Scott Simpson, Ph.D.Scott Simpson, Ph.D.Educational SpecialistEducational SpecialistTechnology and Innovation in EducationTechnology and Innovation in Education

The Neuroscience of MeditationThe Neuroscience of MeditationCompassion Compassion Attention studiesAttention studiesNeuroplasticity: neural transformation through mental Neuroplasticity: neural transformation through mental

trainingtrainingDepression and the Cortex of the BrainDepression and the Cortex of the BrainADHD and MindfulnessADHD and Mindfulness

Center for the Contemplative Mind in Society Center for the Contemplative Mind in Society Review of ResearchReview of Research

Cognitive and Academic PerformanceCognitive and Academic PerformanceMental Health and Psychological Well-BeingMental Health and Psychological Well-BeingDevelopment of the Whole PersonDevelopment of the Whole Person

128-channel EEG recorded in 8 128-channel EEG recorded in 8 long-term Tibetan Buddhist long-term Tibetan Buddhist practitioners & 10 student practitioners & 10 student volunteers.volunteers. Increased synchronous gamma Increased synchronous gamma

(25-42 Hz) activity over lateral (25-42 Hz) activity over lateral fronto-parietal areas during fronto-parietal areas during non-referential compassion non-referential compassion meditation.meditation.

Suggests precise temporal Suggests precise temporal synchronization of massive synchronization of massive distributed neural assemblies.distributed neural assemblies.

Lutz, A., Greischer, L.L., Rawlings, N.B., Ricard, M., Lutz, A., Greischer, L.L., Rawlings, N.B., Ricard, M., & Davidson, R.J. (2004). Long-term meditators self-& Davidson, R.J. (2004). Long-term meditators self-induce high amplitude gamma synchrony during mental induce high amplitude gamma synchrony during mental practice. practice. PNAS, 101PNAS, 101, 16369-16373., 16369-16373.

High-amplitude gamma High-amplitude gamma oscillations emerge over a oscillations emerge over a time-course of several time-course of several dozens of seconds and dozens of seconds and correlate with the “clarity” correlate with the “clarity” (phenomenal intensity and (phenomenal intensity and vividness) of meditative vividness) of meditative experience as verbally experience as verbally reportedreported

Lutz, A. et al. (2006). Changes in the tonic Lutz, A. et al. (2006). Changes in the tonic high-amplitude gamma oscillations during high-amplitude gamma oscillations during meditation correlate with long-term meditation correlate with long-term practitioners’ verbal reports. Poster presented practitioners’ verbal reports. Poster presented at the at the Association for the Scientific Study of Association for the Scientific Study of Consciousness Annual Meeting,Consciousness Annual Meeting,..

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Example: Adept 1Example: Adept 1µV2

Verbal report (rating 1-9);Verbal report (rating 1-9); Gamma activityGamma activity

““clarity of the mind” = clarity of the mind” = phenomenal intensity and phenomenal intensity and vividness during meditationvividness during meditation

1 1 22 3 4 5 6 7 8 9 3 4 5 6 7 8 9

Long-term Meditators (>10 Long-term Meditators (>10 years)years) Report higher emotional Report higher emotional

clarityclarity Those with higher clarity Those with higher clarity

show lower physiological & show lower physiological & experienced arousal, & experienced arousal, & greater subtle positive greater subtle positive facial expression in facial expression in response to masked response to masked emotional pictures, emotional pictures, consistent with regulation consistent with regulation of emotion early in the of emotion early in the emotion process.emotion process.

Clarity

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Clarity

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Nielsen, L., & Kaszniak, A.W. (2006). Nielsen, L., & Kaszniak, A.W. (2006). Awareness of subtle emotional feelings: A Awareness of subtle emotional feelings: A comparison of long-term meditators and comparison of long-term meditators and non-meditators. non-meditators. Emotion, 6Emotion, 6, 392-405., 392-405.

Cont

LTM

STM

Practice enables a shift from attachment & Practice enables a shift from attachment & reactivity to a more equanimous emotional reactivity to a more equanimous emotional response.response. Transformation occurs over many years.Transformation occurs over many years.

