreats. She featured on the BBC News as part of a research project into mindfulness in secondary schools as well as a short piece on mindfulness in primary schools. Julie runs regular classes, introductory workshops and INSET training on mindfulness for students, parents and teachers.
Julie is a member of the CCE - Holism group.
Dr. Rony Berger is a senior clinical psychologist who is an internationally recognized expert in dealing with the psychological preparation for and aftermath of terrorism and other major disasters as well as prejudice-reduction among ethnic groups in conflict. Dr. Berger is the co-director of The Center of Compassionate Mindful Education (CCME) at Tel Aviv University as well as on the faculty of the Stress, Crisis and Trauma program at Tel Aviv University. He is also on the on the advisory board of the Center for Compassion and Altruism Research and Education at Stanford University where he assists in developing manuals to enhance community resiliency.
Dr. Berger has lectured, consulted and held workshops for a wide range of world organizations including such as FEMA, Red Cross, WHO, UNICEF e.g. and has led humanitarian delegations. He has published two books, wrote numerous articles in peer reviewed journals and authored several chapters on dealing with the aftermath of major disasters. Dr. Berger has also developed with the Mind & Life Institute a new educational program for both teachers and students, Call To Care, geared to cultivate compassion and pro-social orientation.
Dr. Berger is a member of the CCE - Holism and Research group.
Dr. Hans Burghardt holds a BA and a MA in Biochemistry and Molecular Biology and a PhD from the University of Barcelona, where he spent seven years doing research. He has completed the six-year’s Masters Program of Advanced Buddhist Studies of Sutra and Tantra at Istituto Lama Tzong Khapa (Italy) and a one-year individual meditation retreat, amongst other shorter ones. Hans currently teaches meditation and Buddhist Philosophy, and leads retreats.
He is also co-founder and National Coordinator of the Instituto para la Educación Emocional, Ética y Social - IE3S, the Primary Collaborator of Emory University's SEE Learning in Spain.
Dr. Burghardt is a member of the CCE - Teacher Education group.
Amy Burke is an educational consultant who spent 15 years as a high school teacher and guidance counsellor in Canada and The Netherlands before relocating to Prague in 2013. She holds a Masters Degree in Contemplative Education from Naropa University and in 2012 she co-founded MindWell, whose aim is to support educational communities in fostering wellbeing through mindfulness and social-emotional learning.
She is a lead teacher trainer for the Mindfulness in Schools Project (UK) and has completed curriculum training with Gina Biegel (MBSR-T) and Dr. Amy Saltzman (Still Quiet Place). Amy is also a facilitator for the CARE program (Cultivating Awareness and Resilience in Educators) and has taught at the New York University in Prague. She is developing Contemplative Career Planning programs for high school and college aged students, combining contemplative practices with design thinking. Amy works internationally in schools and universities providing workshops and retreats for educators, students and parents with a focus on self-care and stress management. She is also trying to perfect her skills of writing in the 3rd person.
Amy is a member of the CCE - Teacher Education group.
Dusana Dorjee, PhD, is a cognitive neuroscientist, author, meditation practitioner and teacher. She received her Ph.D. in Psychology and Cognitive Science (with neuroscience focus) from the University of Arizona. Dusana also holds master's degrees in clinical psychology (Comenius University) and cognitive psychology/cognitive science (University of Arizona) and studied at doctoral level philosophy of mind and science. She leads a research lab where she investigates changes in the mind and brain resulting from meditation practice in the context of well-being across the lifespan and broader focus on developmental neuroscience of well-being. Dusana has pioneered translational neuroscience research on secular meditation with children and adolescents in schools and proposed a framework for research in contemplative science. She received several research grants in support of her research, including a Mind and Life Contemplative Studies Fellowship.
Dusana is currently developing new measures which may enable a more comprehensive and integrative investigation of modifications in the mind and brain with meditation in adults, adolescents and children. She has also co-authored (with focus on neuroscience content) a mindfulness and well-being curriculum called The Present Course for Primary Schools. Dusana authored two peer-reviewed books: Mind, Brain and the Path to Happiness (Routledge, 2013) andNeuroscience and Psychology of Meditation in Everyday Life (Routledge, 2017). Dusana has been regularly practicing meditation since 2000 with a particular focus on Dzogchen and has been teaching meditation since 2005.
