Shamatha, Transcendental, and Stillness Meditation are said to aim for “contentless” experiences, where mental content such as thoughts, perceptions, and mental images is absent. Silence is understood to be a central feature of those experiences. The main source of information about the experiences is texts by experts from within the three traditions. Previous research has tended not to use an explicit scientific method for selecting and reviewing expert texts on meditation. We have identified evidence synthesis as a robust and transparent (...) method that is suitable for this purpose. In this paper we use evidence synthesis based on expert texts to examine silence/quietness as a feature of the contentless experiences in the three practices. Objective criteria were used to select a sample of 135 expert texts. A database containing the expert descriptions of the meditation techniques and experiences was produced by extracting the relevant material from the publications and coding that material to differentiate individual features. The database, which forms part of the supplementary material for this paper, identifies each feature of the contentless experiences referred to in the expert texts, including silence/quietness. Our key finding is that the experts indicate silence/quietness has a particular connection with stillness, and the absence of concepts, mental activity/noise, thoughts, and disturbance. Further analysis leads to the following insights. The silence/quietness reflects the absence of thoughts and sounds, and this fits neatly with a conception of silence/quietness as the absence of internal and external noise. In some cases the terms silence and quietness may also reflect the absence of other disturbances such as non-auditory perceptions, mental images, and negative feelings. That would fit with a conception of silence/quietness as complete calm or absence of disturbance. It is not clear from the expert texts how silence/quietness is distinct from other features such as stillness that also reflect the absence of disturbances. As a separate matter, silence/quietness has connections with all the other features of the contentless experiences, but the closeness of the connections varies. Our work uncovers fine distinctions and ambiguities which lead to new research questions that can be explored in future studies. (shrink)

Contentless experience involves an absence of mental content such as thought, perception, and mental imagery. In academic work it has been classically treated as including states like those aimed for in Shamatha, Transcendental, and Stillness Meditation. We have used evidence synthesis to select and review 135 expert texts from within the three traditions. In this paper we identify the features of contentless experience referred to in the expert texts and determine whether the experiences are the same or different across the (...) practices with respect to each feature. We identify 65 features reported or implied in one or more practices, with most being reported or implied in all three. While there are broad similarities in the experiences across the traditions, we find that there are differences with respect to four features and possibly many others. The main difference identified is that Shamatha involves substantially greater attentional stability and vividness. Another key finding is that numerous forms of content are present in the experiences, including wakefulness, naturalness, calm, bliss/joy, and freedom. The findings indicate that meditation experiences described as contentless in the academic literature can in fact involve considerable variation, and that in many and perhaps most cases these experiences are not truly contentless. This challenges classical understandings in academic research that in these so-called contentless experiences all content is absent, and that the experiences are therefore an identical state of _pure consciousness_ or consciousness itself. Our assessment is that it remains an open question whether the experiences aimed for in the three practices should be classed as pure consciousness. Implications of our analysis for neuroscientific and clinical studies and for basic understandings of the practices are discussed. (shrink)

The majority of research on mindfulness reflects a secular viewpoint to the detriment of contextualized mindfulness approaches. We contribute to the literature on organizational mindfulness by arguing that mindfulness is a wisdom-based practice that has been exploited as an instrument for stress reduction or moment awareness techniques. We carried out in-depth interviews in Vietnam with 24 organizational leaders who are Buddhist practitioners, using thematic analysis to elucidate our argument. Our findings reveal that the practice of mindfulness is more effectively a (...) personal and contextual choice rather than a universal “band aid,” thus departing from secular interpretations and applications. This choice is based on understanding Buddhist teachings and principles and the combination of the Buddhist qualities of wisdom, compassion, and non-attachment. We argue that this more effectively can enable and contribute to a wise, dynamic, and flexible approach to corporate mindfulness. (shrink)

Classifying different meditation techniques is essential for the progress of meditation research, as this will enable discerning which effects are associated with which techniques, in addition to supporting the development of increasingly effective and efficient meditation-based training programs and clinical interventions. However, both the task of defining meditation itself, as well as defining specific techniques, faces many fundamental challenges. Here we describe problems involved in this endeavor and suggest an integrated model for defining meditation. For classifying different meditation techniques, we (...) draw on classical, contemporary, and holistic systems of classification. We analyze different techniques and propose that all meditation techniques are based on a specific set of activities, that is: focusing, releasing, imagining, and moving in relation to an object of meditation, including fields of experience. Meditative activities can be combined and unified in the activities of observing, producing, and being aware. All meditative activities are unified in awareness of awareness. Defining specific meditation techniques may be done by specifying which activities and objects are involved. The advantage of our approach is that it can potentially account for the inner workings of all current systems of classification and hence it lays the foundation for formulating an overarching system of meditation that can guide future research and practice. (shrink)

