Showing posts with label nontheism nontheistic. Show all posts
Showing posts with label nontheism nontheistic. Show all posts

2022/08/23

** Godless for God's Sake - Nontheism in Contemp Quakerism By 27 Quaker Nontheists: 2017

Godless for God's Sake - Nontheism in Contemporary Quakerism eBook : Boulton (editor), David, By 27 Quaker Nontheists: Amazon.com.au: Kindle Store






Godless for God's Sake - Nontheism in Contemporary Quakerism Kindle Edition
by David Boulton (editor) (Author), By 27 Quaker Nontheists (Author) Format: Kindle Edition  2017


4.1 out of 5 stars 24 ratings

Kindle $9.86
Paperback $31.65

27 Quakers from 13 Yearly Meetings in four countries tell how they combine committed membership of the Religious Society of Friends with rejection of traditional belief in a transcendent, personal and supernatural God. 

For some of these 'nontheist' Friends, 
God is no more (but no less) than a symbol of the wholly human values of 'mercy, pity, peace and love'. 

For others, the idea of God and 'God-language' has become an archaism and a stumbling-block. 

Readers who seek a faith or world-view free of supernaturalism
whether they are Friends, members of other traditions or drop-outs from old-time religion, 
will find themselves in the company of a varied group whose search for an authentic 21st century understanding of religion and spirituality has led them to declare themselves 'Godless - for God's Sake'.
===
Print length  141 pages
Publisher ‏ : ‎ Dales Historical Monographs (10 July 2017)
===

4.1 out of 5 stars 24 ratings

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Top reviews from other countries

James Pavitt
4.0 out of 5 stars A good primer
Reviewed in the United Kingdom on 21 June 2012
Verified Purchase

As an introduction, this little book serves well. I loved the way that it reflects Quaker practice by presenting a range of viewpoints and personal stories from 27 long-serving Friends. Perhaps (and even hopefully) it will trigger discussion and understanding between those with a traditional view of God and those like me who feel that the real world as revealed by science is awe-inspiring enough without the need for the supernatural. There is so much to discuss and consider on this subject that I hope there will be more books on the same subject. Perhaps I should write one!

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Dufus
5.0 out of 5 stars There is no god
Reviewed in the United Kingdom on 26 November 2021
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No god exists apart from in the minds of humans
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Amazon Customer
5.0 out of 5 stars A wonderful eye opener on religion
Reviewed in the United Kingdom on 20 August 2013
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I have listened to Boulton speak and 
the book is for non theist Quakers another people who think for themselves
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Jay
5.0 out of 5 stars Options for Quakers Comfortable without God
Reviewed in the United States on 11 April 2019
Verified Purchase

Thoughtful book, unfortunate title.
Includes many different viewpoints of living Quakers. 
I've attended Quaker Meetings as a closeted non-theist for 10+ years; 
aways felt my beliefs were too far outside the norm. 
After reading this book, I felt much less alone within the Quaker framework. 
I'm recommending it to my Meeting to open a discussion.

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Clandestine Library For Further Reading
5.0 out of 5 stars A Great Look at the Religious Side of Atheism
Reviewed in the United States on 23 December 2011
Verified Purchase

This book is very unique in that 27 atheists reveal why they are still Quakers. This book may seem strange to some because it is highly probable that many will have a stigmatized "Western/European", more precisely "Christian/Theistic", understanding of both religion and secular beforehand. 

As once looks at other cultures and even domestic sociological trends, one cannot help but notice that religion, secularity, theism, and nontheism all overlap an crisscross in significant ways. This book clearly shows that to be an atheist does not mean one is irreligious or nonreligious and it offers an internal look at how 27 people harbor both nontheism and relgiion simultaneously and how they interpret both at a personal level. 

Anthropologically and linguistically, religion really has nothing to do with gods, scriptures, or things that people often imagine a "religion" must have. Anthropologists have noted that, by the numbers of societies through time, the most common form of religions has been atheism (lacking gods), not theism. 

Some enlightening anthropological comments on this can be found in Ch.1 of "Atheism and Secularity" (product link below) for more on this fact. 