Dusana is a member of the CCE - Research group.
Clare Eddison joined in 2015 the Dharma Primary School in Brighton, Sussex (established in 1994), and worked as Head Teacher until January 2020. The Dharma Primary School is the only school with a Buddhist ethos in Europe. In November 2017, the school won the inaugural ISA (Independent Schools Association) National Award for Excellence and Innovation in Pupils’ Mental Health and Wellbeing. At her previous school in the mainstream sector, she was deeply involved in working with the well-being and creativity agendas for children. A Cambridge graduate, she is deeply committed to educational development and has a clear vision for educating the whole child.
In addition to her proficiency as a teacher, Clare is a long-term practitioner of Buddhism. Clare first met and studied with H.H. The Dalai Lama and Kirti Tsenshab Rinpoche in India in 1990. After a year in Asia, she returned to the UK and resumed meditation and study in 1995. She studied with the FWBO (now Triratna) and then found her spiritual home at Gaia House, studying with Insight Meditation teachers such as Christina Feldman and Yanai Postelnik. Later on, she became a manager at Gaia House and undertook many further retreats and courses in Insight Meditation and in the Mahasi tradition. Clare has had many different jobs (DJ, radio presenter, environmental researcher) and taught many things (horticulture, music, maths, the art of making dens) to different sets of students. At the core there remains a deep desire for creative service, including the development of an experimental mindset and lifelong learning dispositions.
Clare is a member of the CCE - Holism group.
Brigitte Eigenmann is the Head of Human Resources at Zurich International School (ZIS), one of the leading international day schools in Switzerland, with 1300 students and close to 300 employees. She holds a Master of Law (lic. iur.) from Zurich University and has vast experience in international human resources in the financial and educational sectors. Her main areas of expertise are in management support, assessment, conflict resolution, recruitment and organizational health.
Brigitte was first introduced to contemplative practices through yoga at age 16. She has since broadened her practice to Zazen and mindfulness meditation. She is still an avid yoga practitioner and goes on retreat on a regular basis. In her capacity as Head of HR of ZIS she is responsible for organizational health and in this context, for introducing mindfulness to faculty, staff and subsequently students. She is currently working with Kevin Hawkins on bringing mindfulness to the school leadership and employees. Through her personal positive experience with mindfulness practices, she is convinced of its potential for the health of the individual and society as a whole. Her professional focus therefore lies in bringing contemplative practices into the business world.
Brigitte is a member of the CCE - Holism group.
Eulàlia Guiu holds a first Degree in Primary School Teacher and second Degree as a Pedagog as well as a Ph.D (Barcelona University). She’s currently a lecturer in Education at Girona University, Faculty of Education and Psychologist where she teaches undergraduate Social Education students. Her main areas of interest are Media Education, Service Learning Methodologies and during the last two years she became interested to introduce social and emotional learning into education practices.
She is a founding member of IES Institute in Spain. Through the IES Institute, educational experiences introducing SEE Learning program (from Emory University) will be carried out on a diversity of Spanish territories with different educational systems and languages. At the present time we are at the first phase Review and Validation (2019-2020), to well adjust the SEE Learning pedagogic materials to our cultural contexts by qualitative and participative research methodologies. On a personal level she follow practice and meditation retreats, mainly in Tushita Meditation Center, Spain.
Eulàlia is a member of the CCE - Research group.
Kevin Hawkins has worked with adolescents and young people in various contexts for over 30 years - as teacher, school head, and social worker in the UK, Africa, and Europe. Until recently he lived in the Czech Republic where for 10 years he was Middle School Principal at the International School of Prague. Kevin trained in mindfulness in Europe and the USA with Mark Williams (Oxford Mindfulness Centre), Jon Kabat-Zinn, Saki Santorelli and Florence Meleo-Meyer (UMass Medical School, Centre for Mindfulness), and with Dr. Amy Saltzman (Still Quiet Place) and he has taught mindfulness to students, teachers and parents since 2008.
