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Contemplative Practice in Higher Education

John P Miller

October 1, 1994 DOI: 10.1177/00221678940344005 (opens in new tab)

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AI-extracted from the abstract
Characteristics Theoretical or philosophical paper
Intervention Meditation
Topics Meditation
Keywords Education
Key points Argues that the university's dualistic foundation is a major problem and that contemplative practice within a nondualistic framework allows for genuine self-integration. Describes the author's implementation of meditation in a graduate school of education, with student journal excerpts illustrating their experiences.

Abstract

Higher education is being severely criticized on a number of fronts. This article argues that a major problem with the university is that it is still rooted in dualism. Contemplation is generally practiced within a nondualistic framework that allows for genuine Self Integration. This article describes the efforts of the author to bring contemplative practice into a graduate school of education. Student experiences with various forms of meditation are described, illustrated by excerpts from students' journals.

Comparable studies

Other theoretical and historical papers on meditation, most cited first.

Study Year Design Participants
Mindfulness: A proposed operational definition. 2004 Theoretical or philosophical paper
Mechanisms of mindfulness 2005 Theoretical or philosophical paper
How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective 2011 Theoretical or philosophical paper
Mindfulness-based cognitive therapy for depression 2006 Theoretical or philosophical paper
Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness 2012 Theoretical or philosophical paper

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