Tibetan Buddhist monastic debate: Psychological and neuroscientific analysis of a reasoning-based analytical meditation practice.

Analytical meditation and monastic debate, contemplative practices central to Tibetan Buddhist monastic training at Sera Jey Monastic University, have been largely unexplored in Western science. Based on discussions with teachers and senior students and preliminary experiments, the authors outline a theory of the psychological mechanisms underlying this highly physical form of debate. They propose that successful debating requires reasoning, critical thinking, attentional focus, working memory, emotion regulation, confidence in reasoning, and social connectedness. The cumulative hours of debate practice over 20+ years of monastic training likely cultivate these skills. Scientific research is needed to test these hypotheses and determine debate's role in psychological wellbeing and educational achievement.

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Abstract

Analytical meditation and monastic debate are contemplative practices engaged in by Tibetan Buddhist monastics that have up to now been largely unexplored in Western contemplative science. The highly physical form of contemplative debating plays an important role in the monastic curriculum. Based on discussions and recorded interviews Tibetan monastic teachers and senior students at Sera Jey Monastic University and preliminary experiments, we outline an initial theory that elucidates the psychological mechanisms underlying this practice. We then make predictions about the potential effects of this form of debating on cognition and emotion. On the basis of initial observations, we propose that successful debating requires skills that include reasoning and critical thinking, attentional focus, working memory, emotion regulation, confidence in your own reasoning skills, and social connectedness. It is therefore likely that the many cumulative hours of debate practice over 20+ years of monastic training helps to cultivate these very skills. Scientific research is needed to examine these hypotheses and determine the role that monastic debate may play in terms of both psychological wellbeing and educational achievement.