Initially:Initially: Attention, awareness of bodily feelings, Attention, awareness of bodily feelings, use of thought to regulate emotion expression, use of thought to regulate emotion expression, and physiological reactivity to emotional and physiological reactivity to emotional stressors all increase stressors all increase

Later:Later: Emotional clarity increases, and explicit Emotional clarity increases, and explicit attention to emotion may no longer be as attention to emotion may no longer be as needed. Clarity may confer emotional regulatory needed. Clarity may confer emotional regulatory skill, and attention to subtle emotion cues may skill, and attention to subtle emotion cues may become automatized & move to the conscious become automatized & move to the conscious background.background.

Attentional blinkAttentional blinkNormally a 0.5 sec “blink” in attention after Normally a 0.5 sec “blink” in attention after

identification of a target (e.g. number in a identification of a target (e.g. number in a sequence of letters). Second target missed.sequence of letters). Second target missed.

Three-months of Vipassana meditationThree-months of Vipassana meditationAwareness without judgment or affective Awareness without judgment or affective

response.response.Allocation of attentional resourcesAllocation of attentional resources

Less attention given to the first target, second Less attention given to the first target, second seen by all practitioners.seen by all practitioners.

Known that difference in animal experience Known that difference in animal experience leads to differences in gene expression and leads to differences in gene expression and so to different brain structure. So too with so to different brain structure. So too with humans.humans.

Sara Lazar et al. MRI showed increase in Sara Lazar et al. MRI showed increase in cortical thickness in subjects due to cortical thickness in subjects due to meditation. (Mass General/Harvard study, meditation. (Mass General/Harvard study, NeuroReport, vol.16, pp.1893-1897NeuroReport, vol.16, pp.1893-1897, , 20052005))

Measured thickness of Measured thickness of the cerebral cortex in the cerebral cortex in 20 Insight meditation 20 Insight meditation practitioners with practitioners with average of 9 years average of 9 years practice of 40min/daypractice of 40min/day

Mean thickness Mean thickness unchanged, but regions unchanged, but regions show differenceshow difference

Slower thinning w. ageSlower thinning w. age

Scatter plot of mean cortical thickness of Scatter plot of mean cortical thickness of each participant in the sub-region above each participant in the sub-region above threshold within each circled region of (c) threshold within each circled region of (c) insula and (d) BA 9/10, plotted versus insula and (d) BA 9/10, plotted versus age. Meditation participants: blue circles; age. Meditation participants: blue circles; control participants: red squares.control participants: red squares.

Images of the right and left Images of the right and left hemispheres of the brain, as hemispheres of the brain, as viewed from the side. The colors viewed from the side. The colors represent the differences in represent the differences in cortical thickness between the cortical thickness between the high-risk group, which has a high-risk group, which has a family history of depression, and family history of depression, and the low-risk group, which has no the low-risk group, which has no known risk. Blue and purple known risk. Blue and purple represent the thinning of the represent the thinning of the cortex, with purple regions having cortex, with purple regions having the greatest thinning. Green areas the greatest thinning. Green areas show no significant differences show no significant differences between the two groups. between the two groups.

•Brain imaging of 131 individuals, including children and adults ages 6 to 54•Half had family history of depression•Half had no family history of depression• Maps of cortical thickness showed significant thinning of 28 percent on right cerebral hemisphere in the high-risk group•The cerebral cortex is the region The cerebral cortex is the region of the brain centrally involved in of the brain centrally involved in reasoning, planning and mood, reasoning, planning and mood, and thinning of the cortex may and thinning of the cortex may affect an individual’s ability to pay affect an individual’s ability to pay attention to and interpret social attention to and interpret social and emotional cues, scientists and emotional cues, scientists suggested.suggested.

http://www.nytimes.com/2009/03/25/health/25brain.html?ref=health

Results indicate that mindfulness meditation Results indicate that mindfulness meditation training may be a beneficial complementary training may be a beneficial complementary treatment approach for adolescents and treatment approach for adolescents and adults with ADHD. Positive findings include: adults with ADHD. Positive findings include:

1) the absence of any reported adverse events; 1) the absence of any reported adverse events; 2) highly favorable ratings of the treatment by participants; 2) highly favorable ratings of the treatment by participants; 3) reductions in self-reported ADHD symptoms reported by 3) reductions in self-reported ADHD symptoms reported by

over three quarters of participants, even though the over three quarters of participants, even though the majority were already being treated with medication; majority were already being treated with medication;

4) significant improvement on several of the 4) significant improvement on several of the neuropsychological measures; and, neuropsychological measures; and,

5) reductions in depressive and anxiety symptoms for the 5) reductions in depressive and anxiety symptoms for the adults. adults.

