The term 'contemplative' is used frequently in meditation research, but there is no consensus on its definition. This paper proposes an alternative approach: contemplative science as the interdisciplinary study of the metacognitive self-regulatory capacity (MSRC) of the mind and associated modes of existential awareness (MEA), modulated by motivational, intentional, and contextual factors. The MSRC enables introspective awareness and self-regulation for well-being. Changes in conceptual processing are hypothesized to mediate between MSRC, motivational factors, and shifts in MEA. This framework aims to reduce terminological confusion, include varied contemplative practices, and encourage development of a comprehensive theory that recognizes first- and second-person methods.
Mindfulness training increased both decentering and self-transcendence in novice practitioners compared with an active listening condition. Greater decentering midway through five training sessions predicted greater self-transcendence at the end, suggesting that becoming better able to non-reactively observe thoughts, feelings, and physical sensations during meditation facilitates self-transcendent experiences. This provides initial empirical evidence that mindfulness can cultivate self-transcendence through decentering.
Both mindfulness-based cognitive therapy (MBCT) and compassion-focused therapy (CFT) led to significant increases in mindfulness and self-compassion and decreases in rumination, depression, anxiety, and stress in clients with depression, anxiety, and stress symptoms. MBCT enhanced mindfulness specifically for people who were initially high in rumination, whereas CFT enhanced mindfulness regardless of the client's rumination level. The findings suggest that both implicit (MBCT) and explicit (CFT) self-compassion instructions produce similar clinical outcomes, with CFT benefiting mindfulness across the board.
A pilot study of 9 teachers and 31 participants in mindfulness-based stress reduction (MBSR) courses found that participants taught by teachers who completed an additional year of mindfulness-based teacher training and assessment showed significantly larger gains in well-being and reductions in perceived stress. No correlation was found between participant outcomes and teachers' mindfulness-based teaching and meditation experience. The results suggest that higher levels of formal teacher training, rather than accumulated experience, may be linked to better participant outcomes, highlighting the need for further research with larger samples.