The following paper comes from a recent course that I have taken while pursuing my doctorate work surrounding the use of Contemplative Pedagogy in Higher Education...
Dynamics of Change: Contemplative Pedagogy and Higher Education - By Mike Lees
Change within educational atmospheres requires attention to initiation, implementation, and continuation in order to produce measurable outcomes pertaining to success (Fullan, 2007). Fullan (2007) contended that a not too tight, not too loose mentality could assist in generating a middle ground approach to dynamic paradigmatic change orientations. Wagner (2011) described seven necessary skills in relationship to critical thinking, communication, and collaboration in order to address motivational responses to adapting a change within the educational systems. Wagner further offered that global achievement gaps and learning motivation gaps may find adequate bridge-building efforts as a result of attending to the motivation concerning the how’s and why’s surrounding change implementation, (Laureate Education, 2011). Zhao (2007) echoed these aforementioned sentiments by emphasizing that creativity play a role in addressing global mindsets and the pressures placed on educational systems, administrators, educators, and ultimately, the students. In order to achieve middle ground in this context, the cultivation of holistic mind-sets, knowledge concerning interdependent relationships, and attention to diverse talent structures can lend to avoiding the death of positive educational changes creative capacities (Zhao, 2007).
This paper will explore how recent efforts to initiate contemplative pedagogy (CP) practices in an educational context meets with various successes and room for improvement in addressing the not too-tight, not too-loose approach as suggested by Fullan (2007). Attention to initiation, implementation, and continuation can illustrate how CP can find application in a higher education setting (Fullan, 2007). Working with change in an educational setting presents challenges pertaining to individual and collective capacities (Fullan, 2007). These challenges can lead to the emergence of meaning making on the part of all of the participants involved (Fullan, 2007). Meaning making then lends to the capacity to create long lasting changes that find a place within the dynamic atmosphere that constitutes the educational system as a whole (Fullan, 2007; Zhao, 2007).
Initiating Contemplative Pedagogy- How’s and Why’s
CP has emerged in the last 10-15 years as a curriculum offering in which mindfulness and meditation practices can find adaptation within higher education classroom settings (Rhem, 2012). CP seeks to offer learning dimensions within a classroom that attend to the holistic, ecological, social, and emotional well-being of educators and students (Byrnes, 2009; Davidson et al., 2012; Roeser & Peck, 2009). Research shows that CP practices affect cognitive, academic achievement, educator and student stress, anxiety, and depression, whole person creativity, interpersonal relationship skills, empathy, altruistic compassion, attention, metacognition, transformative learning, social, and emotional intelligence (Mrazek, Franklin, Phillps, Bird, & Schooler, 2013; Shapiro, Brown, & Astin, 2008; Zeidan, Johnson, Diamond, David, & Goolkasian, 2010).
CP practices involve the use of mindfulness practices and non-denominational meditation exercises in order to settle the mind, gain a greater objective perspective, and orient one’s self to his or her present situation (Berard, Hallam, Geiwitz, & Kerzner, 2009). In an effort to address social and emotional learning (SEL), leadership skills, and the strengthening of educator and student engagement, efforts to introduce CP into the higher education classroom continue to ensue (Rhem, 2012; Jones, 2009). Jones (2009) offered that adaptability, compassion, contemplation, courage, honesty, initiative, optimism, perseverance, respect, and trustworthiness play a role in developing learner engagement in a classroom. Contemplative pedagogical practices seek to cultivate these characteristic traits within the learner in order for him or her to graduate with life and leadership skills adequate to meeting the 21st Century, post-modern, global community needs (Rhem, 2012).
Successes in Contemplative Pedagogy
CP seeks to find cultivation in a classroom environment. Fullan (2007) outlined the importance of paying attention to the restructuring and reculturing of a classroom when seeking to implement change. Attending to what the educator works with in a classroom in the form of day-to-day effects, isolation from peers, energy levels, and the limited opportunities for reflection will address change consistency and coherence (Fullan, 2007). Outlining dignity, motivation, reflective action, collaboration, and respect can lend to the creation of an environment that fosters lateral capacity building (Fullan, 2007). The fruition of direct experiences steeped in action-based results provides the necessary motivators on the part of an educator and an educational institution to engage in the further pursuit of such positive outcomes (Fullan, 2007).