Zylowka, et al. (2008). Mindfulness meditation training in adults and Zylowka, et al. (2008). Mindfulness meditation training in adults and adolescents with ADHD. adolescents with ADHD. Journal of Attention DisordersJournal of Attention Disorders, 11, 737-746. , 11, 737-746.

A. Effects of Meditation on Cognitive A. Effects of Meditation on Cognitive and Academic Performance and Academic Performance

1. Mindfulness improved ability to maintain 1. Mindfulness improved ability to maintain preparedness and orient attention (Jha et al 2007)preparedness and orient attention (Jha et al 2007)2. Mindfulness improved the ability to process 2. Mindfulness improved the ability to process information (Slagter et al. 2007, attentional blink)information (Slagter et al. 2007, attentional blink)3. Concentration practice improved academic 3. Concentration practice improved academic achievement (Hall, 1999, 56 undergrads, GPA)achievement (Hall, 1999, 56 undergrads, GPA)

Shauna Shapiro, Kirk Brown, John Astin, and edited by Maia DuerrShauna Shapiro, Kirk Brown, John Astin, and edited by Maia Duerr

B. Effects of Meditation on Mental Health B. Effects of Meditation on Mental Health and Psychological Well-Being and Psychological Well-Being

1. Stress, anxiety, and depression reduced in 1. Stress, anxiety, and depression reduced in students through mindfulness interventionstudents through mindfulness intervention2. Mindfulness supports better regulation of 2. Mindfulness supports better regulation of emotional affect & the cultivation of positive emotional affect & the cultivation of positive psychological statespsychological states

Shauna Shapiro, Kirk Brown, John Astin, and edited by Maia DuerrShauna Shapiro, Kirk Brown, John Astin, and edited by Maia Duerr

C. Effects of Meditation on DevelopmentC. Effects of Meditation on Developmentof the Whole Person of the Whole Person

1. Creativity (small Zazen trial)1. Creativity (small Zazen trial)2. Interpersonal relationship skills (several studies 2. Interpersonal relationship skills (several studies of MBSR of MBSR –Mindfulness Based Stress Reduction--–Mindfulness Based Stress Reduction--and Zen)and Zen)3. Empathy (grad students studied, MBSR)3. Empathy (grad students studied, MBSR)4. Self-compassion (2 studies w/MBSR)4. Self-compassion (2 studies w/MBSR)

www.contemplativemind.org/programs/academic/www.contemplativemind.org/programs/academic/reports.htmlreports.html

Shauna Shapiro, Kirk Brown, John Astin, and edited by Maia DuerrShauna Shapiro, Kirk Brown, John Astin, and edited by Maia Duerr

Mindfulness:Mindfulness:Bringing one’s complete attention to the Bringing one’s complete attention to the

experiences occurring in the present moment in experiences occurring in the present moment in a non-a non-judgmental or accepting wayjudgmental or accepting way

In class:In class:1.1. Exercises that support learning.Exercises that support learning.

1.1. AttentionAttention2.2. Emotional balanceEmotional balance

2.2. Integration of contemplation into Integration of contemplation into the disciplines.the disciplines.

Posture that supports the practicePosture that supports the practiceSettling the body and the mindSettling the body and the mindAttending to a simple object Attending to a simple object

(breath, paper clip, memory image…)(breath, paper clip, memory image…)Returning to the classroomReturning to the classroomOptionalOptional

Descriptive writingDescriptive writingObservation, in pairsObservation, in pairsClassroom discussionClassroom discussion

Focused AttentionFocused Attention Open AwarenessOpen Awareness

The Master doesn’t seek fulfillment,The Master doesn’t seek fulfillment,

Not seeking, not expectingNot seeking, not expecting

She is present, and can welcome all things.She is present, and can welcome all things.

