OW CAN MEDITATION CONTRIBUTE TO INCREASED STUDENT PERFORMANCE INEDUCATIONAL SETTINGS
3Southeast Asian monasteries came to the United States to teach. Along with thedevelopment of self-inquisitive psychology and the psychedelic drug experimentation of the 1960’s, meditation grew a firm root in American soil. Since that time, the practice of meditation has branched out to include diverse practices within many fields, including psychology, medicine, therapy, social work, and education. This literature review aimsto establish a baseline for the use of meditation as an aid to student performance withinan educational or classroom setting.In order to understand how meditation can be used to increase student performance within an educational setting, it is first important to formulate a workingdefinition of what meditation exactly is. Formal meditation is best defined by looking toits origins within the traditional Buddhist literature. Initial primary source material on thesubject of meditation exists in the form Sanskrit texts that were composed in northernIndia. Many of these texts were exported and translated into Tibetan as Buddhismmigrated over the Himalayas. For our purposes, secondary texts were consulted inEnglish translation, accompanied by the commentary of various Tibetan and AmericanBuddhist teachers.Although there is substantial variation within the diverse methodological perspectives of Buddhism, most schools agree that meditation can be broadly broken intotwo distinct categories (Lamrimpa, 1992):1.
– a form of meditation, which creates a stable mind capable of focusing single-pointedly on any phenomena.
– a form of meditation in which a calm, stable mind is able to perform analysis and inquiry into the nature of reality.