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EducatingWorld Citizens forthe 21st Century

Educators, Scientists andContemplatives Dialogue on

Cultivating a HealthyMind, Brain and Heart

October 8–9, 2009DAR Constitution Hall, Washington, DC

Mind & Life XIX

Presents

Conference Program

Harvard Graduate School of Education

Stanford University School of Education

College of Education at Pennsylvania State University

Curry School of Educationat the University of Virginia

University of Wisconsin-MadisonSchool of Education

Co-Sponsored by

CASEL – Collaborative for Academic,Social and Emotional Learning

American Psychological Association

GeorgeWashington UniversityColumbian College of Arts and Sciences

University of Michigan School of Education

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Greetings andWelcome,

On behalf of the Dalai Lama, othermembers of the board of the Mindand Life Institute, and the facultiesand administrations of our co-sponsoring institutions, I want towelcome you to Mind and Life XIX:

Educating World Citizens for the 21st Century:Educators, Scientists and ContemplativesDialogue on Creating a Healthy Mind, Brain andHeart.

The Mind and Life Dialogues between scientists,philosophers and contemplatives from the world’sliving traditions began in 1987, as a joint quest fora more complete understanding of the nature ofreality, for investigating the mind, and forpromoting well-being on the planet. Over the past22 years these dialogues have covered many topicsupon which scientists and contemplatives canenrich each others’ understanding, ranging fromPhysics and Cosmology to Neuroplasticity; fromAltruism and Ethics to Destructive Emotions.

Our work, however, is not limited to dialogue andunderstanding. More important is the need totranslate this understanding into programs, inter-ventions and tools that will bring tangible benefitinto people’s lives. Hence, in 2000, we began anambitious program to catalyze new fields ofscientific research to investigate the effects ofcontemplative based practices on mind, brain,behavior, the prevention and treatment of diseaseand general health and well-being.

In previous public Mind and Life Dialogues weexplored how collaborative research betweenscientists and contemplatives could illuminate thefields of neuroscience and clinical science. In thisDialogue we will examine how contemplativebased practices might compliment and add to theeffectiveness of social and emotional learningprograms in promoting academic learning as wellas emotional balance, ethical and social responsi-bility, and empathy and compassion for others.

The Mind and Life Institute operates through fourdivisions, all working together to promote scientificunderstanding of the effects of contemplative basedpractices:

•Mind and Life Dialogues set the scientificagenda by exploring which areas of science aremost ripe for collaboration and how that collabo-ration can be implemented most effectively.

•Mind and Life Publications report to the greaterscientific community and interested public whathas occurred at our dialogues.

• The Mind and Life Summer ResearchInstitute and Francisco J. Varela ResearchAwards is an annual weeklong residentialsymposium, and accompanying research grantprogram for researchers and practitioners inscience, contemplation, and philosophy toexplore how to advance this new field ofscientific research on meditation and other formsof contemplative mental training.

•Mind and Life Education Research Network[MLERN] explores issues at the intersection ofmind, brain, education and contemplativepractice.

In the short time we have together over these twodays, we will only begin an exploration along thefrontier of how we can skillfully use the techniquesof contemplative based practices in learningenvironments to enhance healthy humandevelopment. It is our deepest desire that youbecome inspired to explore and expand this frontierin your own work.

I want to pay tribute to the memory of Francisco J.Varela, Ph.D., co-founder of the Mind and LifeInstitute, and express my deepest thanks to hislegacy. Without his wisdom, dedication andcommitment, we would not be here today.

I also want to offer a deep bow of gratitude to HHDalai Lama, our dialogue participants, our co-sponsors, and the many financial sponsors,operations team members and volunteers who havemade this conference possible.

Welcome, with warmest regards,

Adam EngleChairman and CEO, Mind and Life Institute

FROMTHE CHAIRMAN

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MLERN was formed in 2006 to create a multi-disciplinary intellectual forum dedicated toexploring issues at the intersection of mind,brain, education and contemplative practice.The network, directed by Dr. Richard Davidsonof the University of Wisconsin and Dr. MarkGreenberg of Penn State, includes a core groupof contemplatives and contemplative scholars;neuroscientists; cognitive, developmental andeducational scientists; and educational activists.Each network meeting also includes a number ofeducators, scientists and scholars who makepresentations and dialogue with core members.

Collectively, MLERN members and the broaderintellectual and contemplative communities thathave informed the work of the network havebeen exploring questions such as:

• How can contemplative practices enrich childand adolescent development and the currentgoals of education?

• What are the social-emotional and attentionalskills that young people need to be successfulnot only in school, but in life, in society, andas a citizen of the world?

• What are the values and virtues that promote asuccessful, meaningful, productive and happylife that also enhances the well being ofothers?

• How can we design learning environments inschools, community- and afterschool-settingsthat cultivate and support the development ofthese skills, values, and virtues in children andadolescents?

• How can we achieve these aims directly withprograms for young people, and indirectly bynurturing them in the adults who figure socentrally in a child’s life and development –parents and extended family members, child-care and early education professionals, nursesand doctors, teachers and school leaders, andso on. That is, how do we create contemplativecommunities where the older members rolemodel healthy and virtuous habits and disposi-tions for the younger?

During its first three years of existence, MLERNhas met 3 times each year with the followingspecific goals:

• The identification of promising currenteducational programs that bring contemplativepractices into the educational arena in a devel-opmentally appropriate, secular way;

• The identification of promising lines ofresearch on the mind, brain and body, andsocial worlds of children and adolescents thatis relevant to the study of contemplativepractices with young people;

• The funding of pilot research on somepromising programs;

• The creation of a short scientific white paperthat defines the scope of the study of contem-plative practices in education with children,adolescents, and the significant adults in theirlives that sets out a research agenda forexamining basic and applied issues in thisregard;

• The creation of a multisite study examiningthe affect of contemplative practices onteachers and their students;

• The planning of the public meeting inWashington D.C. with the Dalai Lama oneducation entitled “Educating World Citizensfor the 21st Century: Educators, Scientists andContemplatives Dialogue on Cultivating aHealthy Mind, Brain and Heart.”

With the initial 3 year project culminating in theOctober 2009 Conference in Washington D.C.,the next phase and scope of work for MLERN IIis currently being planned. Central ideas underconsideration for MLERN phase II are:

• Collaborative research in applied settings likeschools and parenting classes;

• Dialogue among contemplatives, educators andscientists on how to design and evaluate “devel-opmentally appropriate” contemplativepractices across the life course;

• Exploration of what is the potential valueadded of contemplative practice over andabove that associated with related interven-tions such as social-emotional learning;

• The extension and expansion of this work to awider circle of educators, scientists, andcontemplatives.

Please look for updates on MLERN II onwww.mindandlife.org in the near future.

MLERN CORE MEMBERS

Richard Davidson, Ph.D.University of Wisconsin,Madison

John Dunne, Ph.D.Emory University

Jacquelynne Eccles, Ph.D.University of Michigan,Ann Arbor

Adam Engle, J.D., M.B.A.Mind and Life Institute

Mark Greenberg, Ph.D.Pennsylvania State University

Amishi Jha, Ph.D.University of Pennsylvania

Thupten Jinpa, Ph.D.Institute of Tibetan Classics

Linda Lantieri, M.A.Inner Resilience Program

Ellen Leibenluft, M.D.National Instituteof Mental Health

David Meyer, Ph.D.University of Michigan,Ann Arbor

Rob Roeser, Ph.D.Portland State University

David Vago, Ph.D.Harvard Medical School

MINDAND LIFE EDUCATION RESEARCH NETWORK

The Mind and Life Education Research Network (MLERN)

SESSIONTHREE

The urgent challenges of a globalizedand interdependent world demand anew vision of world citizenship that isnot confined to national boundaries, butencompasses moral and ethical respon-sibilities to all humanity. People comingof age in the 21st century will need tomanifest unprecedented levels of inter-cultural cooperation, mutual moralconcern, creativity, and skill ineffectively addressing the challenges ofthe new century. An education that willprepare children to become compas-sionate and competent world citizenscannot be measured only in terms ofcognitive skills and knowledge, butmust address the wider aspects of childand adolescent development such associal and emotional skills, moralvalues, and embodied virtues thatpromote both personal and societalhealth, well-being, and caring.

Mind and Life XIX brings togetherworld-renowned educators, scientists,and contemplatives, with the DalaiLama presiding, to explore new avenuesfor science and educational practicerelated to the cultivation of thesepositive human qualities—mindfulawareness, self-control, social responsi-bility and concern for the welfare ofothers—among children, youth, and theadults who educate them. This interdis-ciplinary dialogue will honor insights

from various perspectives on this issue,including those from educational theoryand practice, philosophy, psychology,neuroscience, and the wisdom ofcontemplative traditions. Our intent isfor the synergy of these convergingdisciplines to inspire and supportvisions of education that focus on thedevelopment of the whole person(including both students and educators)within more caring and effective schoolcommunities. At the heart of thisdialogue is a shared vision of aneducational system that nurtures theheart as well as the mind, and thatcreates compassionate, engaged, andethical world citizens whose skills andabilities are not only used for personalgrowth and advancement, but also forthe good of the world.

Educators have recently seenimpressive results in the field of socialand emotional learning (SEL), a form ofeducation that helps children and adultsdevelop fundamental social andemotional skills conducive to life effec-tiveness. Studies have documented thatSEL has a positive impact on promotingethical and pro-social behavior in youngpeople as well as supporting theiracademic learning. The success ofsocial and emotional learning programsis encouraging educators to exploreother practices such as those found in

CONFERENCE OVERVIEW

How can oureducational system

evolve to meet thechallenges of the

21st century?

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the contemplative traditions that mayalso cultivate, strengthen, and extendskills that SEL teaches.

The world’s great contemplativetraditions encompass a shared wisdomon key ethical virtues such as non-violence and empathic concern for thewelfare of others, as well as a vast arrayof specific techniques, includingdifferent forms of meditation andreflective practices, that aim to cultivatesuch virtues. In adults, studies arebeginning to document how thesepractices promote better emotionalregulation, improved attention,increased calm and resilience, betterstress management and coping skills,and the deliberate cultivation ofqualities such as compassion andempathy.