Tao Te Ching 15Tao Te Ching 15

Grace fills empty spaces but it can only enter Grace fills empty spaces but it can only enter where there is a void to receive it, and it is where there is a void to receive it, and it is grace itself which makes the void.grace itself which makes the void.

Simone WeilSimone Weil

Posture, settling and attendingPosture, settling and attendingPlace the content (image, word, natural Place the content (image, word, natural

phenomenon, question, concept…) into the phenomenon, question, concept…) into the center of attention.center of attention.

Move slowly between Focused Attention and Move slowly between Focused Attention and Open Awareness, two or three times.Open Awareness, two or three times.

Return with journaling and conversation.Return with journaling and conversation.

Every object, well-contemplated,Every object, well-contemplated,opens a new organ in us. --Goetheopens a new organ in us. --Goethe

Education Research Review, Shapiro et alEducation Research Review, Shapiro et al

on our Websiteon our WebsiteTeachers College Record, vol. 108, Sept 2006Teachers College Record, vol. 108, Sept 2006Meditation as Contemplative Meditation as Contemplative

Inquiry Inquiry Arthur ZajoncArthur Zajonc

April 24-26April 24-26: Association conference at : Association conference at Amherst CollegeAmherst College

August 9-14August 9-14: Summer school at Smith : Summer school at Smith CollegeCollege

November 12-15November 12-15:Faculty retreat:Faculty retreatFor more information:For more information: http://conference2009.tie2.wikispaces.net/Contemplative+Educatio

n+Opening+a+Space+for+Mindfulness www.contemplativemind.org dsimpson@tie.net

To join the AssociationTo join the Association www.acmhe.org

There must be a time of day when the man whoThere must be a time of day when the man whomakes plans forgets his plans,makes plans forgets his plans,and acts as if he had no plans at all.and acts as if he had no plans at all.

  

There must be a time of day when the man who hasThere must be a time of day when the man who hasto speak falls very silent.to speak falls very silent.And his mind forms no more propositions,And his mind forms no more propositions,and he asks himself:and he asks himself:Did they have a meaning?Did they have a meaning?

  

  There must be a timeThere must be a timewhen the man of prayer goes to praywhen the man of prayer goes to prayas if it were the first time in his lifeas if it were the first time in his lifehe had ever prayed,he had ever prayed,when the man of resolutions puts hiswhen the man of resolutions puts hisresolutions asideresolutions asideas if they had all been broken,as if they had all been broken,and he learns a different wisdom:and he learns a different wisdom:

  

distinguishing the sun from the moon,distinguishing the sun from the moon,the stars from the darkness,the stars from the darkness,the sea from the dry land,the sea from the dry land,and the night sky from the shoulder of a hill.and the night sky from the shoulder of a hill.

  

--Thomas Merton, from --Thomas Merton, from Thomas Merton, A Book of HoursThomas Merton, A Book of Hours, edited by Kathleen Diegnan with a forward by James Finley and , edited by Kathleen Diegnan with a forward by James Finley and illustrations by John Giulianiillustrations by John Giuliani

To arrive at the simplest truth, as Newton knew and To arrive at the simplest truth, as Newton knew and practiced, requires practiced, requires years of contemplationyears of contemplation. Not activity. . Not activity. Not reasoning. Not calculating. Not busy behaviour ofNot reasoning. Not calculating. Not busy behaviour of any any kind. Not reading. Not talking. Not making an effort. Not kind. Not reading. Not talking. Not making an effort. Not thinking. Simplythinking. Simply bearing in mind bearing in mind what it is one needs to what it is one needs to know. And yet those with the courage toknow. And yet those with the courage to tread this path to tread this path to real discovery are not only offered practically no guidance real discovery are not only offered practically no guidance onon how to do so, they are actively discouraged and have how to do so, they are actively discouraged and have to set about it in secret,to set about it in secret, pretending meanwhile to be pretending meanwhile to be diligently engaged in the frantic diversions and todiligently engaged in the frantic diversions and to conform conform with the deadening personal opinions which are being with the deadening personal opinions which are being continually thrustcontinually thrust upon them. upon them.

