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<i>Science & Theology News</i> interviews B. Alan Wallace about the Buddhism and science. Topics in this short interview include the Buddhist view of the self, subtle states of consciousness, lucid dreaming, the dying process, the relation between the mind and brain from a Buddhist perspective, and the role of ethics and altruism in the practice of science. (Zach Rowinski 2005-01-01)
<p>The purpose of the Center for the Study of Science and Religion is to pursue important issues in science, medicine, ethics, economics, and other areas through scholarship and interdisciplinary dialogue. The center regularly organizes lectures and discussions featuring scientists, philosophers, psychologists, ethicists, religious studies scholars, and medical professionals and others. In past events, presenters have explored the relation between faith and biology, meditation and the brain, scientific truths versus religious meaning, ethics, religious experience, and the place of religion and medicine. The website includes the background and history of the center, a listing of relevant readings on religion and science, a list of publications related to the center, webcasts of past events, and information for undergraduate students. (Zach Rowinski 2004-05-27)</p>
<p>The Center for Theology and the Natural Sciences is a non-profit organization seeking to foster dialogue and research between modern scientific disciplines and the world's religions. (Zach Rowinski 2004-06-11)</p>
Less than half of Americans think climate change is caused by humans, but scientists are sure about it. So, how do they know that humans are to blame? We also look into the climate change crystal ball to figure out are we doomed? Is the apocalypse nigh? We speak to Prof. Ralph Keeling, Prof. Chris Field, and Dr. David Pierce to find out.
<p>In this webcast, astrophysicist Piet Hut of the Institute for Advanced Study presents a model of knowledge based on the differing approaches and worldviews of scientific methodologies, the Western phenomenological tradition, and religious contemplative practices. Science in its current form focuses on only one aspect of the world- the external world. Alternative approaches to knowledge and understanding might involve taking a broader, long- term perspective using the insights and practices from a variety of different, yet internally complete and coherent world views. Webcast includes lecture and Q & A with the audience. (Zach Rowinski 2004-06-04)</p>
<p>This webcast presents some of the latest research findings on the effects of meditation on brain, body, and emotions based on several studies conducted by Richard Davidson, a professor of psychiatry and psychology at the University of Wisconsin-Madison. Davidson begins by discussing different parts of the brain and pointing to certain areas which seem to be associated with "positive" emotions, especially the left prefrontal cortex. He reports : (1) Individuals who tend use more positive adjectives have greater activity in the left prefrontal cortex. (2) Meditation accentuates activity in the prefrontal cortex. (3) An experimental group who engaged in mindfulness meditation showed not only greater increase in activity of the left prefrontal cortex, but also a greater increase antibody production in response to an influenza vaccine compared to a control group. (In other words, changes in left prefrontal activity shows correlation to changes in antibody production. As Davidson says, this essentially means that members of the experimental group would have a less severe flu than members of the control group) (4) Advanced Tibetan meditators show a drastic change in brain activity in certain tasks compared to average subjects. He suggests the research challenges past notions that the brain is not malleable. </p><p>The next section of this webcast consists of an explanation of Buddhist meditation and philosophy from Robert Thurman, a professor of Buddhist studies at Columbia University. The webcast concludes with a question and answer session. </p>
<p>Absent in the webcast is the presentation by Daniel Goleman. It is important to note that Goleman is introduced at the very beginning of the webcast, but the video cuts directly to Davidon's talk. This can make it easy to confuse who the speaker is. This event was hosted by the Center for the Study of Science and Religion (CSSR) at Columbia University. (Zach Rowinski 2004-05-11) </p>
In Emotional Intelligence: A New Vision for Educators, Goleman makes the case for incorporating emotional intelligence into classrooms and schools, and guides viewers through scenes from a school in Hillsborough, CA, that was among the first in the country to adopt an emotional literacy curriculum. Although emotional intelligence is no longer a new idea, it is no less relevant or significant to education today as it was when it was first introduced. In fact, recent research and studies lend support to the case for teaching students emotional intelligence skills. The data show that test scores and grade point averages increase significantly and disciplinary actions decrease when schools implement social and emotional learning (SEL) programs that promote emotional intelligence. This video will help educators understand what emotional intelligence means, why it matters, and how they can help students develop the social and emotional skills that account for emotional intelligence. When Daniel Goleman's groundbreaking book, Emotional Intelligence: Why it can matter more than IQ, was first released in the mid-1990s, it quickly became a best-seller and changed the way many people think about what it means to be smart. Challenging the prevailing preeminence of IQ as the standard of excellence in life, Goleman argued that emotional intelligence, comprised of five key non-cognitive skills, has a greater bearing on success in life than cognitive intelligence, which is measured by IQ. The concept of emotional intelligence, which Harvard Business Review called "a ground-breaking, paradigm-shattering idea," has profound implications for education. Drawing from research in the fields of neuroscience and psychology, Goleman concluded that, unlike IQ emotional intelligence, or "EQ" is not set in ones genes. Instead, it is shaped by experience and can be strengthened through explicit teaching of social and emotional skills. He argued that teaching children emotional intelligence skills was a powerful way to improve both academic performance and behavior.
