Presents
Mind & Life XIX Educating World Citizens for the 21st Century
Educators, Scientists and Contemplatives Dialogue on Cultivating a Healthy Mind, Brain and Heart
October 8 –9, 2009 DAR Constitution Hall, Washington, DC Conference Program
Co-Sponsored by
Harvard Graduate School of Education CASEL – Collaborative for Academic, Stanford University School of Education Social and Emotional Learning College of Education at Pennsylvania State University American Psychological Association Curry School of Educationat the University of Virginia George Washington University Columbian College of Arts and Sciences University of Wisconsin-Madison School of Education University of Michigan School of Education
1 FROM THE CHAIRMAN
Greetings and Welcome, • Mind and Life Dialogues set the scientific agenda by exploring which areas of science are On behalf of the Dalai Lama, other most ripe for collaboration and how that collabo - members of the board of the Mind ration can be implemented most effectively. and Life Institute, and the faculties and administrations of our co- • Mind and Life Publications report to the greater sponsoring institutions, I want to scientific community and interested public what welcome you to Mind and Life XIX: has occurred at our dialogues. Educating World Citizens for the 21 st Century: • The Mind and Life Summer Research Educators, Scientists and Contemplatives Institute and Francisco J. Varela Research Dialogue on Creating a Healthy Mind, Brain and Awards is an annual weeklong residential Heart . symposium, and accompanying research grant The Mind and Life Dialogues between scientists, program for researchers and practitioners in philosophers and contemplatives from the world’s science, contemplation, and philosophy to living traditions began in 1987, as a joint quest for explore how to advance this new field of a more complete understanding of the nature of scientific research on meditation and other forms reality, for investigating the mind, and for of contemplative mental training. promoting well-being on the planet. Over the past • Mind and Life Education Research Network 22 years these dialogues have covered many topics [MLERN] explores issues at the intersection of upon which scientists and contemplatives can mind, brain, education and contemplative enrich each others’ understanding, ranging from practice. Physics and Cosmology to Neuroplasticity; from Altruism and Ethics to Destructive Emotions. In the short time we have together over these two days, we will only begin an exploration along the Our work, however, is not limited to dialogue and frontier of how we can skillfully use the techniques understanding. More important is the need to of contemplative based practices in learning translate this understanding into programs, inter - environments to enhance healthy human ventions and tools that will bring tangible benefit development. It is our deepest desire that you into people’s lives. Hence, in 2000, we began an become inspired to explore and expand this frontier ambitious program to catalyze new fields of in your own work. scientific research to investigate the effects of contemplative based practices on mind, brain, I want to pay tribute to the memory of Francisco J. behavior, the prevention and treatment of disease Varela, Ph.D., co-founder of the Mind and Life and general health and well-being. Institute, and express my deepest thanks to his legacy. Without his wisdom, dedication and In previous public Mind and Life Dialogues we commitment, we would not be here today. explored how collaborative research between scientists and contemplatives could illuminate the I also want to offer a deep bow of gratitude to HH fields of neuroscience and clinical science. In this Dalai Lama, our dialogue participants, our co- Dialogue we will examine how contemplative sponsors, and the many financial sponsors, based practices might compliment and add to the operations team members and volunteers who have effectiveness of social and emotional learning made this conference possible. programs in promoting academic learning as well Welcome, with warmest regards, as emotional balance, ethical and social responsi - bility, and empathy and compassion for others. The Mind and Life Institute operates through four divisions, all working together to promote scientific Adam Engle understanding of the effects of contemplative based Chairman and CEO, Mind and Life Institute practices:
2 MIND AND LIFE EDUCATION RESEARCH NETWORK
The Mind and Life Education Research Network (MLERN) MLERN CORE MEMBERS Richard Davidson, Ph.D. MLERN was formed in 2006 to create a multi - • The identification of promising current University of Wisconsin, disciplinary intellectual forum dedicated to educational programs that bring contemplative Madison exploring issues at the intersection of mind, practices into the educational arena in a devel - John Dunne, Ph.D. brain, education and contemplative practice. opmentally appropriate, secular way; Emory University The network, directed by Dr. Richard Davidson • The identification of promising lines of Jacquelynne Eccles, Ph.D. of the University of Wisconsin and Dr. Mark University of Michigan, research on the mind, brain and body, and Greenberg of Penn State, includes a core group Ann Arbor social worlds of children and adolescents that of contemplatives and contemplative scholars; is relevant to the study of contemplative Adam Engle, J.D., M.B.A. neuroscientists; cognitive, developmental and Mind and Life Institute practices with young people; educational scientists; and educational activists. Mark Greenberg, Ph.D. Each network meeting also includes a number of • The funding of pilot research on some Pennsylvania State University educators, scientists and scholars who make promising programs; Amishi Jha, Ph.D. presentations and dialogue with core members. • The creation of a short scientific white paper University of Pennsylvania Collectively, MLERN members and the broader that defines the scope of the study of contem - Thupten Jinpa, Ph.D. intellectual and contemplative communities that plative practices in education with children, Institute of Tibetan Classics have informed the work of the network have adolescents, and the significant adults in their Linda Lantieri, M.A. been exploring questions such as: lives that sets out a research agenda for Inner Resilience Program examining basic and applied issues in this • How can contemplative practices enrich child Ellen Leibenluft, M.D. regard; and adolescent development and the current National Institute goals of education? • The creation of a multisite study examining of Mental Health the affect of contemplative practices on David Meyer, Ph.D. • What are the social-emotional and attentional teachers and their students; University of Michigan, skills that young people need to be successful Ann Arbor not only in school, but in life, in society, and • The planning of the public meeting in Rob Roeser, Ph.D. as a citizen of the world? Washington D.C. with the Dalai Lama on Portland State University education entitled “Educating World Citizens • What are the values and virtues that promote a for the 21st Century: Educators, Scientists and David Vago, Ph.D. successful, meaningful, productive and happy Harvard Medical School Contemplatives Dialogue on Cultivating a life that also enhances the well being of Healthy Mind, Brain and Heart.” others? With the initial 3 year project culminating in the • How can we design learning environments in October 2009 Conference in Washington D.C., schools, community- and afterschool-settings the next phase and scope of work for MLERN II that cultivate and support the development of is currently being planned. Central ideas under these skills, values, and virtues in children and consideration for MLERN phase II are: adolescents? • Collaborative research in applied settings like • How can we achieve these aims directly with schools and parenting classes; programs for young people, and indirectly by • Dialogue among contemplatives, educators and nurturing them in the adults who figure so scientists on how to design and evaluate “devel - centrally in a child’s life and development – opmentally appropriate” contemplative parents and extended family members, child- practices across the life course; care and early education professionals, nurses • Exploration of what is the potential value and doctors, teachers and school leaders, and added of contemplative practice over and so on. That is, how do we create contemplative above that associated with related interven - communities where the older members role tions such as social-emotional learning; model healthy and virtuous habits and disposi - • The extension and expansion of this work to a tions for the younger? wider circle of educators, scientists, and During its first three years of existence, MLERN contemplatives. has met 3 times each year with the following Please look for updates on MLERN II on specific goals: www.mindandlife.org in the near future.