Neuroscience is beginning to build abody of evidence on the positive effectsof contemplative practices on theminds, brains and bodies of adults. Thisleads to the question: would interveningearlier in life to teach young peoplehealthy habits of mind, heart and bodyamplify the benefits of contemplativepractices across the entire lifespans ofindividuals and provide a host ofpositive “downstream” preventative andhealth-promoting effects? As a startingpoint, research on practical applicationsfor the promotion of stress reduction,

health, and well-being is beginning tobe examined in relation to the childhoodand adolescent periods. Central to thisemerging work is an exploration of howto provide contemplative practices tothe adults in the lives of children andadolescents – parents, teachers, youthworkers and so on – as one key way of“educating” the young in these practicesthrough role modeling. Indeed, it islikely that the most beneficial effects ofintroducing contemplative practices toyoung people will occur when educatorsand parents model the positive qualitiesarising from such practices themselves.The goal is to “be the change we wishto see in the world” as Gandhi put it.Moreover, since school is often oneof the most stable environments forchildren and youth exposed to develop-mental risks, focusing on school-basedprograms may be the best way to helpchildren develop the non-academic skillsnecessary to be successful and contri-buting members of 21st century society.

The time is clearly ripe for scientists,educators, and contemplatives to plancollaborative research on how contem-plative practices might be adapted foruse in the classroom and how to assesstheir pedagogical value. Adaptingcontemplative techniques that wereoriginally embedded within ancientcultures to the secular setting of publicschools requires an interdisciplinaryapproach that includes those withexpertise in educational practice,applied and basic science, and thewisdom of the contemplative traditionsthemselves. This meeting aims toidentify new avenues of scientificinquiry and educational practice thataim to cultivate positive qualities thatare particularly important in the globalcontext of the 21st century.

CONFERENCE OVERVIEW

How will we educate people to becompassionate, competent, ethical, andengaged citizens in an increasinglycomplex and interconnected world?

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SESSIONTHREE

Introduction andWelcomeThursday, October 8, 2009 • 9:00–9:15am

R. Adam Engle, J.D., M.B.A.CEO and Chairman, Mind and Life Institute

Jacquelynne S. Eccles, Ph.D.University of Michigan

Session One: Envisioning theWorld CitizenThursday, October 8, 2009 • 9:15am–12pm

A deep understanding of our individual andcollective responsibility to humanity as awhole, and to the environment, will beessential to our survival in the globallyinterdependent world of the 21st century.How do we prepare young people to takeup and meet these challenges through novelforms of teaching and learning such asthose involving contemplative practices inboth formal and informal educationalenvironments?

What are the positive qualities that futurecitizens will need to respond to thesechallenges with compassion, wisdom,creativity, and skill? Looking at exemplaryindividuals whose lives inspire us, can wedetermine what qualities constitute a ‘good’person in the modern world? How do suchqualities develop, and how can we supportthat development in formal and informaleducational settings? Over many centuries,the world’s great contemplative traditionshave refined various techniques to cultivatemoral and ethical virtues such ascompassion and caring, emotional balanceand resilience, and calm and focusedattention. Can contemplative practices beadapted from their traditional culturalsettings to the secular context of schoolsand after-school settings so that they can

cultivate disciplined habits of mind andheart in young people and those whoeducate them alike? Are there opportunitiesfor synergy here with the historically strongfocus in American public education onmoral development and charactereducation?

This session will present the sharedinsights of world-renowned leaders ineducation, moral philosophy, secular ethicsand contemplative practice, anddevelopment science regarding a renewedvision of public education – one that drawsupon both the wisdom of contemplativetraditions and their associated practices aswell as the cutting edge ideas in educationand the sciences of human learning anddevelopment.

SESSION ONE

Speakers:HH Dalai LamaMarian Wright Edelman, J.D.

Panelists:Matthieu Ricard, Ph.D.Jacquelynne S. Eccles, Ph.D.Linda Darling-Hammond, Ed.D.

Moderator:Daniel Goleman, Ph.D.

Interpreter:Thupten Jinpa, Ph.D.

For informationon purchasing

video recordings ofthis conference, see page 18.

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SESSION FOUROVERVIEW

Session Two: Attention, Emotion Regulation and LearningThursday, October 8, 2009 • 2:00–4:30pm

SESSIONTWO

Self-regulation—the ability to be aware ofour attention and emotions, and to directthem consciously—enables the mind tofocus in ways that support academiclearning and positive social relationships.Self-regulation enables us to makeconscious choices in response both to ourouter experiences and to the feelings andthoughts they engender within us. Thehabits of mind and heart that are involvedin regulating attention and emotion are thefoundation of the ‘self-knowledge’ andinsight that are among the classical aims ofeducation. These habits are also essentialfor cooperation and responsible moralconduct as a community member, as wellas for personal resilience in the face ofadversity.

As neuroscience probes the brain’sexecutive functions that control attentionand emotion, we are beginning tounderstand how malleable thesemechanisms are. Self-regulation is alearnable skill as well as a prerequisite forother forms of learning. Beyond thecommon-sense observation that betterattention in the classroom leads to betterlearning, practices that hone mindfulawareness and focused attention may also

foster critical thinking, deeper compre-hension, and meta-cognitive skillsassociated with learning how to learn. Weare beginning also to understand the brainmechanisms that link early experiences ofeither stress or nurturing care, to lateremotional health and self-regulation, and toidentify developmentally sensitive periodsof growth.

Recent programs in SEL have shownimpressive results in teaching childrentechniques for emotional regulation insocial interactions. Meanwhile, neuroscien-tists have been studying contemplativepractices that hone attention and emotionalregulation in adults. The evidence fromadult studies is compelling, and suggeststhat, with insight from developmentalneuroscience and psychology, practicessuch as those found in the contemplativetraditions like mindfulness meditation mayalso cultivate, strengthen, and extend thehabits of mind and heart that SEL teaches.

In laying the groundwork for collaborativeresearch projects to explore such possibil-ities, the dialogue participants in thissession will consider how a variety ofpedagogical practices, contemplative andotherwise, may be effective in fosteringself-regulation among parents, educatorsand students; how ethical values form anessential part of the use of contemplativepractices in this regard; and how importantissues remain about how best to introducecontemplative practices in culturally- anddevelopmentally appropriate ways. Devel-opmental issues are especially importanthere: from earliest childhood, when self-regulation creates a stable and safe spacefor cognitive learning, throughadolescence, when self-regulatorycapacities can creatively and productivelychannel the energy unleashed in puberty; toadulthood where one continues to refinesuch skills and brings them into the worldin more prominent ways with children andyouth (e.g., in schools).

Speaker:Richard Davidson, Ph.D.

Panelists:HH Dalai LamaRonald E. Dahl, M.DMark Greenberg, Ph.D.Anne Klein, Ph.D.Kathleen McCartney, Ph.D.

Moderator:Daniel Goleman, Ph.D.

Interpreter:Thupten Jinpa, Ph.D.

SESSIONTHREESESSIONTHREE

Speaker:Linda Lantieri, Ph.D.

Panelists:HH Dalai LamaPeter Benson, Ph.D.Martin Brokenleg, Ph.D.Nancy Eisenberg, Ph.D.Matthieu Ricard, Ph.D.

Moderator:Mark Greenberg, Ph.D.

Interpreter:Thupten Jinpa, Ph.D.

Session Three: Compassion and EmpathyFriday, October 9, 2009 • 9:30am–12pm

Compassion and empathy are fundamentalto moral and character development and toany vision of a kinder, more just, and morecaring society and world. Complexemotions that embody an awareness ofone’s interconnection with others,compassion and empathy serve as afoundation for altruism, cooperation,helping, and other prosocial behavior. TheDalai Lama notes that human beings have anatural propensity for compassion andempathy but “need specialized training” toextend this feeling beyond the immediatecircle of family, friends, and others weidentify with closely. A key challenge ineducating world citizens is expanding thiscircle of concern to encompass the wider,interdependent world in all its diversity.Educational strategies that aim to buildrespect for diversity may be most effectivewhen focused both on the value andexperience of such diversity, as well as ondeep commonalities in the humanexperience that transcend culture (e.g., thedesire of happiness).

Contemplative traditions have approachedcompassion as a learnable skill that ideallydevelops into an enduring positive quality,transforming our automatic response to theworld from a reactive and self-centered

mode to a more reflective and other-centered mode. The cultivation ofcompassion, empathy, and other virtuousemotions is traditionally taught through arich, culturally embedded repertoire ofreflective and cognitive techniques, as wellas role modeling. Is it possible to extractthe core wisdom of these practices fromtheir religious and cultural origins withoutdisempowering them; and if so, may theyoffer a valuable resource for the aims ofmoral and character education in secularsocietal contexts like schools? What are theelements of school culture which wouldhave to change to realize these benefits?

Contemplative practices that cultivatecompassion and empathy may also supportcognitive learning and help young peopleto discover meaningful purpose in theirlives and passionate engagement in theirimmediate and far-reaching communities.Such practices could complement, or beintegrated into, on-going curricular andinstructional efforts aimed at teachingstudents about civic engagement, socialjustice, ethical responsibility, and moraldecision-making in deep, enduring, andtransformative ways. Research on brainprocesses underlying prejudice andintolerance suggests that contemplativepractices that improve attention andemotional regulation can also bringprejudice into conscious awareness andthus offer a fulcrum for change. Otherstudies have examined factors thatdetermine how empathy for the suffering ofothers may transform into compassionate,helping behavior rather than overwhelmingsadness or fear. Collaboration betweeneducators, scientists, and contemplatives onissues such as these could bring us closer tonew understandings of how best to educatethe compassionate heart in developmentallyappropriate ways.

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SESSION FOUROVERVIEWSESSION FOUR

This final session will offer reflections onthe previous two days of dialogue and willserve to integrate and explore new ideasthat have been sparked by the process. Forexample, participants in the final sessionwill discuss windows of opportunity inwhich the developing brain is optimallyreceptive for the cultivation of particularmental qualities associated with attention,emotion, empathy and compassion thathave been discussed in the meeting. Theywill also discuss the institutional and socialcontexts of schools today that couldfacilitate or hinder efforts to introducecontemplative practices in K-16 education.Furthermore, the question of how the intro-duction of contemplative practices informal educational settings couldcomplement, expand upon or reframecontemporary educational reform efforts atthese various levels, to the extent suchpractices are adapted for public educationsettings in culturally sensitive, develop-mentally appropriate and thoroughlysecular ways will also be discussed.

