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Contemplative Practices and Mental Training: Prospects for American Education

dc.contributor.authorJ. Davidson, Richarden_US
dc.contributor.authorDunne, Johnen_US
dc.contributor.authorEccles, Jacquelynne S.en_US
dc.contributor.authorEngle, Adamen_US
dc.contributor.authorGreenberg, Marken_US
dc.contributor.authorJennings, Patriciaen_US
dc.contributor.authorJha, Amishien_US
dc.contributor.authorJinpa, Thuptenen_US
dc.contributor.authorLantieri, Lindaen_US
dc.contributor.authorMeyer, Daviden_US
dc.contributor.authorRoeser, Robert W.en_US
dc.contributor.authorVago, Daviden_US
dc.date.accessioned2012-07-12T17:26:02Z
dc.date.available2013-08-01T14:04:41Zen_US
dc.date.issued2012-06en_US
dc.identifier.citationJ. Davidson, Richard; Dunne, John; Eccles, Jacquelynne S.; Engle, Adam; Greenberg, Mark; Jennings, Patricia; Jha, Amishi; Jinpa, Thupten; Lantieri, Linda; Meyer, David; Roeser, Robert W.; Vago, David (2012). "Contemplative Practices and Mental Training: Prospects for American Education." Child Development Perspectives (2): 146-153. <http://hdl.handle.net/2027.42/92125>en_US
dc.identifier.issn1750-8592en_US
dc.identifier.issn1750-8606en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/92125
dc.description.abstractThis article draws on research in neuroscience, cognitive science, developmental psychology, and education, as well as scholarship from contemplative traditions concerning the cultivation of positive development, to highlight a set of mental skills and socioemotional dispositions that are central to the aims of education in the 21st century. These include self‐regulatory skills associated with emotion and attention, self‐representations, and prosocial dispositions such as empathy and compassion. It should be possible to strengthen these positive qualities and dispositions through systematic contemplative practices, which induce plastic changes in brain function and structure, supporting prosocial behavior and academic success in young people. These putative beneficial consequences call for focused programmatic research to better characterize which forms and frequencies of practice are most effective for which types of children and adolescents. Results from such research may help refine training programs to maximize their effectiveness at different ages and to document the changes in neural function and structure that might be induced.en_US
dc.publisherWiley Periodicals, Inc.en_US
dc.publisherGuilforden_US
dc.subject.otherContemplative Practiceen_US
dc.subject.otherNeuroscienceen_US
dc.subject.otherEducationen_US
dc.subject.otherAttentionen_US
dc.subject.otherEmotion Regulationen_US
dc.titleContemplative Practices and Mental Training: Prospects for American Educationen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelPsychologyen_US
dc.subject.hlbtoplevelHealth Sciencesen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/92125/1/cdep240.pdf
dc.identifier.doi10.1111/j.1750-8606.2012.00240.xen_US
dc.identifier.sourceChild Development Perspectivesen_US
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