Educators and students in higher education continually face numerous stressors involving academic achievement, retention, test scores, and social and emotional learning-based (SEL) pressures (Rhem, 2012). Hall (as cited in Shapiro, Brown, & Astin, 2008) conducted a study in which undergraduate students found themselves split into two groups. One group of students worked with contemplative pedagogy while the other did not. Hall’s study showed that the group that did practice a mindfulness exercise presented an overall higher GPA by the end of a spring academic semester. A study by Shaprio, et al. (as cited in Shapiro, Brown, & Astin, 2008) in which medical students practiced mindfulness exercises presented with lower levels of stress, anxiety, and depression concerning his or her overall mental health in the midst of rigorous studies and exam periods. In a study conducted by Tloczynski and Tantriella (as cited in Shapiro, Brown, & Astin, 2008) concerning social and interpersonal skills, results showed that 75 undergraduates experiencing anxiety found him or herself less anxious and depressed as having practiced a semester long contemplative practice.
In a study conducted by Mrazek, Franklin, Phillips, Baird, and Schooler (2013), results quantitatively showed that undergraduate students gained greater memory capacity, attention, focus, and higher test scores in relationship to taking the GRE tests as a result of a two-week intensive mindfulness program. Zeidan, Johnson, Diamond, David, and Goolkasian (2010) reported that statistical significance existed as it pertains to student cognitive responses to tension, depression, anger, vigor, fatigue, and confusion because of participating in brief contemplative training exercises. These findings illustrate that contemplative pedagogy does affect student learning outcomes and educator relationships. Attention to the cognitive and SEL responses in the case of these studies offers higher education in America an opportunity to investigate how contemplative pedagogy affects the leaders of tomorrow (Davidson et al., 2012). While these studies show that CP works, has found initiation and implementation, the institutionalization of such practices has yet to find a strong foothold in higher education (Fullan, 2007).
Addressing Issues for Further Implementation
Fullan (2007) addressed initiation, implementation, and institutionalization as three broad phases of change processes. By placing an emphasis on change as a process, Fullan recommends that attention to outcomes involving student learning and an organization’s capacity to work with the particular kind of change looking to be achieved can lend to the continuity concerning the external responses to innovative strategies. Initiative directions on the part of CP need to address access to such practices, advocacy from the administration and educators, external change agents, and community support in order to further implementation on a larger academic scale (Fullan, 2007). Fullan stated that attention to bureaucratic safety plays an important role in considerations of educational change paradigms.
Bureaucratic safety presents as an issue that needs to find further address in how CP defines itself in practice. Of particular concern, religious versus secular issues present as an obstacle to the full institutionalization of contemplative pedagogy practices (Davidson et al., 2012; Rhem, 2012). CP involves meditation exercises as a central part of the paradigmatic structure of practice (Davidson et al., 2012; Rhem, 2012). Davidson et al. (2012) emphasize the importance of addressing the design of strictly secular practices when speaking to the institution of CP in American education. Further research needs to show that non-denominational practices are abundant within CP that do not cross cultural and religious boundary lines (Davidson et al., 2012; Rhem, 2012). Proper training and greater availability of information pertaining to secular practices of mindfulness can assist in exposing stakeholders to the positive outcomes of CP for educators and students (Fullan, 2007; Rhem, 2012).
Conclusion - Learning and Leadership for Contemplative Pedagogy Practices
In order to implement further institutionalization of such an educational change paradigm in higher education, Fullan (2007) identifies factors relating to the adequate address of innovation characteristics. These factors include need, clarity, complexity, quality and practicality concerning the program (Fullan, 2007). In terms of need and clarity, the global community of today presents learners with an overwhelmingly abundant amount of expectations both individually and collectively as globalization progresses (Ang & Van Dyne, 2008; Ervin & Smith, 2008; Reimers, 2009). Itinerant characteristics imbedded in the practices of contemplative pedagogy lend to cultivating SEL within an individual (Rhem, 2012). The cultivation of holistic intrinsic and extrinsic responses on the part of an individual engaging in contemplative pedagogcial practices lend to the development of leadership traits and skills via social, emotional, cognitive, and sustainable qualities (Davidson et al., 2012; Laureate Education Inc., 2011; Rhem, 2012).
