According to Zen teaching, everything in the universe exists interdependently, so valuing the welfare of one being over another, or of humans over the planet, makes no sense at all. This teaching, which can empower us to care passionately about the earth and its future, is not only a Zen principle, it’s something that comes up for anyone who carefully investigates the nature of reality. It’s a lesson found everywhere we look in nature. And the idea is also found in writings by figures as diverse as Lao Tzu, Walt Whitman, Hermann Hesse, and Henry David Thoreau. John Daido Loori reveals the underlying environmental ethic animating these teachings and shows how it can be a wellspring for our appreciation of the earth in the new millennium.
Faculty in counseling training programs often give voice to the importance of self-care for students during the training period and into practice after training is completed. However, few programs specifically address this issue in their curricula. To address this perceived need, a course was developed to provide students with (a) personal growth opportunities through self-care practices and (b) professional growth through mindfulness practices in counseling that can help prevent burnout. A focus group assessed course impact on students who reported significant changes in their personal lives, stress levels, and clinical training.
<p>In this paper, the author delineates the territorial extent of the pre-Buddhist paleocultural zone traditionally known as Zhang-zhung, by examining the geographic distribution of its monumental remains. Using a comprehensive inventory of pre-Buddhist archaeological sites conducted in Upper Tibet (traditionally known as Stod and Byang-thang) between 1992-2002, this paper will provisionally establish the cultural frontiers of Zhang-zhung. The assemblage of monument typologies in Upper Tibet with their highly distinctive morphologies and design traits serve as an index for gauging the areal configuration of pre-Buddhist culture. In particular, the unique pillar typologies of Upper Tibet distinguish Zhang-zhung from the archaeological heritage of adjoining regions.</p>
Every year, 90% of Americans give money to charities. Is such generosity necessarily welfare enhancing for the giver? We present a theoretical framework that distinguishes two types of motivation: individuals like to give, for example, due to altruism or warm glow, and individuals would rather not give but dislike saying no, for example, due to social pressure. We design a door-to-door fund-raiser in which some households are informed about the exact time of solicitation with a flyer on their doorknobs. Thus, they can seek or avoid the fund-raiser. We find that the flyer reduces the share of households opening the door by 9% to 25% and, if the flyer allows checking a Do Not Disturb box, reduces giving by 28% to 42%. The latter decrease is concentrated among donations smaller than $ 10. These findings suggest that social pressure is an important determinant of door-to-door giving. Combining data from this and a complementary field experiment, we structurally estimate the model. The estimated social pressure cost of saying no to a solicitor is $ 3.80 for an in-state charity and $ 1.40 for an out-of-state charity. Our welfare calculations suggest that our door-to-door fund-raising campaigns on average lower the utility of the potential donors.
This book of readings, meditations, rituals and workshop notes prepared on three continents provides a context for ritual identification with the natural environment. As relevant today as when it was originally published in 1988, this classic of the sustainability movement helps us experience our place in the web of life - rather than at the apex of some human-centered pyramid. An important deep ecology educational tool for activist, school and religious groups, it can also be used for personal reflection.
Comment éviter les rechutes dépressives grâce à un programme basé sur la pleine conscience. Un programme qui a fait ses preuves et ne cesse de prouver son efficacité sur le terrain!
Comment éviter les rechutes dépressives grâce à un programme basé sur la pleine conscience. Un programme qui a fait ses preuves et ne cesse de prouver son efficacité sur le terrain!
Comment éviter les rechutes dépressives grâce à un programme basé sur la pleine conscience. Un programme qui a fait ses preuves et ne cesse de prouver son efficacité sur le terrain!
A previous study of 22 medical patients with DSM-III-R-defined anxiety disorders showed clinically and statistically significant improvements in subjective and objective symptoms of anxiety and panic following an 8-week outpatient physician-referred group stress reduction intervention based on mindfulness meditation. Twenty subjects demonstrated significant reductions in Hamilton and Beck Anxiety and Depression scores postintervention and at 3-month follow-up. In this study, 3-year follow-up data were obtained and analyzed on 18 of the original 22 subjects to probe long-term effects. Repeated measures analysis showed maintenance of the gains obtained in the original study on the Hamilton [F(2,32) = 13.22; p < 0.001] and Beck [F(2,32) = 9.83; p < 0.001] anxiety scales as well as on their respective depression scales, on the Hamilton panic score, the number and severity of panic attacks, and on the Mobility Index-Accompanied and the Fear Survey. A 3-year follow-up comparison of this cohort with a larger group of subjects from the intervention who had met criteria for screening for the original study suggests generalizability of the results obtained with the smaller, more intensively studied cohort. Ongoing compliance with the meditation practice was also demonstrated in the majority of subjects at 3 years. We conclude that an intensive but time-limited group stress reduction intervention based on mindfulness meditation can have long-term beneficial effects in the treatment of people diagnosed with anxiety disorders.
