Humanities and Meditation Research Institute
June 30, 2026
Jae-hyun Park
A systematic review of 15 Korean meta-analyses on meditation published between 2010 and 2024 identified four main research streams: psychological effects of Mindfulness-Based Therapy, program effectiveness for specific populations (adolescents, female college students, older adults), symptom-focused studies (depression, anxiety, stress, pain), and comparisons across meditation types (MBSR, MBCT, ACT). Meditation programs showed moderate to large effect sizes (g = 0.70–1.13), with consistent reductions in anxiety and stress. Methodological limitations included few randomized controlled trials, insufficient follow-up, and lack of standardized measures. Future research should include long-term follow-ups, comparisons across meditation types, neurological mechanisms, and digital programs.
Humanities and Meditation Research Institute
June 30, 2024
Jin-keon Moon
Active imagination is not a reductive method for understanding mental images from the unconscious; instead, it requires a patient to go beyond superficial understanding and experience the transcendent power within the image. The key is restraining the conscious mind from influencing internal images as they unfold, resonating with the archetypal atmosphere of the unconscious. It involves challenging oneself by conveying a message of humanity overflowing with images, beyond merely fulfilling repressed impulses. Active imagination intentionally relates to unconscious contents, starting from an image and requiring uncritical consciousness, amplification, constructive interpretation, and contact with the transcendent function inherent in the symbol.
Humanities and Meditation Research Institute
June 30, 2024
Jinseop Kim
Teachers in City A perceive mindfulness education as beneficial for addressing students' depression, impulsivity, stress, identity exploration, attention, and school violence prevention. They suggest integrating theoretical mindfulness into the curriculum, using breathing meditation before evaluations, and offering it through homeroom, after-lunch, morning, or after-school programs. Anticipated difficulties include a test-oriented environment, lack of awareness, teacher burden, and student resistance. Solutions proposed include appointing mindfulness experts, applying mindfulness to existing programs, building consensus, and making it mandatory. The authors argue that successful implementation requires raising awareness across the educational community and institutional support.
Humanities and Meditation Research Institute
June 30, 2024
Bo-Mi Lee
A systematic review of six papers published up to April 2024 examined mindfulness meditation approaches for addiction intervention. The analysis covered general study characteristics, intervention structure, and effects by addiction type. The review aimed to provide evidence-based data for developing addiction intervention programs using mindfulness meditation.