Amidst glaring evidence of racism and social inequities brought to the forefront in the recent past, there is heightened urgency to explore how youth gain critical consciousness about social issues, and growing interest in supporting youth engagement in positive social change. The Peace of Mind-Social Justice (PoM-SJ) curriculum integrates skills typical in mindfulness-based programs—mindfulness and …
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Leveraging contemplative science to build mindful digital engagement: Supporting adolescents in a hyperconnected era
Adolescents are growing up in a radically connected world. Mobile devices provide near-constant access to apps intentionally designed to hijack focus and to social media platforms that tap developmental social sensitivities. This project proposes mindful digital engagement as an antidote. In Phase 1, we will create and test the reliability and validity of a mindful …
Mind & Life Educational Research Network
The Mind & Life Education Research Network (MLERN) was formed in 2006 as a multidisciplinary intellectual forum dedicated to investigating issues at the intersection of the mind, brain, education and contemplative practice. Directed by Dr. Richard Davidson of the University of Wisconsin, MLERN included a core group of contemplatives and contemplative scholars, neuroscientists, cognitive, developmental …
Pilot Program: Israel
Reason for Interest in C2C There is a dire need in the Israeli educational system for a program addressing the significant burnout rate of teachers as well as the dropout of new teachers (over 25%) within the first years. Furthermore, the steady increase in bullying prevalence and the negative attitudes toward the “other” which are …
Pilot Program: Vietnam
Reason for Interest in C2C Vietnam has a history of struggles for national independence and the Vietnamese people have shown amazing strength and resilience to face and overcome obstacles. After the end of the war, the priority was to rebuild the country and to develop the economy, but the new generation is facing different challenges, …
Pilot Program: Bhutan
Reason for Interest in Call to Care The Ministry of Education has developed a training program for teachers to “Educate for Gross National Happiness,” and a first phase of implementation has been completed in 2014. The Call to Care Program serves as a primary tool for deepening this educational effort to bring more mindfulness and …
Transformative Social and Emotional Learning as a Catalyst for Climate Action
There’s a saying in the climate movement that to change everything will take everyone. In my work as an educational leader of color dedicated to transforming school communities through Social and Emotional Learning (SEL), I believe it’s imperative that schools ultimately position SEL in service of a shift in collective consciousness.
Contemplative Environmental Mentoring Communities
Professors of Environmental Studies face a unique pedagogical challenge. They must teach about the immensity of global environmental harm without falling into deep cynicism. Professors can meet this challenge by facing up to their own fears and developing the courage to share insights as honestly as possible. This requires a high level of self-awareness and …
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Contemplative Practices for Well-being of Low-income Children and Teachers in India
The ongoing humanitarian crisis in India is aggravating economic and social disparities. Majority of Indian children from low-income backgrounds have been deprived education, face an uncertain future, with stress and emotional trauma. Therefore, there is an urgent need for teachers, schools and communities to be equipped with field-tested approaches to address the emotional well-being of …
Embodying DEI: Trauma-informed and Mindfulness-based Approaches to Diversity, Equity, and Inclusion in Higher Education
The past year has renewed higher education’s urgency to address historical racial violence. Yet the outpouring of Diversity, Equity and Inclusion (DEI) efforts we have seen over the course of the past year have often neglected the demands of people of color to oppose racism not only intellectually or semantically, but to address historical racialized …
