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Mindfulness and Experiential Learning “Non-judgment, in mindfulness theory, is accepting the current state as part of a constant flow of changing experiences. This paradigm suggests that letting go of judgment strengthens the mind, and it challenges the illusion that over-thinking something gives one control over it.” Mindfulness and Experiential Learning By Bauback Yeganeh Over the last forty years researchers from and medicine. Empirical studies are now and David Kolb many different theoretical perspectives finding statistical support for what many have discovered that individuals develop have known for two millennia: that practic- consistent, routinized approaches to learn- ing mindfulness enhances mental and ing called learning styles (Sims and Sims physical health, creativity, and contextual 2006). Of the models that have emerged, learning. In a world of flux and rapidity, Experiential Learning Theory (ELT) has living mindlessly can result in a host of largely influenced leadership and organiza- problems including but not limited to: tun- tion development. The experiential learn- nel vision, increased stress, reduced physi- ing cycle is one of the most well-known cal health, reduced creativity, and difficulty illustrations in management education and navigating complex systems. As our sister has become the key theoretical model to fields of psychology and social psychology express the nature of experiential learning grow mindfulness research and practices, (Cunningham, 1994). our field must as well. In this article we Experiential learning theory also forms explore and discuss mindfulness as a tool some of the basis for notions of the learn- to assist learners in unlocking their full ing organization (Vince, 1998; Casey, 1993; learning potential in organizations. Senge, 1990). Furthermore, organizational research and practice supports the premise Mindfulness that when learning is defined holistically as the basic process of human adaptation, So what exactly is mindfulness? Any it subsumes more specialized managerial construct that has existed for thousands processes such as entrepreneurial learning, of years has many definitions. We would strategy formulation, creativity, problem like to offer two of the most widely solving, decision- accepted descriptions of mindfulness. In making, and leadership. our research with Darren Good at Case Learning styles are used to make sense Western Reserve University, we found of the world and adapt to it. But what hap- two predominant streams of mindfulness pens when learners over-routinize their research and practice, meditative mind- learning styles? Are they missing oppor- fulness and socio-cognitive mindfulness tunities to reach their learning potentials? (Good & Yeganeh, 2006; Yeganeh, 2008). This article discusses how mindfulness techniques can enhance experiential Meditative Mindfulness. Although it is learning and provides tools for practice in widely used as part of a secular mindful- organizations. Mindfulness is an age old ness practice, mindfulness is the core of practice used to overcome the tendency to Buddhist meditation (Kabat Zinn, 1994). “sleep walk” repetitively through our lives. Thich Nhat Hanh, Gunaratana, Kabat- In recent times it has been accepted into Zinn, and other present day authors mainstream psychology, social psychology, advocate developing mindfulness through Mindfulness and Experiential Learning 13 Figure 1: Meditative and Socio-Cognitive Mindfulness/Mindlessness Comparison meditation techniques to help people heal which is described themselves and live intentionally. A dis- as automatic tinction of meditative mindfulness is that behavior. When it requires a discipline of anchoring the mindless, “we act mind in the present moment. This is often like automatons accompanied with a practice of aware- who have been ness and acceptance through breathing. programmed to act Kabat-Zinn (1994) defines mindfulness according to the as “paying attention in a particular way: sense our behavior on purpose, in the present moment, and made in the past, non-judgmentally” (p.4). Non-judgment, rather than the 5. in mindfulness theory, is accepting the present.” (Langer current state as part of a constant flow of & Moldoveanu, changing experiences. This paradigm sug- 2000, p.2). Mindfulness from the socio- cognitive mindfulness deemphasizes medi- gests that letting go of judgment strength- cognitive perspective requires broadening tation, suggesting supplemental practices ens the mind, and it challenges the illusion one’s repertoire of cognitive categories. such as placing a value on doubt, looking that over-thinking something gives one The idea of creating new categories was for disconfirming data, and producing control over it. Authors who discuss mind- influenced by Langer’s earlier