In Emotional Intelligence: A New Vision for Educators, Goleman makes the case for incorporating emotional intelligence into classrooms and schools, and guides viewers through scenes from a school in Hillsborough, CA, that was among the first in the country to adopt an emotional literacy curriculum. Although emotional intelligence is no longer a new idea, it is no less relevant or significant to education today as it was when it was first introduced. In fact, recent research and studies lend support to the case for teaching students emotional intelligence skills. The data show that test scores and grade point averages increase significantly and disciplinary actions decrease when schools implement social and emotional learning (SEL) programs that promote emotional intelligence. This video will help educators understand what emotional intelligence means, why it matters, and how they can help students develop the social and emotional skills that account for emotional intelligence. When Daniel Goleman's groundbreaking book, Emotional Intelligence: Why it can matter more than IQ, was first released in the mid-1990s, it quickly became a best-seller and changed the way many people think about what it means to be smart. Challenging the prevailing preeminence of IQ as the standard of excellence in life, Goleman argued that emotional intelligence, comprised of five key non-cognitive skills, has a greater bearing on success in life than cognitive intelligence, which is measured by IQ. The concept of emotional intelligence, which Harvard Business Review called "a ground-breaking, paradigm-shattering idea," has profound implications for education. Drawing from research in the fields of neuroscience and psychology, Goleman concluded that, unlike IQ emotional intelligence, or "EQ" is not set in ones genes. Instead, it is shaped by experience and can be strengthened through explicit teaching of social and emotional skills. He argued that teaching children emotional intelligence skills was a powerful way to improve both academic performance and behavior.
In Emotional Intelligence: A New Vision for Educators, Goleman makes the case for incorporating emotional intelligence into classrooms and schools, and guides viewers through scenes from a school in Hillsborough, CA, that was among the first in the country to adopt an emotional literacy curriculum. Although emotional intelligence is no longer a new idea, it is no less relevant or significant to education today as it was when it was first introduced. In fact, recent research and studies lend support to the case for teaching students emotional intelligence skills. The data show that test scores and grade point averages increase significantly and disciplinary actions decrease when schools implement social and emotional learning (SEL) programs that promote emotional intelligence. This video will help educators understand what emotional intelligence means, why it matters, and how they can help students develop the social and emotional skills that account for emotional intelligence. When Daniel Goleman's groundbreaking book, Emotional Intelligence: Why it can matter more than IQ, was first released in the mid-1990s, it quickly became a best-seller and changed the way many people think about what it means to be smart. Challenging the prevailing preeminence of IQ as the standard of excellence in life, Goleman argued that emotional intelligence, comprised of five key non-cognitive skills, has a greater bearing on success in life than cognitive intelligence, which is measured by IQ. The concept of emotional intelligence, which Harvard Business Review called "a ground-breaking, paradigm-shattering idea," has profound implications for education. Drawing from research in the fields of neuroscience and psychology, Goleman concluded that, unlike IQ emotional intelligence, or "EQ" is not set in ones genes. Instead, it is shaped by experience and can be strengthened through explicit teaching of social and emotional skills. He argued that teaching children emotional intelligence skills was a powerful way to improve both academic performance and behavior.
In Emotional Intelligence: A New Vision for Educators, Goleman makes the case for incorporating emotional intelligence into classrooms and schools, and guides viewers through scenes from a school in Hillsborough, CA, that was among the first in the country to adopt an emotional literacy curriculum. Although emotional intelligence is no longer a new idea, it is no less relevant or significant to education today as it was when it was first introduced. In fact, recent research and studies lend support to the case for teaching students emotional intelligence skills. The data show that test scores and grade point averages increase significantly and disciplinary actions decrease when schools implement social and emotional learning (SEL) programs that promote emotional intelligence. This video will help educators understand what emotional intelligence means, why it matters, and how they can help students develop the social and emotional skills that account for emotional intelligence. When Daniel Goleman's groundbreaking book, Emotional Intelligence: Why it can matter more than IQ, was first released in the mid-1990s, it quickly became a best-seller and changed the way many people think about what it means to be smart. Challenging the prevailing preeminence of IQ as the standard of excellence in life, Goleman argued that emotional intelligence, comprised of five key non-cognitive skills, has a greater bearing on success in life than cognitive intelligence, which is measured by IQ. The concept of emotional intelligence, which Harvard Business Review called "a ground-breaking, paradigm-shattering idea," has profound implications for education. Drawing from research in the fields of neuroscience and psychology, Goleman concluded that, unlike IQ emotional intelligence, or "EQ" is not set in ones genes. Instead, it is shaped by experience and can be strengthened through explicit teaching of social and emotional skills. He argued that teaching children emotional intelligence skills was a powerful way to improve both academic performance and behavior.