In 2012 he co-founded MindWell, which supports educational communities around the world in developing wellbeing through mindfulness and social-emotional learning. Kevin is a Senior Trainer for the Mindfulness in Schools Project (UK); a facilitator of the evidence-based CARE program (Cultivating Awareness and Resilience in Educators); and he has worked as lead consultant to the International Baccalaureate Organisation on SEL and mindfulness. Kevin is a regular speaker, writer and presenter on the topics of mindfulness and social and emotional learning in education. His first book, Mindful Teacher, Mindful School: Improving wellbeingin teaching and learning, was published by SAGE in July 2017.
Kevin is a member of the CCE - Teacher Education group.
Helle Jensen is a psychologist and family therapist. Together with Jesper Juul, she has among other things been teaching relational competence for educators in different European Countries. As chairperson and co-founder of the Danish Society for the Promotion of Life Wisdom in Children, she has been teaching professionals how to develop empathy and presence and how to bring these values into the lives of the children and young adults with whom they work.
Her current activities include responsibility for the school staff programme of “Hand in Hand”, an EU funded programme aimed at enhancing social-emotional-intercultural competences for 8th grade students. She is the author of numerous publications, including Hellwach und ganz bei sich: Achtsamtkeit und Empathie in der Schule and (with Jesper Juul, Peter Høeg and others) Empathie: Was die Kinder Stark Macht. She also directs the two-year training programme “Training Empathy”.
Helle is a member of the CCE - Holism group.
Emma is currently a Senior Lecturer in Law at the University of Sheffield. Prior to that she was Teaching Director at The Open University Law School. Her research interests focus on the role of emotion and wellbeing in legal education and practice and through these, she has developed an interest in contemplative practices. At The Open University, Emma introduced mindfulness meditation into a clinical legal education programme she was running and she is currently researching the synergies between liberal legal education and contemplative practices.
Emma's monograph is titled "Emotions in the Law School: Transforming Legal Education Through The Passions". She is also leading an interdisciplinary project called “Fit for Law” in partnership with the UK charity LawCare. This project aims to encourage psychologically and emotionally healthier ways of working within the legal profession. Prior to becoming an academic, Emma practised as a solicitor in private practice and has also taught in both further and higher education.
Emma is a member of the CCE - Research group.
Bryndís Jóna Jónsdóttir
Bryndís Jóna Jónsdóttir, MA in counselling and MA diploma in Positive Psychology at the University of Iceland. She is also trained as a mindfulness teacher from the UK (Bangor University & Breathworks) and is one of the founders and directors at the Mindfulness Centre in Reykjavík, Iceland. She teaches part-time mindfulness and positive education to masters students in the Faculty of Education Studies at the University of Iceland. She is part of the Icelandic team in developing resilience program called Upright but the program is funded by the European Union and is collaboration within six other countries. From 2007-2016 she worked as a Human Resource Manager at the Flensborg College where she led the development and implementation of the concept of Health Promoting Schools, in which mindfulness is one of the key components. From 2014 to 2018 Bryndís Jóna lead the development and implementation of Positive Education into the school curriculum.
Since 2017 she has been one of the leaders in the research team, working in collaboration with the Directorate of Health in Iceland, in developing holistic approach to implement mindfulness into schools nationwide. She has developed mindfulness material for teens both in Icelandic and English. As well as developing and leading pilot study on whole school approach on mindfulness in preschool. Her main passion is well-being in the educational field.
Bryndis is a member of the CCE - Holism group.
Having had a career in teaching for over 25 years, 18 of which at Senior Leadership level, Claire joined the UK charity Mindfulness in Schools Project (MiSP) in 2012 as their Director of Curricula and Training. As part of her role she creates classroom content, and trains teachers to deliver mindfulness-based programmes in school settings for 7-18 year-olds. She has also overseen the .b teacher training programme for the large scale MYRIAD research project in collaboration with Oxford University. This includes the largest everrandomised control trial involving the teaching of mindfulness in school contexts with over 8,000 students taking part in the trial.
On behalf of MiSP, Claire also contributed to the Education strand of the Mindful Nation Report UK report. Claire Kelly is a teacher of mindfulness for adults (MBSR) having trained with Bangor University Centre for Mindfulness Research and Practice. She has taught mindfulness in a range of settings, including traditional primary and secondary schools, the Guildhall School of Music and Drama in London, for clinical and educational psychologists, in pupil referral units (short-stay schools), universities, medical and veterinary schools.
