In alignment with the overall theme of the congress, "Philosophy Teaching Humanity," this paper proposes that teachers of philosophy consider instructing their students in simple techniques of meditation. By meditation I mean the practice of mindfulness which typically begins by paying clear, steady, non-reactive attention to the sensations of one's own breathing, and then extending this attention to embrace all bodily sensations, feelings, moods, thoughts, and intentions. I discuss how to integrate meditation practically in the philosophy classroom and then respond to three objections that have been raised to that practice. I then discuss the potential benefits of the practice, arguing first of all that meditation has academic benefits, especially in courses in Asian philosophy. But of much wider application is the wisdom of non-attachment which the mediation naturally evokes primarily through the experience of impermanence. The potential benefits of the paradigm are then briefly indicated as related to our experience of body, mind, society and nature. I conclude by commending the proposal as a small but important practical step philosophy teachers can take to help our fellow humans navigate the challenging transformation of our time.
<p>Treating suicidal adolescents is fraught with challenges. Antidepressants may be associated with increased suicidal ideation in adolescents, although some data suggest that increased adolescent suicide rates are correlated with decreases in antidepressant prescribing. Adolescents hospitalized after a suicide attempt are likely to attempt suicide again after they are discharged. Such patients might not attend outpatient psychotherapy; a study of 167 adolescents discharged after a suicide attempt found that 26% never attended follow-up appointments and 11% went once. Emerging research supports the effectiveness of dialectical behavior therapy (DBT) for suicidal adolescents. DBT is a form of cognitive-behavioral therapy that combines individual therapy, skills training, and telephone coaching and is implemented by a therapist consultation team that meets weekly. This article reviews evidence supporting the efficacy of DBT for suicidal adolescents and describes principles of outpatient DBT for these patients as developed by Miller et al.</p>
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The Buddha's Art of Healing provides a rich introduction to the world of Tibetan medicine, a cultural achievement considered by the Dalai Lama to be one of Tibet's most valuable contributions to the modern world. Illustrated with intricate and vivid scroll paintings based on The Atlas of Tibetan Medicine, a seventeenth-century masterpiece that is the foundation of Tibetan medical education, this volume explores pertinent global concerns and contributes profound insights to enhance rather than supplant Western medical science.The paintings, commissioned around the turn of the century and now in the collection of the History Museum of Buryatia in Russia, are from the only surviving set of medical tangkas outside Tibet. Together they express the high point of an ancient and uniquely effective system of healing based on a combination of precision and intuition. The integration of physical, mental, and spiritual health inherent in this system and its emphasis on ethics and ecological balance are both relevant and timely.Complementing the paintings are essays by renowned scholars that elucidate the conceptual and theoretical foundations of Tibetan medicine and describe the role of the paintings as mnemonic and meditational devices in the training of physicians. Each of the forty paintings is reproduced as a full-page plate and described in detail with commentary on its visual content and symbolism.The paintings illustrated in The Buddha's Art of Healing will be seen for the first time in the West in an international exhibition that opens at the Michael C. Carlos Museum in Atlanta and travels to the Sackler Gallery in Washington, D.C., and other venues.
Physicist Arthur Zajonc offers a review of R. J. Brissenden's book <i>Zen Buddhism and Modern Physics: Morality and Religion in the New Millennium</i>. (Zach Rowinski 2004-06-04)
This bestselling, classic work offers a definitive presentation of the theory and practice of cognitive therapy for depression. Aaron T. Beck and his associates set forth their seminal argument that depression arises from a "cognitive triad" of errors and from the idiosyncratic way that one infers, recollects, and generalizes. From the initial interview to termination, many helpful case examples demonstrate how cognitive-behavioral interventions can loosen the grip of "depressogenic" thoughts and assumptions. Guidance is provided for working with individuals and groups to address the full range of problems that patients face, including suicidal ideation and possible relapse.
Reflecting a national movement that seeks to create a more holistic model of learning and teaching on college and university campuses, Education as Transformation is a collection of twenty-eight essays written by a wide range of educators – including presidents, chancellors, deans, faculty members, administrators, religious life professionals, students, and other leaders in the field of education – on the themes of religious pluralism and spirituality in higher education. These essays provide scholarly analysis, practical information, and inspiration for those who agree that higher education can combine both head and heart in the teaching and learning process and in campus and community life. In seeking to articulate a new vision for higher education in America, the authors explore the possibility that both scholarship and spirituality are essential to fostering global learning communities and responsible global citizens who can address the challenges of a diverse world.
Three aspects of Piagetian theory are explored in this article and are then related to the use of computers in the education of young children. The computer tends to disrupt the development process by ignoring action and assimilation processes necessary for child development.
This handbook addresses the educational uses of mindfulness in schools. It summarizes the state of the science and describes current and emerging applications and challenges throughout the field. It explores mindfulness concepts in scientific, theoretical, and practical terms and examines training opportunities both as an aspect of teachers’ professional development and a means to enhance students’ social-emotional and academic skills. Chapters discuss mindfulness and contemplative pedagogy programs that have produced positive student outcomes, including stress relief, self-care, and improved classroom and institutional engagement. Featured topics include: A comprehensive view of mindfulness in the modern era.Contemplative education and the roots of resilience. Mindfulness practice and its effect on students’ social-emotional learning.A cognitive neuroscience perspective on mindfulness in education that addresses students’ academic and social skills development. Mindfulness training for teachers and administrators.Two universal mindfulness education programs for elementary and middle school students.The Handbook of Mindfulness in Education is a must-have resource for researchers, graduate students, clinicians, and practitioners in psychology, psychiatry, education, and medicine, as well as counseling, social work, and rehabilitation therapy.