The overarching aim of this session is todevelop a set of tractable scientificquestions regarding the use of contem-plative practices in educational contexts thatcan be researched in the near future, andthat ultimately may inform educationalpractice and policy in ways that benefitteachers, students, and their families. Asjust one example, consider a key principlein the contemplative traditions - theimportance of embodiment. Embodimentrefers to our ability to “give form throughour verbal and non-verbal behavior” tocertain cherished qualities, for instance,kindness to others. In this context, onehypothesis is that the embodiment ofqualities like compassion, empathy, andmindfulness in adults and older peers is apowerful form of social role modeling thatteaches the young important lessons abouthow to become a responsible member of afamily, a peer group, a school, a communityand a society. For students to learn the skills

needed for world citizenship and personalresponsibility in the 21st century world, onehypothesis is that if these qualities are to besuccessfully developed in students, teachersmust model such skills and behaviorsthemselves in a school context that issupportive of such skills and behaviors atall levels. That is, teacher embodiment ofthese skills, as well as a supportive schoolenvironment, really matter for students’motivation and capacity to learn andembody such qualities themselves. Fromthis perspective, a key priority in this workgoing forward is to inquire into how teachertraining and direct service programs oncompassion and mindfulness for teachersand parents may form a necessary, but notsufficient condition for the cultivation ofthese qualities in young people. In addition,such work will need to address issues ofcontext: How can school leaders support thecultivation of positive habits of the mindand heart in the whole school culture? Howcan educational leaders design andimplement “mindful and compassionatecommunities of learning” for students,teachers, parents and educational leadersalike?

Ultimately, we envision an educationsystem in which young people arerecognized and educated as cognitive andemotional, ethical, and social beings whoselives are deeply interconnected with others;one that lifts their spirits and engages themfully in active, meaningful learning, andthat cultivates the positive qualitiesnecessary to be a caring and contributingmember of the world community in thecoming years The world’s contemplativetraditions are a precious resource that cancontribute to the education anddevelopment of people who are compas-sionate, ethically responsible, and in controlof their mental lives and who, as a result,are positioned optimally to meet theextraordinary political, social, and spiritualchallenges of our time.

Panelists:HH Dalai LamaLindaDarling-Hammond,Ed.D.Richard Davidson, Ph.D.Takao Hensch, Ph.D.Lee Shulman, Ph.D.

Moderator:Roshi Joan Halifax, Ph.D.

Interpreter:Thupten Jinpa, Ph.D.

Session Four: Integrations, Reflections and Future DirectionsFriday, October 9, 2009 • 2:00–4:30pm

Tenzin Gyatso, the XIVth Dalai Lama, isthe leader of Tibetan Buddhism, the head ofthe Tibetan government-in-exile, and a spiri-tual leader revered worldwide. He was bornon July 6, 1935 in a small village calledTaktser in northeastern Tibet. Born to apeasant family, he was recognized at the ageof two, in accordance with Tibetan tradition,as the reincarnation of his predecessor, the

XIIIth Dalai Lama. The Dalai Lamas are manifestations of the Bud-dha of Compassion, who choose to reincarnate for the purpose ofserving human beings. Winner of the Nobel Prize for Peace in1989, he is universally respected as a spokesman for the compas-sionate and peaceful resolution of human conflict.

He has traveled extensively, speaking on subjects including universalresponsibility, love, compassion and kindness. Less well known is hisintense personal interest in the sciences; he has said that if he were nota monk, he would have liked to be an engineer. As a youth in Lhasa itwas he who was called on to fix broken machinery in the PotolaPalace, be it a clock or a car. He has a vigorous interest in learning thenewest developments in science, and brings to bear both a voice forthe humanistic implications of the findings, and a high degree of intu-itive methodological sophistication.

Peter L. Benson, Ph.D. is president andCEO of Minneapolis-based Search Institute,the nation’s leading “action tank” for helpingcommunities “grow great kids.” A leadingauthority on human development, commu-nity mobilization, and social change, heholds a doctorate and master’s degree fromthe University of Denver as well as a mas-ter’s degree fromYale University. His vision,

research, and public voice have inspired a “sea change” in theory,practice, and policy. His innovative, research-based framework ofDevelopmental Assets is the most widely used approach to positiveyouth development in the United States and around the world. Mostrecently, he has focused on conceptualizing a new understanding of“thriving.” He is also the principal investigator and co-director forSearch Institute’s Center for Spiritual Development in Childhood andAdolescence, which seeks to advance knowledge, practice, and inter-national interest in this important, but underemphasized domain ofhuman development. Dr. Benson is the author or editor of more thana dozen books on child and adolescent development, including, mostrecently, Sparks: How Parents Can Ignite the Hidden Strengths ofTeenagers (Jossey-Bass), and The Handbook of Spiritual Develop-ment in Childhood and Adolescence (Sage). Among his manyhonors, Dr. Benson was the first visiting scholar at the William T.Grant Foundation and also received the William JamesAward forCareer Contributions to the Psychology of Religion from theAmeri-can Psychological Association. He serves on many boards andcommissions, including the John Templeton Foundation Board ofAdvisors. Dr. Benson is married to Tunie Munson-Benson, a nation-ally recognized expert in children’s literature and literacy. They havetwo children, Liv and Kai, and two grandsons, Ryder and Truman.

Thupten Jinpa, Ph.D.was educated at theShartse College of Ganden Monastic Univer-sity, South India, where he received the GesheLharam degree. In addition, Jinpa holds a B.A.Honors in philosophy and a Ph.D. in religiousstudies, both from Cambridge University. Hetaught at Ganden monastery and worked as aresearch fellow in Eastern religions at GirtonCollege, Cambridge University.

Jinpa has been the principal English translator to H.H. the DalaiLama for over two decades and has translated and edited numerousbooks by the Dalai Lama, including Ethics for the New Millennium,Transforming the Mind, and The Universe in a Single Atom: Con-vergence of Science and Spirituality. His own publications includeworks in both Tibetan and English, including Songs of SpiritualExperience (co-authored), Self, Reality and Reason in Tibetan Phi-losophy, Mind Training: The Great Collection, and The Book ofKadam: The Core Texts, the last two being part of The Library ofTibetan Classics series.

Jinpa is an adjunct professor at the Faculty of Religious Studies atMcGill University, Montreal and a visiting scholar and an executivecommittee member at the Center for Compassion andAltruismResearch and Education (CCARE), Stanford University. He is cur-rently the president of the Institute of Tibetan Classics, Montreal, andheads its project of critical editing, translation and publication of keyclassical Tibetan texts aimed at creating a definitive reference seriesentitled The Library of Tibetan Classics.

Martin Brokenleg, Ph.D. is the Director ofNative Ministries and Professor of FirstNations Theology and Ministry at the Van-couver School of Theology in Vancouver,British Columbia. He serves as a Vice Presi-dent of Reclaiming Youth International,providing training for individuals who workwith youth at risk. He holds a doctorate inpsychology and is a graduate of the Episco-

pal Divinity School. For thirty years, Dr. Brokenleg was professorof Native American studies at Augustana College of Sioux Falls,South Dakota. He has also been a director of The NeighborhoodYouth Corps, chaplain in a correctional setting, and has extensiveexperience as an alcohol counselor. Dr. Brokenleg has consultedand led training programs throughout North America, NewZealand, and South Africa. He is the father of three children and anenrolled member of the Rosebud Sioux Tribe practicing the cultureof his Lakota people.

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SESSIONTHREESPEAKERS AND PANELISTS

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Ronald E. Dahl, M.D. is the Staunton Pro-fessor of Psychiatry and Pediatrics, andProfessor of Psychology at the University ofPittsburgh. He is a pediatrician with researchinterests in sleep/arousal and affect regula-tion and their relevance to the developmentof behavioral and emotional disorders inyouth. His work focuses on adolescence andpubertal development as a neuromaturational

period with unique opportunities for early intervention. He co-directs a large program of research on child/adolescent anxiety anddepression with more than twenty years of continuous funding fromthe NIMH, and he has received research grants from NIAAA,NIDA, and NICHD focusing on questions of neurobehavioral devel-opment and adolescent health outcomes. His research isinterdisciplinary and bridges from basic work in affective neuro-science and development and extends to clinical work focusing onearly intervention for behavioral and emotional health problems. Dr.Dahl has participated in several interdisciplinary research groups,including The MacArthur Foundation Research Network on Psy-chopathology and Development, and The Robert Wood JohnsonFoundation Research Network on Tobacco Dependence. He haspublished extensively on adolescent development, sleep disorders,and behavioral/emotional health in children and adolescents.

SESSION FOUROVERVIEWSPEAKERS AND PANELISTS

Linda Darling-Hammond, Ed.D. isCharles E. Ducommun Professor of Educa-tion at Stanford University where she haslaunched the Stanford Educational Leader-ship Institute and the School RedesignNetwork and served as faculty sponsor forthe Stanford Teacher Education Program.She is a former president of the AmericanEducational Research Association and

member of the National Academy of Education. Her research,teaching, and policy work focus on issues of school restructuring,teacher quality and educational equity. From 1994-2001, she servedas executive director of the National Commission on Teaching andAmerica’s Future, a blue-ribbon panel whose 1996 report,WhatMatters Most: Teaching for America’s Future, led to sweeping pol-icy changes affecting teaching and teacher education. In 2006, thisreport was named one of the most influential affecting U.S. educa-tion and Darling-Hammond was named one of the nation’s ten mostinfluential people affecting educational policy over the last decade.

Among Darling-Hammond’s more than 300 publications arePreparing Teachers for a Changing World: What Teachers ShouldLearn and be Able to Do (with John Bransford, for the NationalAcademy of Education, winner of the Pomeroy Award fromAACTE), Powerful Teacher Education: Lessons from ExemplaryPrograms (Jossey-Bass: 2006); Teaching as the Learning Profes-sion (Jossey-Bass: 1999) (co-edited with Gary Sykes), whichreceived the National Staff Development Council’s OutstandingBook Award for 2000; and The Right to Learn, recipient of theAmerican Educational Research Association’s Outstanding BookAward for 1998.