studies in new ways of thinking and acting. Each of fulness within these parameters also talk bias and prejudice. Explaining the practical these approaches offer research streams about the antithesis of mindfulness which benefits she illustrates that “If we describe in which a person’s degree of mindfulness is mindlessness, or a state of autopilot and someone we dislike intensely, a single is measured through statistically vali- lack of intention. Are you aware of your statement usually does it. But if, instead, dated self-report assessments. Meditative breathing right now? Try some deep calm we are forced to describe the person in mindfulness is often measured by Brown & breaths from the diaphragm prior to read- great detail, eventually there will be some Ryan’s Mindful Attention Awareness Scale ing on. Try practicing acceptance of what- quality we appreciate” (Langer, 1989, (MAAS) (Brown & Ryan, 2003) and socio- ever you are experiencing in the moment p.66). One of the reasons Langer’s work is cognitive mindfulness is measured by the by letting go of evaluation and judgment. so compelling is that it thoroughly sup- Langer Mindfulness Scale (LMS) (Bodner, ports the notion that simple labels (e.g., 2000). A factor analyses (Yeganeh, 2006) Socio-cognitive mindfulness. Developed good and evil) do not accurately reflect the of these two scales completed by 314 par- by social psychologists, this understand- complexity of the world. Instead they allow ticipants confirmed multiple and unique ing of mindfulness emphasizes cognitive for mindless rationalizations that justify dimensions to mindfulness. Our research categorization, context and situational a broad range of dysfunctional behaviors, supports the following multi-dimensional awareness (Langer 1997; Langer, 2000). from ineffective to criminal. Are you aware definition of mindfulness: Harvard social psychologist Ellen Langer, of how you are sorting and labeling what often relates mindfulness to learning: you are reading right now? Are you aware Mindfulness is a state in which an individual: of the images, memories, and thoughts 1. focuses on present and direct experience “When we are mindful, we implicitly that your mind is recalling as you are read- 2. is intentionally aware and attentive or explicitly (1) view a situation from ing? Try exploring one or two categories 3. accepts life as an emergent process of several perspectives, (2) see informa- you have been using while digesting this change tion presented in the situation as novel, article thus far. (3) attend to the context in which we One way to distinguish the two schools Mindfulness and Experiential Learning perceive the information, and eventu- of thought is that meditative mindfulness, ally, (4) create new categories through with its focus on present centered aware- Building on this research, we began to which this information may be under- ness, describes an internal process required explore the notion that mindfulness might stood.” (Langer,1997, p.111) to maintain a mindful state, where socio- increase the effectiveness of learning cognitive mindfulness definitions seem to from experience. Specifically we designed Langer (1997) argues that our school sys- focus on cognitive applications of mind- a study to explore the learning style(s) of tems largely encourage mindless learning fulness (e.g. how we can more effectively mindful individuals using the two mind- through the accumulation of “objective” sort out experiences and make sense of fulness scales just described and the Kolb truths, rather than mindful learning which the world based on new mental categories/ Learning Style Inventory (Kolb 2007) based places a value on context, uncertainty, models). Furthermore, meditative mindful- on experiential learning theory (Kolb, and doubt. As with meditative mindful- ness authors offer techniques in practicing 1984). By understanding the relationship ness, socio-cognitive mindfulness authors mindfulness through breathing, acceptance between mindfulness and experiential contrast mindfulness with mindlessness, and present centered awareness. Socio- learning styles, we could begin to design 14 OD PRACTITIONER Vol. 41 No. 3 2009 Figure 2: mindful experiential learning practices to style were influenced by William be used in organizations. James, the originator of the theory Experiential Learning Theory (ELT) of experience on which ELT is based. defines learning as “the process whereby James (1890) stated, “no state once knowledge is created through the transfor- gone can recur and be identical mation of experience. Knowledge results with what it was before” (p.155). The from the combination of grasping and mind often neglects the rich context transforming experience” (Kolb, 1984, p.41). available for observation that makes The ELT model
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