Recent years have seen a proliferation of mindfulness-based interventions (MBIs) in K-12 educational settings. Scientific inquiry of MBIs in adults suggests beneficial effects on a wide range of cognitive and socio-emotional processes. In line with these findings, MBIs studies in K-12 settings have reported a reduction in behavioral difficulties, psychopathological symptoms, executive function (EF) and …
Topic Archives:
The impact of mindfulness training on emotion regulation of primary school children in Vietnamese cultural context: Integrating electrophysiological and first-person assessments
Mindfulness is a form of mental training wherein metacognitive awareness, attention control and an attitude of non-reactivity are cultivated. Applied to managing of emotions, mindfulness can be considered an emotion regulation strategy. Only a few developmental studies explored the direct link between mindfulness and emotion regulation and they were limited to Western cultural context. Additionally, …
1987 Mind & Life Dialogue I
This groundbreaking meeting, which began the Dialogue series, was inspired by a shared interest in opening a conversation between Buddhist thought and cognitive science to mutually inform and enrich these two distinct modes of exploring existence. LOCATION: Dharamsala, India Participants
1989 Mind & Life Dialogue II
Buddhism and neuroscience have parallel but quite distinct traditions for examining consciousness and its relation to the body. These traditions go back at least 2,500 years to the Buddha and Hippocrates. While both disciplines place great emphasis on experience and reason, their methods of research and verification are radically different. While neuroscience examines mind-brain processes …
1992 Mind & Life Dialogue IV
The topic of this Dialogue focuses on the delicate areas of sleeping, dreaming, and dying. The meeting brings to discussion those “marginal states” in which our habitual, reified sense of personal identity is challenged, and in which concomitantly a host of phenomena of great significance for human existence become intensified or are made manifest. Current …
1998 Mind & Life Dialogue VII
The purpose of this Dialogue is to compare the epistemologies of two major intellectual traditions: Western science culminating in modern quantum physics, and Eastern contemplative sciences as represented by Tibetan Buddhism. What are the roles of observer and consciousness? Are there fundamental limits to what can be said about the world? What are the foundations …
2000 Mind & Life Dialogue VIII
This Dialogue explores a perennial human predicament: the nature and destructive potential of “negative” emotions; for example, when jealousy turns into murderous rage. The Buddhist tradition has long pointed out that recognizing and transforming negative emotions lies at the heart of spiritual practice. From the perspective of science, these same emotional states pose a perplexing …
2001 Mind & Life Dialogue IX
This Dialogue presents an overview of modern methods for investigating human brain function, and discussions of the application of these methods to understand the changes produced by meditation practice. LOCATION: Madison, Wisconsin Participants
2002 Mind & Life Dialogue X
At the outset of his famous 1943 lecture What Is Life?, the physicist Erwin Schrödinger posed the question, “Can that which takes place inside a living organism be accounted for by physics and chemistry?” In this Dialogue, we explore the perennial question concerning the nature of life and its relationship to matter. Schrödinger’s question is asked …
2004 Mind & Life Dialogue XII
Neuroplasticity refers to structural and functional changes in the brain that are brought about by training and experience. The brain is the organ that is designed to change in response to experience. Neuroscience and psychological research over the past decade on this topic have burgeoned and are leading to new insights about the many ways …
