Eastern Thoughts, Western Practices: Meditation and Mindfulness Relaxation Activities for Learning and Well‐Being in Adult and Higher Education

Abstract

We live in a fast-paced world and daily confront an array of distractions. Just mapping the complexity of various kinds of information and navigating new digital technologies require accelerated focused attention. As adult educators, we see adult learners juggling jobs, family obligations, community, and professional services, with their learning activities, as we do the same. Multitasking has become a norm absorbing our intent and attentiveness, which may impact our success or physical well-being. So, what can help us as adult educators and co-learners better manage such situations? How can both faculty and students become more relaxed, focused, attentive, confident, and fully present with each other while teaching and learning?This chapter presents meditation relaxation activities for adult and higher education settings. First, the context of developing relaxation activity and implementing a first-year seminar in higher education called Eastern Thoughts and Western Practice, is presented along with its effects via a narrative of my own teaching practice in higher education. Second, is a review of Eastern ancient meditation methods from Osho (1974), and some consideration of the research related to these and similar Eastern meditation techniques. Finally, conclusions, implications, and resources for more effective teaching, learning, and well-being are presented.

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“…Within this student led creative practice meditation was utilised as a method to allow access to identity by enhancing well-being and establishing a higher awareness of self (Pinxit, 2019). Meditation practice is diverse, and originating from the East it has been practiced by Buddhists and Hindus for thousands of years (Park & Pyszczynski, 2017;Sun, 2019). Gupta, Russell and Lo (2007) suggest that "meditation is where the mind is in an absolute state of non-doing" (p. 52).…”