3 CONFSERSSEINOCNETOHVREERE VIEW
The urgent challenges of a globalized from various perspectives on this issue, How can our and interdependent world demand a including those from educational theory new vision of world citizenship that is and practice, philosophy, psychology, educational system not confined to national boundaries, but neuroscience, and the wisdom of encompasses moral and ethical respon - contemplative traditions. Our intent is evolve to meet the sibilities to all humanity. People coming for the synergy of these converging of age in the 21st century will need to disciplines to inspire and support challenges of the manifest unprecedented levels of inter - visions of education that focus on the 21 st cultural cooperation, mutual moral development of the whole person century? concern, creativity, and skill in (including both students and educators) effectively addressing the challenges of within more caring and effective school the new century. An education that will communities. At the heart of this prepare children to become compas - dialogue is a shared vision of an sionate and competent world citizens educational system that nurtures the cannot be measured only in terms of heart as well as the mind, and that cognitive skills and knowledge, but creates compassionate, engaged, and must address the wider aspects of child ethical world citizens whose skills and and adolescent development such as abilities are not only used for personal social and emotional skills, moral growth and advancement, but also for values, and embodied virtues that the good of the world. promote both personal and societal Educators have recently seen health, well-being, and caring. impressive results in the field of social Mind and Life XIX brings together and emotional learning (SEL), a form of world-renowned educators, scientists, education that helps children and adults and contemplatives, with the Dalai develop fundamental social and Lama presiding, to explore new avenues emotional skills conducive to life effec - for science and educational practice tiveness. Studies have documented that related to the cultivation of these SEL has a positive impact on promoting positive human qualities—mindful ethical and pro-social behavior in young awareness, self-control, social responsi - people as well as supporting their bility and concern for the welfare of academic learning. The success of others—among children, youth, and the social and emotional learning programs adults who educate them. This interdis - is encouraging educators to explore ciplinary dialogue will honor insights other practices such as those found in
4 CONFERENCE OVERVIEW
the contemplative traditions that may also cultivate, strengthen, and extend How will we educate people to be skills that SEL teaches. compassionate, competent, ethical, and The world’s great contemplative traditions encompass a shared wisdom engaged citizens in an increasingly on key ethical virtues such as non- violence and empathic concern for the complex and interconnected world? welfare of others, as well as a vast array of specific techniques, including health, and well-being is beginning to The time is clearly ripe for scientists, different forms of meditation and be examined in relation to the childhood educators, and contemplatives to plan reflective practices, that aim to cultivate and adolescent periods. Central to this collaborative research on how contem - such virtues. In adults, studies are emerging work is an exploration of how plative practices might be adapted for beginning to document how these to provide contemplative practices to use in the classroom and how to assess practices promote better emotional the adults in the lives of children and their pedagogical value. Adapting regulation, improved attention, adolescents – parents, teachers, youth contemplative techniques that were increased calm and resilience, better workers and so on – as one key way of originally embedded within ancient stress management and coping skills, “educating” the young in these practices cultures to the secular setting of public and the deliberate cultivation of through role modeling. Indeed, it is schools requires an interdisciplinary qualities such as compassion and likely that the most beneficial effects of approach that includes those with empathy. introducing contemplative practices to expertise in educational practice, Neuroscience is beginning to build a young people will occur when educators applied and basic science, and the body of evidence on the positive effects and parents model the positive qualities wisdom of the contemplative traditions of contemplative practices on the arising from such practices themselves. themselves. This meeting aims to minds, brains and bodies of adults. This The goal is to “be the change we wish identify new avenues of scientific leads to the question: would intervening to see in the world” as Gandhi put it. inquiry and educational practice that earlier in life to teach young people Moreover, since school is often one aim to cultivate positive qualities that healthy habits of mind, heart and body of the most stable environments for are particularly important in the global amplify the benefits of contemplative children and youth exposed to develop - context of the 21st century. practices across the entire lifespans of mental risks, focusing on school-based individuals and provide a host of programs may be the best way to help positive “downstream” preventative and children develop the non-academic skills health-promoting effects? As a starting necessary to be successful and contri- point, research on practical applications buting members of 21st century society. for the promotion of stress reduction,
5 SSEESSSSIOIONNTOHNREE E
Introduction and Welcome Thursday, October 8, 2009 • 9:00 –9:15am
R. Adam Engle, J.D., M.B.A. CEO and Chairman, Mind and Life Institute
Jacquelynne S. Eccles, Ph.D. For information University of Michigan on purchasing video recordings of this conference, see page 18. Session One: Envisioning the World Citizen Thursday, October 8, 2009 • 9:15am –12pm
Speakers: A deep understanding of our individual and cultivate disciplined habits of mind and HH Dalai Lama collective responsibility to humanity as a heart in young people and those who Marian Wright Edelman, J.D. whole, and to the environment, will be educate them alike? Are there opportunities essential to our survival in the globally for synergy here with the historically strong interdependent world of the 21st century. focus in American public education on Panelists: How do we prepare young people to take moral development and character Matthieu Ricard, Ph.D. up and meet these challenges through novel education? Jacquelynne S. Eccles, Ph.D. forms of teaching and learning such as This session will present the shared those involving contemplative practices in Linda Darling-Hammond, Ed.D. insights of world-renowned leaders in both formal and informal educational education, moral philosophy, secular ethics environments? Moderator: and contemplative practice, and Daniel Goleman, Ph.D. What are the positive qualities that future development science regarding a renewed citizens will need to respond to these vision of public education – one that draws challenges with compassion, wisdom, upon both the wisdom of contemplative Interpreter: creativity, and skill? Looking at exemplary traditions and their associated practices as Thupten Jinpa, Ph.D. individuals whose lives inspire us, can we well as the cutting edge ideas in education determine what qualities constitute a ‘good’ and the sciences of human learning and person in the modern world? How do such development. qualities develop, and how can we support that development in formal and informal educational settings? Over many centuries, the world’s great contemplative traditions have refined various techniques to cultivate moral and ethical virtues such as compassion and caring, emotional balance and resilience, and calm and focused attention. Can contemplative practices be adapted from their traditional cultural settings to the secular context of schools and after-school settings so that they can
6 SSEEOSSSSVIIOEORNNVIFTEOWW UO R
Session Two: Attention, Emotion Regulation and Learning Thursday, October 8, 2009 • 2:00 –4:30pm
Speaker: Self-regulation—the ability to be aware of foster critical thinking, deeper compre - Richard Davidson, Ph.D. our attention and emotions, and to direct hension, and meta-cognitive skills them consciously—enables the mind to associated with learning how to learn. We focus in ways that support academic are beginning also to understand the brain Panelists: learning and positive social relationships. mechanisms that link early experiences of HH Dalai Lama Self-regulation enables us to make either stress or nurturing care, to later Ronald E. Dahl, M.D conscious choices in response both to our emotional health and self-regulation, and to Mark Greenberg, Ph.D. outer experiences and to the feelings and identify developmentally sensitive periods Anne Klein, Ph.D. thoughts they engender within us. The of growth. habits of mind and heart that are involved Kathleen McCartney, Ph.D. Recent programs in SEL have shown in regulating attention and emotion are the impressive results in teaching children foundation of the ‘self-knowledge’ and techniques for emotional regulation in Moderator: insight that are among the classical aims of social interactions. Meanwhile, neuroscien - Daniel Goleman, Ph.D. education. These habits are also essential tists have been studying contemplative for cooperation and responsible moral practices that hone attention and emotional conduct as a community member, as well Interpreter: regulation in adults. The evidence from as for personal resilience in the face of Thupten Jinpa, Ph.D. adult studies is compelling, and suggests adversity. that, with insight from developmental As neuroscience probes the brain’s neuroscience and psychology, practices executive functions that control attention such as those found in the contemplative and emotion, we are beginning to traditions like mindfulness meditation may understand how malleable these also cultivate, strengthen, and extend the mechanisms are. Self-regulation is a habits of mind and heart that SEL teaches. learnable skill as well as a prerequisite for In laying the groundwork for collaborative other forms of learning. Beyond the research projects to explore such possibil - common-sense observation that better ities, the dialogue participants in this attention in the classroom leads to better session will consider how a variety of learning, practices that hone mindful pedagogical practices, contemplative and awareness and focused attention may also otherwise, may be effective in fostering self-regulation among parents, educators and students; how ethical values form an essential part of the use of contemplative practices in this regard; and how important issues remain about how best to introduce contemplative practices in culturally- and developmentally appropriate ways. Devel - opmental issues are especially important here: from earliest childhood, when self- regulation creates a stable and safe space for cognitive learning, through adolescence, when self-regulatory capacities can creatively and productively channel the energy unleashed in puberty; to adulthood where one continues to refine such skills and brings them into the world in more prominent ways with children and youth (e.g., in schools).
7 SESSION THREE
Session Three: Compassion and Empathy Friday, October 9, 2009 • 9:30am –12pm