Fullan (2007) further argued that change agents need to also be aware of how the planning, doing, and coping with creating changes in a classroom will affect the environment. By focusing on capacity building, results, continuous action, attention to interactions, and the need for evidence-based decision-making, change can begin to take root (Fullan, 2007). In order to account for not seeing failure in the face of a newly emergent paradigm like that of CP, adaptability, feedback, and system thinking approaches need to become a part of bringing these practices further into the public sphere (Fullan, 2007). Along with recommending a willingness to jump-right-in to creating change, Fullan presents an important do’s and don’ts list when it comes to working with institutional changes (pp. 122-125). Fullan’s list speaks to flexibility, adaptability, and being able to show-and-do versus just saying in order to see changes as being effective.
Leadership in ushering forth the institutionalization of CP in higher education would do well to think upon the do and don’t list in order to further implement such practices. The Association for Contemplative Mind in Higher Education presented a list of 2,000 plus faculty that are currently involved in looking to further these pedagogical practices (Rhem, 2012). The halls of higher education are beginning to take notice of CP practices in the light of the current changing global paradigms (Rhem, 2012). Recent studies and research also show that secondary and primary educational systems are also beginning to work with these contemplative practices (Davidson et al., 2012; Wisner, Jones, & Gwin, 2010). Further initiation, implementation, and pursuit on the part of the greater educational system’s awareness for contemplative pedagogical methodologies can lend to movement towards solidifying these beneficial practices in an educational environment. Ultimately, such practices can lend to the whole-person development of a student in higher education, thus offering them a beneficial set of skills and tools with which to emerge as future leaders of tomorrow.
References
Ang, S., & Dyne, V. L. (2008). Handbook of cultural intelligence: Theory, measurement, and applications. Armonk, NY: Sharp.
Berard, W. D., Hallam, A., Geiwitz, A., & Kerzner, M. R. (2009). Meditation as teaching and learning tool: Theory, practice, and testimony. Human Architecture: Journal of the Sociology of Self-Knowledge, 7(1), 105-114.
Byrnes, K. (2009). Contemplative teaching: Journeying, being present, serving others. ENCOUNTER: Education for Meaning and Social Justice, 25(1).
Davidson, R. J., Dunne, J., Eccles, J. S., Engle, A., Greenburg, M., Jennings, P.,…Vago, D. (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 0(0), 1-8. doi: 10.1111/j.1750-8606.2012.00240.x
Ervin, J., & Smith, Z. A. (2008). Globalization: A reference handbook. Santa Barbara, CA: ABC-CLIO.
Fullan, M. (2007). The new meaning of educational change. New York, NY: Teachers College Press.
Jones, R. D. (2009). Strengthening student engagement. International Center for Leadership in Education. Retrieved from http://www.leadered.com/pdf/strengthen%20student%20engagement%20white%20paper.pdf
Laureate Education, Inc. (Executive Producer). (2011). Mindful leadership. Baltimore: Author.
Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird, B., Schooler, J. W. (2013). Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering. Psychological Sciences, 24(5), 776-781. Doi: 10.1177/0956797612459659
Reimers, F. M. (2009). Global competency. Harvard International Review, 30(4), 24-27.
Rhem, J. (2012). Contemplative pedagogy: Part 1. The National Teaching & Learning Forum, 21(3).
Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44(2), 119-136. Doi: 10.1080/00461520902832376
Shapiro, S. L., Brown, K. W., & Astin, J. A. (2008). Toward the integration of mediation into higher education: A review of research. Paper prepared for the Center for Contemplative Mind in Society. Retrieved from http://www.contemplativemind.org/admin/wp-content/uploads/2012/09/MedandHigherEd.pdf
Wisner, B. L., Jones, B., & Gwin, D. (2010). School-based meditation practices for adolescents: A resource for strengthening self-regulation, emotional coping, and self-esteem. Children & Schools, 32(3), 150-159.