Since many in the West are often taught about theistic cultures in history (Europe and Middle East), but rarely about atheistic cultures (much of Asia, Africa, Polynesia, North America, etc.), it's understandable if people "cannot" imagine religions without gods. But this is why this book is very good. It offers a realistic look at religion through the eyes of Nontheist Quakers and shows that to be an atheist does NOT equate to nonreligion or irreligion.

Current research does indicate that beliefs, behavior, and belonging are simply not congruent in individuals - meaning that what people do does not always follow in a cohesive fashion from what they believe nor do beliefs manifest into behaviors or attitudes automatically in a consistent direction (Chaves, Mark. 2010. SSSR Presidential address rain dances in the dry season: Overcoming the religious congruence fallacy. Journal for the Scientific Study of Religion 49(1):1-14). 

This applies to nontheists as well since the lines between religion and secularity are often blurred. In fact, parallels between atheism and religion are becoming more common place. For instance, the fact that atheists have created atheist communities, self identification of people as 'atheists' and attaching values to it, creating collective identities of 'atheists' in the first place as if there were common characteristics between people who lack a particular belief, organizations strictly focusing on atheism (like American Atheists and Freedom From Religion Foundation), development of atheist music (Dan Barker and his CDs), development of religious rituals like freethought weddings, funerals and even baby dedications (Greg Epstein, an atheist chaplain, does this see NPR Report called "Removing Religion from Holidays a Tall Order" 12/27/07), atheist apologetics books by atheists defending atheism, atheist evangelism like Peter Boghossian's "A Manual for Creating Atheists" that strictly promotes atheist missionary work and seeks to convert unbelievers of atheism into their fold, emergence of atheist books on atheist parenting and how to raise your children as atheists (see next paragraph), participation and membership of atheists and atheist families in religious congregations (for diverse reasons), the existence of atheist chaplains in the military and universities serving the exact same functions as religious chaplains, numerous spiritual books on humanism, legal treatments of atheism as religion in some court cases in the US, and many other social realities and manifestations seems to show that nontheism has many more dimensions than is often admitted.

Indeed many books on atheism do not seem to emphasize that "atheism" is a major category of religion (the opposite of the major category called "theism") and that both theism and atheism can be split into many subcategories and divisions - usually into specific religions like Taoism or Islam. 

Religiosity and secularity cut both ways. Let us not forget the irreligious diversity in theism such as indifferent theists, agnostic theists, and deists. Europe has a good chunk of diverse configurations such as unbelieving theists, believing atheists, and those who are just culturally, not epistemically, embraceful (i.e. "Scandinavian Paradox"). 

Also lets not forget that many atheist religions do exist (Buddhism, Taoism, Confucianism, Jainism, Church of Satan, Ethical Culture, Unitarian Universalism, Jewish Humanism, Raelianism, Scientology, other Humanist groups, etc). 

Atheist parenting books like "Parenting Beyond Belief: On Raising Ethical, Caring Kids Without Religion" and "Raising Freethinkers: A Practical Guide for Parenting Beyond Belief" offer some contact information on some of these. 

Other atheist religions can be found in The Encyclopedia of Cults, Sects, and New Religions and The Encyclopedic Sourcebook of UFO Religions

A few books have tackled religion without theism, for example, Religion Without God by Ray Billington and Religion without God by Ronald Dworkin may shed much more light on this discussion. 

Another book like Godless is Christian Atheist: Belonging without Believing which may be of interest to some. 

Raelianism offers a purely naturalistic and explicitly atheist religion which may be of interest to those wanting to learn more about diversity in atheism (fundamental texts are found in "Intelligent Design: Message from the Designers"

Britain has an interesting history with "secular religion" as well (see Varieties of Unbelief: Atheists and Agnostics in English Society, 1850-1960 ).

These 27 atheist Quakers offer much of their biographies and experiences that have lead them to stay within the Quaker tradition and how they see "religion". They are quite diverse just as theists are about these things and looking at etymology of the word "religion" would help in pinpointing how broad religion is.

 I won't spoil any details in the book, but their views are really quite open to many possibilities of understanding religion and are quite blunt about their nontheism.