How ought we to respond to strangers in imminent need? Many people suggest that we need justice to temper the partiality of care. In this paper 1 argue that neither care nor justice adequately motivates attention to the suffering of strangers. Rather, a different virtue, compassion grounded in equanimity, is required. I demonstrate that the virtue of compassion alhws the agent to sustain her engagement with suffering strangers without sacrificing her own flourishing.

The aim of this article is to explore an approach to ‘mindfulness’ that lies outside of the usual Buddhist mainstream. This approach adopts a ‘non-dual’ stance to meditation practice, and based on my limited experience and training in Mindfulness Based Stress Reduction, this non-dual notion of ‘mindfulness’ seems an especially appropriate point of comparison between Mindfulness Based Stress Reduction and Buddhism. That comparison itself will not be the focus here—given my own inexpertise and lack of clinical experience, it would be (...) best to leave the comparison to others! Instead, the aim here will be to explore some features of ‘mindfulness’ in the context of non-dual styles of Buddhist practice. To begin, we will assess some difficulties that emerge when one attempts to speak of ‘mindfulness’ in Buddhism. Next, we will turn to the somewhat radical notion of ‘non-dual’ practice in relation to the more mainstream descriptions found in the Buddhist Abhidharma literature. We will then examine some crucial features of Buddhist non-dualism, including attitudes and theories about thoughts and judgments. A brief foray into specific practice instructions will help us to understand the role of ‘mindfulness’ in a specific non-dual tradition called, ‘Mahāmudrā’ (the ‘Great Seal’). Finally, after some reflection on ‘mindfulness’ in the non-dual practice of Mahāmudrā, I will conclude by considering a crucial issue: the context of practice. (shrink)

Recess is often a topic overlooked in pedagogical theory due to its presumed simplicity. The essence of recess connects with play as a physical counterpart to a well-rounded education. In this article we explore the relationship play has with recess and well-being and explore its pragmatikos (systematic usefulness) as regards schooling in lieu of deep ecological frameworks of systems (wholism) theory and systemic, nonlinear dynamics. We argue that recess in its current conceptualisation—in contradistinction to work or study—is a counterfeit to (...) metaphysical play based on the writings of Ananda K. Coomaraswamy who sheds light on its spiritual premise. By bringing to the forefront metaphysical Ideas of play we encounter similitudes between the Platonic doctrine of ēdūcere and anamnesis with Buddhist phenomenology, especially regarding the practice of Mindfulness (sati); both extol a “recollection” as opposed to a “memorisation” which arguably occupies much of Westernised curriculum. Finally, in traditional, premodern education, emphasis was placed on Spirit and heartfelt intuition, a remembrance of who we are, our Buddha-nature or Christhood, not on cerebral ratiocination whose mental operation, according to Plato, was tenebrous and illusory. Our aspiration is not an education that includes mindfulness, rather, a mindfulness-based education. (shrink)

In cultivating a Western inclination toward Eastern wisdom, it is important to seek the foundations that sustain traditional practices toward such end. In a secularised and modern world view, the tendency has been to extract and abstract foundational practices such as mindfulness meditation and contemplation within an objectivist or scientistic prejudice. While leading to interesting results, it cannot ascertain a wisdom that is quantified and decontextualised. In response, contextual effort in postmodern pedagogical literature—while well placed—is often marred with confusions concerning (...) Eastern and metaphysical foundations. As a result, one is led away from the very wisdom being qualified; furthermore, conceptual and theoretical paradoxes arise and consequently elude those that formulate them. Thus, in feeling secure in response to a particular ‘yáng’ world view of modernity, many postmodern criticisms suffer an exclusively ‘yīn’ character. For us, imbalance in any direction forfeits the path Eastern education approaches wisdom. In our conceptual analysis, we contextualise that modernity was never too yáng, but too yáng-in-yīn. Therefore, what is missing in pedagogical theory is not the yīn element, as presumed by postmodern critique, but the yáng element, in continual balance with the yīn, and vice versa. (shrink)