Richard J. Davidson, Ph.D. is the WilliamJames and Vilas Research Professor of Psy-chology and Psychiatry, Director of theW.M. Keck Laboratory for Functional BrainImaging and Behavior, the Laboratory forAffective Neuroscience and the Center forInvestigating Healthy Minds, Waisman Cen-ter at the University of Wisconsin-Madison.He received his Ph.D. from Harvard Univer-

sity in Psychology and has been at Wisconsin since 1984. He haspublished more than 250 articles, many chapters and reviews andedited 13 books. He has been a member of the Mind and Life Insti-tute’s Board of Directors since 1991. He is the recipient ofnumerous awards for his research including a National Institute ofMental Health Research Scientist Award, a MERITAward fromNIMH, an Established Investigator Award from the NationalAlliance for Research in Schizophrenia and Affective Disorders(NARSAD), a Distinguished Investigator Award from NARSAD,the William James Fellow Award from the American PsychologicalSociety, and the Hilldale Award from the University of Wisconsin-Madison. He was the Founding Co-Editor of the new AmericanPsychological Association journal EMOTION and is Past-Presidentof the Society for Research in Psychopathology and of the Societyfor Psychophysiological Research. He was the year 2000 recipientof the most distinguished award for science given by the AmericanPsychological Association –the Distinguished Scientific Contribu-tion Award. In 2003 he was elected to the American Academy ofArts and Sciences and in 2004 he was elected to the WisconsinAcademy of Sciences, Arts and Letters. He was named one of the100 most influential people in the world by Time Magazine in2006. In 2006 he was also awarded the first Mani Bhaumik Awardby UCLA for advancing the understanding of the brain and con-scious mind in healing. Madison Magazine named him Person ofthe Year in 2007.

Jacquelynne S. Eccles, Ph.D. (McKeachie/Pintrich Distinquished University Professorof Psychology and Education at the Univer-sity of Michigan (UM) and Senior ResearchScientist at the Institute for Social Researchat the UM) received her Ph.D. from UCLAin 1974 and has served on the faculty atSmith College, the University of Colorado,and the University of Michigan. In 1998-99,

she was the Interim Chair of Psychology at the University ofMichigan, and she has served as Chair of the Combined Program inEducation and Psychology repeatedly over the last 30 years. Shechaired the MacArthur Foundation Network on Successful Path-ways through Middle Childhood and was a member of theMacArthur Research Network on Successful Pathways throughAdolescence. She was SRA (Society for Research on Adolescence)program chair in 1996, has served on the SRA Council, and is nowPast-President of SRA. She was also Program Chair and Presidentfor Division 35 (the Psychology of Women) of the American Psy-chological Association (APA), and chair of the Natonal Academy ofScience/National Research Council (NAS/NRC) Committee on

Cont’d on page 12

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SESSIONTHREE

Nancy Eisenberg, Ph.D. is Regents’ Pro-fessor of Psychology at Arizona StateUniversity. She received her Ph.D. at theUniversity of California, Berkeley. She haspublished numerous books, chapters, andpapers on social, emotional, and moraldevelopment, including The Caring Child(1992), The Roots of Prosocial Behavior inChildren (with Paul Mussen, 1989), and

How Children Develop (with Robert Siegler and Judy DeLoache,2006), and is the editor of volume 3 (Social, Emotional, and Per-sonality Development) of the Handbook of Child Psychology (5th

and 6th editions). She has been a recipient of Research ScientistDevelopment Awards and a Research Scientist Award from theNational Institute of Health (NICHD and NIMH). She was Presi-dent of the Western Psychological Association and ispresident-elect of Division 7 (Developmental Psychology) of theAmerican Psychological Association. Eisenberg has been associateeditor of Merrill-Palmer Quarterly and Personality and Social Psy-chology Bulletin; and editor of Psychological Bulletin and a volumeof the Handbook of Child Psychology. She is currently the foundingeditor of the new SRCD journal, Child Development Perspectives.She has served on the governing board of the Society for Researchin Child Development, the Board of Directors of the American Psy-

SPEAKERS AND PANELISTS

After-School Programs for Youth. She is a member of the NationalAcademy of Education and now serves on its Governing Board.

Dr. Eccles’ awards include: the Spencer Foundation Fellowship forOutstanding Young Scholar in Educational Research, the SarahGoddard Power Award for Outstanding Service from the Universityof Michigan, the American Psychological Society (APS) CattellFellows Award for Outstanding Applied Work in Psychology, theSociety for the Study of Social Issues’s Kurt Lewin Award for out-standing research, the Life-Time Research Awards from SRA,Division 15 (Educational Psychology) of the APA, and the Societyfor Research on Human Development, the Mentor’s Award fromDivision 7 (Developmental Psychology) of APA, and the Univer-sity of Michigan Faculty Recognition Award for OutstandingScholarship. She is a Fellow in American Psychological Associa-tion, American Psychological Society, American EducationalResearch Association, and Society for the Psychological Study ofSocial Issues. She has conducted research on topics ranging fromgender-role socialization, classroom influences on motivation tosocial development in the family, school, peer and wider culturalcontexts. Much of this work focuses on the socialization of self-beliefs and motivation, and the impact of self-beliefs andmotivation on many other aspects of social development. Her mostrecent work focuses on: (1) ethnicity as a part of the self and as asocial category influencing experiences, (2) the relation of selfbeliefs and identity to the transition from mid to late adolescenceand then into adulthood, and (3) the impact of social contexts(school, community organizations, religious organizations, andfamilies) on development across the lifespan.

Jacquelynne S. Eccles, Ph.D., cont’d

Marian Wright Edelman, J.D., Founderand President of the Children’s DefenseFund (CDF), has been an advocate for dis-advantaged Americans for her entireprofessional life. Under her leadership, CDFhas become the nation’s strongest voice forchildren and families. The Leave No ChildBehind® mission of the Children’s DefenseFund is to ensure every child a Healthy

Start, a Head Start, a Fair Start, a Safe Start, and a Moral Start inlife and successful passage to adulthood with the help of caringfamilies and communities.

Mrs. Edelman, a graduate of Spelman College and Yale Law School,began her career in the mid-60s when, as the first black woman admit-ted to the Mississippi Bar, she directed the NAACPLegal Defenseand Educational Fund office in Jackson, Mississippi. In l968, shemoved to Washington, D.C., as counsel for the Poor People’s Cam-paign that Dr. Martin Luther King, Jr. began organizing before hisdeath. She founded the Washington Research Project, a public interestlaw firm and the parent body of the Children’s Defense Fund. For twoyears she served as the Director of the Center for Law and Educationat Harvard University and in l973 began CDF.

Mrs. Edelman served on the Board of Trustees of Spelman Collegewhich she chaired from 1976 to 1987 and was the first womanelected by alumni as a member of the Yale University Corporationon which she served from 1971 to 1977. She has received manyhonorary degrees and awards including the Albert SchweitzerHumanitarian Prize, the Heinz Award, and a MacArthur FoundationPrize Fellowship. In 2000, she received the Presidential Medal ofFreedom, the nation’s highest civilian award, and the Robert F.Kennedy Lifetime Achievement Award for her writings whichinclude eight books: Families in Peril: An Agenda for SocialChange; The Measure of Our Success: A Letter to My Children andYours; Guide My Feet: Meditations and Prayers on Loving andWorking for Children; Stand for Children; Lanterns: A Memoir ofMentors; Hold My Hand: Prayers for Building a Movement toLeave No Child Behind; I’m Your Child, God: Prayers for OurChildren; and I Can Make a Difference: A Treasury to Inspire OurChildren. Her latest book The Sea is So Wide and My Boat is SoSmall: Charting a Course for the Next Generation released inbookstores September 23, 2008.

She is a board member of the Robin Hood Foundation, the Associa-tion to Benefit Children, and City Lights School and is a member ofthe Council on Foreign Relations, the American Philosophical Soci-ety, the American Academy of Arts and Sciences, and the Instituteof Medicine of the National Academy of Sciences.

Marian Wright Edelman is married to Peter Edelman, a Professor atGeorgetown Law School. They have three sons, Joshua, Jonah, andEzra, two granddaughters, Ellika and Zoe, and two grandsons, Eli-jah and Levi.

Marian Wright Edelman, J.D., cont’d

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SESSION FOUROVERVIEW

chological Society, the governing council of the American Psycho-logical Association, and the U. S. National Committee for theInternational Union of Psychological Science (through the NationalAcademy of Science). She is the 2007 recipient of the Ernest R.Hilgard Award for a Career Contribution to General Psychology,Division 1, American Psychological Association; the 2008 recipientof the International Society for the Study of Behavioral Develop-ment Distinguished Scientific Contribution Award; and the 2009recipient of the G. Stanley Hall Award Recipient Award for Distin-guished Contribution to Developmental Psychology, Division 7,American Psychological Association.

R.Adam Engle, J.D., M.B.A. is the Chair-man and co-founder of the Mind and LifeInstitute. He was educated at the Universityof Colorado, Harvard University and Stan-ford University, where he received his B.A.,J.D., and M.B.A. degrees respectively. Overthe past 40 years, he has divided his profes-sional life as a lawyer and entrepreneurbetween the for-profit and non-profit sectors.

In the for-profit sector, Mr. Engle began his career as a lawyer,practicing for 10 years in Beverly Hills, Albuquerque, Santa Bar-bara, and Teheran. After leaving the practice of law, he formed aninvestment management firm, focusing on global portfolio manage-ment on behalf of individual clients. He also started severalbusiness ventures in the United States and Australia.

Mr. Engle began working with various groups in the non-profit sec-tor in 1965. In addition to the Mind and Life Institute, he alsoco-founded the Colorado Friends of Tibet, a statewide Tibetan sup-port group based in Boulder, Colorado; was a founding member ofthe Social Venture Network; and has advised numerous other non-profit organizations.

Daniel Goleman, Ph.D. covers behavioralscience and health for the New York Times.He received his bachelors degree magnacum laude from Amherst College, where hewas an Independent Scholar, and his Ph.D.in psychology from Harvard University. Fortwo years he traveled in India studying Bud-dhist and other spiritual systems ofpsychology, the first year as a Harvard Trav-

eling Fellow, the second as a Research Fellow of the Social ScienceResearch Council. He taught at Harvard University before becom-ing an editor and journalist. He is a Fellow of the AmericanAssociation for the Advancement of Science, and was twice nomi-nated for the Pulitzer prize for his science writing in the New YorkTimes. He is the author of numerous books, including EmotionalIntelligence, The Meditative Mind, Destructive Emotions, and mostrecently Ecological Intelligence. He moderated the third Mind andLife dialogue in 1990, and has been a board member since 1992.

