John P. (Jack) Miller, Ph.D., is Professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education (OISE) at the University of Toronto and Head of OISE’s Centre for Teacher Development. He has also been Visiting Professor at Shinwa Women’s University in Kobe, Japan, and at Rietsumeiken University in Kyoto, Japan. Professor Miller teaches courses in holistic education and spirituality in education. He has also led workshops and given keynote addresses on those topics at conferences around the world.  Notable among his many books, chapters, and journal articles are Holistic Learning and Spirituality in Education: Breaking New Ground (2005), Education and the Soul: Toward a Spiritual Curriculum (2000), The Contemplative Practitioner (1994), Holistic Learning: The Teacher’s Guide to Integrated Studies (1990), The Holistic Curriculum (1988), The Compassionate Teacher (1981), and Humanizing the Classroom (1976). His writing has been translated into seven languages.

"In Educating for Wisdom and Compassion: Creating Conditions for Timeless Learning, John Miller creates the category of timeless learning and describes its qualities and aspects. For someone new to this perspective, the book provides an enormously rich introduction to these insights and offers ready access to a set of detailed and wide ranging resources, including many activities the reader can experience at once. For those who are more knowledgeable, the book offers an opportunity for significant deepening of their understanding about the value and enactment of timeless learning. Educating for Wisdom and Compassion: Creating Conditions for Timeless Learning is clear and direct. It’s a book that provokes reflection, engagement, and a deeper vision."

• Part I Timeless Learning: Definitions and Fundamentals1. Timeless LearningWhat Is Timeless Learning?What Are the Characteristics of Timeless Learning?Holistic/IntegrativeEmbodiedConnectedSoulfulTransformativeFlowParticipatoryNon-dualisticMysterious and unexplainableImmeasurableWhat Does Timeless Learning Bring to Today′s Classrooms?ConclusionReferences2. The Perennial Philosophy: A Relaxed UniversalismFoundations of the Perennial PhilosophyThe interconnected nature of reality and the mysterious unity of the universeThe intimate connection between the individual′s inner self, or soul, and the mysterious unityWisdom or knowledge of the mysterious unity can be developed through various contemplative practicesValues are derived from seeing and realizing the interconnectedness of realityAwareness of the mysterious unity of existence leads to social action to counter injustice and human sufferingReferencesPart II Timeless Learning: Processes and Practices3. Letting Go and Becoming EmptyPsychosynthesis and Dis-identificationDavid HuntKrishnamurtiThe Bhagavad Gita and Non-AttachmentSpiritual KnowingJust Let GoReferences4. Attention and MeditationMeditationForms of MeditationIntellectual MeditationEmotional MeditationPhysical MeditationAction MeditationMeditation PracticesInsightBody ScanMantraVisualizationMovement meditationGetting StartedMeditation With ChildrenJust One Minute by Naomi BaerReferences5. Compassion, Caring, and LovingkindnessKindness, Empathy, Compassion, and LoveLovingkindness PracticeCaring in SchoolsSchool with Forest and Meadow (Ojiya School)Service LearningEngaged ServiceCommunity-Based WorkTo Be and to HaveReferences6. Contemplation, Mindfulness, and PresenceMindfulnessPresenceContemplation and Mindfulness in ClassroomsContemplation and ActionReferencesPart III Timeless Learning: Perspectives, Examples, and Outcomes7. Educational Perspectives on Timeless LearningTranscendental EducationEmersonThoreauBronson AlcottHolistic EducationLinear Thinking and IntuitionRelationship Between Mind and BodySubject ConnectionsCommunity ConnectionsEarth ConnectionsSelf ConnectionsSlow EducationConclusionReferences8. Examples of Timeless LearningKrishnamurti SchoolsPrinciples of LearningThe SchoolThe TeacherWaldorf EducationSteiner′s View of DevelopmentRhythmMontessori EducationConclusionReferences9. Creating Conditions for Timeless Learning in Public SchoolsWork on YourselfBe Fully PresentRecognize the Importance of the NonverbalHonor SilenceDevelop a RhythmIntegrate Timeless Learning with other Forms of LearningBalancing Spontenaity and PlanningDon′t Forget the BodyLive Your Own TruthAcknowledge the MysteryLet Your Humanity Come ThroughReferences10. The Fruits of Timeless LearningThe Present Educational ContextThe Results of Timeless LearningResearch on Contemplative PracticesMy Own ResearchNature of Mediation PracticePersonal Effects of Meditation PracticeProfessional Effects of Meditation PracticeProfilesUltimate Outcomes of Timeless LearningWisdom and CompassionJoy: The Singing SoulAwe and WonderWholenessSense of PurposeReferencesBibliographyIndex