Speaker: Compassion and empathy are fundamental mode to a more reflective and other- Linda Lantieri, Ph.D. to moral and character development and to centered mode. The cultivation of any vision of a kinder, more just, and more compassion, empathy, and other virtuous caring society and world. Complex emotions is traditionally taught through a Panelists: emotions that embody an awareness of rich, culturally embedded repertoire of HH Dalai Lama one’s interconnection with others, reflective and cognitive techniques, as well Peter Benson, Ph.D. compassion and empathy serve as a as role modeling. Is it possible to extract Martin Brokenleg, Ph.D. foundation for altruism, cooperation, the core wisdom of these practices from Nancy Eisenberg, Ph.D. helping, and other prosocial behavior. The their religious and cultural origins without Matthieu Ricard, Ph.D. Dalai Lama notes that human beings have a disempowering them; and if so, may they natural propensity for compassion and offer a valuable resource for the aims of empathy but “need specialized training” to moral and character education in secular Moderator: extend this feeling beyond the immediate societal contexts like schools? What are the Mark Greenberg, Ph.D. circle of family, friends, and others we elements of school culture which would identify with closely. A key challenge in have to change to realize these benefits? educating world citizens is expanding this Interpreter: Contemplative practices that cultivate circle of concern to encompass the wider, Thupten Jinpa, Ph.D. compassion and empathy may also support interdependent world in all its diversity. cognitive learning and help young people Educational strategies that aim to build to discover meaningful purpose in their respect for diversity may be most effective lives and passionate engagement in their when focused both on the value and immediate and far-reaching communities. experience of such diversity, as well as on Such practices could complement, or be deep commonalities in the human integrated into, on-going curricular and experience that transcend culture (e.g., the instructional efforts aimed at teaching desire of happiness). students about civic engagement, social Contemplative traditions have approached justice, ethical responsibility, and moral compassion as a learnable skill that ideally decision-making in deep, enduring, and develops into an enduring positive quality, transformative ways. Research on brain transforming our automatic response to the processes underlying prejudice and world from a reactive and self-centered intolerance suggests that contemplative practices that improve attention and emotional regulation can also bring prejudice into conscious awareness and thus offer a fulcrum for change. Other studies have examined factors that determine how empathy for the suffering of others may transform into compassionate, helping behavior rather than overwhelming sadness or fear. Collaboration between educators, scientists, and contemplatives on issues such as these could bring us closer to new understandings of how best to educate the compassionate heart in developmentally appropriate ways. SEOSSVIOERNVIFEOW UR
Session Four: Integrations, Reflections and Future Directions Friday, October 9, 2009 • 2:00 –4:30pm
Panelists: This final session will offer reflections on needed for world citizenship and personal HH Dalai Lama the previous two days of dialogue and will responsibility in the 21st century world, one Linda Darling-Hammond, Ed.D. serve to integrate and explore new ideas hypothesis is that if these qualities are to be that have been sparked by the process. For successfully developed in students, teachers Richard Davidson, Ph.D. example, participants in the final session must model such skills and behaviors Takao Hensch, Ph.D. will discuss windows of opportunity in themselves in a school context that is Lee Shulman, Ph.D. which the developing brain is optimally supportive of such skills and behaviors at receptive for the cultivation of particular all levels. That is, teacher embodiment of Moderator: mental qualities associated with attention, these skills, as well as a supportive school Roshi Joan Halifax, Ph.D. emotion, empathy and compassion that environment, really matter for students’ have been discussed in the meeting. They motivation and capacity to learn and will also discuss the institutional and social embody such qualities themselves. From Interpreter: contexts of schools today that could this perspective, a key priority in this work Thupten Jinpa, Ph.D. facilitate or hinder efforts to introduce going forward is to inquire into how teacher contemplative practices in K-16 education. training and direct service programs on Furthermore, the question of how the intro - compassion and mindfulness for teachers duction of contemplative practices in and parents may form a necessary, but not formal educational settings could sufficient condition for the cultivation of complement, expand upon or reframe these qualities in young people. In addition, contemporary educational reform efforts at such work will need to address issues of these various levels, to the extent such context: How can school leaders support the practices are adapted for public education cultivation of positive habits of the mind settings in culturally sensitive, develop - and heart in the whole school culture? How mentally appropriate and thoroughly can educational leaders design and secular ways will also be discussed. implement “mindful and compassionate communities of learning” for students, The overarching aim of this session is to teachers, parents and educational leaders develop a set of tractable scientific alike? questions regarding the use of contem - plative practices in educational contexts that Ultimately, we envision an education can be researched in the near future, and system in which young people are that ultimately may inform educational recognized and educated as cognitive and practice and policy in ways that benefit emotional, ethical, and social beings whose teachers, students, and their families. As lives are deeply interconnected with others; just one example, consider a key principle one that lifts their spirits and engages them in the contemplative traditions - the fully in active, meaningful learning, and importance of embodiment . Embodiment that cultivates the positive qualities refers to our ability to “give form through necessary to be a caring and contributing our verbal and non-verbal behavior” to member of the world community in the certain cherished qualities, for instance, coming years The world’s contemplative kindness to others. In this context, one traditions are a precious resource that can hypothesis is that the embodiment of contribute to the education and qualities like compassion, empathy, and development of people who are compas - mindfulness in adults and older peers is a sionate, ethically responsible, and in control powerful form of social role modeling that of their mental lives and who, as a result, teaches the young important lessons about are positioned optimally to meet the how to become a responsible member of a extraordinary political, social, and spiritual family, a peer group, a school, a community challenges of our time. and a society. For students to learn the skills
9 SPEAKSEERSSIAONNDTHPARNEEELISTS
Tenzin Gyatso, the XIV th Dalai Lama , is Peter L. Benson, Ph.D. is president and the leader of Tibetan Buddhism, the head of CEO of Minneapolis-based Search Institute, the Tibetan government-in-exile, and a spiri - the nation’s leading “action tank” for helping tual leader revered worldwide. He was born communities “grow great kids.” A leading on July 6, 1935 in a small village called authority on human development, commu - Taktser in northeastern Tibet. Born to a nity mobilization, and social change, he peasant family, he was recognized at the age holds a doctorate and master’s degree from of two, in accordance with Tibetan tradition, the University of Denver as well as a mas - as the reincarnation of his predecessor, the ter’s degree from Yale University. His vision, XIII th Dalai Lama. The Dalai Lamas are manifestations of the Bud - research, and public voice have inspired a “sea change” in theory, dha of Compassion, who choose to reincarnate for the purpose of practice, and policy. His innovative, research-based framework of serving human beings. Winner of the Nobel Prize for Peace in Developmental Assets is the most widely used approach to positive 1989, he is universally respected as a spokesman for the compas - youth development in the United States and around the world. Most sionate and peaceful resolution of human conflict. recently, he has focused on conceptualizing a new understanding of “thriving.” He is also the principal investigator and co-director for He has traveled extensively, speaking on subjects including universal Search Institute’s Center for Spiritual Development in Childhood and responsibility, love, compassion and kindness. Less well known is his Adolescence, which seeks to advance knowledge, practice, and inter - intense personal interest in the sciences; he has said that if he were not national interest in this important, but underemphasized domain of a monk, he would have liked to be an engineer. As a youth in Lhasa it human development. Dr. Benson is the author or editor of more than was he who was called on to fix broken machinery in the Potola a dozen books on child and adolescent development, including, most Palace, be it a clock or a car. He has a vigorous interest in learning the recently, Sparks: How Parents Can Ignite the Hidden Strengths of newest developments in science, and brings to bear both a voice for Teenagers (Jossey-Bass), and The Handbook of Spiritual Develop - the humanistic implications of the findings, and a high degree of intu - ment in Childhood and Adolescence (Sage). Among his many itive methodological sophistication. honors, Dr. Benson was the first visiting scholar at the William T. Grant Foundation and also received the William James Award for Career Contributions to the Psychology of Religion from the Ameri - Thupten Jinpa, Ph.D. was educated at the can Psychological Association. He serves on many boards and Shartse College of Ganden Monastic Univer - commissions, including the John Templeton Foundation Board of sity, South India, where he received the Geshe Advisors. Dr. Benson is married to Tunie Munson-Benson, a nation - Lharam degree. In addition, Jinpa holds a B.A. ally recognized expert in children’s literature and literacy. They have Honors in philosophy and a Ph.D. in religious two children, Liv and Kai, and two grandsons, Ryder and Truman. studies, both from Cambridge University. He taught at Ganden monastery and worked as a research fellow in Eastern religions at Girton Martin Brokenleg, Ph.D. is the Director of College, Cambridge University. Native Ministries and Professor of First Nations Theology and Ministry at the Van - Jinpa has been the principal English translator to H.H. the Dalai couver School of Theology in Vancouver, Lama for over two decades and has translated and edited numerous British Columbia. He serves as a Vice Presi - books by the Dalai Lama, including Ethics for the New Millennium, dent of Reclaiming Youth International, Transforming the Mind, and The Universe in a Single Atom: Con - providing training for individuals who work vergence of Science and Spirituality . His own publications include with youth at risk. He holds a doctorate in works in both Tibetan and English, including Songs of Spiritual psychology and is a graduate of the Episco - Experience (co-authored), Self, Reality and Reason in Tibetan Phi - pal Divinity School. For thirty years, Dr. Brokenleg was professor losophy, Mind Training: The Great Collection, and The Book of of Native American studies at Augustana College of Sioux Falls, Kadam: The Core Texts, the last two being part of The Library of South Dakota. He has also been a director of The Neighborhood Tibetan Classics series. Youth Corps, chaplain in a correctional setting, and has extensive experience as an alcohol counselor. Dr. Brokenleg has consulted Jinpa is an adjunct professor at the Faculty of Religious Studies at and led training programs throughout North America, New McGill University, Montreal and a visiting scholar and an executive Zealand, and South Africa. He is the father of three children and an committee member at the Center for Compassion and Altruism enrolled member of the Rosebud Sioux Tribe practicing the culture Research and Education (CCARE), Stanford University. He is cur - of his Lakota people. rently the president of the Institute of Tibetan Classics, Montreal, and heads its project of critical editing, translation and publication of key classical Tibetan texts aimed at creating a definitive reference series entitled The Library of Tibetan Classics.
10 SPEAKSEEROSSSVIAOENRNVDIFEPOW AUNR ELISTS