Mark Greenberg, Ph.D. holds The BennettEndowed Chair in Prevention Research inPenn State’s College of Health and HumanDevelopment. He is currently the Directorof the Prevention Research Center. Since1981, Dr. Greenberg has been examining theeffectiveness of school-based curricula (ThePATHS Curriculum) to improve the social,emotional, and cognitive competence of

elementary-aged children. Since 1990, he has served as an Investi-gator in Fast Track, a comprehensive program that aims to preventviolence and delinquency in families. His research has focused onthe role of individual, family, and community-level factors in pre-vention. Current studies include the evaluation of CommunitiesThat Care and The PROSPER Model. He received the ResearchScientist Award from the Society for Prevention Research in 2002.

Roshi Joan Halifax, Ph.D., is a Buddhistteacher, Zen priest, anthropologist, andauthor. She is Founder, Co-abbot, and HeadTeacher of Upaya Zen Center, a Buddhistmonastery in Santa Fe, New Mexico andDirector of the Upaya Institute. Shereceived her Ph.D in medical anthropologyin 1973. She has lectured on the subject ofdeath and dying at many academic institu-

tions, including Harvard Divinity School and Harvard MedicalSchool, Georgetown Medical School, University of Virginia Med-ical School, Duke University Medical School, University ofConnecticut Medical School, among many others. She received aNational Science Foundation Fellowship in Visual Anthropology,and was an Honorary Research Fellow in Medical Ethnobotany atHarvard University, and is a Distinguished Visiting Fellow andKluge Scholar at the Library of Congress. From 1972-1975, sheworked with psychiatrist Stanislav Grof at the Maryland Psychi-atric Research Center on pioneering work with dying cancerpatients. She has continued to work with dying people and theirfamilies and to teach health care professionals as well as lay indi-viduals on contemplative care of the dying. Her work for fortyyears has focused on engaged and applied Buddhism. She is aBoard Member of the Mind and Life Institute. The author of manybooks, including Being with Dying: Cultivating Compassion andFearlessness in the Presence of Death, Dr. Halifax founded theProject on Being with Dying and the Upaya Prison Project.

SPEAKERS AND PANELISTS

Nancy Eisenberg, Ph.D., cont’d

Cont’d on page 14

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SESSIONTHREESPEAKERS AND PANELISTS

Linda Lantieri, M.A. is a FulbrightScholar, keynote speaker, and internation-ally known expert in social and emotionallearning, conflict resolution, intergroup rela-tions, and crisis intervention. Currently sheserves as the Director of The InnerResilience Program (formerly ProjectRenewal), a project of the Tides Center,which is an initiative that equips school per-

sonnel with the skills and strategies to strengthen their innerresiliency in order to model these skills for the young people intheir care. She is also the cofounder of the Resolving Conflict Cre-atively Program (RCCP). Started in 1985, RCCP is now one of thelargest and longest running research-based school (K-8) programsin social and emotional learning in United States. Linda is also oneof the founding board members of the Collaborative for Academic,Social, and Emotional Learning (CASEL).

Linda has almost 40 years of experience in education as a formerteacher, assistant principal, director of an alternative middle schoolin East Harlem, and faculty member of the Department of Curricu-lum and Teaching at Hunter College in New York City. Linda is aBoard Certified Expert in Traumatic Stress from the AmericanAcademy of Experts in Traumatic Stress. She is the coauthor ofWaging Peace in Our Schools (Beacon Press, 1996) editor ofSchools with Spirit: Nurturing the Inner Lives of Children andTeachers (Beacon Press, 2001), and author of Building EmotionalIntelligence: Techniques to Cultivate Inner Strength in Children(Sounds True, 2008 forthcoming).

Anne Carolyn Klein / Rigzin Drolma,Ph.D. is Professor of Religious Studies atRice University and a founding director andresident teacher of Dawn Mountain, a centerfor contemplative study and practice in Hous-ton (www.dawnmountain.org). She lecturesand leads retreats widely on contemplativepractice as well as on the Buddhist texts andtheories of knowing that support these.

She writes and practices primarily in the Tibetan tradition, translat-ing both classic texts and oral commentary on them. All herscholarly work inquires into the different functions of the humanmind, especially the capacity for intellectual as well as direct know-ing. Her books include Knowledge and Liberation, on Buddhistdistinctions between cognitive and sensory knowing; Path to theMiddle: The Spoken Scholarship of Khensur Yeshe Thupten, onpreparing to meet the ultimate;Meeting the Great Bliss Queen, con-trasting Buddhist and feminist understandings of self as mereconstruction or subtle essence; and, with Geshe Tenzin WangyalRinopche, Unbounded Wholeness, which translates and discusses aDzogchen text from the Bon–Buddhist tradition. Is the intellect ahelp or hindrance in cultivating non-conceptual realization? This is acentral debate throughout Buddhist history – Anne’s books allexplore some aspect of this question.

Forthcoming this spring is Heart Essence of the Vast Expanse: A Storyof Transmission,Anne’s chantable English translation of foundationalpractices from the Longchen Nyingthig, with CD of the English andTibetan chanting. She has commenced translation of two texts whichcombine theories of knowing with meditation practices opening toDzogchen. These are Mipham Rinpoche’s The Threefold Great Seal:Abiding, Movement and Awareness (phyag chen pa’i gnas ‘gyur riggsum) with extensive oral commentary from the renowned KhetsunSangpo Rinpoche, as well as a major text by Khetsun Rinpoche him-self coalescing a variety of oral and written sources. She is also in thedaunting mid-stages of her own manuscript, The Knowing Bodywhich explores the epistemology of the body’s innate intelligence.

Takao K. Hensch, Ph.D. is joint Professorof Neurology (Children’s Hospital Boston)at Harvard Medical School and Professor ofMolecular and Cellular Biology (Center forBrain Science) at Harvard University. Afterhis undergraduate studies on sleep mecha-nisms with Dr. J. Allan Hobson at Harvard,he was a student of Dr. Masao Ito at theUniversity of Tokyo (MPH) and Fulbright

Fellow with Dr. Wolf Singer at the Max-Planck Institute for BrainResearch, prior to receiving a Ph.D in Neuroscience working withDr. Michael Stryker from the University of California San Fran-cisco in 1996. He then helped to launch the RIKEN Brain ScienceInstitute (Japan) as Lab Head for Neuronal Circuit Developmentand served as Group Director since 2000.

Hensch’s research focuses on critical periods in brain development.By applying cellular and molecular biology techniques to neuralsystems, he identified inhibitory circuits that orchestrate the struc-tural and functional rewiring of connections in response to earlysensory experience. His work impacts not only basic understandingof brain development, but also the potential treatment for devastat-ing cognitive disorders in adulthood. Hensch has received severalhonors, including the Tsukahara Prize (Japan Brain Science Foun-dation); Japanese Minister of Education, Culture, Sports, Scienceand Technology (MEXT) Prize; NIH Director’s Pioneer Award andthe first US Society for Neuroscience Young Investigator Award toa foreign scientist. He serves on the editorial board of among othersThe Journal of Neuroscience (reviewing editor), Brain Structureand Function, NeuroSignals, Neural Development, HFSP Journaland Neuron.

Anne Carolyn Klein / Rigzin Drolma, Ph.D. cont’d

One of Mind and Life’s small stepstoward a greener earth is ensuring theuse of eco-conscious inks and papersfor the printing of this brochure.

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SESSION FOUROVERVIEW

Kathleen McCartney, Ph.D. is the Dean ofthe Harvard Graduate School of Educationand the Gerald S. Lesser Professor in EarlyChildhood Development. She is a develop-mental psychologist whose research informstheoretical questions on early experienceand development as well as policy questionson child care, early childhood education,poverty, and parenting. Since 1989, she has

served as a Principal Investigator on the National Institute of ChildHeath and Human Development (NICHD) Study of Early ChildCare and Youth Development, a study of 1,350 children from birththrough 16 years. The NICHD Early Child Care Research Networksummarized their findings in a 2005 book, Child Care and ChildDevelopment, published by Guilford Press. In 2006, McCartneyand Deborah Phillips edited The Blackwell Handbook of EarlyChildhood Development.McCartney’s work has been informed byher experience as the director of the University of New HampshireChild Study and Development Center, a laboratory school for chil-dren from birth through kindergarten. McCartney received her B.S.in Psychology from Tufts University, and her M.S. and Ph.D. inPsychology from Yale University. She has been named a Fellow byboth the American Psychological Association and the AmericanPsychological Society, and she was recently named to the TuftsUniversity Board of Trustees.

Matthieu Ricard, Ph.D. is a Buddhistmonk at Shechen Monastery in Kathmandu,Nepal. Born in France in 1946, he receiveda Ph.D. in Cellular Genetics at the InstitutPasteur under Nobel Laureate FrancoisJacob. As a hobby, he wrote Animal Migra-tions (Hill and Wang, 1969). He firsttraveled to the Himalayas in 1967 and haslived there since 1972, studying with

Kangyur Rinpoche and Dilgo Khyentse Rinpoche, two of the mosteminent Tibetan teachers of our times. Since 1989, he served asFrench interpreter for His Holiness the Dalai Lama.

He is the author of The Monk and the Philosopher (with his father,the French thinker Jean-Francois Revel), of The Quantum and theLotus (with the astrophysicist Trinh Xuan Thuan), and of Happi-ness, A guide to Developing Life’s Most Important Skill. He hastranslated several books from Tibetan into English and French,including The Life of Shabkar and The Heart of Compassion. As aphotographer, he has published several albums, including The Spiritof Tibet, Buddhist Himalayas, Tibet, Motionless Journey andBhutan (www.matthieuricard.org). He devotes all the of proceedsfrom his books and much of his time to forty humanitarian projects(schools, clinics, orphanages, elderly people’s home and bridges) inTibet, Nepal and India, through his charitable association Karuna-shechen (www.karuna-shechen.org) and to the preservation of theTibetan cultural heritage (www.shechen.org).

