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Train to facilitate MBCT programs with guidance from Zindel Segal, one of its co-developers.Current treatments for depression provide relief for many people, yet they face significant challenges maintaining the benefits of treatment. This workshop and meditation retreat will lead you through an innovative 5-day intensive training program designed to prevent depressive relapse among people with a history of depression. Facilitators: Zindel Segal PhD C Psych, Patricia Rockman MD CCFP FCFP & Evan Collins MD FRCPC Location: Ecology Retreat Centre

At the 2013 Workshop on Mindfulness in Legal Education at Berkeley Law, Angela Harris, Professor at UC Davis School of Law, discusses some of the challenges to diversity in the social justice and mindfulness space.

This video is included in Week 1 of the free online Mindfulness-Based Stress Reduction course (MBSR) by Palouse Mindfulness ( This video is owned and copyrighted by the Greater Good Science Center ( and is identical to the video found at except that the closed-captioning has been corrected and Spanish subtitles have been added.

Body Scan (Short) - This is a 20 minute body scan guided mindfulness practice.Dr Hagen Rampes

One of the largest historical statues in the world, China’s Lèshān Grand Buddha has overlooked the Dàdù river for 1200 years. Carved from the side of a mountain, this serene titan is a testament to human artistry and the Anthropocene Epoch. Join Robert and Joe for a discussion of the Buddha’s history, meaning and the overarching theme of humanity’s remaking of the natural world.

Inspired by a Zen proverb, Chop Wood Daily Mindfulness Challenge is a minimalist wood-splitting activity that promotes simplicity, harmony, and relaxation.

About the FellowshipsThis program was sponsored by the Center for Contemplative Mind in Society and made possible by funding from the Fetzer Institute. The fellowships seek to restore and renew the critical contribution that contemplative practices can make to the life of teaching, learning, and scholarship. At the heart of the program is the belief that pedagogical and intellectual benefits can be discovered by bringing contemplative practice into the academy, and that contemplative awareness can help to create a more just, compassionate, and reflective society.

<p>This article draws 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.</p>
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Deep Listening is a way of hearing in which we are fully present with what is happening in the moment without trying to control it or judge it. We let go of our inner clamoring and our usual assumptions and listen with respect for precisely what is being said.For listening to be effective, we require a contemplative mind: open, fresh, alert, attentive, calm, and receptive. We often do not have a clear concept of listening as an active process; we often see listening as a passive, static activity. In fact, listening and a contemplative mind is open and vibrant yet spacious, and it can be cultivated through instruction and practice. As a classroom practice, deep listening requires that students witness their thoughts and emotions while maintaining focused attention on what they are hearing. It trains them to pay full attention to the sound of the words, while abandoning such habits as planning their next statement or interrupting the speaker. It is attentive rather than reactive listening. Such listening not only increases retention of material but encourages insight and the making of meaning.

Dr. Daniel Cherkin speaks with us today about mindfulness programs impact on back pain.

Organizations can benefit now from the scientific rigor applied to developing and validating a mindfulness meditation app for stress reduction by offering your organization’s members free and unlimited access to the EBM app for Stress Relief described here at Our evidence based mindfulness app for stress management, EBM app for Stress Relief, includes the validated proprietary content from the study preparing one for a stressful event or task. Our app offers additional guidance for practice in Daily Life, building on stress resilience skills taught in our course of 14 lessons.

You're listening to the 19th episode of the Humans 2.0 podcast, solo-series, FLOW! Today's episode is about the most impactful activity I participate in morning and night. Mindfulness meditation of course!

Die Musik findet ihr:→ Unsere offizielle Homepage:

This documentary explores how neurobiology can explain the value of mindfulness in education. See how children practice mindful living and heartfulness.“Healthy Habits of Mind” was created by filmmaker Mette Bahnsen.

