The traditions of developmental science and contemplative wisdom offer distinct views of conditions for a healthy self. While the former delineates developmental paths by which caregiving supports the growth of essential self-functions, the latter presents self-transcendent capacities based on development through practice. In this article, we propose a model that integrates these approaches to...
We are recognizing increasingly that the study of cognitive, social, and emotional processes must account for their embodiment in living, acting beings. The related field of embodied cognition (EC) has coalesced around dissatisfaction with the lack of attention to the body in cognitive science. For developmental scientists, the emphasis in the literature on adult EC on the role of the body in...
Drawing upon research in neuroscience, cognitive science, developmental psychology and education, as well as scholarship from contemplative traditions concerning the cultivation of positive development, we highlight a set of mental skills and socio-emotional dispositions that we believe are central to the aims of education in the 21(st) century. These include self-regulatory skills associated...