The teaching of the sciences, as with all other disciplines, can benefit by inclusion ofcontemplative exercises in the pedagogy of science instruction. In this article I situate the
contemplative within the larger framework of an integrative undergraduate education, and I
emphasize the central role of contemplative practices in the discovery process. Albert Einstein’s
path to his remarkable scientific achievements helps us to see what capacities are drawn on in
the process of discovery, and thereby what kinds of contemplative exercises can be useful to
this process.
Around the world a quiet revolution is unfolding in teaching and learning through the introduction of contemplative practices in higher education. Several practices are described and their value assessed. [ABSTRACT FROM AUTHOR]; Copyright of New Directions for Teaching & Learning is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
The ‘Anthropocene’ is now being used as a conceptual frame by different communities and in a variety of contexts to understand the evolving human–environment relationship. However, as we argue in this paper, the notion of an Anthropos, or ‘humanity’, as global, unified ‘geological force’ threatens to mask the diversity and differences in the actual conditions and impacts of humankind, and does not do justice to the diversity of local and regional contexts. For this reason, we interpret in this article the notion of an Anthropocene in a more context-dependent, localized and social understanding. We do this through illustrating examples from four issue domains, selected for their variation in terms of spatial and temporal scale, systems of governance and functional interdependencies: nitrogen cycle distortion (in particular as it relates to food security); ocean acidification; urbanization; and wildfires. Based on this analysis, we systematically address the consequences of the lens of the Anthropocene for the governance of social-ecological systems, focusing on the multi-level, functional and sectoral organization of governance, and possible redefinitions of governance systems and policy domains. We conclude that the notion of the Anthropocene, once seen in light of social inequalities and regional differences, allows for novel analysis of issue-based problems in the context of a global understanding, in both academic and political terms. This makes it a useful concept to help leverage and (re-)focus our efforts in a more innovative and effective way to transition towards sustainability.
Theory of mind (ToM) is a great evolutionary achievement. It is a special intelligence that can assess not only one's own desires and beliefs, but also those of others. Whether it is uniquely human or not is controversial, but it is clear that humans are, at least, significantly better at ToM than any other animal. Economists and game theorists have developed sophisticated and powerful models of ToM and we provide a detailed summary of this here. This economic ToM entails a hierarchy of beliefs. I know my preferences, and I have beliefs (a probabilistic distribution) about your preferences, beliefs about your beliefs about my preferences, and so on. We then contrast this economic ToM with the theoretical approaches of neuroscience and with empirical data in general. Although this economic view provides a benchmark and makes useful suggestions about empirical tendencies, it does not always generate a close fit with the data. This provides an opportunity for a synergistic interdisciplinary production of a falsifiable theory of bounded rationality. In particular, a ToM that is founded on evolutionary biology might well be sufficiently structured to have predictive power, while remaining quite general. We sketch two papers that represent preliminary steps in this direction.
Very little is currently known about the cerebral characteristics that underlie the complex processes of meditation as only a limited number of studies have addressed this topic. Research exploring structural connectivity in meditation practitioners is particularly rare. We thus acquired diffusion tensor imaging (DTI) data of high angular and spatial resolution and used atlas-based tract mapping methods to investigate white matter fiber characteristics in a well-matched sample of long-term meditators and controls (n=54). A broad field mapping approach estimated the fractional anisotropy (FA) for twenty different fiber tracts (i.e., nine tracts in each hemisphere and two inter-hemispheric tracts) that were subsequently used as dependent measures. Results showed pronounced structural connectivity in meditators compared to controls throughout the entire brain within major projection pathways, commissural pathways, and association pathways. The largest group differences were observed within the corticospinal tract, the temporal component of the superior longitudinal fasciculus, and the uncinate fasciculus. While cross-sectional studies represent a good starting point for elucidating possible links between meditation and white matter fiber characteristics, longitudinal studies will be necessary to determine the relative contribution of nature and nurture to enhanced structural connectivity in long-term meditators.
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A call to advance integrative teaching and learning in higher education. From Parker Palmer, best-selling author of The Courage to Teach, and Arthur Zajonc, professor of physics at Amherst College and director of the academic program of the Center for Contemplative Mind in Society, comes this call to revisit the roots and reclaim the vision of higher education. The Heart of Higher Education proposes an approach to teaching and learning that honors the whole human being—mind, heart, and spirit—an essential integration if we hope to address the complex issues of our time. The book offers a rich interplay of analysis, theory, and proposals for action from two educators and writers who have contributed to developing the field of integrative education over the past few decades. Presents Parker Palmer’s powerful response to critics of holistic learning and Arthur Zajonc’s elucidation of the relationship between science, the humanities, and the contemplative traditions Explores ways to take steps toward making colleges and universities places that awaken the deepest potential in students, faculty, and staff Offers a practical approach to fostering renewal in higher education through collegiality and conversation The Heart of Higher Education is for all who are new to the field of holistic education, all who want to deepen their understanding of its challenges, and all who want to practice and promote this vital approach to teaching and learning on their campuses.
For many, the business of science is to search for causes. So when the would-be scientist Goethe declares to Schiller that “. . . we are not seeking causes but the circumstances under which the phenomenon occurs” (‘Erfahrung und Wissenschaft’: HA 13, p. 25; Goethe, 1952, p. 228), he seems to be missing the point of the scientific enterprise. He only makes matters worse by maintaining that, “Man in thinking errs particularly when inquiring after cause and effect; the two together constitute the indissoluble phenomenon . . . [‘Maximen und Reflexionen’, 591: HA 12, p. 446]. “It is rightly said that the phenomenon is a consequence without a ground, an effect without a cause [Goethe, Maximen . . ., 590: HA 12, p. 446].
October 1991 – Transcript of a talk at Lexington Waldorf School, Lexington, Massachusetts
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