from the world's big
10 powerful quotes to inspire your meditation practice
Sometimes doing nothing means everything.
- Meditation can have a profound impact in reducing anxiety and stress.
- While there are many ways to meditate, the ability to sustain your attention on one thing for a period of time is the foundation of them all.
- The more you practice, the more results you get, though quality of time is more important than quantity
Nothing is created in a vacuum. The emergence of meditation as a cultural staple in America is in large part a response to the continual fragmentation of attention. How one meditates can vary widely; different practices suit varying temperaments. Carving time into your day to focus on one thing for a sustained period does everyone good, for a clear mind is a healthy one. Reduce the stress of your own life and you tend to share that reward by being kinder to others.
Beyond anxiety reduction, there is the attentional deficit many of us are suffering from. As we offload more information to our devices, opportunities for sustained attention are dwindling. Why remember the route you're taking when a map will carry you along? Why remember anything at all? Unfortunately, memory is critical for healthy cognitive functioning. Lose that and we lose everything.
Whether five minutes or five hours, the quality of time you put into a meditation practice matters. As with many practices, the more, the better, but even as little as ten minutes a day can be highly beneficial.
Where to begin
If you're new to meditation, you might ask: Where to start? With something we all share, as advised by someone who's been mediating his entire life.
The great advantage of choosing one's breath as the object of mindfulness training is that breathing is an instinctive and effortless activity, something which we do as long as we are alive, so there is no need to strive hard to find the object of this practice.
The Dalai Lama, The Universe in a Single Atom: The Convergence of Science and Spirituality
But what is it? As mentioned, meditation means different things to different people, though I appreciate this definition by a master, which discusses the importance of presence.
Meditation is to be aware of every thought and of every feeling, never to say it is right or wrong but just to watch it and move with it. In that watching you begin to understand the whole movement of thought and feeling. And out of this awareness comes silence. Silence put together by thought is stagnation, is dead, but the silence that comes when thought has understood its own beginning, the nature of itself, understood how all thought is never free but always old—this silence is meditation in which the meditator is entirely absent, for the mind has emptied itself of the past.
Krishnamurti, Freedom From the Known
Breathing meditation training by the Dalai Lama
While mysticism is often advertised as a benefit of meditation, I prefer a secular practice, which is why I choose breathing as my point of focus. No idolatry, no divinity, just physiology. Not that a different focus is wrong, mind you, it simply doesn't speak to me. My mystical inclination leans more in this direction.
Meditation is about embracing what is happening to this organism as it touches its environment in this moment. I do not reject the experience of the mystical. I reject only the view that the mystical is concealed behind what is merely apparent, that is anything other than what is occurring in time and space right now. The mystical does not transcend the world, but saturates it.
Stephen Batchelor, After Buddhism: Rethinking the Dharma for a Secular Age
The biggest benefit, for me, is perspective. Meditation has helped me deal with the here and now in profound ways, including as an antidote to my longstanding history with panic attacks. The mystical and biological are not separate, as this neuroscientist explains.
When one breathes in the slow, measured way that is commonly taught in meditation, yoga, and relaxation training, the vagus nerve, which controls the parasympathetic nervous system, becomes more active, and the balance between the sympathetic and parasympathetic system improves. As a result, heart rate variability increases, and the times when it is somewhat slower provide windows of opportunity for automatic processes to drive heart rate down and thus reduce elevated blood pressure and other sympathetic responses.
Joseph LeDoux, Anxious: Using the Brain to Understand and Treat Fear and Anxiety
Entering the dark side
Controlling your nervous system with sustained practice is truly profound, considering they are generally autonomic processes. Many meditators also focus on the processes we control, including the dark spaces we don't always like to discuss. This, of course, isn't necessarily pretty. It means understanding and, if necessary, changing habits.
Body awareness puts us in touch with our inner world, the landscape of our organism. Simply noticing our annoyance, nervousness, or anxiety immediately helps us shift our perspective and opens up new options other than our automatic, habitual reactions. Mindfulness puts us in touch with the transitory nature of our feelings and perceptions. When we pay focused attention to our bodily sensations, we can recognize the ebb and flow of our emotions and, with that, increase our control over them.
Bessel van der Kolk, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma
Guided Meditation with Sam Harris - Short Version
Mediation is often pictured as peaceful, but anyone wrestling with their mind knows this not to be true. You can get there, but it takes work. That work means owning all of yourself.
The freedom the Buddha envisioned does not come from jettisoning imprisoning thoughts and feelings or from abandoning the suffering self; it comes from learning how to hold it all differently, juggling them rather than cleaving to their ultimate realities.
Mark Epstein, The Trauma of Everyday Life
Pain as a means of healing
Including pain, which can be an entry point into healing.
Since the essence of meditation is awareness, any sensation that anchors attention can be used as support—and pain particularly can be very effective in focusing.
Daniel Goleman and Richard J. Davidson, Altered Traits: Science Reveals How Meditation Change Your Mind, Brain, and Body
The bigger picture
Of course, this also means recognizing your place in the bigger picture, which I find to be more liberating than frightening. As an animal fearful of death, however, this is no easy path.
It is because our way of observing things is deeply rooted in our self-centered ideas that we are disappointed when we find everything has only a tentative existence. But when we actually realize this truth, we will have no suffering.
Shunryu Suzuki, Zen Mind, Beginner's Mind
Because once existential threat is managed, you begin to understand empathy and compassion.
Meditation is thus a form of centering, which involves our disengagement from the machine of our mind and our resting in the heart.
Georg Feuerstein, The Deeper Dimension of Yoga: Theory and Practice
Putting these qualities into action, however, is another story—one worth living.
To really do nothing, with perfection, is as difficult as doing everything.
Alan Watts, Buddhism: The Religion of No-Religion
Ego, Buddhism, Freud: Why your self-image may be wrong
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
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