Ronald E. Dahl, M.D. is the Staunton Pro - Richard J. Davidson, Ph.D. is the William fessor of Psychiatry and Pediatrics, and James and Vilas Research Professor of Psy - Professor of Psychology at the University of chology and Psychiatry, Director of the Pittsburgh. He is a pediatrician with research W.M. Keck Laboratory for Functional Brain interests in sleep/arousal and affect regula - Imaging and Behavior, the Laboratory for tion and their relevance to the development Affective Neuroscience and the Center for of behavioral and emotional disorders in Investigating Healthy Minds, Waisman Cen - youth. His work focuses on adolescence and ter at the University of Wisconsin-Madison. pubertal development as a neuromaturational He received his Ph.D. from Harvard Univer - period with unique opportunities for early intervention. He co- sity in Psychology and has been at Wisconsin since 1984. He has directs a large program of research on child/adolescent anxiety and published more than 250 articles, many chapters and reviews and depression with more than twenty years of continuous funding from edited 13 books. He has been a member of the Mind and Life Insti - the NIMH, and he has received research grants from NIAAA, tute’s Board of Directors since 1991. He is the recipient of NIDA, and NICHD focusing on questions of neurobehavioral devel - numerous awards for his research including a National Institute of opment and adolescent health outcomes. His research is Mental Health Research Scientist Award, a MERIT Award from interdisciplinary and bridges from basic work in affective neuro - NIMH, an Established Investigator Award from the National science and development and extends to clinical work focusing on Alliance for Research in Schizophrenia and Affective Disorders early intervention for behavioral and emotional health problems. Dr. (NARSAD), a Distinguished Investigator Award from NARSAD, Dahl has participated in several interdisciplinary research groups, the William James Fellow Award from the American Psychological including The MacArthur Foundation Research Network on Psy - Society, and the Hilldale Award from the University of Wisconsin- chopathology and Development, and The Robert Wood Johnson Madison. He was the Founding Co-Editor of the new American Foundation Research Network on Tobacco Dependence. He has Psychological Association journal EMOTION and is Past-President published extensively on adolescent development, sleep disorders, of the Society for Research in Psychopathology and of the Society and behavioral/emotional health in children and adolescents. for Psychophysiological Research. He was the year 2000 recipient of the most distinguished award for science given by the American Psychological Association –the Distinguished Scientific Contribu - Linda Darling-Hammond, Ed.D. is tion Award. In 2003 he was elected to the American Academy of Charles E. Ducommun Professor of Educa - Arts and Sciences and in 2004 he was elected to the Wisconsin tion at Stanford University where she has Academy of Sciences, Arts and Letters. He was named one of the launched the Stanford Educational Leader - 100 most influential people in the world by Time Magazine in ship Institute and the School Redesign 2006. In 2006 he was also awarded the first Mani Bhaumik Award Network and served as faculty sponsor for by UCLA for advancing the understanding of the brain and con - the Stanford Teacher Education Program. scious mind in healing. Madison Magazine named him Person of She is a former president of the American the Year in 2007. Educational Research Association and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school restructuring, Jacquelynne S. Eccles, Ph.D. (McKeachie/ teacher quality and educational equity. From 1994-2001, she served Pintrich Distinquished University Professor as executive director of the National Commission on Teaching and of Psychology and Education at the Univer - America’s Future, a blue-ribbon panel whose 1996 report, What sity of Michigan (UM) and Senior Research Matters Most: Teaching for America’s Future, led to sweeping pol - Scientist at the Institute for Social Research icy changes affecting teaching and teacher education. In 2006, this at the UM) received her Ph.D. from UCLA report was named one of the most influential affecting U.S. educa - in 1974 and has served on the faculty at tion and Darling-Hammond was named one of the nation’s ten most Smith College, the University of Colorado, influential people affecting educational policy over the last decade. and the University of Michigan. In 1998-99, she was the Interim Chair of Psychology at the University of Among Darling-Hammond’s more than 300 publications are Michigan, and she has served as Chair of the Combined Program in Preparing Teachers for a Changing World: What Teachers Should Education and Psychology repeatedly over the last 30 years. She Learn and be Able to Do (with John Bransford, for the National chaired the MacArthur Foundation Network on Successful Path - Academy of Education, winner of the Pomeroy Award from ways through Middle Childhood and was a member of the AACTE), Powerful Teacher Education: Lessons from Exemplary MacArthur Research Network on Successful Pathways through Programs (Jossey-Bass: 2006); Teaching as the Learning Profes - Adolescence. She was SRA (Society for Research on Adolescence) sion (Jossey-Bass: 1999) (co-edited with Gary Sykes), which program chair in 1996, has served on the SRA Council, and is now received the National Staff Development Council’s Outstanding Past-President of SRA. She was also Program Chair and President Book Award for 2000; and The Right to Learn, recipient of the for Division 35 (the Psychology of Women) of the American Psy - American Educational Research Association’s Outstanding Book chological Association (APA), and chair of the Natonal Academy of Award for 1998. Science/National Research Council (NAS/NRC) Committee on Cont’d on page 12
11 SPEAKSEERSSIAONNDTHPARNEEELISTS
Jacquelynne S. Eccles, Ph.D., cont’d Marian Wright Edelman, J.D., cont’d After-School Programs for Youth. She is a member of the National Mrs. Edelman served on the Board of Trustees of Spelman College Academy of Education and now serves on its Governing Board. which she chaired from 1976 to 1987 and was the first woman elected by alumni as a member of the Yale University Corporation Dr. Eccles’ awards include: the Spencer Foundation Fellowship for on which she served from 1971 to 1977. She has received many Outstanding Young Scholar in Educational Research, the Sarah honorary degrees and awards including the Albert Schweitzer Goddard Power Award for Outstanding Service from the University Humanitarian Prize, the Heinz Award, and a MacArthur Foundation of Michigan, the American Psychological Society (APS) Cattell Prize Fellowship. In 2000, she received the Presidential Medal of Fellows Award for Outstanding Applied Work in Psychology, the Freedom, the nation’s highest civilian award, and the Robert F. Society for the Study of Social Issues’s Kurt Lewin Award for out - Kennedy Lifetime Achievement Award for her writings which standing research, the Life-Time Research Awards from SRA, include eight books: Families in Peril: An Agenda for Social Division 15 (Educational Psychology) of the APA, and the Society Change; The Measure of Our Success: A Letter to My Children and for Research on Human Development, the Mentor’s Award from Yours; Guide My Feet: Meditations and Prayers on Loving and Division 7 (Developmental Psychology) of APA, and the Univer - Working for Children; Stand for Children; Lanterns: A Memoir of sity of Michigan Faculty Recognition Award for Outstanding Mentors; Hold My Hand: Prayers for Building a Movement to Scholarship. She is a Fellow in American Psychological Associa - Leave No Child Behind; I’m Your Child, God: Prayers for Our tion, American Psychological Society, American Educational Children; and I Can Make a Difference: A Treasury to Inspire Our Research Association, and Society for the Psychological Study of Children. Her latest book The Sea is So Wide and My Boat is So Social Issues. She has conducted research on topics ranging from Small: Charting a Course for the Next Generation released in gender-role socialization, classroom influences on motivation to bookstores September 23, 2008. social development in the family, school, peer and wider cultural contexts. Much of this work focuses on the socialization of self- She is a board member of the Robin Hood Foundation, the Associa - beliefs and motivation, and the impact of self-beliefs and tion to Benefit Children, and City Lights School and is a member of motivation on many other aspects of social development. Her most the Council on Foreign Relations, the American Philosophical Soci - recent work focuses on: (1) ethnicity as a part of the self and as a ety, the American Academy of Arts and Sciences, and the Institute social category influencing experiences, (2) the relation of self of Medicine of the National Academy of Sciences. beliefs and identity to the transition from mid to late adolescence and then into adulthood, and (3) the impact of social contexts Marian Wright Edelman is married to Peter Edelman, a Professor at (school, community organizations, religious organizations, and Georgetown Law School. They have three sons, Joshua, Jonah, and families) on development across the lifespan. Ezra, two granddaughters, Ellika and Zoe, and two grandsons, Eli - jah and Levi.
Marian Wright Edelman, J.D. , Founder and President of the Children’s Defense Nancy Eisenberg, Ph.D. is Regents’ Pro - Fund (CDF), has been an advocate for dis - fessor of Psychology at Arizona State advantaged Americans for her entire University. She received her Ph.D. at the professional life. Under her leadership, CDF University of California, Berkeley. She has has become the nation’s strongest voice for published numerous books, chapters, and children and families. The Leave No Child papers on social, emotional, and moral Behind® mission of the Children’s Defense development, including The Caring Child Fund is to ensure every child a Healthy (1992), The Roots of Prosocial Behavior in Start, a Head Start, a Fair Start, a Safe Start, and a Moral Start in Children (with Paul Mussen, 1989), and life and successful passage to adulthood with the help of caring How Children Develop (with Robert Siegler and Judy DeLoache, families and communities. 2006), and is the editor of volume 3 (Social, Emotional, and Per - sonality Development) of the Handbook of Child Psychology (5 th Mrs. Edelman, a graduate of Spelman College and Yale Law School, and 6 th editions). She has been a recipient of Research Scientist began her career in the mid-60s when, as the first black woman admit - Development Awards and a Research Scientist Award from the ted to the Mississippi Bar, she directed the NAACP Legal Defense National Institute of Health (NICHD and NIMH). She was Presi - and Educational Fund office in Jackson, Mississippi. In l968, she dent of the Western Psychological Association and is moved to Washington, D.C., as counsel for the Poor People’s Cam - president-elect of Division 7 (Developmental Psychology) of the paign that Dr. Martin Luther King, Jr. began organizing before his American Psychological Association. Eisenberg has been associate death. She founded the Washington Research Project, a public interest editor of Merrill-Palmer Quarterly and Personality and Social Psy - law firm and the parent body of the Children’s Defense Fund. For two chology Bulletin ; and editor of Psychological Bulletin and a volume years she served as the Director of the Center for Law and Education of the Handbook of Child Psychology . She is currently the founding at Harvard University and in l973 began CDF. editor of the new SRCD journal, Child Development Perspectives . She has served on the governing board of the Society for Research in Child Development, the Board of Directors of the American Psy -
12 SPEAKSEEROSSSVIAOENRNVDIFEPOW AUNR ELISTS
Nancy Eisenberg, Ph.D., cont’d Mark Greenberg, Ph.D. holds The Bennett chological Society, the governing council of the American Psycho - Endowed Chair in Prevention Research in logical Association, and the U. S. National Committee for the Penn State’s College of Health and Human International Union of Psychological Science (through the National Development. He is currently the Director Academy of Science). She is the 2007 recipient of the Ernest R. of the Prevention Research Center. Since Hilgard Award for a Career Contribution to General Psychology, 1981, Dr. Greenberg has been examining the Division 1, American Psychological Association; the 2008 recipient effectiveness of school-based curricula (The of the International Society for the Study of Behavioral Develop - PATHS Curriculum) to improve the social, ment Distinguished Scientific Contribution Award; and the 2009 emotional, and cognitive competence of recipient of the G. Stanley Hall Award Recipient Award for Distin - elementary-aged children. Since 1990, he has served as an Investi - guished Contribution to Developmental Psychology, Division 7, gator in Fast Track, a comprehensive program that aims to prevent American Psychological Association. violence and delinquency in families. His research has focused on the role of individual, family, and community-level factors in pre - vention. Current studies include the evaluation of Communities That Care and The PROSPER Model. He received the Research Scientist Award from the Society for Prevention Research in 2002. R. Adam Engle, J.D., M.B.A. is the Chair - man and co-founder of the Mind and Life Institute. He was educated at the University of Colorado, Harvard University and Stan - Roshi Joan Halifax, Ph.D. , is a Buddhist ford University, where he received his B.A., teacher, Zen priest, anthropologist, and J.D., and M.B.A. degrees respectively. Over author. She is Founder, Co-abbot, and Head the past 40 years, he has divided his profes - Teacher of Upaya Zen Center, a Buddhist sional life as a lawyer and entrepreneur monastery in Santa Fe, New Mexico and between the for-profit and non-profit sectors. Director of the Upaya Institute. She received her Ph.D in medical anthropology In the for-profit sector, Mr. Engle began his career as a lawyer, in 1973. She has lectured on the subject of practicing for 10 years in Beverly Hills, Albuquerque, Santa Bar - death and dying at many academic institu - bara, and Teheran. After leaving the practice of law, he formed an tions, including Harvard Divinity School and Harvard Medical investment management firm, focusing on global portfolio manage - School, Georgetown