Zeidan, F., Johnson, S. K., Diamond, B.J., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief mental training. Consciousness and Cognition. Doi: 10.1016/j.concog.2010.03.014
Dynamics of Change: Contemplative Pedagogy and Higher Education - By Mike Lees
Change within educational atmospheres requires attention to initiation, implementation, and continuation in order to produce measurable outcomes pertaining to success (Fullan, 2007). Fullan (2007) contended that a not too tight, not too loose mentality could assist in generating a middle ground approach to dynamic paradigmatic change orientations. Wagner (2011) described seven necessary skills in relationship to critical thinking, communication, and collaboration in order to address motivational responses to adapting a change within the educational systems. Wagner further offered that global achievement gaps and learning motivation gaps may find adequate bridge-building efforts as a result of attending to the motivation concerning the how’s and why’s surrounding change implementation, (Laureate Education, 2011). Zhao (2007) echoed these aforementioned sentiments by emphasizing that creativity play a role in addressing global mindsets and the pressures placed on educational systems, administrators, educators, and ultimately, the students. In order to achieve middle ground in this context, the cultivation of holistic mind-sets, knowledge concerning interdependent relationships, and attention to diverse talent structures can lend to avoiding the death of positive educational changes creative capacities (Zhao, 2007).
This paper will explore how recent efforts to initiate contemplative pedagogy (CP) practices in an educational context meets with various successes and room for improvement in addressing the not too-tight, not too-loose approach as suggested by Fullan (2007). Attention to initiation, implementation, and continuation can illustrate how CP can find application in a higher education setting (Fullan, 2007). Working with change in an educational setting presents challenges pertaining to individual and collective capacities (Fullan, 2007). These challenges can lead to the emergence of meaning making on the part of all of the participants involved (Fullan, 2007). Meaning making then lends to the capacity to create long lasting changes that find a place within the dynamic atmosphere that constitutes the educational system as a whole (Fullan, 2007; Zhao, 2007).
Initiating Contemplative Pedagogy- How’s and Why’s
CP has emerged in the last 10-15 years as a curriculum offering in which mindfulness and meditation practices can find adaptation within higher education classroom settings (Rhem, 2012). CP seeks to offer learning dimensions within a classroom that attend to the holistic, ecological, social, and emotional well-being of educators and students (Byrnes, 2009; Davidson et al., 2012; Roeser & Peck, 2009). Research shows that CP practices affect cognitive, academic achievement, educator and student stress, anxiety, and depression, whole person creativity, interpersonal relationship skills, empathy, altruistic compassion, attention, metacognition, transformative learning, social, and emotional intelligence (Mrazek, Franklin, Phillps, Bird, & Schooler, 2013; Shapiro, Brown, & Astin, 2008; Zeidan, Johnson, Diamond, David, & Goolkasian, 2010).
CP practices involve the use of mindfulness practices and non-denominational meditation exercises in order to settle the mind, gain a greater objective perspective, and orient one’s self to his or her present situation (Berard, Hallam, Geiwitz, & Kerzner, 2009). In an effort to address social and emotional learning (SEL), leadership skills, and the strengthening of educator and student engagement, efforts to introduce CP into the higher education classroom continue to ensue (Rhem, 2012; Jones, 2009). Jones (2009) offered that adaptability, compassion, contemplation, courage, honesty, initiative, optimism, perseverance, respect, and trustworthiness play a role in developing learner engagement in a classroom. Contemplative pedagogical practices seek to cultivate these characteristic traits within the learner in order for him or her to graduate with life and leadership skills adequate to meeting the 21st Century, post-modern, global community needs (Rhem, 2012).
Successes in Contemplative Pedagogy
CP seeks to find cultivation in a classroom environment. Fullan (2007) outlined the importance of paying attention to the restructuring and reculturing of a classroom when seeking to implement change. Attending to what the educator works with in a classroom in the form of day-to-day effects, isolation from peers, energy levels, and the limited opportunities for reflection will address change consistency and coherence (Fullan, 2007). Outlining dignity, motivation, reflective action, collaboration, and respect can lend to the creation of an environment that fosters lateral capacity building (Fullan, 2007). The fruition of direct experiences steeped in action-based results provides the necessary motivators on the part of an educator and an educational institution to engage in the further pursuit of such positive outcomes (Fullan, 2007).