John P. (Jack) Miller, Ph.D., is Professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education (OISE) at the University of Toronto and Head of OISE’s Centre for Teacher Development. He has also been Visiting Professor at Shinwa Women’s University in Kobe, Japan, and at Rietsumeiken University in Kyoto, Japan. Professor Miller teaches courses in holistic education and spirituality in education. He has also led workshops and given keynote addresses on those topics at conferences around the world.  Notable among his many books, chapters, and journal articles are Holistic Learning and Spirituality in Education: Breaking New Ground (2005), Education and the Soul: Toward a Spiritual Curriculum (2000), The Contemplative Practitioner (1994), Holistic Learning: The Teacher’s Guide to Integrated Studies (1990), The Holistic Curriculum (1988), The Compassionate Teacher (1981), and Humanizing the Classroom (1976). His writing has been translated into seven languages.

"In Educating for Wisdom and Compassion: Creating Conditions for Timeless Learning, John Miller creates the category of timeless learning and describes its qualities and aspects. For someone new to this perspective, the book provides an enormously rich introduction to these insights and offers ready access to a set of detailed and wide ranging resources, including many activities the reader can experience at once. For those who are more knowledgeable, the book offers an opportunity for significant deepening of their understanding about the value and enactment of timeless learning. Educating for Wisdom and Compassion: Creating Conditions for Timeless Learning is clear and direct. It’s a book that provokes reflection, engagement, and a deeper vision."

• Part I Timeless Learning: Definitions and Fundamentals1. Timeless LearningWhat Is Timeless Learning?What Are the Characteristics of Timeless Learning?Holistic/IntegrativeEmbodiedConnectedSoulfulTransformativeFlowParticipatoryNon-dualisticMysterious and unexplainableImmeasurableWhat Does Timeless Learning Bring to Today′s Classrooms?ConclusionReferences2. The Perennial Philosophy: A Relaxed UniversalismFoundations of the Perennial PhilosophyThe interconnected nature of reality and the mysterious unity of the universeThe intimate connection between the individual′s inner self, or soul, and the mysterious unityWisdom or knowledge of the mysterious unity can be developed through various contemplative practicesValues are derived from seeing and realizing the interconnectedness of realityAwareness of the mysterious unity of existence leads to social action to counter injustice and human sufferingReferencesPart II Timeless Learning: Processes and Practices3. Letting Go and Becoming EmptyPsychosynthesis and Dis-identificationDavid HuntKrishnamurtiThe Bhagavad Gita and Non-AttachmentSpiritual KnowingJust Let GoReferences4. Attention and MeditationMeditationForms of MeditationIntellectual MeditationEmotional MeditationPhysical MeditationAction MeditationMeditation PracticesInsightBody ScanMantraVisualizationMovement meditationGetting StartedMeditation With ChildrenJust One Minute by Naomi BaerReferences5. Compassion, Caring, and LovingkindnessKindness, Empathy, Compassion, and LoveLovingkindness PracticeCaring in SchoolsSchool with Forest and Meadow (Ojiya School)Service LearningEngaged ServiceCommunity-Based WorkTo Be and to HaveReferences6. Contemplation, Mindfulness, and PresenceMindfulnessPresenceContemplation and Mindfulness in ClassroomsContemplation and ActionReferencesPart III Timeless Learning: Perspectives, Examples, and Outcomes7. Educational Perspectives on Timeless LearningTranscendental EducationEmersonThoreauBronson AlcottHolistic EducationLinear Thinking and IntuitionRelationship Between Mind and BodySubject ConnectionsCommunity ConnectionsEarth ConnectionsSelf ConnectionsSlow EducationConclusionReferences8. Examples of Timeless LearningKrishnamurti SchoolsPrinciples of LearningThe SchoolThe TeacherWaldorf EducationSteiner′s View of DevelopmentRhythmMontessori EducationConclusionReferences9. Creating Conditions for Timeless Learning in Public SchoolsWork on YourselfBe Fully PresentRecognize the Importance of the NonverbalHonor SilenceDevelop a RhythmIntegrate Timeless Learning with other Forms of LearningBalancing Spontenaity and PlanningDon′t Forget the BodyLive Your Own TruthAcknowledge the MysteryLet Your Humanity Come ThroughReferences10. The Fruits of Timeless LearningThe Present Educational ContextThe Results of Timeless LearningResearch on Contemplative PracticesMy Own ResearchNature of Mediation PracticePersonal Effects of Meditation PracticeProfessional Effects of Meditation PracticeProfilesUltimate Outcomes of Timeless LearningWisdom and CompassionJoy: The Singing SoulAwe and WonderWholenessSense of PurposeReferencesBibliographyIndex