Medical School, University of Virginia Med - ment on behalf of individual clients. He also started several ical School, Duke University Medical School, University of business ventures in the United States and Australia. Connecticut Medical School, among many others. She received a National Science Foundation Fellowship in Visual Anthropology, Mr. Engle began working with various groups in the non-profit sec - and was an Honorary Research Fellow in Medical Ethnobotany at tor in 1965. In addition to the Mind and Life Institute, he also Harvard University, and is a Distinguished Visiting Fellow and co-founded the Colorado Friends of Tibet, a statewide Tibetan sup - Kluge Scholar at the Library of Congress. From 1972-1975, she port group based in Boulder, Colorado; was a founding member of worked with psychiatrist Stanislav Grof at the Maryland Psychi - the Social Venture Network; and has advised numerous other non- atric Research Center on pioneering work with dying cancer profit organizations. patients. She has continued to work with dying people and their families and to teach health care professionals as well as lay indi - viduals on contemplative care of the dying. Her work for forty Daniel Goleman, Ph.D. covers behavioral years has focused on engaged and applied Buddhism. She is a science and health for the New York Times. Board Member of the Mind and Life Institute. The author of many He received his bachelors degree magna books, including Being with Dying: Cultivating Compassion and cum laude from Amherst College, where he Fearlessness in the Presence of Death, Dr. Halifax founded the was an Independent Scholar, and his Ph.D. Project on Being with Dying and the Upaya Prison Project. in psychology from Harvard University. For two years he traveled in India studying Bud - dhist and other spiritual systems of psychology, the first year as a Harvard Trav - eling Fellow, the second as a Research Fellow of the Social Science Research Council. He taught at Harvard University before becom - ing an editor and journalist. He is a Fellow of the American Association for the Advancement of Science, and was twice nomi - nated for the Pulitzer prize for his science writing in the New York Times. He is the author of numerous books, including Emotional Intelligence, The Meditative Mind, Destructive Emotions, and most recently Ecological Intelligence . He moderated the third Mind and Life dialogue in 1990, and has been a board member since 1992. Cont’d on page 14
13 SPEAKSEERSSIAONNDTHPARNEEELISTS
Takao K. Hensch, Ph.D. is joint Professor Anne Carolyn Klein / Rigzin Drolma, Ph.D. cont’d of Neurology (Children’s Hospital Boston) Forthcoming this spring is Heart Essence of the Vast Expanse: A Story at Harvard Medical School and Professor of of Transmission, Anne’s chantable English translation of foundational Molecular and Cellular Biology (Center for practices from the Longchen Nyingthig, with CD of the English and Brain Science) at Harvard University. After Tibetan chanting. She has commenced translation of two texts which his undergraduate studies on sleep mecha - combine theories of knowing with meditation practices opening to nisms with Dr. J. Allan Hobson at Harvard, Dzogchen. These are Mipham Rinpoche’s The Threefold Great Seal: he was a student of Dr. Masao Ito at the Abiding, Movement and Awareness (phyag chen pa’i gnas ‘gyur rig University of Tokyo (MPH) and Fulbright gsum) with extensive oral commentary from the renowned Khetsun Fellow with Dr. Wolf Singer at the Max-Planck Institute for Brain Sangpo Rinpoche, as well as a major text by Khetsun Rinpoche him - Research, prior to receiving a Ph.D in Neuroscience working with self coalescing a variety of oral and written sources. She is also in the Dr. Michael Stryker from the University of California San Fran - daunting mid-stages of her own manuscript, The Knowing Body cisco in 1996. He then helped to launch the RIKEN Brain Science which explores the epistemology of the body’s innate intelligence. Institute (Japan) as Lab Head for Neuronal Circuit Development and served as Group Director since 2000. Linda Lantieri, M.A. is a Fulbright Hensch’s research focuses on critical periods in brain development. Scholar, keynote speaker, and internation - By applying cellular and molecular biology techniques to neural ally known expert in social and emotional systems, he identified inhibitory circuits that orchestrate the struc - learning, conflict resolution, intergroup rela - tural and functional rewiring of connections in response to early tions, and crisis intervention. Currently she sensory experience. His work impacts not only basic understanding serves as the Director of The Inner of brain development, but also the potential treatment for devastat - Resilience Program (formerly Project ing cognitive disorders in adulthood. Hensch has received several Renewal), a project of the Tides Center, honors, including the Tsukahara Prize (Japan Brain Science Foun - which is an initiative that equips school per - dation); Japanese Minister of Education, Culture, Sports, Science sonnel with the skills and strategies to strengthen their inner and Technology (MEXT) Prize; NIH Director’s Pioneer Award and resiliency in order to model these skills for the young people in the first US Society for Neuroscience Young Investigator Award to their care. She is also the cofounder of the Resolving Conflict Cre - a foreign scientist. He serves on the editorial board of among others atively Program (RCCP). Started in 1985, RCCP is now one of the The Journal of Neuroscience (reviewing editor), Brain Structure largest and longest running research-based school (K-8) programs and Function, NeuroSignals, Neural Development, HFSP Journal in social and emotional learning in United States. Linda is also one and Neuron. of the founding board members of the Collaborative for Academic, Social, and Emotional Learning (CASEL).
Anne Carolyn Klein / Rigzin Drolma, Linda has almost 40 years of experience in education as a former Ph.D. is Professor of Religious Studies at teacher, assistant principal, director of an alternative middle school Rice University and a founding director and in East Harlem, and faculty member of the Department of Curricu - resident teacher of Dawn Mountain, a center lum and Teaching at Hunter College in New York City. Linda is a for contemplative study and practice in Hous - Board Certified Expert in Traumatic Stress from the American ton (www.dawnmountain.org). She lectures Academy of Experts in Traumatic Stress. She is the coauthor of and leads retreats widely on contemplative Waging Peace in Our Schools (Beacon Press, 1996) editor of practice as well as on the Buddhist texts and Schools with Spirit: Nurturing the Inner Lives of Children and theories of knowing that support these. Teachers (Beacon Press, 2001), and author of Building Emotional Intelligence: Techniques to Cultivate Inner Strength in Children She writes and practices primarily in the Tibetan tradition, translat - (Sounds True, 2008 forthcoming). ing both classic texts and oral commentary on them. All her scholarly work inquires into the different functions of the human mind, especially the capacity for intellectual as well as direct know - ing. Her books include Knowledge and Liberation , on Buddhist distinctions between cognitive and sensory knowing; Path to the One of Mind and Life’s small steps Middle: The Spoken Scholarship of Khensur Yeshe Thupten, on toward a greener earth is ensuring the preparing to meet the ultimate; Meeting the Great Bliss Queen, con - use of eco-conscious inks and papers for the printing of this brochure. trasting Buddhist and feminist understandings of self as mere construction or subtle essence; and, with Geshe Tenzin Wangyal Rinopche, Unbounded Wholeness, which translates and discusses a Dzogchen text from the Bon–Buddhist tradition. Is the intellect a help or hindrance in cultivating non-conceptual realization? This is a central debate throughout Buddhist history – Anne’s books all explore some aspect of this question.
14 SPEAKSEEROSSSVIAOENRNVDIFEPOW AUNR ELISTS
Kathleen McCartney, Ph.D. is the Dean of Lee S. Shulman, Ph.D. is president emeritus the Harvard Graduate School of Education of The Carnegie Foundation for the and the Gerald S. Lesser Professor in Early Advancement of Teaching, having served for Childhood Development. She is a develop - 11 years as its eighth president. After leaving mental psychologist whose research informs the Foundation in August 2008, Shulman has theoretical questions on early experience begun a period of travel and writing. He has and development as well as policy questions an office at Stanford University. on child care, early childhood education, poverty, and parenting. Since 1989, she has Shulman’s research and writings have dealt served as a Principal Investigator on the National Institute of Child with the study of teaching and teacher education; the growth of Heath and Human Development (NICHD) Study of Early Child knowledge among those learning to teach; the assessment of teach - Care and Youth Development, a study of 1,350 children from birth ing; medical education; the psychology of instruction in science, through 16 years. The NICHD Early Child Care Research Network mathematics, and medicine; the logic of educational research; and summarized their findings in a 2005 book, Child Care and Child the quality of teaching in higher education. His work has devoted Development , published by Guilford Press. In 2006, McCartney special attention to the role of pedagogical content knowledge in and Deborah Phillips edited The Blackwell Handbook of Early teaching, the scholarship of teaching and learning in both K-12 and Childhood Development. McCartney’s work has been informed by higher education, and on the role of “signature pedagogies” in edu - her experience as the director of the University of New Hampshire cation in the professions and in doctoral education. He is currently Child Study and Development Center, a laboratory school for chil - working on a book tentatively titled Professing, which looks back dren from birth through kindergarten. McCartney received her B.S. on a decade’s research at the Foundation on education in the profes - in Psychology from Tufts University, and her M.S. and Ph.D. in sions, teacher education, the doctorate and liberal education. Psychology from Yale University. She has been named a Fellow by both the American Psychological Association and the American Shulman is the Charles E. Ducommun Professor of Education Psychological Society, and she was recently named to the Tufts Emeritus and Professor of Psychology Emeritus (by courtesy) at University Board of Trustees. Stanford University. From 1963 to 1982 he served as Professor of Educational Psychology and Medical Education at Michigan State University. It was there he founded and codirected the Institute for Matthieu Ricard, Ph.D. is a Buddhist Research on Teaching (IRT). monk at Shechen Monastery in Kathmandu, Nepal. Born in France in 1946, he received Dr. Shulman holds all his academic degrees from the University of a Ph.D. in Cellular Genetics at the Institut Chicago. He is a past president of the American Educational Pasteur under Nobel Laureate Francois Research Association (AERA) and received its career award for Jacob. As a hobby, he wrote Animal Migra - Distinguished Contributions to Educational Research. He is also a tions (Hill and Wang, 1969). He first past president of the National Academy of Education. He is the traveled to the Himalayas in 1967 and has recipient of the American Psychological Association’s 1995 E.L. lived there since 1972, studying with Thorndike Award for Distinguished Psychological Contributions to Kangyur Rinpoche and Dilgo Khyentse Rinpoche, two of the most Education, a fellow of both the American Academy of Arts and eminent Tibetan teachers of our times. Since 1989, he served as Sciences and the American Association for the Advancement of French interpreter for His Holiness the Dalai Lama. Science, a Guggenheim Fellow, a Fellow of the Center for Advanced Study in the Behavioral Sciences and has been awarded He is the author of The Monk and the Philosopher (with his father, the 2006 Grawemeyer Prize in Education. the French thinker Jean-Francois Revel), of The Quantum and the Lotus (with the astrophysicist Trinh Xuan Thuan), and of Happi - ness, A guide to Developing Life’s Most Important Skill . He has translated several books from Tibetan into English and French, including The Life of Shabkar and The Heart of Compassion . As a photographer, he has published several albums, including The Spirit of Tibet, Buddhist Himalayas, Tibet, Motionless Journey and Bhutan (www.matthieuricard.org ). He devotes all the of proceeds from his books and much of his time to forty humanitarian projects (schools, clinics, orphanages, elderly people’s home and bridges) in Tibet, Nepal and India, through his charitable association Karuna- shechen ( www.karuna-shechen.org ) and to the preservation of the Tibetan cultural heritage ( www.shechen.org ).
