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The Mind and Life Education Research Group met regularly for 4 years (2007-2011) to create a research agenda for contemplative education. A scholarly white paper manifested as a result drawing on research in neuroscience, cognitive science, developmental psychology, and education, as well as scholarship from contemplative traditions concerning the cultivation of positive development, to highlight a set of mental skills and socioemotional dispositions that are central to the aims of education in the 21st century. These include self-regulatory skills associated with emotion and attention, self-representations, and prosocial dispositions such as empathy and compassion. It should be possible to strengthen these positive qualities and dispositions through systematic contemplative practices, which induce plastic changes in brain function and structure, supporting prosocial behavior and academic success in young people. These putative beneficial consequences call for focused programmatic research to better characterize which forms and frequencies of practice are most effective for which types of children and adolescents. Results from such research may help refine training programs to maximize their effectiveness at different ages and to document the changes in neural function and structure that might be induced.
The paper can be found Here [Link]
my personal copy [MLERN_2012]
- Research shows reciprocity an important component of prosocial behavior (phys.org)
- Integrating Mindfulness into K-12 Education
I wanted to share some great videos explaining the benefits of contemplative education and the research being conducted around the world supported by the 1440 Foundation.
Some great press on why contemplative education should be a priority!
Robert Piper writes on this topic at Huffington Post [Link]
The development of mindfulness as a state and trait may not only be helpful for reducing stress and improving attention-related processing, but also for improving empathic ability. This is a critical skill that all caregivers could benefit from. A recent NY Times article [Link] discusses the implications of training for caregivers like MDs and two faculty that are actively doing this in Rochester, NY: Dr. Michael S. Krasner, an associate professor of clinical medicine at Rochester and one of the study authors. He, along with his co-author Dr. Ronald Epstein, a professor of family medicine, psychiatry and oncology at Rochester,
The following list includes Education, Dharma, and research-related centers across the world interested in mindfulness and meditation
Contemplative & Mindfulness-related Resources (Centers and websites)
2. UMASS – center for Mindfulness in Medicine, Health Care, and Society (JKZ) [Link]
2. Mindful.org – A Shambhala Sun publication [Link]
3. Mindfulness.org.au – [Link]
4. Mind Body Awareness Project [Link]
5. Mindful Research Guide (David Black) – [Link]
6. The Mindfulness Center [Link]
7. Mindsight Institute [Link]
10. Metro-Area Research Group on Awareness & Meditation (MARGAM) [Link]
Mindfulness-related Research Centers
1. Harvard Medical School –
a. Functional Neuroimaging Laboratory (BWH) – [Link]
b. Benson Henry Institute for Mind-body Medicine – [Link]
c. Lazar lab (MGH) – [Link]
d. Neuroscience of Meditation, Healing, and Sense of Touch (Kerr lab) – [Link]
e. Center for Anxiety and Traumatic Stress Disorders (Hoge Lab) – [Link]
f. Khalsa Lab on Yoga Research [Link]
2. Roemer Research Team at UMASS – Boston [Link]
3. Emotion, Brain & Behavior lab at Tufts University [Link]
5. Stanford cCARE – Center for Compassion & Altruism Research & Education [Link]
7. University of California, Davis Center for Mind and Brain – Saron Lab (Shamatha project) [Link]
8. Britton lab (Brown) of Contemplative, Clinical, and Affective Neuroscience [Link]
9. Kent State University – Psychopathology and Emotion Regulation (Fresco) lab [Link]
10. The Jha Lab – University of Miami – Exploring the Stability and Mutability of Attention & Working Memory [Link]
11. Penn Program for Mindfulness [Link]
14. University of Toronto – dept. of psychiatry (Zindel Segal) – [Link]
15. Atlanta Mindfulness Institute [Link]
16. Institute for Mindfulness-Based Approaches (Germany) [Link]
17. Santa Barbara Institute for Consciousness Studies [Link]
18. Seattle Pacific University Lustyk Lab [link]
20. University of California, San Diego Center for Mindfulness [link]
Mindfulness-related Clinical-based Research Centers
1. Institute for Meditation and Psychotherapy – Boston [link]
2. Society for Clinical Mindfulness and Meditation [link]
3. Duke Integrative Medicine [link]
4. Center for Mindfulness and Psychotherapy – LA [link]
5. Center for Therapeutic Neuroscience – Yale (Jud Brewer) [Link]
6. Center for Mindful Eating [link]
7. National Center for Complimentary & Alternative Medicine [link]
7. Mindfulness Practice Center at the University of Missouri [link]
8. Mindfulness Practice Center at the University of Vermont [link]
9. Mindfulness Training Institute of Washington [link]
10. Mindfulness-based Relapse Prevention (Univ. of Washington) [Link]
11. eMindful Evidence-Based Mind Body Wellness [Link]
12. Mindful Living Center [Link]
Mindfulness-related Education Centers
1. Association for Mindfulness in Education [Link]
2. EDUTOPIA – The George Lucas Educational Foundation [Link]
3. SMART – Stress Management and Relaxation Techniques in Education [Link]
4. CASEL – Collaborative for Social and Emotional Learning [Link]
5. Brown University Contemplative Sciences Initiative [Link]
6. Center for Contemplative Mind in Society [Link]
7. Garrison Institute – CARE – Cultivating Awareness and Resilience in Education [Link]
8. Dalai Lama Center for Peace and Education [Link]
9. Lifespan Learning Institute [Link]
Mindfulness-related Dharma Centers
1. Insight Meditation Society (IMS), Barre, MA [link]
2. Spirit Rock Meditation Center [Link]
3. Cambridge Insight Meditation Society [Link]
4. Boston Rigpa Meditation Center [Link]
5. Still Quiet Place [link]
Jayanath Narayanan of the National University of Singapore, also affiliated with University of Michigan School of Business and center for Positive Organizational Scholarship has been studying how mindfulness training can affect the workplace.
