Contemplative Practices and Mental Training: Prospects for American Education

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dc.contributor.author J. Davidson, Richard en_US
dc.contributor.author Dunne, John en_US
dc.contributor.author Eccles, Jacquelynne S. en_US
dc.contributor.author Engle, Adam en_US
dc.contributor.author Greenberg, Mark en_US
dc.contributor.author Jennings, Patricia en_US
dc.contributor.author Jha, Amishi en_US
dc.contributor.author Jinpa, Thupten en_US
dc.contributor.author Lantieri, Linda en_US
dc.contributor.author Meyer, David en_US
dc.contributor.author Roeser, Robert W. en_US
dc.contributor.author Vago, David en_US
dc.date.accessioned 2012-07-12T17:26:02Z
dc.date.available 2013-08-01T14:04:41Z en_US
dc.date.issued 2012-06 en_US
dc.identifier.citation J. 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.issn 1750-8592 en_US
dc.identifier.issn 1750-8606 en_US
dc.identifier.uri http://hdl.handle.net/2027.42/92125
dc.description.abstract This 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.publisher Wiley Periodicals, Inc. en_US
dc.publisher Guilford en_US
dc.subject.other Contemplative Practice en_US
dc.subject.other Neuroscience en_US
dc.subject.other Education en_US
dc.subject.other Attention en_US
dc.subject.other Emotion Regulation en_US
dc.title Contemplative Practices and Mental Training: Prospects for American Education en_US
dc.type Article en_US
dc.rights.robots IndexNoFollow en_US
dc.subject.hlbsecondlevel Psychology en_US
dc.subject.hlbtoplevel Health Sciences en_US
dc.subject.hlbtoplevel Social Sciences en_US
dc.description.peerreviewed Peer Reviewed en_US
dc.description.bitstreamurl http://deepblue.lib.umich.edu/bitstream/2027.42/92125/1/cdep240.pdf
dc.identifier.doi 10.1111/j.1750-8606.2012.00240.x en_US
dc.identifier.source Child Development Perspectives en_US
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dc.owningcollname Interdisciplinary and Peer-Reviewed
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