15 THE MIND AND LIFSEESSSUIOMNMTEHRRREEE SEARCH INSTITUTE
The Mind and Life Summer The Francisco J. Varela Research Awards are competi - tively-awarded grants of up to $15,000 available to support Research Institute and studies proposed by research fellows attending the MLSRI on topics related to the themes of that year’s Institute. The Francisco J. Varela Research Awards application process begins in the Fall following each MLSRI with award decisions made by the end of the year. Varela The Mind and Life Summer Research Institute (MLSRI) has awardees return to the MLSRI in order to present their been held annually since June, 2004 with the aim of advancing findings. collaborative research among behavioral and clinical scientists, neuroscientists, and biomedical researchers based on a process of inquiry, dialogue and collaboration with The specific goals of the Summer Research Institute and Buddhist contemplative practitioners and scholars and those in Francisco J. Varela Research Awards are: other contemplative traditions. The long-term objective is to 1) to cultivate strategic dialogue between experimental advance the training of a new generation of behavioral psychologists, neuroscientists, cognitive scientists on the scientists, cognitive/affective neuroscientists, clinical one hand, and contemplative scholars/practitioners and researchers, and contemplative scholar/practitioners interested philosophers on the other, in order to develop research in exploring the potential influences of meditation and other protocols to enhance investigation of human mental contemplative practices on mind, behavior, brain function, and activity; health. This includes examining the potential role of contem - plative methods for characterizing human experience and 2) to foster a cadre of nascent scientists (graduate students consciousness from a neuroscience and clinical intervention and post-docs) and contemplative scholars and philoso - perspective. phers to participate in the development of the next generation of scientists, clinicians, and scholars interested This vibrant, week-long residential program includes daily in innovation and collaboration at the mind-brain- sessions of meditation instruction and practice; presentations behavior interface; of science, philosophy and contemplative theory and research; discussion and dialogue; small group meetings; faculty office 3) to advance a collaborative research program to study the hours; and a day-long silent retreat for all participants and influence of contemplative practices on the mind, faculty. behavior and brain function, by informed use of highly trained subjects in human neuroscience protocols;
16 FRANCISCO J.SVEAOSSRVIEOELRANVRIFEEOW SUEAR RCH AWARDS
4) to explore ways in which the first-person examination of mental phenomena, by means of refining attention and related skills, may be raised to a level of rigor comparable to the third-person methodologies of the cognitive sciences; and 5) to catalyze the creation of three new scientific and academic disciplines: Contemplative Neuroscience; Contemplative Clinical Science and Contemplative Studies.
Education Research
The 2010 MLSRI will build on the thematic areas explored in the October, 2009 Educating World Citizens for the 21st Century conference by focusing on the field of education and the role that contemplative practices play in human development. Just as past gatherings of neuroscientists and clinical scientists with contemplative scholars have helped catalyze important research in these fields, the 2010 MLSRI will stimulate discussion and exploration of the existing body of knowledge related to education and human development and seek to identify gaps and promote studies to build up a rigorous scientific basis to inform the design and implemen - tation of transformative educational programs. The 2010 MLSRI will be held June 14 –22, 2010. For more information please see our web site: www.mindandlife.org in December, 2009.
17 FUTURE MSIENSSDIO&NLTIFHERPERE OGRAMS
Mind and Life XX who are working on the foundations of economic decision making, cooperation, prosocial behavior, empathy, and Altruism and Compassion compassion. In particular, participants will explore the relevance of prosocial motivation and altruism in an increas - in Economic Systems: ingly competitive global economic system. A Dialogue at the Interface of Economics, Neuroscience and Contemplative Sciences For more information and tickets, please check our dedicated web site: www.CompassionInEconomics.org Zürich, Switzerland, April 9-11, 2010 Mind and Life XXII The global financial crisis and its devastating impact on the lives of Contemplative Science: millions of human beings The Scientific Investigation of the Effects of underscore the importance of the ethical dimensions of economic Contemplative Practices on Human Biology systems. The global financial and Behavior crisis that began in 2008 is the latest sign that competitive New Delhi, India, November 19-21, 2010 economic systems are vulnerable to human corruption and The agenda for this meeting is in greed. The question remains as to whether we can develop preparation. The Dalai Lama will economic systems that are productive and at the same time participate fully in this historic also reward compassion and altruism and resolve real societal dialogue, along with world problems related to poverty and the environment. renowned scientists, contempla - The Mind and Life XX Conference will provide a unique tives and philosophers, reviewing opportunity for high-level, interdisciplinary exchange focused the current scientific data and on the ethical and moral dimensions of economic systems, reflecting on useful directions for further study. Please check bringing together renowned economists, psychologists, the Mind & Life website, www.mindandlife.org, for more contemplative scientists, anthropologists and neuroscientists details in January 2010.
Video recordings of the Educating World Citizens
conference will be available for purchase.
Order forms are available in the DAR lobby during this event, or visit www.mindandlife.org .
18 CONFESREEOSNSVICOEERNVCIFOEOW -SUPR ONSORS
Harvard Graduate School College of Education of Education at Pennsylvania State University Education is the single most The mission of the Penn State important ingredient for a successful College of Education is to society. Why? Education affords deepen and extend knowledge children and adults the opportunity about the formation and to reach their potential as learners and thereby become utilization of human capabilities. Our efforts to deepen productive, proud citizens. knowledge lie at the heart of our lives as researchers; our efforts to extend knowledge speak to our desire to teach and Harvard University has long understood the central role of provide outstanding pre-service as well as in-service education education for producing caring communities and vibrant for a wide range of professionals in the field. Our interest in economies. Since 1920, the Harvard Graduate School of the formation of human capabilities is perhaps best known Education has been Harvard's headquarters for education given the substantial effort we devote to the preparation of enterprise. At HGSE, our mission is to create knowledge and teachers, counselors, and human service professionals. But, we prepare future leaders who will have a profound impact on are also deeply involved in helping society make the best education practice, policy, and research. Each day – in possible use of human capabilities as evidenced by our classrooms and boardrooms, in small community organiza - programs and research in areas like career counseling, tions and in the halls of Congress, from small one-room workforce education and development, and the broad social schoolhouses to the largest educational institutions in the and economic impact of education on society. world – the Harvard Graduate School of Education makes a www.ed.psu.edu/educ/ difference. Our faculty, graduates, and students have accepted the challenge of changing the world. Curry School of Education In addition to the work of individual members of the HGSE at the University of Virginia community, the Ed School leverages its strengths through its research centers, collaborations within the larger Harvard Situated in Thomas Jefferson’s community, and relationships with school districts around the university, the Curry School of world. www.gse.harvard.edu Education at the University of Virginia is uniquely positioned to Stanford University contribute new ideas and solutions to the challenges facing School of Education society, schools, and students. We have an eminent faculty whose expertise spans the spectrum of education-related Stanford University School of Education is disciplines. Our work is grounded in the best scientific committed to developing new knowledge that thinking and evidence; our commitment is that the profes - can be used to improve education and to make sionals we prepare and the innovations we produce have quality education more accessible in the lasting and demonstrable effects. United States and abroad. Faculty probe the ways education Curry emphasizes the following areas in education: 21st environments are affected by larger economic, social, and century learning, health and well-being, leadership, and public political contexts. Some pursue theoretical issues related to the policy. Curry’s newly created Virginia Center for Education goals of education and the nature of learning, while others Policy is working to gather and analyze Virginia’s educational conduct research addressing teaching and curriculum investment data that can be used in crafting state legislation development, testing and evaluation, school organization and and policy. Our Center for Advanced Study of Teaching and finance, and school reform. Learning has developed scientifically tested instruments that To ensure the usefulness of the knowledge produced and to have been drafted into legislation. As a consequence of this enhance training opportunities for students, we run our own work we are active in improving the definition of “highly K-12 charter school in an economically disadvantaged qualified teacher” in revisions to the No Child Left Behind Act. community. We also have sustained collaborations with organ - At the Curry School, we have adopted a broad vision for our izations serving youth in several Bay Area communities and collective work in terms of three actions: discover, create, ongoing partnerships with district and school leaders. change. We engage in discovery of new ideas and challenges, The programs at the Stanford University School of Education we create solutions and innovations, and we test our ideas and prepare students for leadership roles in groundbreaking, cross- solutions in efforts to change the current state of education. disciplinary inquiry that shapes educational practices around curry.edschool.virginia.edu/ the globe. Our alumni are some of the world’s most outstandi- ng leaders in the field of education. ed.stanford.edu/suse/ Cont’d on page 20
19 CONFERSEENSSCIEOCNOT-HSPROEE NSORS
