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CONTEMPLATE THIS!

The Developing Field of Contemplative Studies

Hal Roth, Director

The Contemplative Studies Initiative

at

BROWN UNIVERSITY

Professor H.D. Roth

Lecture/Demonstration for the Center for Contemplative Mind in Society Workshop on Contemplative Pedagogy

What is “Contemplative Studies?”

A Proposed New Academic Field

1. Studying the underlying philosophy, psychology, and phenomenology of human contemplative experience.

2. Focusing on the many ways human beings have found, across cultures and across time, to concentrate, broaden and deepen conscious awareness as the gateway to cultivating their full potential and to leading more meaningful, ethically responsible, and personally fulfilling lives.

What is “Contemplative Studies?”

A Proposed New Academic Field

3. Attempting to:a. identify the varieties of contemplative experiences of which human beings are capable; b. find meaningful scientific explanations for them; c. cultivate first-person knowledge of them; d. critically assess their nature and significance.

WHAT IS “CONTEMPLATION?”

The focusing of the attention in a The focusing of the attention in a sustained fashion leading to deepened sustained fashion leading to deepened states of concentration, tranquility, and states of concentration, tranquility, and insight. It occurs on a spectrum ranging insight. It occurs on a spectrum ranging from the rather common, uncultivated, from the rather common, uncultivated, spontaneous experiences of absorption in spontaneous experiences of absorption in an activity to the most profound, an activity to the most profound, deliberately cultivated experiences of deliberately cultivated experiences of nonduality.nonduality.

BASIC PRINCIPLES OF CONTEMPLATIVE STUDIES

CONTEMPLATION IS NOT CONFINED TO RELIGION

Contemplative practices abound in the societies people have constructed throughout human history.

They are an important part of the very fabric from

which people build meaningful lives.


CONTEMPLATION IS NOT CONFINED TO RELIGION

While various methods to attain contemplative states of consciousness can be found in Asian and Western religious practices, such states can also be found in a wide variety of non-religious activities such as making or listening to music, dancing, acting, writing poetry or prose, painting, sculpting, and even the intent observation of the natural world.

It is the goal of Contemplative Studies to examine the effects of all these activities


Third-Person Study is not Sufficient

Current North American higher education is dominated by “third-person” learning. We observe, analyze, record, discuss a whole variety of subjects at a distance, as something “out there,” as if they were solely objects and our own subjectivity that is viewing them doesn’t exist.


The Neo-Confucian philosopher, Wang Yangming (1472–1529) once said:

“If you wish to know the taste of the bitter melon you must bite into it!”


Critical First-person Study Must be Included

In addition to being grounded in the philosophy, psychology, and neuroscience of contemplative experience as a third-person study, Contemplative Studies emphasizes “critical first-person” approaches.

In them, students are encouraged to engage directly with contemplative techniques without prior commitment to their efficacy. They then step back and appraise their experiences in order to gain a deeper appreciation of their meaning and significance.


Critical First-person Study Must be Included

Examples:

Courses on Contemplative Studies and Buddhist Meditation with Practice Labs;

Courses on language learning with Contemplative Focus exercises;

Courses on poetry with a spontaneous writing component, etc. For further lists please see Contemplative Studies Initiative website

The Challenge

So the challenge is: how do we combine these concerns into a coherent higher education curriculum to study contemplative experience, one that is based upon a scientific foundation, combines third and first-person perspectives, and gives students practical training in recognizing their own contemplative experiences? To accomplish we are trying to develop a completely new academic field, “Contemplative Studies, ” that includes:

AREAS OF A CONTEMPLATIVE STUDIES CONCENTRATION

SCIENCEThe study of human consciousness and of the

nature and significance of the varieties of contemplative experience found predominately in neuroscience, cognitive science, and psychology;

The applications of contemplative practices in heath and healing on both individual and community levels.

The interface between contemplative epistemologies and new developments in theoretical physics;


HUMANITIES

The study of the role of contemplation in:

Philosophy,

The Religious traditions of the world

World literatures,

a variety of other related disciplines;


THE CREATIVE ARTS

The study of the role of contemplation in both the creation and the appreciation of the visual and fine arts, creative writing, and in the various performing arts of dance, drama, and music

What is “Contemplative Studies” at Brown?