Claire is a member of the CCE - Holism group.
Mikkel B. Kristiansen
Mikkel B. Kristiansen is a visiting scholar at Emory University in Atlanta, Georgia, where he supports the international implementation and scaling of Social, Emotional and Ethical Learning (SEE Learning). Mikkel has a background in education and organizational development and has been involved with H.H. the Dalai Lama’s vision for an education of the heart and mind for more than 15 years.
In this period, he has contributed to the development of several major organizations including the international training organization – The Foundation for Developing Compassion and Wisdom. For the past 2,5 year he has been working for the Danish Government in curriculum development, implementation and evaluation.
Mikkel is a member of the CCE - Teacher Education group.
Dr. Nava Levit-Binnun is the director of the Sagol Center for Brain and Mind, and the founder and director of the Muda Institute for Mindfulness, Science and Society at the Interdisciplinary Center (IDC) Herzliya, which operates as part of the Sagol Center. The research in Sagol Center aims to understand the qualities underlying healthy brains and minds such as brain resilience, interpersonal interactions, self-awareness, mindfulness, compassion and friendship, integrating tools from physics, neuroscience, psychology and phenomenology. Dr. Levit-Binnun runs the Sagol Center from a deep belief that neuroscientists are not only capable of but are obligated to making the world a better place.
The Muda Institute focuses on promoting and implementing the vast knowledge accrued from neuroscientific research about our ability to nurture positive mental traits such as resilience, well-being, mindfulness and awareness, compassion and empathy, giving and caring and altruism and tolerance. Its basic working assumption is that these traits are essential to our ability as individuals and as a society to deal with the personal, societal and political challenges facing us. Accordingly, it develops interventions and professional development programs aimed at creating agents of social change that will help develop and nurture positive mental traits in formal and non-formal educational, health, business, legal and public systems. To date, the Muda Institute has developed several mindfulness-based programs, has trained over 100 mindfulness instructors, and has worked with more than 600 school teachers in both Jewish and Arab schools.
Dr. Levin-Binnun is a member of our CCE - Holism and Research Group.
Amapola Povedano Díaz
Amapola Povedano is a Social Psychologist and currently working as a lecturer at the Department of Education and Social Psychology, Universidad Pablo de Olavide, Seville, Spain. Amapola carries out research in Gender, Adolescence, Empowerment and Flowering. The current project like IP is "From school failure to the flowering in adolescence from a gender perspective" for the Centro Reina Sofía para la Adolescencia y la Juventud.
Dr. Nimrod Sheinman is one of Israel's leading mind-body and mindfulness in education experts, and an international spokesperson advocating mindfulness-based initiatives with children. He is the founder and director of Israel's Center for Mindfulness in Education, co-founder of Israel's Center for Mind-Body Medicine, and heads the International Soul of Education Initiative, now gaining momentum around the globe. About 20 years ago, supported by Israel’s ministry of education, he initiated the country’s first whole-school mindfulness in education project, among the first of its kind in the world. The benefits of the whole-school model have since reached thousands of children, teachers and parents.
In the last three decades, he presented mind-body medicine and mindfulness in education seminars in universities, institutes, hospitals and international conferences in USA, Canada, Europe, Australia and Israel. He is the author of Food for Thought (1989, in Hebrew), and Imagery-based Therapy: A Workbook for Clinical Practice (1991, in Hebrew). He is a co-editor of Potentiating Health and the Crisis of the Immune System (Plenum Press, 1997). Dr. Sheinman was an Aeronautical Engineer, graduate of the Israel Institute of Technology (1973). He served as a chief project officer in the Israel Air-Force (1973-1978) and was a recipient of the 1976 Israel's Air-Force Award. He is a keen photographer and a recipient of Nikon’s photography award.
Dr. Sheinman is a member of the CCE - Holism group.
Tobias Röder serves as Managing Director of the newly established Berlin based Institut für Achtsamkeit, Verbundenheit und Engangement (Institute for Mindfulness, Connectedness and Engagement). Our institute shares the vision to support the educational system to become more holistic and far-reaching, so that real potential development of everyone, mutual respect and responsibility for society and the environment develop equally. We will create networks and fund projects and research projects. We are interested in mindfulness, relationship competence and social responsibility.