University of Wisconsin-Madison American Psychological Association School of Education The American Psychological Long recognized as a leader in Association (APA), in education, today the School is Washington, DC, is the largest addressing some of society's most scientific and professional critical needs. Through partner - organization representing ships with Professional Development Schools, we're preparing psychology in the United States and is the world's largest future teachers to succeed in diverse urban settings. Through association of psychologists. APA's membership includes research and innovative programs such as Cognitively Guided more than 148,000 researchers, educators, clinicians, Instruction, we're helping children improve their skills in consultants, and students. Through its divisions in 54 subfields reading, mathematics, and science. Through distance- of psychology and affiliations with 60 state, territorial, and education initiatives such as the Master of Science for Profes - Canadian provincial associations, APA works to advance sional Educators, we're helping teachers meet new challenges psychology as a science, as a profession and as a means of and grow professionally. promoting human welfare. www.apa.org/ UW-Madison School of Education’s key strengths include: George Washington University outstanding faculty, staff, and students in education, the arts, Columbian College of Arts and Sciences and human services; outreach activities benefiting citizens throughout the state and nation; and innovative research that Established in 1821 in the year after year wins significant federal, state, and private heart of the nation’s capital, support. We're also addressing issues that reach beyond the The George Washington K-12 classroom. Research conducted in the kinesiology University Columbian department, for instance, is contributing to the understanding College of Arts and Sciences is the largest of GW’s academic and treatment of widespread health problems such as diabetes, units with more than 40 departments and programs for under - Parkinson's disease, and traumatic brain injury. graduate, graduate, and professional studies. Columbian www.education.wisc.edu/ College provides the foundation for GW’s commitment to the liberal arts and a broad education for all students. An interna - CASEL – Collaborative for Academic, tionally recognized faculty and active partnerships with Social and Emotional Learning prestigious research institutions place Columbian College at the forefront in advancing policy, enhancing culture, and The Collaborative for Academic, transforming lives through research and discovery. Social, and Emotional Learning www.gwu.edu/~ccas/ (CASEL) is the world’s leading organization advancing research, University of Michigan School of Education school practice, and public policy that nurtures children’s essential social and emotional competencies. These, in turn, The University of Michigan foster academic achievement, a sense of belonging, positive School of Education, behavior, and the development of the skills and qualities established in 1921, houses a children need to succeed in the 21st century. CASEL’s premise community dedicated to is that social and emotional learning (SEL) is the missing improving educational piece in most school reform/school improvement efforts, and practice. More than 70 faculty members are engaged in is essential to optimal learning. In order to accomplish its educating and preparing the 800-plus student body to advance mission to establish social and emotional learning as an knowledge, create educational strategies, develop and test essential part of pre-K-12 education, CASEL promotes theories and tools, and analyze data and practice. Programs rigorous, evidence-based approaches that enhance children’s and projects range from preparing elementary, secondary, and positive social and emotional development in all aspects of higher education teachers to developing new learning their education—in-school, after-school, and in school-family technologies; from improving elementary and secondary partnerships. To learn more, please visit www.casel.org. mathematics and science education to reducing educational disparities; from training quantitative analysts to preparing education researchers. www.soe.umich.edu
20 CONFERENCE ASCEOSCSRVIOEDRNVITIFAEOWTUIOR N INFORMATION
Accreditation Information Code P06-02). Provider approved by the be incorporated into formal and informal California Board of Registered Nursing, educational settings. Continuing Education Information (BRN Provider CEP#2672) for 10.5 CEHs. statement: This conference has been Session 2: Attention, Emotional approved for continuing education credit Psychologists: IAHB is approved by the Regulation, and Learning for educators and healthcare professionals. American Psychological Association to At the conclusion of this activity, partici - sponsor continuing education for psycholo - pants should be able to: Please Note: Educators and healthcare gists. IAHB maintains responsibility for this professionals must apply separately – program and its content. • Describe the importance of both attention instructions as well as other information and emotional regulation on academic required by accrediting bodies are available Social Workers : Co-Sponsor with R. Cassidy learning, social relationships, community online (http://www.educatingworldcit - Seminars, ACE Provider #1082 approved as a membership, and resilience. izens.org/ce.html) and in handouts at the provider for social work continuing conference provided by IAHB (for education by the Association of Social Work • Discuss the current findings on the effects healthcare professionals) and Pennsylvania Boards (ASWB) www.aswb.org, through the of contemplative practices, such as State University (for educators). Approved Continuing Education (ACE) mindfulness meditation, on attention and Program. Approval Period: April 15, 2009- emotional regulation. Pennsylvania State University: April 15, 2012. R. Cassidy Seminars maintains • Describe how pedagogical practices, 1.0 CEUs for Educators responsibility for the program. Social workers should contact their regulatory contemplative and otherwise, may be The conference has been academically board to determine course approval. Social effective in fostering self-regulation in approved through Penn State’s College of workers will receive 1 clock hour per children, parents, and teachers. Education. Participants who complete this contact hour of continuing education • Cite important issues to be addressed in program are eligible for 1.0 CEU. clinical social work clock hours for partici - the research and application of such pating in this course. IAHB is approved by practices in educational settings. Institute for the Advancement the Alabama State Board of Social Work of Human Behavior: 10.5 CE Hours Examiners (Provider #0103); the State of Session 3: Compassion and Empathy Illinois Department of Professional for Healthcare Professionals At the conclusion of this activity, partici - Regulation (License #159-000223); the State pants should be able to: The Institute for the Advancement of of Maryland Board of Social Work Examiners Human Behavior (IAHB) has been approved to sponsor Category I continuing education • Describe the importance of empathy and as a provider of continuing education and programs. This course meets the qualifica - compassion to the individual and to continuing medical education by the organ - tions for LCSWs as required by the society. izations listed below. There will be no California Board of Behavioral Sciences partial credit allotted for this workshop. (Provider #PCE-36). As an approved • Explain why compassion and empathy require specialized training. Alcoholism & Drug Abuse Counselors: continuing education provider for the Texas Approved by the National Association of State Board of Social Worker Examiners, • Discuss the challenges related to Alcoholism and Drug Abuse Counselors IAHB offers continuing education for Texas removing empathy and compassion Approved Provider Program (NAADAC licensed social workers in compliance with practices from their religious and cultural Approved Education Provider #187) for the rules of the board. License No. 3876; MC context and applying them to secular 10.5 CEHs. 1982, PO Box 149347, Austin, TX 78714, (512) contexts, such as schools. 719-3521. Counselors & MFTs: IAHB is an NBCC Session 4: Integrations, Reflections, and Approved Continuing Education Provider Note: Many state boards accept offerings Future Directions (ACEP™) and a co-sponsor of this accredited by national or other state organi - At the conclusion of this activity, partici - event/program. IAHB may award NBCC zations. If your state is not listed, please pants should be able to: approved clock hours for events or check with your professional licensing programs that meet NBCC requirements. board to determine whether the accredita - • Provide an integrated perspective on The ACEP maintains responsibility for the tions listed are accepted. important topics and new ideas discussed content of this event. (NBCC Provider Learning Objectives throughout the conference. #5216). Approved by the State of Illinois Department of Professional Regulation Session 1: Envisioning the World Citizen • Identify elements of the institutional and (License #168-000119). This course meets the social context of schools that could At the conclusion of this activity, partici - qualifications for MFTs as required by the facilitate or hinder the introduction of pants should be able to: California Board of Behavioral Sciences contemplative practices in K-16 education. (Provider # PCE 36). IAHB has been • Provide a rationale for cultivating positive • Identify new scientific research questions, approved by the Texas Board of Examiners human qualities in young people. regarding the application of contem - of Marriage and Family Therapists to • Recognize the types of positive human plative practices in educational settings, provide CE offerings for MFTs. Provider which have the potential to inform Number 154. qualities that will be needed to skillfully face the challenges of the 21st century. educational practice and policy. Nurses: IAHB is an • Discuss how our current vision of public • Describe an educational system that approved provider of engages children as cognitive, as well as continuing nursing education might be expanded to include the cultivation these qualities in our emotional, ethical, and interconnected education by the Utah Nurses Association, social beings. an accredited Approver by the American youth. Nurses Credentialing Center’s Commission • Cite potential methods for developing on Accreditation. (UNA=11 CEHs. Provider qualities, such as compassion, that might
21 FINANCIAL SUPPOSERSTSAIONNDTAHCRKENE OWLEDGEMENTS
This conference has been J.W. Marriott Washington Mind and Life Institute generously supported by Mind and Life administrative office R. Adam Engle, volunteers: Betty Jones, Alycia Murray, Children’s Defense Fund CEO and Chairman Committee for Children Christa Smith, and Cherrie Ramsdell- Speich Diego Hangartner, Fetzer Institute Director of Programs, Omni Shoreham Garrison Institute Research and International Private Office of His Holiness The Hawn Foundation Laura Baun, the Dalai Lama NoVo Foundation Director of Operations Rose Magruder and Peggy Martz of Search Institute James F. McMillan, DAR Constitution Hall Seeds of Compassion Director of Development Renaissance Mayflower Hotel Robert W. Roeser, Special Thanks to the Following Seeds of Compassion Senior Program Coordinator Individuals and Company Services Sweet Design David R. Vago, Ticketmaster Senior Research Coordinator ASL Interpreters by Gallaudet Interpreting Service Westin Grand Heather Locke, Program Administrator Joey Cairo/Avatar – Audio Visual Educating World Citizens for the Contractor Kate Mark, 21st Century Planning Committee Event Planner Capitol Catering Judy Martin, Chix Catering Richard Davidson, Ph.D. University of Wisconsin, Madison Executive Assistant to CEO Conservancy for Tibetan Art and Angela Teng, Culture Jacquelynne Eccles, Ph.D. University of Michigan, Ann Arbor Program Administrator Events Unleashed Mark Greenberg, Ph.D. Kristen Lindemann, Fairfax at Embassy Row Pennsylvania State University Marketing Intern Flowers by Amaryllis, Inc. Linda Lantieri, M.A. A Brief Note About Finances Geri Engberg Photography Inner Resilience Program Janet Hughes – Volunteer Coordinator Robert Roeser, Ph.D. Thank you for your presence. The Grand Hyatt Washington Portland State University revenue from registrations under- International Campaign for Tibet writes the cost of this event and other work of the Mind and Life Institute. Revenues do not go to His Holiness the Dalai Lama.