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<p>A Tibetan-Sanskrit-English dictionary. (Michael Walter and Manfred Taube 2006-05-15, revised by Bill McGrath 2008-01-03)</p>
<p>Located both in stacks and reference. A more recent version in one volume exists, but has not been published in large quantities. 2 volume set available through Inprint. (David Germano 2007-12-13, revised by Bill McGrath 2008-02-06)</p>
<p>In the present review of recent empirical research, the authors point to ways by which meditation may complement the traditional goals of the academy by helping to develop traditionally valued academic skills as well as help to build important emotional and interpersonal capacities that foster psychological well-being and the development of the whole person.</p>
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Context: There is growing interest in the integration of meditation in higher education. Purpose: Here, we review evidence bearing on the utility of meditation to facilitate the achievement of traditional educational goals and to enhance education of the "whole person." Research Design: We examine how meditation practices may help foster important cognitive skills of attention and information processing, as well build stress resilience and adaptive interpersonal capacities through a review of the published research literature. Conclusions/Recommendations: We offer directions for future research, highlighting the importance of theory-based investigations, increased methodological rigor, expansion of the scope of education-related outcomes studied, and the study of best practices for teaching meditation in educational settings.
Context: There is growing interest in the integration of meditation in higher education. Purpose: Here, we review evidence bearing on the utility of meditation to facilitate the achievement of traditional educational goals and to enhance education of the "whole person." Research Design: We examine how meditation practices may help foster important cognitive skills of attention and information processing, as well build stress resilience and adaptive interpersonal capacities through a review of the published research literature. Conclusions/Recommendations: We offer directions for future research, highlighting the importance of theory-based investigations, increased methodological rigor, expansion of the scope of education-related outcomes studied, and the study of best practices for teaching meditation in educational settings.
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The aim of this article is to explore an approach to ‘mindfulness’ that lies outside of the usual Buddhist mainstream. This approach adopts a ‘non-dual’ stance to meditation practice, and based on my limited experience and training in Mindfulness Based Stress Reduction, this non-dual notion of ‘mindfulness’ seems an especially appropriate point of comparison between Mindfulness Based Stress Reduction and Buddhism. That comparison itself will not be the focus here—given my own inexpertise and lack of clinical experience, it would be best to leave the comparison to others! Instead, the aim here will be to explore some features of ‘mindfulness’ in the context of non-dual styles of Buddhist practice. To begin, we will assess some difficulties that emerge when one attempts to speak of ‘mindfulness’ in Buddhism. Next, we will turn to the somewhat radical notion of ‘non-dual’ practice in relation to the more mainstream descriptions found in the Buddhist Abhidharma literature. We will then examine some crucial features of Buddhist non-dualism, including attitudes and theories about thoughts and judgments. A brief foray into specific practice instructions will help us to understand the role of ‘mindfulness’ in a specific non-dual tradition called, ‘Mahāmudrā’ (the ‘Great Seal’). Finally, after some reflection on ‘mindfulness’ in the non-dual practice of Mahāmudrā, I will conclude by considering a crucial issue: the context of practice.
Transcendental Learning discusses the work of five figures associated with transcendentalism concerning their views on education. Alcott, Emerson, Fuller, Peabody and Thoreau all taught at one time and held definite views about education. The book explores these conceptions with chapters on each of the five individuals and then focuses the main features of transcendental learning and its legacy today. A central thesis of the book is that transcendental learning is essentially holistic in nature and provides rich educational vision that is in many ways a tonic to today’s factory like approach to schooling. In contrast to the narrow vision of education that is promoted by governments and the media, the Transcendentalists offer a redemptive vision of education that includes:educating the whole childbody, mind, and soul,
happiness as a goal of education.