Educators and students in higher education continually face numerous stressors involving academic achievement, retention, test scores, and social and emotional learning-based (SEL) pressures (Rhem, 2012). Hall (as cited in Shapiro, Brown, & Astin, 2008) conducted a study in which undergraduate students found themselves split into two groups. One group of students worked with contemplative pedagogy while the other did not. Hall’s study showed that the group that did practice a mindfulness exercise presented an overall higher GPA by the end of a spring academic semester. A study by Shaprio, et al. (as cited in Shapiro, Brown, & Astin, 2008) in which medical students practiced mindfulness exercises presented with lower levels of stress, anxiety, and depression concerning his or her overall mental health in the midst of rigorous studies and exam periods. In a study conducted by Tloczynski and Tantriella (as cited in Shapiro, Brown, & Astin, 2008) concerning social and interpersonal skills, results showed that 75 undergraduates experiencing anxiety found him or herself less anxious and depressed as having practiced a semester long contemplative practice.
In a study conducted by Mrazek, Franklin, Phillips, Baird, and Schooler (2013), results quantitatively showed that undergraduate students gained greater memory capacity, attention, focus, and higher test scores in relationship to taking the GRE tests as a result of a two-week intensive mindfulness program. Zeidan, Johnson, Diamond, David, and Goolkasian (2010) reported that statistical significance existed as it pertains to student cognitive responses to tension, depression, anger, vigor, fatigue, and confusion because of participating in brief contemplative training exercises. These findings illustrate that contemplative pedagogy does affect student learning outcomes and educator relationships. Attention to the cognitive and SEL responses in the case of these studies offers higher education in America an opportunity to investigate how contemplative pedagogy affects the leaders of tomorrow (Davidson et al., 2012). While these studies show that CP works, has found initiation and implementation, the institutionalization of such practices has yet to find a strong foothold in higher education (Fullan, 2007).
Addressing Issues for Further Implementation
Fullan (2007) addressed initiation, implementation, and institutionalization as three broad phases of change processes. By placing an emphasis on change as a process, Fullan recommends that attention to outcomes involving student learning and an organization’s capacity to work with the particular kind of change looking to be achieved can lend to the continuity concerning the external responses to innovative strategies. Initiative directions on the part of CP need to address access to such practices, advocacy from the administration and educators, external change agents, and community support in order to further implementation on a larger academic scale (Fullan, 2007). Fullan stated that attention to bureaucratic safety plays an important role in considerations of educational change paradigms.
Bureaucratic safety presents as an issue that needs to find further address in how CP defines itself in practice. Of particular concern, religious versus secular issues present as an obstacle to the full institutionalization of contemplative pedagogy practices (Davidson et al., 2012; Rhem, 2012). CP involves meditation exercises as a central part of the paradigmatic structure of practice (Davidson et al., 2012; Rhem, 2012). Davidson et al. (2012) emphasize the importance of addressing the design of strictly secular practices when speaking to the institution of CP in American education. Further research needs to show that non-denominational practices are abundant within CP that do not cross cultural and religious boundary lines (Davidson et al., 2012; Rhem, 2012). Proper training and greater availability of information pertaining to secular practices of mindfulness can assist in exposing stakeholders to the positive outcomes of CP for educators and students (Fullan, 2007; Rhem, 2012).
Conclusion - Learning and Leadership for Contemplative Pedagogy Practices
In order to implement further institutionalization of such an educational change paradigm in higher education, Fullan (2007) identifies factors relating to the adequate address of innovation characteristics. These factors include need, clarity, complexity, quality and practicality concerning the program (Fullan, 2007). In terms of need and clarity, the global community of today presents learners with an overwhelmingly abundant amount of expectations both individually and collectively as globalization progresses (Ang & Van Dyne, 2008; Ervin & Smith, 2008; Reimers, 2009). Itinerant characteristics imbedded in the practices of contemplative pedagogy lend to cultivating SEL within an individual (Rhem, 2012). The cultivation of holistic intrinsic and extrinsic responses on the part of an individual engaging in contemplative pedagogcial practices lend to the development of leadership traits and skills via social, emotional, cognitive, and sustainable qualities (Davidson et al., 2012; Laureate Education Inc., 2011; Rhem, 2012).
