Integrating Mindfulness Meditation and Somatic Awareness into a Public Educational Setting
Journal of Humanistic Psychology October 1, 2004 DOI: 10.1177/0022167804266100 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Practical guide or manual Peer reviewed |
|---|---|
| Interventions | Mindfulness meditation Somatic education |
| Duration | Fall 2001 |
| Topics | Meditation |
| Key points | Argues that experiential learning in meditation and self-awareness can be valuably integrated into the college curriculum and that greater attention should be brought to the wisdom and diversity of students with disabilities. Describes a course that aimed to address both goals and reports on its development and results. |
Abstract
Experiential learning in meditation and self-awareness can be valuably integrated into the college and university curriculum. Along with this promotion of experiential learning, greater attention should also be brought to the wisdom and diversity that students with disabilities bring to the college campus. A course was offered at a state university in the South in the fall of 2001 that aimed to address both of these educational goals. The course, entitled “Contemplative Practice, Health Promotion, and Disability on Campus: An Experiential Seminar in Partnership with Disability Support Services,” was developed through support from a Contemplative Practice Fellowship from the American Council of Learned Societies. The experiential course content involved mindfulness meditation and somatic education. The course was open to all students, but students with disabilities were particularly welcomed. The following article describes the nature of the course, its development, and the results. The course syllabus is provided in the appendix.