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R. H. Asch,J. P. Balmaceda,M. Borghihe chapter asks, “should teachers continue to do mindfulness in the classroom?” Some logical-moral reasoning problems that inevitably arise when such a question is posed are identified, and consideration is given to the double effect principle as a way of solving them. I conclude that double effect

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M. V. Nekola,D. H. Coyhe chapter asks, “should teachers continue to do mindfulness in the classroom?” Some logical-moral reasoning problems that inevitably arise when such a question is posed are identified, and consideration is given to the double effect principle as a way of solving them. I conclude that double effect