Dr. Daniel Cherkin speaks with us today about mindfulness programs impact on back pain.
Willem Kuyken joins us to speak about The ASPIRE Project, focused on accessibility of MBCT in the U.K.
<p>Founder of the Santa Barbara Institute for the Interdisciplinary Study of Consciousness, Alan Wallace, answers questions on his background in religion and science, how science and religion can complement one another, the role of morality in scientific and contemplative traditions, and what Alan Wallace sees as the future of the Santa Barbara Institute. (Zach Rowinski 2004-06-04)</p>
<p>Founder of the Santa Barbara Institute for the Interdisciplinary Study of Consciousness, Alan Wallace, answers questions on his background in religion and science, how science and religion can complement one another, the role of morality in scientific and contemplative traditions, and what Alan Wallace sees as the future of the Santa Barbara Institute. (Zach Rowinski 2004-06-04)</p>
<p>Joseph Loizzo is a psychiatrist and a Ph.D in religious studies with a focus on Buddhism. In this lecture, he discusses meditation and its relation to health practice and research. He asks why meditation and other Indic practices are not recognized as viable treatment options by the health sciences despite clear evidence of their effectiveness. He suggests that Western medicine holds strongly to a materialistic paradigm and actively disregards practices such as meditation or psychotherapy as mystical and unscientific. He offers suggestions on how the differences in paradigms between contemplative traditions and science may be overcome and suggests that the Buddhist tradition, with its evolutionary view of the human condition and emphasis on rationality and causality, can act as an acceptable and valuable contributor to modern clinical practices. (Zach Rowinski 2004-05-27)</p>
The program director for the nonprofit organization Mindful Schools explains how mindfulness practice helps schools to become more compassionate places. Megan Cowan created the curricula for teaching mindfulness to elementary school students and adolescents. She has taught more than 3500 youth via Mindful Schools' in-class direct-service program, and trained more than 2000 educators, mental health professionals, and parents in mindfulness practices and applications for youth.
<p>This website, published by the U.S. Embassy in China, consists of bibliographies of Chinese-language works from the PRC on Tibetan economy, development, environment, and society.</p> <p>Some of these books are from the China Research Center For Tibetan Studies [Zhongguo Zangxue Zhongxin], a think tank and research center supported by the Tongzhan Bu [Unification Department] of the PRC government. Many of the books from the China Research Center for Tibetan Studies are based on survey work on the Qinghai-Tibetan Plateau that has been done since 1990.</p><p>The books listed in this bibliography contain interesting statistical information on Tibet as well as analyses of and suggestions on Tibet policy from PRC Tibetan scholars of both the Han and the Tibetan nationalities. This bibliography is divided into the following sections: General; Economy; Environment and Wildlife; Population, Society, Education, and Religion; and Chinese Perspectives on the Status of Tibet. (Steven Weinberger 2004-07-02)</p>
This episode of The Green Interview features Satish Kumar, one of the founders of deep ecology, a philosophy that sees human beings as part of nature, interdependent with all other forms of life. Kumar began his life as a Jain monk and first came to international attention when he made a pilgrimage for peace by walking from India to Moscow, Paris, London, and Washington. In 1973 he settled in England, where he worked with E. F. Schumacher and became the editor of Resurgence magazine. Kumar is the founder of the Small School and founding director of programs at Schumacher College, an international center for the study of ecological and spiritual values?; Release Date: 2009; Run Time: 60; Target Audience: 9 & up
One of the many benefits of the U.S. food system is a safe, nutritious, and consistent food supply. However, the same system also places significant strain on land, water, air, and other natural resources. A better understanding of the food-environment synergies and trade-offs associated with the U.S. food system would help to reduce this strain. Many experts would like to use that knowledge to develop dietary recommendations on the basis of environmental as well as nutritional considerations. But identifying and quantifying those synergies and trade-offs, let alone acting on them, is a challenge in and of itself. The difficulty stems in part from the reality that experts in the fields of nutrition, agricultural science, and natural resource use often do not regularly collaborate with each other, with the exception of some international efforts. Sustainable Diets is the summary of a workshop convened by The Institute of Medicine's Food Forum and Roundtable on Environmental Health Sciences, Research, and Medicine in May 2013 to engender dialogue between experts in nutrition and experts in agriculture and natural resource sustainability and to explore current and emerging knowledge on the food and nutrition policy implications of the increasing environmental constraints on the food system. Experts explored the relationship between human health and the environment, including the identification and quantification of the synergies and trade-offs of their impact. This report explores the role of the food price environment and how environmental sustainability can be incorporated into dietary guidance and considers research priorities, policy implications, and drivers of consumer behaviors that will enable sustainable food choices.
This excerpt from Tish Jennings talks about CARE for Teachers has been made available to the University of Virginia by the Garrison Institute. Please do not duplicate this video without permission from Garrison Institute. To view the full-length video and other materials, visit: www.care4teachers.org