Lee S. Shulman, Ph.D. is president emeritusof The Carnegie Foundation for theAdvancement of Teaching, having served for11 years as its eighth president. After leavingthe Foundation in August 2008, Shulman hasbegun a period of travel and writing. He hasan office at Stanford University.

Shulman’s research and writings have dealtwith the study of teaching and teacher education; the growth ofknowledge among those learning to teach; the assessment of teach-ing; medical education; the psychology of instruction in science,mathematics, and medicine; the logic of educational research; andthe quality of teaching in higher education. His work has devotedspecial attention to the role of pedagogical content knowledge inteaching, the scholarship of teaching and learning in both K-12 andhigher education, and on the role of “signature pedagogies” in edu-cation in the professions and in doctoral education. He is currentlyworking on a book tentatively titled Professing, which looks backon a decade’s research at the Foundation on education in the profes-sions, teacher education, the doctorate and liberal education.

Shulman is the Charles E. Ducommun Professor of EducationEmeritus and Professor of Psychology Emeritus (by courtesy) atStanford University. From 1963 to 1982 he served as Professor ofEducational Psychology and Medical Education at Michigan StateUniversity. It was there he founded and codirected the Institute forResearch on Teaching (IRT).

Dr. Shulman holds all his academic degrees from the University ofChicago. He is a past president of the American EducationalResearch Association (AERA) and received its career award forDistinguished Contributions to Educational Research. He is also apast president of the National Academy of Education. He is therecipient of the American Psychological Association’s 1995 E.L.Thorndike Award for Distinguished Psychological Contributions toEducation, a fellow of both the American Academy of Arts andSciences and the American Association for the Advancement ofScience, a Guggenheim Fellow, a Fellow of the Center forAdvanced Study in the Behavioral Sciences and has been awardedthe 2006 Grawemeyer Prize in Education.

SPEAKERS AND PANELISTS

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SESSIONTHREE

The Mind and Life SummerResearch Institute andFrancisco J. Varela Research Awards

The Mind and Life Summer Research Institute (MLSRI) hasbeen held annually since June, 2004 with the aim of advancingcollaborative research among behavioral and clinicalscientists, neuroscientists, and biomedical researchers basedon a process of inquiry, dialogue and collaboration withBuddhist contemplative practitioners and scholars and those inother contemplative traditions. The long-term objective is toadvance the training of a new generation of behavioralscientists, cognitive/affective neuroscientists, clinicalresearchers, and contemplative scholar/practitioners interestedin exploring the potential influences of meditation and othercontemplative practices on mind, behavior, brain function, andhealth. This includes examining the potential role of contem-plative methods for characterizing human experience andconsciousness from a neuroscience and clinical interventionperspective.

This vibrant, week-long residential program includes dailysessions of meditation instruction and practice; presentationsof science, philosophy and contemplative theory and research;discussion and dialogue; small group meetings; faculty officehours; and a day-long silent retreat for all participants andfaculty.

The Francisco J. Varela Research Awards are competi-tively-awarded grants of up to $15,000 available to supportstudies proposed by research fellows attending the MLSRIon topics related to the themes of that year’s Institute. Theapplication process begins in the Fall following each MLSRIwith award decisions made by the end of the year. Varelaawardees return to the MLSRI in order to present theirfindings.

The specific goals of the Summer Research Institute andFrancisco J. Varela Research Awards are:

1) to cultivate strategic dialogue between experimentalpsychologists, neuroscientists, cognitive scientists on theone hand, and contemplative scholars/practitioners andphilosophers on the other, in order to develop researchprotocols to enhance investigation of human mentalactivity;

2) to foster a cadre of nascent scientists (graduate studentsand post-docs) and contemplative scholars and philoso-phers to participate in the development of the nextgeneration of scientists, clinicians, and scholars interestedin innovation and collaboration at the mind-brain-behavior interface;

3) to advance a collaborative research program to study theinfluence of contemplative practices on the mind,behavior and brain function, by informed use of highlytrained subjects in human neuroscience protocols;

THE MIND AND LIFE SUMMER RESEARCH INSTITUTE

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SESSION FOUROVERVIEW

4) to explore ways in which the first-person examination ofmental phenomena, by means of refining attention andrelated skills, may be raised to a level of rigor comparableto the third-person methodologies of the cognitivesciences; and

5) to catalyze the creation of three new scientific andacademic disciplines: Contemplative Neuroscience;Contemplative Clinical Science and ContemplativeStudies.

Education Research

The 2010 MLSRI will build on the thematic areas explored inthe October, 2009 Educating World Citizens for the 21stCentury conference by focusing on the field of education andthe role that contemplative practices play in humandevelopment. Just as past gatherings of neuroscientists andclinical scientists with contemplative scholars have helpedcatalyze important research in these fields, the 2010 MLSRIwill stimulate discussion and exploration of the existing bodyof knowledge related to education and human developmentand seek to identify gaps and promote studies to build up arigorous scientific basis to inform the design and implemen-tation of transformative educational programs.

The 2010 MLSRI will be held June 14–22, 2010.For more information please see our web site:www.mindandlife.org in December, 2009.

FRANCISCO J. VARELA RESEARCHAWARDS

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SESSIONTHREEFUTURE MIND & LIFE PROGRAMS

Mind and Life XX

Altruism and Compassionin Economic Systems:A Dialogue at the Interface of Economics,Neuroscience and Contemplative SciencesZürich, Switzerland, April 9-11, 2010

The global financial crisis and itsdevastating impact on the lives ofmillions of human beingsunderscore the importance of theethical dimensions of economicsystems. The global financialcrisis that began in 2008 is thelatest sign that competitive

economic systems are vulnerable to human corruption andgreed. The question remains as to whether we can developeconomic systems that are productive and at the same timealso reward compassion and altruism and resolve real societalproblems related to poverty and the environment.

The Mind and Life XX Conference will provide a uniqueopportunity for high-level, interdisciplinary exchange focusedon the ethical and moral dimensions of economic systems,bringing together renowned economists, psychologists,contemplative scientists, anthropologists and neuroscientists

who are working on the foundations of economic decisionmaking, cooperation, prosocial behavior, empathy, andcompassion. In particular, participants will explore therelevance of prosocial motivation and altruism in an increas-ingly competitive global economic system.

For more information and tickets, please check ourdedicated web site: www.CompassionInEconomics.org

Mind and Life XXII

Contemplative Science:The Scientific Investigation of the Effects ofContemplative Practices on Human Biologyand BehaviorNew Delhi, India, November 19-21, 2010

The agenda for this meeting is inpreparation. The Dalai Lama willparticipate fully in this historicdialogue, along with worldrenowned scientists, contempla-tives and philosophers, reviewingthe current scientific data and

reflecting on useful directions for further study. Please checkthe Mind & Life website, www.mindandlife.org, for moredetails in January 2010.

Video recordings of the

EducatingWorldCitizens

conference will beavailable forpurchase.

Order forms are available in the DAR lobbyduring this event, or visit www.mindandlife.org.

SESSION FOUROVERVIEWCONFERENCE CO-SPONSORS

Harvard Graduate Schoolof EducationEducation is the single mostimportant ingredient for a successfulsociety. Why? Education affordschildren and adults the opportunity

to reach their potential as learners and thereby becomeproductive, proud citizens.

Harvard University has long understood the central role ofeducation for producing caring communities and vibranteconomies. Since 1920, the Harvard Graduate School ofEducation has been Harvard's headquarters for educationenterprise. At HGSE, our mission is to create knowledge andprepare future leaders who will have a profound impact oneducation practice, policy, and research. Each day – inclassrooms and boardrooms, in small community organiza-tions and in the halls of Congress, from small one-roomschoolhouses to the largest educational institutions in theworld – the Harvard Graduate School of Education makes adifference. Our faculty, graduates, and students have acceptedthe challenge of changing the world.

In addition to the work of individual members of the HGSEcommunity, the Ed School leverages its strengths through itsresearch centers, collaborations within the larger Harvardcommunity, and relationships with school districts around theworld. www.gse.harvard.edu

Stanford UniversitySchool of EducationStanford University School of Education iscommitted to developing new knowledge thatcan be used to improve education and to makequality education more accessible in the

United States and abroad. Faculty probe the ways educationenvironments are affected by larger economic, social, andpolitical contexts. Some pursue theoretical issues related to thegoals of education and the nature of learning, while othersconduct research addressing teaching and curriculumdevelopment, testing and evaluation, school organization andfinance, and school reform.

To ensure the usefulness of the knowledge produced and toenhance training opportunities for students, we run our ownK-12 charter school in an economically disadvantagedcommunity. We also have sustained collaborations with organ-izations serving youth in several Bay Area communities andongoing partnerships with district and school leaders.

The programs at the Stanford University School of Educationprepare students for leadership roles in groundbreaking, cross-disciplinary inquiry that shapes educational practices aroundthe globe. Our alumni are some of the world’s most outstandi-ng leaders in the field of education. ed.stanford.edu/suse/

College of Educationat Pennsylvania State University

The mission of the Penn StateCollege of Education is todeepen and extend knowledgeabout the formation and

utilization of human capabilities. Our efforts to deepenknowledge lie at the heart of our lives as researchers; ourefforts to extend knowledge speak to our desire to teach andprovide outstanding pre-service as well as in-service educationfor a wide range of professionals in the field. Our interest inthe formation of human capabilities is perhaps best knowngiven the substantial effort we devote to the preparation ofteachers, counselors, and human service professionals. But, weare also deeply involved in helping society make the bestpossible use of human capabilities as evidenced by ourprograms and research in areas like career counseling,workforce education and development, and the broad socialand economic impact of education on society.www.ed.psu.edu/educ/

Curry School of Educationat the University of Virginia

Situated in Thomas Jefferson’suniversity, the Curry School ofEducation at the University ofVirginia is uniquely positioned to

contribute new ideas and solutions to the challenges facingsociety, schools, and students. We have an eminent facultywhose expertise spans the spectrum of education-relateddisciplines. Our work is grounded in the best scientificthinking and evidence; our commitment is that the profes-sionals we prepare and the innovations we produce havelasting and demonstrable effects.

