Meditation, Creativity, and Consciousness: Charting Future Terrain within Higher Education
Teachers College Record September 1, 2006 DOI: 10.1177/016146810610800909 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Topics | Meditation |
| Keywords | Education |
| Key points | Argues that contemplative practices, particularly meditation, can be integrated into academia as a first-person modality for studying consciousness, potentially enhancing educational experiences and fostering qualities like mental clarity, insight, and creativity. |
Abstract
This article explores the role of contemplative practices within an emerging interdisciplinary area that I refer to as “creativity and consciousness studies.” Within this new area, consciousness is studied from an “integral” perspective that brings together insights from a range of wisdom traditions and modern science. Meditation is presented as an essential first-person modality for investigating consciousness, and formal and nonformal approaches to meditation are delineated to establish important guidelines for the introduction of meditation into an academic setting. The role of “first-person” experience helps to develop new notions of rigor and interdisciplinary learning that can lead to an expanded educational experience, which can help to develop qualities such as mental clarity, inner calm, insight, compassion, and creativity. The article closes with reflections on the importance of expanding our approach to education in light of the demanding challenges and creative opportunities in today's world.