22 FINANCIAL SUPPOSEROSTSVAIOENRNDVIFAEOCW UKNR OWLEDGEMENTS
Sustaining Patrons of MLI Major Sponsors of MLI Phyllis Watts Anonymous Anonymous Joni Winston MCJ Amelior Foundation Victor and Roberta Bradford Cathleen Woomert Peter and Alison Baumann Paul and Eileen Growald Silver Sponsors Joan and Steven Belkin Olivia Hansen Grant Couch and Louise Pearson Greg Jacobson Sharon Ackerman Beat and Regula Curti Fran and Tim Orrok Eugenius Ang Ann M. Down Myron and Jan Blaustein Scholes Jared and Michelle Baird Charles Engelhard Foundation Roy and Gita Steinbock Meta Boyd Rip and Jacque Gellein Jean and Juliet Timsit Tica Broch George Family Foundation Daniel and Ursula Vollenweider Amy Bloom Connolly Klaus Hebben Joni and David Winston Adrian Copiz Hershey Family Foundation Kendra Cornwell Bowden William James Foundation Gold Sponsors Karin Cornwell Charles Antoine Janssen Mark Fallon-Cyr Algienne Amrita John and Tussi Kluge Heide Felton James and Susan Bischoff Lostand Foundation Elizabeth Fenwick Nancy Black Jean Paul and Delphine Oltramare Gero Garske Diane Blinn Resseguier Trudy Goldman Judy Boeken Ralph and Kathy Robinson Norris Haynes Lisa Bohlin Sager Family Foundation/ Science Roy and Joan Hintsa Deeya Brooks Workshop for Monks Institute for the Advancement of Human Kathleen Cannon Henry A. Schimberg Charitable Behavior Committee for Children Foundation Institute of Noetic Sciences Josh and Allison Elmore Shapiro Family Foundation Jacqueline Kirwan Susan Fangman Tan Teo Charitable Foundation Duncan Krieger Dara Feldman Tara Foundation Lynn Lamoreux Laura Fraanje Monica Voegele Eric Larsen Daniel A. Fuentes Walker Family Foundation Allan Lokos Angela Glazer Marsha Lucas Barbara A. Graham Foundation Support of MLI Kehaulani Lum Ashley Griffin Nuala Magee Anonymous Sacha Grocholewska Wendy Mahoney Cleveland Foundation Paul and Eileen Growald Rebecca Martin Fetzer Institute Olivia Hansen John McGregor Fidelity Charitable Gift Fund Barbara Harris Donna-Christine McGuire The Hawn Foundation The Hawn Foundation Sara Overton John W. Kluge Foundation Daniel Kranzler Elizabeth Peter NoVo Foundation Alison Lockwood Fred Randall John Templeton Foundation Gaea Logan Kathryn Reed Vanguard Charitable Endowment Maitripa College Sue Reid Program Anne Meyer Sharon Salzberg Adam J. Weissman Foundation Peter Nixon Marilyn Schlitz Maureen Pelton Karen Sieverkropp David Pine Anna Souza David Richards Anna Elisabeth Suter One of Mind and Life’s small Bertha Rivera Jean E Swenerton steps toward a greener earth is Nancy Roof Sara Trescott re-using plastic bags from an Bruno Sobral Barbara Wingate existing inventory for your Gabriel Stux Carolyn J Woodson conference materials. Please Eric Thompson Clarice Yentsch help us to re-use and recycle Susan Vitka our bags. Sylvia Watanabe Listings current as of September 3, 2009
23 THE MINSEDSS&IOLINFETHINRSETE ITUTE
A TWENTY-TWO YEAR HISTORY OF ACCOMPLISHMENT
Mind and Life Dialogues The titles of these dialogues between the Dalai Lama and leading scientists show the range of topics that the Mind and Life Institute has explored. For more details on these conferences, please go to www.mindandlife.org . • 2010: Altruism and Compassion in Economic • 2009: Attention, Memory, and the Mind Science on How the Mind Works, co- sponsored by the McGovern Institute at Systems: A Dialogue at the Interface of 2008: Latest Findings in Contemplative • Massachusetts Institute of Technology Economics, Neuroscience and Contem - Neuroscience plative Sciences, co-sponsored by the 2002: The Nature of Matter, The Nature 2008: Investigating the Mind-Body • University of Zurich • of Life Connection: The Science and Clinical Appli - • 2009: Educating World Citizens for the 21st cations of Meditation, hosted by Mayo • 2001: Transformations of Mind, Brain and Century: Educators, Scientists and Contem - Clinic Emotion at the University of Wisconsin platives Dialogue on Cultivating a Healthy 2000: Destructive Emotions Mind, Brain and Heart, co-sponsored by • 2007: Mindfulness, Compassion and the • Harvard University Graduate School of Treatment of Depression, co-sponsored by • 1998: Epistemological Questions in Quantum Education, Stanford University School of Emory University Physics and Eastern Contemplative Sciences Education, Pennsylvania State University • 2007: The Universe in a Single Atom at Innsbruck University College of Education, University of Virginia • 2005: Investigating the Mind: The Science • 1997: The New Physics and Cosmology Curry School of Education, University of and Clinical Applications of Meditation, co- • 1995: Altruism, Ethics, and Compassion Wisconsin-Madison School of Education, sponsored by Johns Hopkins Medical 1992: Sleeping, Dreaming, and Dying George Washington University Columbian University and Georgetown Medical Center • College of Arts and Sciences, University of • 1990: Emotions and Health Michigan School of Education, the American • 2004: Neuroplasticity: The Neuronal 1989: Dialogues between Buddhism and the Psychological Association and the Collabo - Substrates of Learning and Transformation • Neurosciences rative for Academic, Social and Emotional • 2003: Investigating the Mind: Exchanges Learning between Buddhism and Biobehavioral • 1987: Dialogues between Buddhism and the Cognitive Sciences Mind and Life Books and DVD Sets The following books and DVD sets describe discussions between the Dalai Lama and Western scientists. Books in print can be obtained from major booksellers; DVD sets are available directly from the Mind and Life Institute. For more information about each title, please go to www.mindandlife.org .
• The Science of a Compassionate Life, DVD • Mind and Life: Discussions with the Dalai • Sleeping, Dreaming, and Dying: An from the Dalai Lama’s Denver Public Talk in Lama on the Nature of Reality , from Mind Exploration of Consciousness with the Dalai 2006 and Life X in 2002 Lama , from Mind and Life IV in 1992 • The Science and Clinical Applications of • Destructive Emotions: A Scientific Dialogue • Healing Emotions: Conversations with the Meditation, DVD from Mind and Life XIII in with the Dalai Lama, from Mind and Life VIII Dalai Lama on Mindfulness, Emotions, and 2005 in 2002 Health, from Mind and Life III in 1990 • Train your Mind; Change your Brain, from • The New Physics and Cosmology: Dialogues • Consciousness at the Crossroads: Conversa - Mind and Life XII in 2004 with the Dalai Lama, from Mind and Life VI tions with the Dalai Lama on Brain Science • Investigating the Mind, DVD from Mind and in 1997 and Buddhism, from Mind and Life II in 1989 Life XI in 2003 • Visions of Compassion: Western Scientists • Gentle Bridges: Conversations with the Dalai • The Dalai Lama at MIT, from Mind and Life and Tibetan Buddhists , from Mind and Life Lama on the Sciences of Mind, from Mind XI in 2003 V in 1995 and Life I in 1987
Mind and Life Research Initiatives • Mind and Life Summer Research Institute — the Mind and Life Institute and was begun mental training in clarity, calmness and A week-long residential science retreat for in June, 2004, and has continued yearly since kindness to children. 200 scientists, clinicians, contemplative then . • Mind and Life Education Research Network scholar/practitioners and philosophers from • Mind and Life Francisco J. Varela Research Grant Program — providing research grants around the world, working together to Grant Program — providing small research for pilot studies designed to address develop new fields of science and studies grants to investigate hypotheses developed fundamental issues related to the that examine the effects of contemplative at the ML Summer Research Institute. 10 to measurement, feasibility, ande effects of practice and mental training on brain, 15 Varela Awards are given yearly. mindfulness-based programs designed for behavior, philosophy, religious studies and Mind and Life Education Research Network — children, adolescents, and their teachers. the humanities. This is an annual program of • exploring how to bring the benefits of
Mind & Life Institute • 7007 Winchester Circle, Suite 100 • Boulder, CO 80301 Phone: 303-530-1940 • Email: [email protected] • Website: www.mindandlife.org
© Copyright 2009 The Mind and Life Institute. All Rights Reserved