Curry emphasizes the following areas in education: 21stcentury learning, health and well-being, leadership, and publicpolicy. Curry’s newly created Virginia Center for EducationPolicy is working to gather and analyze Virginia’s educationalinvestment data that can be used in crafting state legislationand policy. Our Center for Advanced Study of Teaching andLearning has developed scientifically tested instruments thathave been drafted into legislation. As a consequence of thiswork we are active in improving the definition of “highlyqualified teacher” in revisions to the No Child Left Behind Act.

At the Curry School, we have adopted a broad vision for ourcollective work in terms of three actions: discover, create,change. We engage in discovery of new ideas and challenges,we create solutions and innovations, and we test our ideas andsolutions in efforts to change the current state of education.curry.edschool.virginia.edu/

Cont’d on page 20

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SESSIONTHREECONFERENCE CO-SPONSORS

University of Wisconsin-MadisonSchool of Education

Long recognized as a leader ineducation, today the School isaddressing some of society's mostcritical needs. Through partner-

ships with Professional Development Schools, we're preparingfuture teachers to succeed in diverse urban settings. Throughresearch and innovative programs such as Cognitively GuidedInstruction, we're helping children improve their skills inreading, mathematics, and science. Through distance-education initiatives such as the Master of Science for Profes-sional Educators, we're helping teachers meet new challengesand grow professionally.

UW-Madison School of Education’s key strengths include:outstanding faculty, staff, and students in education, the arts,and human services; outreach activities benefiting citizensthroughout the state and nation; and innovative research thatyear after year wins significant federal, state, and privatesupport. We're also addressing issues that reach beyond theK-12 classroom. Research conducted in the kinesiologydepartment, for instance, is contributing to the understandingand treatment of widespread health problems such as diabetes,Parkinson's disease, and traumatic brain injury.www.education.wisc.edu/

CASEL – Collaborative for Academic,Social and Emotional Learning

The Collaborative for Academic,Social, and Emotional Learning(CASEL) is the world’s leadingorganization advancing research,

school practice, and public policy that nurtures children’sessential social and emotional competencies. These, in turn,foster academic achievement, a sense of belonging, positivebehavior, and the development of the skills and qualitieschildren need to succeed in the 21st century. CASEL’s premiseis that social and emotional learning (SEL) is the missingpiece in most school reform/school improvement efforts, andis essential to optimal learning. In order to accomplish itsmission to establish social and emotional learning as anessential part of pre-K-12 education, CASEL promotesrigorous, evidence-based approaches that enhance children’spositive social and emotional development in all aspects oftheir education—in-school, after-school, and in school-familypartnerships. To learn more, please visit www.casel.org.

American Psychological AssociationThe American PsychologicalAssociation (APA), inWashington, DC, is the largestscientific and professionalorganization representing

psychology in the United States and is the world's largestassociation of psychologists. APA's membership includesmore than 148,000 researchers, educators, clinicians,consultants, and students. Through its divisions in 54 subfieldsof psychology and affiliations with 60 state, territorial, andCanadian provincial associations, APA works to advancepsychology as a science, as a profession and as a means ofpromoting human welfare. www.apa.org/

GeorgeWashington UniversityColumbian College of Arts and Sciences

Established in 1821 in theheart of the nation’s capital,The George WashingtonUniversity Columbian

College of Arts and Sciences is the largest of GW’s academicunits with more than 40 departments and programs for under-graduate, graduate, and professional studies. ColumbianCollege provides the foundation for GW’s commitment to theliberal arts and a broad education for all students. An interna-tionally recognized faculty and active partnerships withprestigious research institutions place Columbian College atthe forefront in advancing policy, enhancing culture, andtransforming lives through research and discovery.www.gwu.edu/~ccas/

University of Michigan School of EducationThe University of MichiganSchool of Education,established in 1921, houses acommunity dedicated toimproving educational

practice. More than 70 faculty members are engaged ineducating and preparing the 800-plus student body to advanceknowledge, create educational strategies, develop and testtheories and tools, and analyze data and practice. Programsand projects range from preparing elementary, secondary, andhigher education teachers to developing new learningtechnologies; from improving elementary and secondarymathematics and science education to reducing educationaldisparities; from training quantitative analysts to preparingeducation researchers. www.soe.umich.edu

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SESSION FOUROVERVIEW

Accreditation Information

Continuing Education Informationstatement: This conference has beenapproved for continuing education creditfor educators and healthcare professionals.

Please Note: Educators and healthcareprofessionals must apply separately –instructions as well as other informationrequired by accrediting bodies are availableonline (http://www.educatingworldcit-izens.org/ce.html) and in handouts at theconference provided by IAHB (forhealthcare professionals) and PennsylvaniaState University (for educators).

Pennsylvania State University:1.0 CEUs for Educators

The conference has been academicallyapproved through Penn State’s College ofEducation. Participants who complete thisprogram are eligible for 1.0 CEU.

Institute for the Advancementof Human Behavior: 10.5 CE Hoursfor Healthcare Professionals

The Institute for the Advancement ofHuman Behavior (IAHB) has been approvedas a provider of continuing education andcontinuing medical education by the organ-izations listed below. There will be nopartial credit allotted for this workshop.

Alcoholism & Drug Abuse Counselors:Approved by the National Association ofAlcoholism and Drug Abuse CounselorsApproved Provider Program (NAADACApproved Education Provider #187) for10.5 CEHs.

Counselors & MFTs: IAHB is an NBCCApproved Continuing Education Provider(ACEP™) and a co-sponsor of thisevent/program. IAHB may award NBCCapproved clock hours for events orprograms that meet NBCC requirements.The ACEP maintains responsibility for thecontent of this event. (NBCC Provider#5216). Approved by the State of IllinoisDepartment of Professional Regulation(License #168-000119). This course meets thequalifications for MFTs as required by theCalifornia Board of Behavioral Sciences(Provider # PCE 36). IAHB has beenapproved by the Texas Board of Examinersof Marriage and Family Therapists toprovide CE offerings for MFTs. ProviderNumber 154.

Nurses: IAHB is anapproved provider ofcontinuing nursingeducation by the Utah Nurses Association,an accredited Approver by the AmericanNurses Credentialing Center’s Commissionon Accreditation. (UNA=11 CEHs. Provider

Code P06-02). Provider approved by theCalifornia Board of Registered Nursing,(BRN Provider CEP#2672) for 10.5 CEHs.

Psychologists: IAHB is approved by theAmerican Psychological Association tosponsor continuing education for psycholo-gists. IAHB maintains responsibility for thisprogram and its content.

Social Workers: Co-Sponsor with R. CassidySeminars, ACE Provider #1082 approved as aprovider for social work continuingeducation by the Association of Social WorkBoards (ASWB) www.aswb.org, through theApproved Continuing Education (ACE)Program. Approval Period: April 15, 2009-April 15, 2012. R. Cassidy Seminars maintainsresponsibility for the program. Socialworkers should contact their regulatoryboard to determine course approval. Socialworkers will receive 1 clock hour percontact hour of continuing educationclinical social work clock hours for partici-pating in this course. IAHB is approved bythe Alabama State Board of Social WorkExaminers (Provider #0103); the State ofIllinois Department of ProfessionalRegulation (License #159-000223); the StateofMaryland Board of Social Work Examinersto sponsor Category I continuing educationprograms. This course meets the qualifica-tions for LCSWs as required by theCalifornia Board of Behavioral Sciences(Provider #PCE-36). As an approvedcontinuing education provider for the TexasState Board of Social Worker Examiners,IAHB offers continuing education for Texaslicensed social workers in compliance withthe rules of the board. License No. 3876; MC1982, PO Box 149347, Austin, TX 78714, (512)719-3521.

Note: Many state boards accept offeringsaccredited by national or other state organi-zations. If your state is not listed, pleasecheck with your professional licensingboard to determine whether the accredita-tions listed are accepted.

Learning Objectives

Session 1: Envisioning theWorld Citizen

At the conclusion of this activity, partici-pants should be able to:

• Provide a rationale for cultivating positivehuman qualities in young people.

• Recognize the types of positive humanqualities that will be needed to skillfullyface the challenges of the 21st century.

• Discuss how our current vision of publiceducation might be expanded to includethe cultivation these qualities in ouryouth.

• Cite potential methods for developingqualities, such as compassion, that might

be incorporated into formal and informaleducational settings.

Session 2: Attention, EmotionalRegulation, and Learning

At the conclusion of this activity, partici-pants should be able to:

• Describe the importance of both attentionand emotional regulation on academiclearning, social relationships, communitymembership, and resilience.

• Discuss the current findings on the effectsof contemplative practices, such asmindfulness meditation, on attention andemotional regulation.

• Describe how pedagogical practices,contemplative and otherwise, may beeffective in fostering self-regulation inchildren, parents, and teachers.

• Cite important issues to be addressed inthe research and application of suchpractices in educational settings.

Session 3: Compassion and Empathy

At the conclusion of this activity, partici-pants should be able to:

• Describe the importance of empathy andcompassion to the individual and tosociety.

• Explain why compassion and empathyrequire specialized training.

• Discuss the challenges related toremoving empathy and compassionpractices from their religious and culturalcontext and applying them to secularcontexts, such as schools.

Session 4: Integrations, Reflections, andFuture Directions

At the conclusion of this activity, partici-pants should be able to:

• Provide an integrated perspective onimportant topics and new ideas discussedthroughout the conference.

• Identify elements of the institutional andsocial context of schools that couldfacilitate or hinder the introduction ofcontemplative practices in K-16 education.

• Identify new scientific research questions,regarding the application of contem-plative practices in educational settings,which have the potential to informeducational practice and policy.

• Describe an educational system thatengages children as cognitive, as well asemotional, ethical, and interconnectedsocial beings.

