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Wiley, Child Development Perspectives, 2(6), p. 146-153, 2012

DOI: 10.1111/j.1750-8606.2012.00240.x

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Contemplative practices and mental training: Prospects for American education

Journal article published in 2012 by Richard J. Davidson, Robert W. Roeser, John Dunne, David Vago, Jacquelynne S. Eccles, Adam Engle, Mark Greenberg, Patricia Jennings, Amishi Jha, Thupten Jinpa, Linda Lantieri, David Meyer, Mind and Life Education Research Network, Richard J. Davidson ORCID
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Abstract

This article draws on research in neurosci-ence, cognitive science, developmental psychology, and education, as well as scholarship from contemplative traditions concerning the cultivation of positive develop-ment, to highlight a set of mental skills and socioemotion-al dispositions that are central to the aims of education in the 21st century. These include self-regulatory skills associated with emotion and attention, self-representa-tions, and prosocial dispositions such as empathy and compassion. It should be possible to strengthen these positive qualities and dispositions through systematic con-templative practices, which induce plastic changes in brain function and structure, supporting prosocial behavior and academic success in young people. These putative beneficial consequences call for focused pro-grammatic research to better characterize which forms and frequencies of practice are most effective for which types of children and adolescents. Results from such research may help refine training programs to maximize their effectiveness at different ages and to document the changes in neural function and structure that might be induced.