Adventures in Higher Education, Happiness, And Mindfulness
Peter H. Huang
British Journal of American Legal Studies 2017 preprint DOI: 10.2139/ssrn.3022284 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Commentary |
|---|---|
| Intervention | Mindfulness |
| Topics | Meditation |
| Citations | 4 |
| Key points | Argues that law schools should teach law students about happiness and mindfulness, drawing on the author's account of using mindfulness to reduce fear, rumination, and worry amid adversity, disappointment, and setbacks. The article also discusses how to teach these topics and how graduates can sustain the practices. |
Abstract
Abstract This Article recounts my unique adventures in higher education, including being a Princeton University freshman mathematics major at age 14, Harvard University applied mathematics graduate student at age 17, economics and finance faculty at multiple schools, first-year law student at the University of Chicago, second- and third-year law student at Stanford University, and law faculty at multiple schools. This Article also candidly discusses my experiences as student and professor and openly shares how I achieved sustainable happiness by practicing mindfulness to reduce fears, rumination, and worry in facing adversity, disappointment, and setbacks. This Article analyzes why law schools should teach law students about happiness and mindfulness. This Article discusses how to teach law students about happiness and mindfulness. Finally, this Article provides brief concluding thoughts about how law students can sustain happiness and mindfulness once they graduate from law school.