Abstract
This chapter reports on a small-scale investigation into the relationship between mindfulness meditation techniques and peer-to-peer dialogue in the context of undergraduate English Literature seminars. Over the course of the project, a group of second-year undergraduate Literature students spent a total of six hours learning non-therapeutic mindfulness meditation in extracurricular workshops which focused on techniques that can be used both in preparation for and during seminars. The chapter both indicates techniques for integrating mindful practices into teaching and aims to situate the role of mindfulness more broadly within the current state of higher education in the humanities. The research was conducted by a member of staff and a student at the University of Surrey and this chapter is co-authored by both student and staff researcher.