We have organized a series of lectures, films, and retreats (a total of 52 such events alone in the past three years; See website for videos)

We have coordinated students’ academic and personal study in this area, which has included: --directing Independent Concentrations --offering Contemplative Practice Grants,

We have become 1 of 12 programs in the Medical School’s new Scholarly Concentrations Program.

We developed a proposal for a concentration and program in contemplative studies that we are awaiting funding to move ahead with

We are conducting research on effects of regular contemplative practice on university students

What is “Contemplative Studies” at Brown?

As of this moment, Contemplative Studies is a Faculty Initiative whose members teach courses and guide work in their own areas of expertise and support students interested in developing an independent concentration. To this point we have had eight such students, five of whom have already graduated and the rest of whom are still working on their degrees.

Contemplative Studies Independent Concentrations

Contemplative NeuroscienceTibetan Buddhist Meditation and the Treatment of Eating

DisordersContemplative Experience and MoralityTheories of Madness in Tibetan and Western MedicineContemplative Music: A Composition Based on the ChakrasNeuroscientific Research in Contemplative StudiesContemplative Education in a Village School in Auroville,

Pondicherry, IndiaAppreciating the Subjective in Medicine

Website for the Contemplative Studies Initiative

• http://www.brown.edu/Faculty/Contemplative_Studies_Initiative/index.html

http://www.brown.edu/Faculty/Contemplative_Studies_Initiative/index.html

http://www.brown.edu/Faculty/Contemplative_Studies_Initiative/index.html

Contemplative Studies in Medicine

The Warren Alpert School of Medicine at Brown University has established a “Scholarly Concentration” for medical students. It gives them an additional elective focus in their training. Topics include Women’s Health, Third World Medicine, Disaster Medicine, Medical Ethics, and Contemplative Studies; We currently have 7 students in this program.

Web Links for the Brown Medical School Scholarly Concentration in Contemplative Studies

• Scholarly Concentrations Program

• http://bms.brown.edu/students/curriculum/concentrations/index

• Scholarly Concentration in Contemplative Studies

• http://bms.brown.edu/students/curriculum/concentrations/contemplative

http://bms.brown.edu/students/curriculum/concentrations/index

Effects of Contemplative Training in College Students at Brown Effects of Contemplative Training in College Students at Brown University, 2007-08University, 2007-08

ByBy

Willoughby Britton, Ph.D.Willoughby Britton, Ph.D.

Department of PsychiatryDepartment of Psychiatry

Warren Alpert School of Medicine, Brown Warren Alpert School of Medicine, Brown UniversityUniversity


Preliminary Study: Unpublished ResultsPreliminary Study: Unpublished Results

IntroductionIntroduction

Students in the study were volunteers recruited from two courses, one in each Students in the study were volunteers recruited from two courses, one in each semester. The first, Religious Studies 0500, “The Theory and Practice of semester. The first, Religious Studies 0500, “The Theory and Practice of Buddhist Meditation” was taught in the first semester. The second, “An Buddhist Meditation” was taught in the first semester. The second, “An Introduction to Contemplative Studies” was taught during the second Introduction to Contemplative Studies” was taught during the second semester. Each course featured a curriculum that included one 140 minute semester. Each course featured a curriculum that included one 140 minute seminar weekly and three 50 minute meditation session per week. Each seminar weekly and three 50 minute meditation session per week. Each session was divided into 15 minutes of yoga, 25 minutes of meditation, and session was divided into 15 minutes of yoga, 25 minutes of meditation, and 10 minutes of discussion and journaling. The instructor in both courses was 10 minutes of discussion and journaling. The instructor in both courses was Professor Hal Roth.Professor Hal Roth.

Three measures were administered: The Mindful Attention Awareness Scale, Three measures were administered: The Mindful Attention Awareness Scale, the Five Factor Mindfulness Scale, and the Acceptance and Action the Five Factor Mindfulness Scale, and the Acceptance and Action Questionnaire Questionnaire


1. Scores on Brown and Ryan's 1. Scores on Brown and Ryan's Mindful Attention Awareness Scale (MAAS)Mindful Attention Awareness Scale (MAAS) steadily increased over the semester. There was a significant increase from steadily increased over the semester. There was a significant increase from the beginning of the semester to mid semester to mid-semester (t(1,16)=-the beginning of the semester to mid semester to mid-semester (t(1,16)=-3.38, p=.004) and from beginning to end of the semester (t(1,14)=-3.8, 3.38, p=.004) and from beginning to end of the semester (t(1,14)=-3.8, p=.002). The increase from mid-semester to end of the semester was not p=.002). The increase from mid-semester to end of the semester was not significant, which suggests that the biggest gains in attention occur early in significant, which suggests that the biggest gains in attention occur early in the semester the semester

MAAS

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2. Total Scores on the Baer's Mindfulness Five Factor Mindfulness Scale (FFMQ) also increased across the semester (p=.0005).

