Concentration and Contemplation

Abstract

The author shows in this article how a traditional-Asian contemplative and mediation practice can be used to increase concentration and learning. The author introduces a model of higher learning that captures a traditional linear paradigm of how higher learning unfolds. He then argues that effective use of that paradigm presupposes that students possess well-honed skills in concentration and contemplation, but that they often do not possess them. Thus, educators (at least those of us who use versions of the traditional paradigm) need to broaden curricula to include methods of learning that develop and polish these essential skills. As support, the author develops an argument for the importance of concentration and contemplation as foundational academic competencies. Finally, he introduces a demystified version of a traditional meditation/contemplative practice—the author's lesson in learning to learn—and argues that use of this model can enhance the development of mature academic skills.