  

— — George Spencer-Brown, George Spencer-Brown, Laws of FormLaws of Form

Mulla Nasruddin was outside on his hands and knees Mulla Nasruddin was outside on his hands and knees below a lantern when a friend walked up. "What are below a lantern when a friend walked up. "What are you doing, Mulla?" his friend asked. "I'm looking for my you doing, Mulla?" his friend asked. "I'm looking for my key: I've lost it." So his friend got down on his hands key: I've lost it." So his friend got down on his hands and knees too and they both searched for a long time and knees too and they both searched for a long time in the dirt beneath the lantern. Finding nothing, his in the dirt beneath the lantern. Finding nothing, his friend finally turned to him and asked, "Where exactly friend finally turned to him and asked, "Where exactly did you lose it?" Nasrudin replied, "I lost it in the did you lose it?" Nasrudin replied, "I lost it in the house, but there is more light out here."house, but there is more light out here."

  

--- a traditional Sufi story, from --- a traditional Sufi story, from Stories of the Spirit, Stories of the Spirit, Stories of the Heart: Parables of the Spiritual Path from Stories of the Heart: Parables of the Spiritual Path from Around the WorldAround the World

FireFireWhat makes a fire burnWhat makes a fire burnis space between the logs,is space between the logs,a breathing space.a breathing space.Too much of a good thing,Too much of a good thing,too many logstoo many logspacked in too tightpacked in too tightcan douse the flamescan douse the flamesalmost as surelyalmost as surelyas a pail of water would.as a pail of water would.So building firesSo building firesrequires attentionrequires attentionto the spaces in between,to the spaces in between,as much as to the wood.as much as to the wood.When we are able to buildWhen we are able to buildopen spacesopen spacesin the same wayin the same waywe have learnedwe have learnedto pile on the logs,to pile on the logs,then we can come to see howthen we can come to see howit is fuel, and absence of the fuelit is fuel, and absence of the fueltogether, that make fire possible.together, that make fire possible.We only need to lay a logWe only need to lay a loglightly from time to time.lightly from time to time.A fireA firegrowsgrowssimply because the space is there,simply because the space is there,with openingswith openingsin which the flamein which the flamethat knows just how it wants to burnthat knows just how it wants to burncan find its way.can find its way.

--Judy Brown, from --Judy Brown, from Teaching with Fire: Poetry Teaching with Fire: Poetry that Sustains the Courage to Teachthat Sustains the Courage to Teach

Two Kinds of IntelligenceTwo Kinds of Intelligence

  

There are two kinds of intelligence: one acquired,There are two kinds of intelligence: one acquired,

as a child in school memorizes facts and conceptsas a child in school memorizes facts and concepts

from books and from what the teacher says,from books and from what the teacher says,

collecting information from the traditional sciencescollecting information from the traditional sciences

as well as from the new sciences.as well as from the new sciences.

  

With such intelligence you rise in the world.With such intelligence you rise in the world.

You get ranked ahead or behind othersYou get ranked ahead or behind others

in regard to your competence in retainingin regard to your competence in retaining

information. You stroll with this intelligenceinformation. You stroll with this intelligence

in and out of fields of knowledge, getting always morein and out of fields of knowledge, getting always more

marks on your preserving tablets.marks on your preserving tablets.

  

There is another kind of tablet, oneThere is another kind of tablet, one

already completed and preserved inside you.already completed and preserved inside you.

A spring overflowing its springbox. A freshnessA spring overflowing its springbox. A freshness

in the center of the chest. This other intelligencein the center of the chest. This other intelligence

does not turn yellow or stagnate. It's fluid,does not turn yellow or stagnate. It's fluid,

and it doesn't move from outside to insideand it doesn't move from outside to inside

through the conduits of plumbing-learning.through the conduits of plumbing-learning.