educating students so they see the interconnectedness of nature,
recognizing the inner wisdom of the child as something to be honored and nurtured,
a blueprint for environmental education through the work of Thoreau,
an inspiring vision for educating women of all ages through the work of Margaret Fuller,
an experimental approach to pedagogy that continually seeks for more effective ways of educating children,
a recognition of the importance of the presence of teacher and encouraging teachers to be aware and conscious of their own behavior.
a vision of multicultural and bilingual education through the work of Elizabeth Peabody
The Transcendentalists, particularly Emerson and Thoreau, sewed the seeds for the environmental movement and for nonviolent change. Their work eventually influenced Gandhi and Martin Luther King Jr. and it continues to resonate today in the thinking of Aung Sang Suu Kyi and the Dalai Lama. The Transcendentalists’ vision of education is worth examining as well given the dissatisfaction with the current educational scene.
Reflective practice has been widely adopted as a successful method for developing nursing. The second edition of Transforming Nursing through Reflective Practice provides a wealth of new insights from practitioners actively involved in reflective practice in nursing research, education, clinical practice and practice development.This invaluable book enables nurses to continually evaluate their own practice in order to inform their approaches to reflection; critique, develop and monitor their professional practice; and thereby improve the quality of their patient care. There is a greater emphasis in the new edition on transforming practice, the research base for reflective practice and grounding the reflective process in clinical practice.* Examines the contribution of reflective practice to nursing* Enables nurses to continually develop their practice and improve patient care* Includes insights from many areas of clinical practice* Explores the role of reflection in clinical supervision and research studies* Examines the role of narrative and reflective dialogue in reflective practice
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As inclusive practice becomes more embedded in the policy and practice of schools around the globe, there remains groups of children and young people for whom education is a problem because of the behaviours, poor emotional development and lack of social skills. These pupils often display disaffection towards education and are to be found on the margins of mainstream schools too often they dropout of schooling altogether. Drawing on papers and discussions at the third International Conference of SEBDA in 2010 at Keble College, Oxford, UK, the papers in this volume both describe and critically examine strategies and interventions in meeting the educational and well being needs of these children and young people. The contributions provide insights into the ways in which these pupils can remain engaged, or even be persuaded to re-engage, in education provided in both mainstream and specialist schools.
As inclusive practice becomes more embedded in the policy and practice of schools around the globe, there remains groups of children and young people for whom education is a problem because of the behaviours, poor emotional development and lack of social skills. These pupils often display disaffection towards education and are to be found on the margins of mainstream schools too often they dropout of schooling altogether. Drawing on papers and discussions at the third International Conference of SEBDA in 2010 at Keble College, Oxford, UK, the papers in this volume both describe and critically examine strategies and interventions in meeting the educational and well being needs of these children and young people. The contributions provide insights into the ways in which these pupils can remain engaged, or even be persuaded to re-engage, in education provided in both mainstream and specialist schools.
OBJECTIVES: This study aimed to compare the effects of true and sham acupuncture in relieving symptoms of irritable bowel syndrome (IBS).
METHODS: A total of 230 adult IBS patients (75% females, average age: 38.4 years) were randomly assigned to 3 weeks of true or sham acupuncture (6 treatments) after a 3-week "run-in" with sham acupuncture in an "augmented" or "limited" patient–practitioner interaction. A third arm of the study included a waitlist control group. The primary outcome was the IBS Global Improvement Scale (IBS-GIS) (range: 1–7); secondary outcomes included the IBS Symptom Severity Scale (IBS-SSS), the IBS Adequate Relief (IBS-AR), and the IBS Quality of Life (IBS-QOL).
RESULTS: Although there was no statistically significant difference between acupuncture and sham acupuncture on the IBS-GIS (41 vs. 32%, P=0.25), both groups improved significantly compared with the waitlist control group (37 vs. 4%, P=0.001). Similarly, small differences that were not statistically significant favored acupuncture over the other three outcomes: IBS-AR (59 vs. 57%, P=0.83), IBS-SSS (31 vs. 21%, P=0.18), and IBS-QOL (17 vs. 13%, P=0.56). Eliminating responders during the run-in period did not substantively change the results. Side effects were generally mild and only slightly greater in the acupuncture group.
CONCLUSIONS: This study did not find evidence to support the superiority of acupuncture compared with sham acupuncture in the treatment of IBS.
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