Consciousness-Based Education

2021 ◽  
pp. 144-159
Author(s):  
Frederick Travis ◽  
John Collins
Keyword(s):  
Social Relationships ◽  
Teaching Strategies ◽  
Transcendental Meditation ◽  
Academic Work ◽  
Emotional Stability ◽  
University Education ◽  
Meditation Practice ◽  
Constructive Thinking ◽  
Block System ◽  
Academic Challenge

Consciousness-based education balances academic challenge with students' ability to master the material (1) using a block system to spread academic work across the semester, (2) teaching strategies to connect individual lectures to larger discipline principles, and (3) incorporating Transcendental Meditation practice into the curriculum. Brain integration and constructive thinking were compared in 27 freshman/senior pairs involved in consciousness-based university education. As seniors, these subjects had higher levels of brain integration, associated with emotional stability and success in life, and higher global constructive thinking, associated with work success and stable personal and social relationships. These variables typically do not change during college.

fMRI during Transcendental Meditation practice

2018 ◽  
Vol 123 ◽  
pp. 30-33 ◽  
Author(s):  
Michelle C. Mahone ◽  
Fred Travis ◽  
Richard Gevirtz ◽  
David Hubbard
Keyword(s):  
Transcendental Meditation ◽  
Meditation Practice

scholarly journals Young University Graduates’ Motivations for Living in the Countryside in the Context of Rural Policies in Poland

2018 ◽  
pp. 111-130
Author(s):  
Ilona Matysiak
Keyword(s):  
Young Adults ◽  
Qualitative Study ◽  
Social Relationships ◽  
Rural Areas ◽  
Local Area ◽  
University Education ◽  
University Graduates ◽  
Crucial Importance ◽  
Local Labour ◽  
Different Parts

This paper focuses on young adults with a university education (aged 25–34) living in rural areas of Poland. Its aim is to analyse their motivations for doing so, as well as the implications of such decisions. The issue is of crucial importance in terms of the future of rural areas in Poland. Current rural policies, although somewhat vague, emphasize the urgent need of further modernization of agriculture and the creation of more nonagriculture jobs in local labour markets. In order to be successful, rural development should be a community-led process which requires well-skilled and dedicated rural residents. The paper is based on qualitative study conducted in ten selected rural municipalities in different parts of Poland. The analysis show that the young university graduates interviewed were motivated mostly by social relationships and attachment to the local area, but economic reasons were also important. Also, the types of motivation correlate with the young adults’ community engagement.

scholarly journals ATTITUDE TOWARDS LEARNING STYLES AND THINKING STYLES OF MENTAL HEALTH

2021 ◽  
pp. 1-2
Author(s):  
T. S. Clara ◽  
M. Suganthi
Keyword(s):  
Mental Health ◽  
Learning Styles ◽  
Social Relationships ◽  
Mental Health Problems ◽  
Academic Work ◽  
Health Problems ◽  
Thinking Styles ◽  
Number Of Children ◽  
Children’S Learning ◽  
Financial Pressures

The number of children reporting mental health problems has increased dramatically in recent years, and the signs are that it will continue to rise further. For most children, their first steps into education will be some of the most challenging times they have faced. Most will be dealing with newfound independence, along with the challenges of balancing their academic work, new financial pressures, and building new social relationships. Children, like anybody else, differ from each other. As children, they differ in their preferred mode of learning, i.e. their preferred modes in gathering and thinking about information. The objective of this study was to examine whether children’s learning styles, thinking styles, and attitudes can be used as predictors of their mental health.

Understanding Strategies of Teacher-Student Interaction

2016 ◽  
pp. 1596-1618
Author(s):  
Tarryn L. Kille
Keyword(s):  
Teaching Strategies ◽  
Online Courses ◽  
Effective Interaction ◽  
Theoretical Perspective ◽  
University Education ◽  
Online Environment ◽  
Teacher Immediacy ◽  
Self Assessment ◽  
Descriptive Case Study ◽  
Teacher Student

In this chapter, we discuss the application of teaching strategies as a vehicle for investigating teacher immediacy in the online environment. Through the presentation of a descriptive case study, the chapter explores the theoretical perspective of strategies that intend to reduce psychological distance in the online environment. Specifically, the issue of effective interaction is investigated, including: (1) the application of formative feedback practices; (2) the application of student self-assessment to encourage deeper learning; and (3) the integration of rubric use in assessment activities. The chapter concludes, recommending that practical application of teaching strategies such as: (1) using rubrics; and (2) encouraging student self-assessment, has the effect of enhancing teacher interaction and improving both the student experience and the student learning outcomes in an online environment. The chapter aims to contribute to the literature associated with online university education by validating best practices which assists in developing more effective online courses.