 

This second knowing is a fountainheadThis second knowing is a fountainheadfrom within you, moving out.from within you, moving out.  --Rumi, from --Rumi, from Teaching with FireTeaching with Fire

This course moves rather slowly and covers material in This course moves rather slowly and covers material in depth rather than breadth. Try to be patient with going depth rather than breadth. Try to be patient with going back over material in silence and slow time. I don't like to back over material in silence and slow time. I don't like to talk all the time, or to hear other people talk all the time. talk all the time, or to hear other people talk all the time. I often have to sit quietly in order to come up with an I often have to sit quietly in order to come up with an answer or analysis; sometimes I have to write a little, and answer or analysis; sometimes I have to write a little, and perhaps I will stop class to do that: or perhaps that is not perhaps I will stop class to do that: or perhaps that is not stopping class, but continuing class in a different way. I stopping class, but continuing class in a different way. I think that if we proceed in this rather contemplative think that if we proceed in this rather contemplative manner we can get to deeper understandings. This is not manner we can get to deeper understandings. This is not McSchool; there are no golden arches out front.McSchool; there are no golden arches out front.

  --excerpt from English syllabus, Mary Rose O’Reilley, --excerpt from English syllabus, Mary Rose O’Reilley,

Radical Presence: Teaching as Contemplative PracticeRadical Presence: Teaching as Contemplative Practice

Have patience with everything unresolved in your Have patience with everything unresolved in your heart and try to love heart and try to love the questions themselves the questions themselves as as if they were locked rooms or books written in a if they were locked rooms or books written in a veryvery foreign language. Don't search for answers foreign language. Don't search for answers now, because you would not be ablenow, because you would not be able to live them. to live them. And the point is to live everything. And the point is to live everything. Live Live the the questions now. Perhapsquestions now. Perhaps then, someday far in the then, someday far in the future, you will gradually, without even noticing it, future, you will gradually, without even noticing it, livelive your way into the answer.your way into the answer.

---Rainer Maria Rilke, Stephen Mitchell, trans. ---Rainer Maria Rilke, Stephen Mitchell, trans. Letters to a Young PoetLetters to a Young Poet

In the United States, I have a close friend named Jim Forest. When I first met him eight In the United States, I have a close friend named Jim Forest. When I first met him eight years ago, he was working with the Catholic Peace Fellowship. Last winter, Jim came to years ago, he was working with the Catholic Peace Fellowship. Last winter, Jim came to visit. I usually wash the dishes after we've finished the evening meal, before sitting visit. I usually wash the dishes after we've finished the evening meal, before sitting down and drinking tea with everyone else. One night, Jim asked if he might do the down and drinking tea with everyone else. One night, Jim asked if he might do the dishes. I said, "Go ahead, but if you wash the dishes you must know the way to wash dishes. I said, "Go ahead, but if you wash the dishes you must know the way to wash them." Jim replied, "Come on, you think I don't know how to wash the dishes?" I them." Jim replied, "Come on, you think I don't know how to wash the dishes?" I answered, "There are two ways to wash the dishes. The first is to wash the dishes in answered, "There are two ways to wash the dishes. The first is to wash the dishes in order to have clean dishes and the second is to wash the dishes in order to wash the order to have clean dishes and the second is to wash the dishes in order to wash the dishes." Jim was delighted and said, "I choose the second way-to wash the dishes to dishes." Jim was delighted and said, "I choose the second way-to wash the dishes to wash the dishes." From then on, Jim knew how to wash the dishes. I transferred the wash the dishes." From then on, Jim knew how to wash the dishes. I transferred the "responsibility" to him for an entire week."responsibility" to him for an entire week.