Living mindfully requires that we focus on moments as much as on outcomes. Somehow holding both the telemore lengthening or inflammation reducing benefits of mindfulness practice alongside the reality of a moment by moment noticing with no fixed agenda. Which particular resources support this capacity in each of us and how can we draw on them to transfer the insights from sitting with eyes closed to the encounters we have with our eyes open, engaged and disturbed by the world around us?

<p>In this first newsletter of the Mind and Life institute, the institute reports some of its current activities, research programs, services, notices of upcoming publications, and an outline of future events and conferences. (Zach Rowinski 2004-05-24)</p>

These four high school students used their mindfulness practice to battle their experiences of depression. They learned to take pauses to breathe, make friends with the present moment, reflect on and connect to themselves, feel gratitude, cultivate creativity, and discover freedom from their critical inner voice.“Into Light” features the work of Mindful Schools grad, Caverly Morgan at Peace in Schools, and was produced by filmmaker, Julie Bayer Salzman, another Mindful Schools graduate!

This is the conference website for periodic conferences between the Dalai Lama and Western scientists and philosophers. Content on the site is specific to the latest conference that has taken place. The website gives basic information on the proceedings of the conference, a list of relevant readings, short biographies of all of the participants in the conference, purchase information for tapes and DVDs of the proceedings, and other links related to the Mind and Life Institute. (Zach Rowinski 2006-05-13)

<p>On a September weekend in 2003 at M.I.T., psychologists, neuroscientists, and philosophers met with the Dalai Lama and Buddhists scholars to discuss Buddhist and scientific perspectives on attention, cognitive control, mental imagery, emotion, and how the Buddhist and scientific traditions may work together in collaboration on the study of the mind. This was the 11th such conference hosted by the Mind and Life Institute and was the first meeting that was open to the public.</p><p>The weekend was divided into four sessions with each session covering theme for which scientists and Buddhists could share their findings and opinions. This is the first of a set of four DVDs set which covers the entire proceedings.</p> <p>The first session began with introductory remarks by the Dalai Lama in which he outlined his reasons and motivation for participating in the dialogue. This was followed by a talk by philosopher of mind Evan Thompson who outlined some of the theoretical and methodological issues that would frame the weekend's discussion. Toward the beginning of the twentieth century, William James proposed that a full study of the mind should entail the use of experimental psychology paired with brain science and first-person, phenomenological inquiry. While experimental psychology and neuroscientific approaches were pursued by scientists during the twentieth century, the phenomenological approach to the study of the mind was discontinued and has been considered taboo by most of psychology and science until recent years. A full science of the mind, Thompson suggests (following Francisco Varela), can not only look at the neural and behavioral correlates of mental events, but also needs to include a rigourous first-person science of subjectivity. The Buddhist tradition, with a long tradition of phenomenological inquiry, makes for a natural partner in this full and integrative study of the mind and consciousness.</p> <p>Following Thompson's introductory comments, the panel turned its focus to the topic of attention, with cognitive psychologist Jonathan Cohen of Princeton University presenting the scientific point of view of attention and B. Alan Wallace presenting the Buddhist view. While there are many views of attention within Western psychology, in general, modern experimental psychological studies have looked at how attention is related to cognitive control, how it is selective, what is the breadth and focussedness of attention, and what are its limitations, mechanisms, and neural correlates.</p> <p>The Buddhist perspective, by contrast, is interested in the training of attention (Sanskrit: manaskāra; Tibetan: yid la byed pa) for the purpose of using it to investigate, and thereby gain insight into, inner subjective phenomenon, the external world, and the relation between inner and outer phenomenon. Attention is also considered to have the function of directing awareness to an object and the actual apprehension of objects.</p> <p>Both speakers outline the respective understanding of attention from the Buddhist and scientific perspective in rich detail and suggest avenues for discussion and collaborative inquiry. This is followed a panel discussion amongst the Dalai Lama and experts from both sides on attention and cognitve control. (Zach Rowinski 2005-01-06)</p>


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