Increases in observation (p=.03) and attentional clarity (p=.004) increased significantly in the first, but not second half of the semester. Non-judgment and non-reactivity showed large increases in the second, but not first half of the semester. These differences in skill acquisition are most likely due to different types of practices in each half of the semester.

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3. On Hayes' 3. On Hayes' Acceptance and Action Questionnaire (AAQ)Acceptance and Action Questionnaire (AAQ), students scores increased , students scores increased significantly on the Willingness subscale (p=.03), but not the Action subscale. This significantly on the Willingness subscale (p=.03), but not the Action subscale. This suggests an overall decrease in experiential avoidance of internal events and suggests an overall decrease in experiential avoidance of internal events and increased acceptance of unpleasant mental states and emotions.increased acceptance of unpleasant mental states and emotions.

In terms of clinical symptoms, students showed a 30% reduction in total symptoms In terms of clinical symptoms, students showed a 30% reduction in total symptoms with a 40% reductions in both anxiety and depression symptoms (p>.05). Students with a 40% reductions in both anxiety and depression symptoms (p>.05). Students also showed a trend (p<.10) toward improved social functioning, both in terms of also showed a trend (p<.10) toward improved social functioning, both in terms of interpersonal sensitivity (feeling inferior, self-conscious) and feelings of isolation interpersonal sensitivity (feeling inferior, self-conscious) and feelings of isolation and loneliness.and loneliness.

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:Observations:Observations

Improvements in depression symptoms across Improvements in depression symptoms across the semester were significantly correlated with the semester were significantly correlated with increases in mindfulness scores, both on the increases in mindfulness scores, both on the MAAS (r=-.62, p=.01) and the FFMQ (r=.78, MAAS (r=-.62, p=.01) and the FFMQ (r=.78, p=.001).p=.001).

Increased scores on the FFMQ were associated Increased scores on the FFMQ were associated with reported improvements in attention with reported improvements in attention problems (difficulty concentrating etc).problems (difficulty concentrating etc).



Improvements in attention problems in the first semester Improvements in attention problems in the first semester correlated with MAAS total scores and the FFMQ correlated with MAAS total scores and the FFMQ nonreactivity subscale. Decreases in total symptoms, nonreactivity subscale. Decreases in total symptoms, depression and social problems were most evident in depression and social problems were most evident in the second semester and were correlated with FFMQ the second semester and were correlated with FFMQ total score(r=-.85), non-reactivity(r=-.6-88), and total score(r=-.85), non-reactivity(r=-.6-88), and attentional clarity (r=-.88). Decreases in experiential attentional clarity (r=-.88). Decreases in experiential avoidance or willingness to experience unpleasant avoidance or willingness to experience unpleasant emotions was significantly correlated with decreases emotions was significantly correlated with decreases in anxiety in the second semester.in anxiety in the second semester.



In a simultaneous regression, FFMQ subscales In a simultaneous regression, FFMQ subscales attentional clarity, non-judgment, nonreactivity attentional clarity, non-judgment, nonreactivity and willingness to experience accounted for and willingness to experience accounted for 92% of the variance in depression scores. That 92% of the variance in depression scores. That is, the higher the scores on these subscales, the is, the higher the scores on these subscales, the lower the scores in depression.lower the scores in depression.

Mindful awareness (MAAS) and observational Mindful awareness (MAAS) and observational skills did not correlate with clinical symptom skills did not correlate with clinical symptom relief. relief.



SUMMARY: Participation in these two courses and the associated meditation labs was associated with significant decreases in clinical symptoms, notably depression and anxiety. Class participation was also associated with significant increases in a multifaceted construct called mindfulness which includes enhanced clarity and maintenance of attention, and emotional non-reactivity. Decreases in clinical symptoms, particularly depression, were highly correlated with increases in mindfulness scores over the semester.

As William James stated over a century ago:

…the faculty of voluntarily bringing back a wandering attention, over and over again, is the very root of judgment, character, and will….An education which should improve this faculty would be the education par excellence. But it is easier to define this ideal than to give practical directions for bringing it about.

