| A recent article published in The Chronicle of | | | | yoga or tai chi, instead of an academic credit. Or |
| Higher Education about teaching meditation in | | | | better yet, offer it at no charge in every student |
| college has created a great deal of buzz. Several | | | | union building as a helpful skill for stress reduction. |
| media folks contacted me for my opinion, and | | | | Jon Kabat-Zinn, widely regarded as the maestro |
| they were surprised by my response. | | | | of meditation-as-medicine, has developed an |
| I am sure there are plenty of meditation teachers | | | | outstanding program--Mindfulness-Based Stress |
| who are grinning on their cushions at the notion of | | | | Reduction--which is being taught in communities all |
| meditation being offered at universities for | | | | over North America. We need much more of |
| academic college credit. | | | | that--in workplaces, clinics, hospitals, fitness clubs, |
| Not me. I think it is a misguided idea--and I'd like | | | | retirement communities, HeadStart programs and |
| to suggest a much better one. | | | | drug rehabilitation centers. |
| It's not that I don't wholeheartedly believe that | | | | Yes, we need to bring meditation to the masses. |
| meditation is a powerful way to reduce stress, | | | | But the most critical element is this: we must |
| increase concentration, and develop greater | | | | open the world of mindfulness to include activities |
| awareness and compassion. It's not that I don't | | | | OTHER than meditation. |
| agree that college students could benefit from | | | | Those who are most dedicated to the practice |
| meditation--especially during those stressful finals | | | | and promotion of meditation tend to be Buddhists, |
| weeks. | | | | whether they are teaching in a temple or a |
| But making meditation an academic college course | | | | prestigious university. The irony is that if those |
| perpetuates a dangerous notion: that meditation is | | | | who are most committed to creating a peaceful |
| for highly intelligent, educated people only. | | | | world could release their attachment to |
| ANYONE can benefit from meditation, and the | | | | meditation, they would be far more likely to |
| more elite we make it appear, the more people | | | | spread the message of mindfulness to the |
| will assume that they are somehow not the "right | | | | masses. |
| kind of person" to meditate. | | | | It's time to bring meditation down---WAY down. |
| Is a college professor the "right kind of person" to | | | | In fact, we'd do well to shift gears entirely. |
| teach meditation? While there are certainly those | | | | Instead of focusing on teaching meditation in |
| who have studied meditation personally and | | | | college, we should jump into playing with |
| professionally, they are not necessarily the ones | | | | mindfulness in kindergarten. |
| who can teach it as a valuable wellness tool | | | | We know that there are certain skills that are |
| instead of a Religion or Philosophy course. | | | | learned more quickly and easily by young children |
| As much as I believe in the power of meditation, | | | | than adults--music, foreign languages, sharing--and |
| I'm not sure that paying $4000 (the going rate | | | | I propose that mindfulness is one of them. |
| for one class at a private university in the U.S.) | | | | After all, five-year-olds are much more likely to |
| for a one-semester academic course in | | | | stay fully present--that's what kids DO! And we |
| sitting-and-breathing is an appropriate addition to | | | | want them to view it as an awe-inspiring way to |
| the curriculum. | | | | see the world around them with greater |
| Credit for sitting and breathing. Cha-ching! The | | | | awareness and wonder. |
| universities find a new income stream. | | | | Kindergarteners learn by playing, so there's no |
| Sure, I'm biased. After all, I have four teenage | | | | need to force any particular sitting position or limit |
| daughters, two of whom are taking college | | | | oneself to traditional props. In fact, if |
| classes, so I tend to be rather mindful of the | | | | five-year-olds were encouraged to play with the |
| bang-for-buck quotient. | | | | idea of paying attention, I guarantee that they |
| I'm also wary of turning the practice of | | | | would be far more creative about it than any |
| nonjudgmental awareness into yet another adult | | | | 18-year-old. |
| task to be evaluated, another achievement to | | | | We don't need gongs in the kindergarten |
| enable us to get ahead in a competitive world. | | | | classroom--a kazoo would work just as well. We |
| Judging one's ability to be nonjudgmental seems | | | | don't need to incorporate cushions, esoteric |
| counterproductive. | | | | language, or religion of any kind. |
| The alternative--offering pass/fail grades only--is | | | | What we do need are creative teachers who |
| equally problematic. A pass/fail class that consists | | | | recognize the value of having students who are |
| of mostly sitting and breathing would be a shoo-in | | | | able to focus calmly in order to play well with |
| for the no-brainer credit award. We don't need to | | | | others, listen, and learn. |
| create more elitism around meditation, but neither | | | | Step away from the idea of meditation as an |
| do we want it to become the leading bonehead | | | | academic area of study, and jump into the notion |
| course on campus. | | | | that playing with preschoolers is a far more |
| I believe meditation should be offered on every | | | | effective and enjoyable way to make mindfulness |
| college campus--but make it an activity credit, like | | | | a lifelong practice. |