Self-transcendence, a reduced reliance on external self-definition and increased interiority, spirituality, and generational connectedness, is proposed as key to wisdom and later-life adaptation. A study of 351 adults using the Adult Self-Transcendence Inventory and NEO-FFI found two factors: self-transcendence and alienation. Self-transcendence showed modest but significant relationships with lower neuroticism and higher openness, extraversion, and agreeableness, indicating it is not just a mix of positive traits. Regression analysis confirmed self-transcendence was negatively linked to neuroticism and positively linked to meditation practice, supporting the construct's distinctiveness.
A set of mental skills and socio-emotional dispositions—including self-regulation of emotion and attention, self-representations, and prosocial traits like empathy and compassion—are central to 21st-century education. These qualities can be strengthened through systematic contemplative practice, which induces plastic changes in brain function and structure, supporting prosocial behavior and academic success in young people. The authors call for focused programmatic research to determine which forms and frequencies of practice are most efficacious for which children and adolescents, and to document the neural changes induced.
Mindfulness meditation alters the neural networks underlying self-awareness, which may help teachers manage stress and create supportive learning environments. This review connects insights from contemplative neuroscience with education, proposing that changes in self-awareness are a core mechanism linking mindfulness practice to improved teacher well-being and educational outcomes. The authors argue that incorporating these neuroscientific findings into contemplative pedagogy has significant implications for educational policy.