Relation between contemplative exercises and an enriched psychology students' experience in a neuroscience course

摘要: This article examines the relation of contemplative exercises with enhancement students’ experience during neuroscience studies. Short inspired by Buddhist tradition self-inquiry were introduced in an undergraduate course for psychology students. At start class, all students asked to participate short “personal brain investigations” relevant topic presented. These investigations aimed at bringing stable awareness a specific perceptual, emotional, attentional, or cognitive process and observing it non-judgmental, non-personal way. In addition, could choose participate, bonus credit, longer exercise designed expand upon weekly class activity. exercise, continued their ten minutes day, four days week. They wrote “lab reports” on daily observations, obtained feedback from teacher, end year reviewed reports reflected experiences semester. Out 265 students, 102 completed track final reflections analyzed using qualitative methodology. 91 answered survey course, 43 participated quiz one after graduation, grades collected analyzed. Overall, reported satisfaction felt they contributed learning experience. one-year follow-up, bonus-track significantly more likely than peers remember material. The analysis students' revealed that elicited positive feelings, helped connect material provided them personal insights. acquired skills, such as increased attention, non-judgmental attitudes b