In two studies, they claim that, “mindfulness leads to superior performance and lower emotional exhaustion thereby contributing to workplace well-being and performance”
for more info check out: HERE
Applications are now being accepted for the 2009 Mind and Life Summer Research Institute (MLSRI) to be held at the Garrison Institute (www.garrisoninstitute.org) in New York from June 7 (mid-aft. to the morning of June 13, 2009, The application period will close on Sunday, February 8, 2009.
To apply now, please go to: http://www.mindandlife.org/sri09.ml.summer.apply.html. This is an online only application process — no paper applications, either mailed or faxed, will be accepted. For a more detailed overview of the MLSRI, including information explaining applicant category (see “Who Should Attend”) please go to: http://www.mindandlife.org/sri09.ml.summer.institute.html
Please forward this message to anyone you know who might be interested in the MLSRI.
The purpose of the Mind and Life Summer Research Institute is to advance collaborative research among behavioral and clinical scientists, neuroscientists, and biomedical researchers based on a process of inquiry, dialogue and collaboration with Buddhist contemplative practitioners and scholars and those in other contemplative traditions. The long-term objective is to advance the training of a new generation of behavioral scientists, cognitive/affective neuroscientists, clinical researchers, and contemplative scholar/practitioners interested in exploring the potential influences of meditation and other contemplative practices on mind, behavior, brain function, and health. This includes examining the potential role of contemplative methods for characterizing human experience and consciousness from a neuroscience and clinical intervention perspective.
The 2009 Mind and Life Summer Research Institute (MLSRI) will be devoted to the theme of the self, its development in sociocultural and contemplative contexts, and its implications for human flourishing and social transformation. MLSRI 09 will bring together contemplatives and academic scholars from the social, developmental, and clinical sciences, the neurosciences, contemplative studies, and philosophy to dialogue about a variety of topics pertaining to the self. These topics will include conceptualizations of self and identity in various traditions; the development of self in normative and contemplative contexts; the neurobiology of the self; the processes of self-identification and their effects on life outcomes; the phenomenology of identity, ownership; the concept of “self-regulation” and its relation to issues of mental causation, and free-will; the role of self processes in psychological illness; and finally, self versus no-self views on the fundamental nature of the mind and consciousness.
August 17, 2008
$1 Million Endowment at UMass Dartmouth to Leverage Super Accelerated
Learning Techniques from Vedic Traditions for 21st Century Education
On Friday, August 15, as Indian students and community celebrated
India’s independence day UMass Dartmouth announced that the Three Rs
Foundation has pledged $1 million to support the university’s Center
for Indic Studies to initiate an innovative educational pedagogy
rooted in India’s Vedic traditions. The donation will support the
Center’s mission to connect the university, region and Commonwealth to
India’s growing economy and world influence.
The Center for Indic Studies was established in 2001 to disseminate
understanding of issues relating to the arts, philosophy, culture,
societal values, and customs of India. For more information, visit
UMass Dartmouth website:
One of the Goals of the Mind and Life Institute has been to bring meditation and mindfulness skills to the classroom. Linda Lantieri is a New York educator who is also part of the Mind and Life Education Research Network. In her new book, Building Emotional Intelligence: Techniques to Cultivate Inner Strength in Children, Linda writes about practical methods for bringing these skills into the classroom.
Linda was interviewed for an article printed in Eudotopia. You can find that article HERE.
The Center for Mind-Body Medicine is a non-profit, 501(c) (3), educational organization dedicated to reviving the spirit and transforming the practice of medicine. The Center is working to create a more effective, comprehensive and compassionate model of healthcare and health education. The Center for Mind-Body Medicine is a great resource for contemplative education and training. The link for the site is HERE.
Recent studies supported by the CMBM follow:
1. EFFECTIVENESS OF A MIND-BODY SKILLS TRAINING PROGRAM FOR HEALTHCARE PROFESSIONALS. The article can be found HERE.
2. Treatment of Posttraumatic Stress Disorder in Postwar Kosovo High School Students Using Mind–Body Skills Groups: A Pilot Study. The article can be found HERE.