A self-referential default brain state: patterns of coherence, power, and eLORETA sources during eyes-closed rest and Transcendental Meditation practice

2009 ◽  
Vol 11 (1) ◽  
pp. 21-30 ◽  
Author(s):  
Fred Travis ◽  
David A. F. Haaga ◽  
John Hagelin ◽  
Melissa Tanner ◽  
Alaric Arenander ◽  
...  
Keyword(s):  
Transcendental Meditation ◽  
Brain State ◽  
Meditation Practice ◽  
Eyes Closed

scholarly journals EEG microstates during different phases of Transcendental Meditation practice

2017 ◽  
Vol 18 (3) ◽  
pp. 307-314 ◽  
Author(s):  
Pascal L. Faber ◽  
Frederick Travis ◽  
Patricia Milz ◽  
Niyazi Parim
Keyword(s):  
Transcendental Meditation ◽  
Meditation Practice

scholarly journals Training Needs in Light of the Degree of Awareness of Modern Teaching Strategies and Their Application in the Tertiary Level during the COVID-19 Pandemic

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
AbdulAziz R. Alamro
Keyword(s):  
Teaching Strategies ◽  
Teaching Methods ◽  
Statistical Significance ◽  
Descriptive Analysis ◽  
Training Needs ◽  
Faculty Members ◽  
University Education ◽  
Academic Rank ◽  
The University ◽  
Five Axis

This study aimed to evaluate modern teaching methods applied by the staff at the University of Hail during the COVID-19 pandemic to identify the most important causes, needs, and barriers from their perspective. Also, the study aimed to reveal individual differences (gender, academic rank, or experience) of statistical significance in the staff’s degree of use. To achieve the objectives of the study, the researcher used descriptive analysis on a sample of 164 faculty members. The researcher designed a five-axis questionnaire. The results indicated the importance of e-training when using modern teaching methods. Also, it was clear that the research sample uses MTM to some extent, and the use of modern teaching strategies was found to be moderate. Gender, academic rank, years of experience in the field of university education, and academic specialization did not affect training needs. In addition, the results showed that the most important reason for using MTM during the COVID-19 pandemic was “Mastery of how to use it.”

Expectation and Meditation

1981 ◽  
Vol 49 (3) ◽  
pp. 699-709 ◽  
Author(s):  
M. M. Delmonte
Keyword(s):  
Analysis Of Variance ◽  
High Frequency ◽  
Transcendental Meditation ◽  
Meditation Practice ◽  
High Expectations ◽  
Older Subjects

94 prospective meditators were administered 2 14-item questionnaires to ascertain their present perceived-selves and their expectations of Transcendental Meditation on 3 occasions: (1) just before 2 introductory talks on meditation, (2) just after these talks, and (3)7 mo. later on follow-up. 36 subjects decided against taking up meditation. Analysis of variance and correlations showed that those who took up meditation were older, initially had more negative perceived-selves, and had higher expectations. In general, a more positive perceived-self at retest and high expectations at the 3 testing periods were related to a high frequency of meditation practice. Frequent practice, in turn, was related to improved perceived-self and increased expectation scores on follow-up. Younger subjects appeared to be more suggestible (responded more positively to the talks); on follow-up they meditated more frequently, had more positive perceived-selves, and were more likely to report an improved perceived-self compared with their initial pre-talk scores, than older subjects.

Effects of Transcendental Meditation practice on brain functioning and stress reactivity in college students

2009 ◽  
Vol 71 (2) ◽  
pp. 170-176 ◽  
Author(s):  
Fred Travis ◽  
David A.F. Haaga ◽  
John Hagelin ◽  
Melissa Tanner ◽  
Sanford Nidich ◽  
...  
Keyword(s):  
College Students ◽  
Stress Reactivity ◽  
Transcendental Meditation ◽  
Meditation Practice ◽  
Brain Functioning
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