If while washing dishes, we think only of the cup of tea that awaits us, thus hurrying to get If while washing dishes, we think only of the cup of tea that awaits us, thus hurrying to get the dishes out of the way as if they were a nuisance, then we are not "washing the the dishes out of the way as if they were a nuisance, then we are not "washing the dishes to wash the dishes." What's more, we are not alive during the time we are dishes to wash the dishes." What's more, we are not alive during the time we are washing the dishes. In fact we are completely incapable of realizing the miracle of life washing the dishes. In fact we are completely incapable of realizing the miracle of life while standing at the sink. If we can't wash the dishes, the chances are we won't be while standing at the sink. If we can't wash the dishes, the chances are we won't be able to drink our tea either. While drinking the cup of tea, we will only be thinking of able to drink our tea either. While drinking the cup of tea, we will only be thinking of other things, barely aware of the cup in our hands. Thus we are sucked away into the other things, barely aware of the cup in our hands. Thus we are sucked away into the future -and we are incapable of actually living one minute of life.future -and we are incapable of actually living one minute of life.

---Thich Nhat Hanh., ---Thich Nhat Hanh., The Miracle of MindfulnessThe Miracle of Mindfulness

Attention: deep listening. People are dying in spirit for lack Attention: deep listening. People are dying in spirit for lack of it. In academic culture most listening is critical listening. of it. In academic culture most listening is critical listening. We tend to pay attention only long enough to develop a We tend to pay attention only long enough to develop a counterargument; we critique the student's or the counterargument; we critique the student's or the colleague's ideas; we mentally grade and pigeonhole each colleague's ideas; we mentally grade and pigeonhole each other. In society at large, people often listen with an other. In society at large, people often listen with an agenda, to sell or petition or seduce. Seldom is there a agenda, to sell or petition or seduce. Seldom is there a deep, openhearted, unjudging reception of the other. And deep, openhearted, unjudging reception of the other. And so we all talk louder and more stridently and with a so we all talk louder and more stridently and with a terrible desperation. By contrast, if someone truly listens terrible desperation. By contrast, if someone truly listens to me, my spirit begins to expand.to me, my spirit begins to expand.

--Mary Rose O’Reilley, --Mary Rose O’Reilley, Radical Presence: Radical Presence: Teaching as Contemplative PracticeTeaching as Contemplative Practice

Contemplative ModesContemplative Modes Educational BenefitsEducational Benefits Authors for Further Authors for Further InformationInformation

Contemplative (reflective) Contemplative (reflective) readingreading

nuanced processing text at deep nuanced processing text at deep levels of meaning (i.e., careful levels of meaning (i.e., careful

close readingclose reading

David AbramDavid AbramSakyong Mipham, RinpocheSakyong Mipham, Rinpoche

reflective readingreflective readingopen attentive engagement open attentive engagement

with/in the visual or auditory arts; with/in the visual or auditory arts; engaging the ineffableengaging the ineffable

Christopher Dustin and Joanna Christopher Dustin and Joanna ZieglerZiegler

Chögyam Trungpa, RinpocheChögyam Trungpa, RinpocheDeborah J. HaynesDeborah J. Haynes

suspending assumption and suspending assumption and judgmentjudgment

careful listening; avoiding careful listening; avoiding preconception (e.g., preconception (e.g.,

stereotyping); dialoguestereotyping); dialogue

Edmund HusserlEdmund HusserlParker PalmerParker PalmerDavid BohmDavid Bohm

cultivating compassioncultivating compassionperspective taking; valuing perspective taking; valuing

diversity; anti-racist attitudesdiversity; anti-racist attitudesKen McLeodKen McLeod

Sakyong Mipham, RinpocheSakyong Mipham, Rinpoche

whole-hearted (devoted) whole-hearted (devoted) commitment to learningcommitment to learning

deep engagement and intimacy deep engagement and intimacy with object of study; intellectual with object of study; intellectual

humilityhumilityEvelyn Fox KellerEvelyn Fox Keller

opening to panoramic awareness, opening to panoramic awareness, i.e., wide distribution of attentioni.e., wide distribution of attention

seeing the big picture; open-seeing the big picture; open-mindednessmindedness

Lama Surya DasLama Surya DasChögyal Namkhai NorbuChögyal Namkhai Norbu

Brother LawrenceBrother Lawrence

authentic spontaneity, e.g., authentic spontaneity, e.g., playful mindplayful mind

creativity; enjoymentcreativity; enjoymentChögyam Trungpa, RinpocheChögyam Trungpa, Rinpoche

Thinley NorbuThinley Norbu