Tobias Röder holds a Master’s degree in Political Science, Social Anthropologyand Public Law. He has worked for several years as a public relations consultant for German governmental and non-governmental organisations, advising local authorities and best-practice projects in the children and youth sector. He also worked for several years as managing director of a large Buddhist seminar house and as well as of a Buddhist care and hospice project near Berlin. As a father he also has a great personal interest in a humane and child-friendly education.
Tobias is a member of our CCE - Teacher Education group.
Paloma Sainz is the Founder and director of ‘All One Project’, a non profit foundation whose main purpose is to encourage the flourishing of mindfulness and compassion of human beings. Researching about the best initiatives of mindfulness and compassion in different schools all around the world to create educational global tools, beautiful and simple, universal and free, available to every person in the planet.
Paloma is Founder of Proyecto Conexión, an educational project based in mindfulness. She is the author of Mindfulness para niños (Mindfulness for children) Zenith, 2015, which is in the 5th edition, and Mindfulness para la empresa (Mindfulness for business), Zenith, published November 2018.
Paloma is a member of the CCE - Holism and Teacher Education group.
Karlheinz Valtl's degrees include a doctorate in Pedagogy and Psychology (University of Regensburg, Germany), First and Second State Exams as a teacher, and numerous advanced trainings in psychology, spirituality, body work, and pedagogy. He is the Scientific Director of the first Master’s Degree in mindfulness in German language (entitled Mindfulness in Education, Counselling and Health Care) that started in 2018. He currently leads the project Mindfulness in Teacher Education and Schools(Achtsamkeit in LehrerInnenbildung und Schule, ALBUS) at the University of Vienna where he also teaches educational science as an Assistant Professor. Additionally he works as a lecturer for Didactics of Higher Education at the Technical University of Vienna. The current academic focuses of his work are: Mindfulness and compassion in education, Social-Emotional Learning (SEL) und Social-Emotional Competencies of teachers (SEC), Didactics of Higher Education (at university level) with a special focus on personal transformation processes in teacher education, Gender- and Sexual Education and Educational Supervision/Coaching.
Together with his team he twice a year organizes the Symposium on Mindfulness in Education at Vienna University. He is a member of the Austrian Mindfulness Initiative (Initiative Achtsames Österreich) that strives to implement mindfulness in politics, and he is founder of the Austria based Network Mindfulness in Pedagogy (Netzwerk Achtsame Pädagogik, NAP). Karlheinz Valtl is External Examiner in the Master’s degree program Studies in Mindfulness at the University of Aberdeen (GB), and formerly was director of the renowned Institute for Sexual Pedagogy (isp) in Dortmund, Germany.
Karlheinz is a member of the CCE - Teacher Education Group.
Michael de Vibe
Michael de Vibe’s is educated as a family doctor and family therapist and has worked for ten years with quality improvement of health care services for the Norwegian government. He has practiced and taught on Mindfulness for many years. In 2014 he completed his PhD on the effects of mindfulness training for students of medicine and psychology.
In 2017 he published a comprehensive review and meta-analysis on the effect of MBSR for adults. His last publication was an article on the 6-year follow-up results of mindfulness training for students. The last 8 months he has developed an online training program in mindfulness. He is a grandfather and learns to be mindful from the grandchildren – they are such good teachers.
Michael is a member of the CCE - Research group.
Salla-Maarit Volanen is a social scientist and a senior researcher at Folkhälsan Research Center, and at University of Helsinki, Faculty of Medicine (Dept of Public Health). Volanen’s earlier research includes topics such as the role of social capital in well-beingand the determinants of sense of coherence and its impact as a positive internal resource promoting mental and somatic health.
Currently she directs the Healthy Learning Mind (HLM) initiative and research project. The HLM project investigates the effectivenessof mindfulness-based interventions in Finnish schools, as well as explores the possible nationwide implementation and dissemination of mindfulness-based approaches in Finland’s schools.
Salla-Maarit is a member of the CCE - Teacher Education and Research group.