Meditation

Summary

Meditation is a practice in which an individual uses a technique – such as mindfulness, or focusing the mind on a particular object, thought, or activity – to train attention and awareness, and achieve a mentally clear and emotionally calm and stable state. Meditation is practiced in numerous religious traditions. The earliest records of meditation (dhyana) are found in the Upanishads, and meditation plays a salient role in the contemplative repertoire of Hinduism, Jainism and Buddhism. Since the 19th century, Asian meditative techniques have spread to other cultures where they have also found application in non-spiritual contexts, such as business and health. Meditation may significantly reduce stress, anxiety, depression, and pain, and enhance peace, perception, self-concept, and well-being. Research is ongoing to better understand the effects of meditation on health (psychological, neurological, and cardiovascular) and other

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https://en.wikipedia.org/wiki/Meditation

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Un monastère de montagne. Lieu d'accueil et de méditation, refuge de l'âme

1995

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The Ming Shan Digital Experience is an immersive installation designed to support meditation in the context of a new Taoist center. Its creation confronted current academic literature on digital technology for meditation with the practical and cultural requirements of Taoist practice. Quantitative and qualitative learnings show the effectiveness of multimodal biofeedback on individual and collective meditative experience. Now instated in the Taoist center, the installation opens new perspectives for combining digital technology with ancient practice.

2021

Investigating the Role of Educational Robotics in Formal Mathematics Education: The Case of Geometry for 15-Year-Old Students

Jérôme Guillaume Brender, Barbara Bruno, Francesco Mondada

Research has shown that Educational Robotics (ER) enhances student performance, interest, engagement and collaboration. However, until now, the adoption of robotics in formal education has remained relatively scarce. Among other causes, this is due to the difficulty of determining the alignment of educational robotic learning activities with the learning outcomes envisioned by the curriculum, as well as their integration with traditional, non-robotics learning activities that are well established in teachers’ practices. This work investigates the integration of ER into formal mathematics education, through a quasi-experimental study employing the Thymio robot and Scratch programming to teach geometry to two classes of 15-year-old students, for a total of 26 participants. Three research questions were addressed: (1) Should an ER-based theoretical lecture precede, succeed or replace a traditional theoretical lecture? (2) What is the students’ perception of and engagement in the ER-based lecture and exercises? (3) Do the findings differ according to students’ prior appreciation of mathematics? The results suggest that ER activities are as valid as traditional ones in helping students grasp the relevant theoretical concepts. Robotics activities seem particularly beneficial during exercise sessions: students freely chose to do exercises that included the robot, rated them as significantly more interesting and useful than their traditional counterparts, and expressed their interest in introducing ER in other mathematics lectures. Finally, results were generally consistent between the students that like and did not like mathematics, suggesting the use of robotics as a means to broaden the number of students engaged in the discipline.

Springer, Cham2021