CONFERENCE ACCREDITATION INFORMATION

SESSIONTHREEFINANCIAL SUPPORT ANDACKNOWLEDGEMENTS

This conference has beengenerously supported byChildren’s Defense FundCommittee for ChildrenFetzer InstituteGarrison InstituteThe Hawn FoundationNoVo FoundationSearch InstituteSeeds of Compassion

Special Thanks to the FollowingIndividuals and Company ServicesASL Interpreters by GallaudetInterpreting ServiceJoey Cairo/Avatar – Audio VisualContractorCapitol CateringChix CateringConservancy for Tibetan Art andCultureEvents UnleashedFairfax at Embassy RowFlowers by Amaryllis, Inc.Geri Engberg PhotographyJanet Hughes – Volunteer CoordinatorGrand Hyatt WashingtonInternational Campaign for Tibet

J.W. Marriott WashingtonMind and Life administrative officevolunteers: Betty Jones, Alycia Murray,Christa Smith, and Cherrie Ramsdell-SpeichOmni ShorehamPrivate Office of His Holinessthe Dalai LamaRose Magruder and Peggy Martz ofDAR Constitution HallRenaissance Mayflower HotelSeeds of CompassionSweet DesignTicketmasterWestin Grand

Educating World Citizens for the21st Century Planning CommitteeRichard Davidson, Ph.D.University of Wisconsin, MadisonJacquelynne Eccles, Ph.D.University of Michigan, Ann ArborMark Greenberg, Ph.D.Pennsylvania State UniversityLinda Lantieri, M.A.Inner Resilience ProgramRobert Roeser, Ph.D.Portland State University

Mind and Life InstituteR. Adam Engle,CEO and ChairmanDiego Hangartner,Director of Programs,Research and InternationalLaura Baun,Director of OperationsJames F. McMillan,Director of DevelopmentRobert W. Roeser,Senior Program CoordinatorDavid R. Vago,Senior Research CoordinatorHeather Locke,Program AdministratorKate Mark,Event PlannerJudy Martin,Executive Assistant to CEOAngela Teng,Program AdministratorKristen Lindemann,Marketing Intern

A Brief Note About FinancesThank you for your presence. Therevenue from registrations under-writes the cost of this event and otherwork of the Mind and Life Institute.Revenues do not go to His Holinessthe Dalai Lama.

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23

SESSION FOUROVERVIEWFINANCIAL SUPPORT ANDACKNOWLEDGEMENTS

Sustaining Patrons of MLIAnonymousMCJ Amelior FoundationPeter and Alison BaumannJoan and Steven BelkinGrant Couch and Louise PearsonBeat and Regula CurtiAnn M. DownCharles Engelhard FoundationRip and Jacque GelleinGeorge Family FoundationKlaus HebbenHershey Family FoundationWilliam James FoundationCharles Antoine JanssenJohn and Tussi KlugeLostand FoundationJean Paul and Delphine Oltramare

ResseguierRalph and Kathy RobinsonSager Family Foundation/ Science

Workshop for MonksHenry A. Schimberg Charitable

FoundationShapiro Family FoundationTan Teo Charitable FoundationTara FoundationMonica VoegeleWalker Family Foundation

Foundation Support of MLIAnonymousCleveland FoundationFetzer InstituteFidelity Charitable Gift FundThe Hawn FoundationJohn W. Kluge FoundationNoVo FoundationJohn Templeton FoundationVanguard Charitable Endowment

ProgramAdam J. Weissman Foundation

Major Sponsors of MLIAnonymousVictor and Roberta BradfordPaul and Eileen GrowaldOlivia HansenGreg JacobsonFran and Tim OrrokMyron and Jan Blaustein ScholesRoy and Gita SteinbockJean and Juliet TimsitDaniel and Ursula VollenweiderJoni and David Winston

Gold SponsorsAlgienne AmritaJames and Susan BischoffNancy BlackDiane BlinnJudy BoekenLisa BohlinDeeya BrooksKathleen CannonCommittee for ChildrenJosh and Allison ElmoreSusan FangmanDara FeldmanLaura FraanjeDaniel A. FuentesAngela GlazerBarbara A. GrahamAshley GriffinSacha GrocholewskaPaul and Eileen GrowaldOlivia HansenBarbara HarrisThe Hawn FoundationDaniel KranzlerAlison LockwoodGaea LoganMaitripa CollegeAnne MeyerPeter NixonMaureen PeltonDavid PineDavid RichardsBertha RiveraNancy RoofBruno SobralGabriel StuxEric ThompsonSusan VitkaSylvia Watanabe

Phyllis WattsJoni WinstonCathleen Woomert

Silver SponsorsSharon AckermanEugenius AngJared and Michelle BairdMeta BoydTica BrochAmy Bloom ConnollyAdrian CopizKendra Cornwell BowdenKarin CornwellMark Fallon-CyrHeide FeltonElizabeth FenwickGero GarskeTrudy GoldmanNorris HaynesRoy and Joan HintsaInstitute for the Advancement of Human

BehaviorInstitute of Noetic SciencesJacqueline KirwanDuncan KriegerLynn LamoreuxEric LarsenAllan LokosMarsha LucasKehaulani LumNuala MageeWendy MahoneyRebecca MartinJohn McGregorDonna-Christine McGuireSara OvertonElizabeth PeterFred RandallKathryn ReedSue ReidSharon SalzbergMarilyn SchlitzKaren SieverkroppAnna SouzaAnna Elisabeth SuterJean E SwenertonSara TrescottBarbara WingateCarolyn J WoodsonClarice Yentsch

Listings current as of September 3, 2009

One of Mind and Life’s smallsteps toward a greener earth isre-using plastic bags from anexisting inventory for yourconference materials. Pleasehelp us to re-use and recycleour bags.

SESSIONTHREE

Mind and Life DialoguesThe titles of these dialogues between the Dalai Lama and leading scientists show the range of topics that the Mindand Life Institute has explored. For more details on these conferences, please go to www.mindandlife.org.

Mind & Life Institute • 7007 Winchester Circle, Suite 100 • Boulder, CO 80301Phone: 303-530-1940 • Email: info@mindandlife.org • Website: www.mindandlife.org

• 2010: Altruism and Compassion in EconomicSystems: A Dialogue at the Interface ofEconomics, Neuroscience and Contem-plative Sciences, co-sponsored by theUniversity of Zurich

• 2009: Educating World Citizens for the 21stCentury: Educators, Scientists and Contem-platives Dialogue on Cultivating a HealthyMind, Brain and Heart, co-sponsored byHarvard University Graduate School ofEducation, Stanford University School ofEducation, Pennsylvania State UniversityCollege of Education, University of VirginiaCurry School of Education, University ofWisconsin-Madison School of Education,George Washington University ColumbianCollege of Arts and Sciences, University ofMichigan School of Education, the AmericanPsychological Association and the Collabo-rative for Academic, Social and EmotionalLearning

• 2009: Attention, Memory, and the Mind

• 2008: Latest Findings in ContemplativeNeuroscience

• 2008: Investigating the Mind-BodyConnection: The Science and Clinical Appli-cations of Meditation, hosted by MayoClinic

• 2007: Mindfulness, Compassion and theTreatment of Depression, co-sponsored byEmory University

• 2007: The Universe in a Single Atom

• 2005: Investigating the Mind: The Scienceand Clinical Applications of Meditation, co-sponsored by Johns Hopkins MedicalUniversity and Georgetown Medical Center

• 2004: Neuroplasticity: The NeuronalSubstrates of Learning and Transformation

• 2003: Investigating the Mind: Exchangesbetween Buddhism and Biobehavioral

Science on How the Mind Works, co-sponsored by the McGovern Institute atMassachusetts Institute of Technology

• 2002: The Nature of Matter, The Natureof Life

• 2001: Transformations of Mind, Brain andEmotion at the University of Wisconsin

• 2000: Destructive Emotions

• 1998: Epistemological Questions in QuantumPhysics and Eastern Contemplative Sciencesat Innsbruck University

• 1997: The New Physics and Cosmology

• 1995: Altruism, Ethics, and Compassion

• 1992: Sleeping, Dreaming, and Dying

• 1990: Emotions and Health

• 1989: Dialogues between Buddhism and theNeurosciences

• 1987: Dialogues between Buddhism and theCognitive Sciences

• The Science of a Compassionate Life, DVDfrom the Dalai Lama’s Denver Public Talk in2006

• The Science and Clinical Applications ofMeditation, DVD from Mind and Life XIII in2005

• Train your Mind; Change your Brain, fromMind and Life XII in 2004

• Investigating the Mind, DVD from Mind andLife XI in 2003

• The Dalai Lama at MIT, from Mind and LifeXI in 2003

• Mind and Life: Discussions with the DalaiLama on the Nature of Reality, from Mindand Life X in 2002

• Destructive Emotions: A Scientific Dialoguewith the Dalai Lama, from Mind and Life VIIIin 2002

• The New Physics and Cosmology: Dialogueswith the Dalai Lama, from Mind and Life VIin 1997

• Visions of Compassion: Western Scientistsand Tibetan Buddhists, from Mind and LifeV in 1995

• Sleeping, Dreaming, and Dying: AnExploration of Consciousness with the DalaiLama, from Mind and Life IV in 1992

• Healing Emotions: Conversations with theDalai Lama on Mindfulness, Emotions, andHealth, from Mind and Life III in 1990

• Consciousness at the Crossroads: Conversa-tions with the Dalai Lama on Brain Scienceand Buddhism, from Mind and Life II in 1989

• Gentle Bridges: Conversations with the DalaiLama on the Sciences of Mind, from Mindand Life I in 1987

• Mind and Life Summer Research Institute—A week-long residential science retreat for200 scientists, clinicians, contemplativescholar/practitioners and philosophers fromaround the world, working together todevelop new fields of science and studiesthat examine the effects of contemplativepractice and mental training on brain,behavior, philosophy, religious studies andthe humanities. This is an annual program of

the Mind and Life Institute and was begunin June, 2004, and has continued yearly sincethen.

• Mind and Life Francisco J. Varela ResearchGrant Program— providing small researchgrants to investigate hypotheses developedat the ML Summer Research Institute. 10 to15 Varela Awards are given yearly.

• Mind and Life Education Research Network—exploring how to bring the benefits of

mental training in clarity, calmness andkindness to children.

• Mind and Life Education Research NetworkGrant Program— providing research grantsfor pilot studies designed to addressfundamental issues related to themeasurement, feasibility, ande effects ofmindfulness-based programs designed forchildren, adolescents, and their teachers.

Mind and Life Research Initiatives

Mind and Life Books and DVD SetsThe following books and DVD sets describe discussions between the Dalai Lama and Western scientists. Books in printcan be obtained from major booksellers; DVD sets are available directly from the Mind and Life Institute. For moreinformation about each title, please go to www.mindandlife.org.

A TWENTY-TWOYEAR HISTORY OF ACCOMPLISHMENT

THE MIND & LIFE INSTITUTE

© Copyright 2009 The Mind and Life Institute. All Rights Reserved