(The Principles of Psychology)

The END

Contemplative Studies Contemplative Studies CoursesCourses

An abridged listAn abridged list

Those marked with an asterisk* have explicit contemplative contentThose marked with an asterisk* have explicit contemplative content

SCIENCE COURSES FOR CONTEMPLATIVE STUDIES SCIENCE COURSES FOR CONTEMPLATIVE STUDIES CONCENTRATIONCONCENTRATION

Courses on scientific explanations of the mind and its Courses on scientific explanations of the mind and its cognitive functioning, on individual and cultural levelscognitive functioning, on individual and cultural levels

PSYCHOLOGYPSYCHOLOGYPY0001: Elementary Psychology: Introduction to PY0001: Elementary Psychology: Introduction to Mind and BehaviorMind and BehaviorPY0019: Animal MindsPY0019: Animal MindsPY0030: PersonalityPY0030: PersonalityPY0105: Music and MindPY0105: Music and MindPY0107: Psychological Theory PY0107: Psychological Theory *PY0182: The Cognitive Neuroscience of Emotion*PY0182: The Cognitive Neuroscience of Emotion

SCIENCE COURSES FOR CONTEMPLATIVE SCIENCE COURSES FOR CONTEMPLATIVE STUDIES CONCENTRATIONSTUDIES CONCENTRATION

COGNITIVE AND LINGUISTIC SCIENCES:COGNITIVE AND LINGUISTIC SCIENCES:CG001: Approaches to the MindCG001: Approaches to the MindCG008: Meaning and ThoughtCG008: Meaning and ThoughtCG042: Human CognitionCG042: Human CognitionCG044: Perception and MindCG044: Perception and MindCG0045 Language and the Mind CG0045 Language and the Mind CG0105 Music and Mind (MU0123 S01 PY0105 ) CG0105 Music and Mind (MU0123 S01 PY0105 ) CG0186 Philosophy and the Science of Perception CG0186 Philosophy and the Science of Perception

• (PL0189 ) (PL0189 )

SCIENCE COURSES FOR CONTEMPLATIVE STUDIES SCIENCE COURSES FOR CONTEMPLATIVE STUDIES CONCENTRATIONCONCENTRATION

NEUROSCIENCENEUROSCIENCEBN001: The Brain: An Introduction to BN001: The Brain: An Introduction to NeuroscienceNeuroscienceBN105: Cognitive NeuroscienceBN105: Cognitive Neuroscience

ANTHROPOLOGYANTHROPOLOGYAN0105 Peoples and Cultures of Southeast Asia AN0105 Peoples and Cultures of Southeast Asia *AN118: Japanese Culture, Society, and *AN118: Japanese Culture, Society, and PerformancePerformanceAN131: Religion and CultureAN131: Religion and CultureAN139: Culture and CognitionAN139: Culture and Cognition

HUMANITIESHUMANITIES COURSES FOR CONTEMPLATIVE COURSES FOR CONTEMPLATIVE STUDIES CONCENTRATIONSTUDIES CONCENTRATION

UNIVERSITY COURSESUNIVERSITY COURSES*UC054: Introduction to Contemplative Studies*UC054: Introduction to Contemplative Studies*UC170: Transformation of the Research University*UC170: Transformation of the Research University

RELIGIONRELIGIONCourses on contemplative experience attained through religious Courses on contemplative experience attained through religious

practicepractice

JUDAIC STUDIESJUDAIC STUDIES*JS 099: Jewish Mysticism*JS 099: Jewish Mysticism*JS 198: Mysticism and Community in the Hasidic Tale*JS 198: Mysticism and Community in the Hasidic Tale

RELIGIOUS STUDIESRELIGIOUS STUDIES*RS 23: Religion Gone Wild: Spirituality and the Environment*RS 23: Religion Gone Wild: Spirituality and the Environment*RS 81: The Hindu Tradition*RS 81: The Hindu Tradition*RS 88.018: The Foundations of Chinese Religion*RS 88.018: The Foundations of Chinese Religion

HUMANITIESHUMANITIES COURSES FOR CONTEMPLATIVE COURSES FOR CONTEMPLATIVE STUDIES CONCENTRATIONSTUDIES CONCENTRATION

*RS 88.023: Great Mystical Traditions of Asia*RS 88.023: Great Mystical Traditions of Asia*RS 188.018: Theory and Practice of Buddhist Meditation*RS 188.018: Theory and Practice of Buddhist Meditation*RS 188.001: Music, Drama, and Religion in India*RS 188.001: Music, Drama, and Religion in India*RS 137.003: Buddhist Psychology*RS 137.003: Buddhist Psychology