Fullan (2007) further argued that change agents need to also be aware of how the planning, doing, and coping with creating changes in a classroom will affect the environment. By focusing on capacity building, results, continuous action, attention to interactions, and the need for evidence-based decision-making, change can begin to take root (Fullan, 2007). In order to account for not seeing failure in the face of a newly emergent paradigm like that of CP, adaptability, feedback, and system thinking approaches need to become a part of bringing these practices further into the public sphere (Fullan, 2007). Along with recommending a willingness to jump-right-in to creating change, Fullan presents an important do’s and don’ts list when it comes to working with institutional changes (pp. 122-125). Fullan’s list speaks to flexibility, adaptability, and being able to show-and-do versus just saying in order to see changes as being effective.
Leadership in ushering forth the institutionalization of CP in higher education would do well to think upon the do and don’t list in order to further implement such practices. The Association for Contemplative Mind in Higher Education presented a list of 2,000 plus faculty that are currently involved in looking to further these pedagogical practices (Rhem, 2012). The halls of higher education are beginning to take notice of CP practices in the light of the current changing global paradigms (Rhem, 2012). Recent studies and research also show that secondary and primary educational systems are also beginning to work with these contemplative practices (Davidson et al., 2012; Wisner, Jones, & Gwin, 2010). Further initiation, implementation, and pursuit on the part of the greater educational system’s awareness for contemplative pedagogical methodologies can lend to movement towards solidifying these beneficial practices in an educational environment. Ultimately, such practices can lend to the whole-person development of a student in higher education, thus offering them a beneficial set of skills and tools with which to emerge as future leaders of tomorrow.
References
Ang, S., & Dyne, V. L. (2008). Handbook of cultural intelligence: Theory, measurement, and applications. Armonk, NY: Sharp.
Berard, W. D., Hallam, A., Geiwitz, A., & Kerzner, M. R. (2009). Meditation as teaching and learning tool: Theory, practice, and testimony. Human Architecture: Journal of the Sociology of Self-Knowledge, 7(1), 105-114.
Byrnes, K. (2009). Contemplative teaching: Journeying, being present, serving others. ENCOUNTER: Education for Meaning and Social Justice, 25(1).
Davidson, R. J., Dunne, J., Eccles, J. S., Engle, A., Greenburg, M., Jennings, P.,…Vago, D. (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 0(0), 1-8. doi: 10.1111/j.1750-8606.2012.00240.x
Ervin, J., & Smith, Z. A. (2008). Globalization: A reference handbook. Santa Barbara, CA: ABC-CLIO.
Fullan, M. (2007). The new meaning of educational change. New York, NY: Teachers College Press.
Jones, R. D. (2009). Strengthening student engagement. International Center for Leadership in Education. Retrieved from http://www.leadered.com/pdf/strengthen%20student%20engagement%20white%20paper.pdf
Laureate Education, Inc. (Executive Producer). (2011). Mindful leadership. Baltimore: Author.
Mrazek, M. D., Franklin, M. S., Phillips, D. T., Baird, B., Schooler, J. W. (2013). Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering. Psychological Sciences, 24(5), 776-781. Doi: 10.1177/0956797612459659
Reimers, F. M. (2009). Global competency. Harvard International Review, 30(4), 24-27.
Rhem, J. (2012). Contemplative pedagogy: Part 1. The National Teaching & Learning Forum, 21(3).
Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44(2), 119-136. Doi: 10.1080/00461520902832376
Shapiro, S. L., Brown, K. W., & Astin, J. A. (2008). Toward the integration of mediation into higher education: A review of research. Paper prepared for the Center for Contemplative Mind in Society. Retrieved from http://www.contemplativemind.org/admin/wp-content/uploads/2012/09/MedandHigherEd.pdf
Wisner, B. L., Jones, B., & Gwin, D. (2010). School-based meditation practices for adolescents: A resource for strengthening self-regulation, emotional coping, and self-esteem. Children & Schools, 32(3), 150-159.
Zeidan, F., Johnson, S. K., Diamond, B.J., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief mental training. Consciousness and Cognition. Doi: 10.1016/j.concog.2010.03.014