Meditation and Education
The Oxford Handbook of Meditation December 15, 2020 Peer reviewed DOI: 10.1093/oxfordhb/9780198808640.013.40
Summary
School-based meditation programs for children aged 4–17, including Transcendental Meditation and mindfulness practices, gained popularity from the 1960s to 2010s across several countries. These programs were introduced in mainstream education by separating meditation from its religious roots and promoting it as a scientifically backed method to enhance academic performance and overall well-being. The chapter discusses the research on these practices and suggests an opt-in model of informed consent to ensure transparency.
Study at a glance
| Population | children ages 4–17 |
|---|---|
| Key finding | Meditation programs were popularized in schools by framing them as scientifically validated techniques for improving academic and personal outcomes. |
Abstract
Abstract This chapter examines school-based meditation programs for children ages 4–17—including Transcendental Meditation, ashtanga yoga, and mindfulness-based stress reduction—popularized between the 1960s and 2010s in the United States, United Kingdom, Canada, and India. Practices entered mainstream education as promoters distanced meditation from religion, particularly Hinduism and Buddhism, and framed meditative practices as scientifically validated techniques for cultivating virtues essential for academic performance, physical and mental health, and moral character. The chapter assesses meditation research and religious controversies. It recommends an opt-in model of informed consent as most conducive to transparency and voluntarism.