PHILOSOPHYPHILOSOPHY Courses on the nature of the human mind from Western and Courses on the nature of the human mind from Western and

Non-Western traditionsNon-Western traditionsAFRICANA STUDIESAFRICANA STUDIES

*AF 115: Afro-Caribbean Philosophy*AF 115: Afro-Caribbean PhilosophyPHILOSOPHYPHILOSOPHY

PL002: Mind and MatterPL002: Mind and MatterPL008: ExistentialismPL008: ExistentialismPL175: EpistemologyPL175: EpistemologyPL177: Philosophy of MindPL177: Philosophy of Mind

HUMANITIES COURSES FOR CONTEMPLATIVE HUMANITIES COURSES FOR CONTEMPLATIVE STUDIES CONCENTRATIONSTUDIES CONCENTRATION

PHILOSOPHYPHILOSOPHY

PL0008 Existentialism PL0008 Existentialism

PL0152 Consciousness PL0152 Consciousness

CLASSICSCLASSICS

CL0112 : The Idea of SelfCL0112 : The Idea of Self *CL 99: Concepts of Self in Indian Classical Literature *CL 99: Concepts of Self in Indian Classical Literature *SA 191: Advanced Sanskrit: Readings in Classical Indian *SA 191: Advanced Sanskrit: Readings in Classical Indian Philosophical textsPhilosophical texts

AMERICAN CIVILIZATIONAMERICAN CIVILIZATIONAC 161.06: H.D. Thoreau and His HeritageAC 161.06: H.D. Thoreau and His HeritageAC 190.06: Transcendentalism in Action: Emerson and WhitmanAC 190.06: Transcendentalism in Action: Emerson and Whitman

HUMANITIES COURSES FOR CONTEMPLATIVE STUDIES HUMANITIES COURSES FOR CONTEMPLATIVE STUDIES CONCENTRATIONCONCENTRATION

LITERATURELITERATURECourses on contemplative dimensions in creation or appreciation of Courses on contemplative dimensions in creation or appreciation of

creative writingcreative writingLiterary ArtsLiterary Arts

*LA 100: John Cage Seminar: Mind, Methods, and Materials*LA 100: John Cage Seminar: Mind, Methods, and Materials*LA 115: Ecopoetics in Practice*LA 115: Ecopoetics in Practice*LA 100: Buddhism and Creative Practice*LA 100: Buddhism and Creative Practice*LA 176: Still and Moving Minds: Contemplative Practice in Literature*LA 176: Still and Moving Minds: Contemplative Practice in Literature*LA 123: Section 02: Poetry, Mind, and World, Outside and Inside *LA 123: Section 02: Poetry, Mind, and World, Outside and Inside

EDUCATIONEDUCATIONED 080: Introduction to Human Development and EducationED 080: Introduction to Human Development and EducationED 156: Philosophy of EducationED 156: Philosophy of Education

COMPARATIVE LITERATURECOMPARATIVE LITERATURE*CO 143.01: Critical Approaches to Chinese Poetry*CO 143.01: Critical Approaches to Chinese Poetry*CO 161.01: Theory of Lyric Poetry*CO 161.01: Theory of Lyric Poetry

COURSES IN THE CREATIVE ARTS FOR COURSES IN THE CREATIVE ARTS FOR CONTEMPLATIVE STUDIES CONCENTRATIONCONTEMPLATIVE STUDIES CONCENTRATION

• Courses that study the role of contemplative experience in Courses that study the role of contemplative experience in the creative artsthe creative arts

THEATRE ARTSTHEATRE ARTS*TA 32: Creative Dance Collaborations*TA 32: Creative Dance Collaborations*TA 33: Mande Dance, Music, and Culture*TA 33: Mande Dance, Music, and Culture*TA 127: Non-Western Theatre and Performance *TA 127: Non-Western Theatre and Performance *TA 128.008: New Works/ World Traditions*TA 128.008: New Works/ World Traditions

MUSICMUSIC*MU0119: Music and Trance *MU0119: Music and Trance MU0168: Music of IndonesiaMU0168: Music of Indonesia

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