2022/06/14

Contemplative Practices in Action 15] Index, About the Editor and Contributors


 15] Index



 

Abandonment to Divine Providence

(Caussade), 68 Abba, God as, 63 Abiding Prayer, 74

ablution, 127

Abraham (Prophet), 123 absorption of spiritual content, 40 academic coursework, Passage

Meditation and, 53–54

acceptance, 25

accompaniment, 226 active prayer sentence, 69 Adon Olam, 110

adrenaline, 164

advocacy, 226

Aitken, Robert, 161

Alcoholics Anonymous, 239

Allah, 124

altered consciousness, pain and, 217–18

Aminah, K., 137

amygdala, 172

Anthology of Christian Mysticism (Eagan), 71–72

anxiety, mindfulness and, 19

apophatic prayer, 66, 197–98

Arico, Carl, 74

art therapy, mindfulness-based, 29 asana (postures), 146, 147

Askwith, Richard, 240

 

Astin, John A., 28, 69–70

attention: essential nature of, 8, 9;

mindfulness and, 30; training, 1, 10–11t

attitude, mindfulness and,  30 attitudes, cultivation of, 25–26 austerity or burning desire (tapas), 147

Austin, James, 169, 173; Selfless Insights,

169; Zen and the Brain, 169;

Zen-Brain Reflections, 169 autonomic nervous system, mindfulness

and, 28

Axis I and II disorders, mindfulness and, 28

Azhar, M. Z., 137, 138

Azusa Street revival (1906), 209


Baal Shem Tov, 115 Bandura, Albert, 47 Baucom, D. H., 28 Beddoe, A. E., 26 beginner’s mind, 25

behavior, human models of, 47 being present, 168

Benson, Herbert, 2, 86–87, 107;

Relaxation Response, 42

Berry, Wendell, 241 Bhagavad Gita, 38f Bhakti yoga, 146

Bill W., 239

 

bio-psycho-social-spiritual pain model, 206–7

Birchot HaShachar, 112 Blessings of the Dawn, 112 Bodhi, 30

“Body, Mind, Spirit: Yoga and Meditation,” 154

body scan, 21–22

Boorstein, Sylvia, 159

boundless compassion, 160–61

boundless equanimity, 160–62 Bourgeault, Cynthia, 63; Centering

Prayer and Inner Awakening, 65

Brahma Viharas, 160–62

brain function, Zen and, 172, 174

breath meditation, 20–21, 192

bridging tool, 42 Bromley, D. G., 212 Brown, K. W., 30

Buddhism: faces of love in, 160–61; mindfulness and, 18

Burkan, Tolly, 213 “B’yado afkid ruchee,” 110


“calming” practices, 225 Carlson, L. E., 30 Carmody, J., 28

Carson, J. W., 28

Cassian, John, 63–64; Conferences, 63–64

Castan˜ eto, May Lynn, 70 Castellanos, Isabel, 74–75

cataphatic prayer, 66

Catch it, Check it, Change it, 87 Catechism of the Catholic Church, 62–63 Caussade, Jean-Pierre de: Abandonment

to Divine Providence, 68 centering, 9, 10–11t, 13

Centering Prayer, 7, 9, 192;

accompanying practices, 67–69;

applications, 71–74; cross-cultural

considerations, 74–75; distinguish- ing features, 66–67; experimental studies, 69–71; four guidelines, 63–64; historical roots of, 63–64; methods, 64–69; personal relation- ship with God, 61; religious context, 61–63

 

Centering Prayer and Inner Awakening

(Bouregeault), 65

character strengths, 9

Charismatic Christianity, 209, 211–12,

220–21

Chief Yellow Lark, 38f Christian contemplative prayer

tradition, 9, 60–61, 62, 192 chronic pain, spiritual practice and:

applications for health practitioners, 219–20; biological, psychological, and social factors, 206; historical and religious context, 207–11; music and dance, 208; and punishment by God, 207

“Circle of Living Voices” meditation, 191

cleanliness (saucha), 147

cognitive-behavioral interventions, mindfulness and, 29–30

coherent resemblance, 8

Coleman, Arthur, 215

college students, Passage Meditations and, 51–52, 52f

Comparative Effectiveness Research, 97 compassion, 9

complete attention (dharana), 148 concentration, 1, 9, 148

Conferences (Cassian), 64

contemplatio (resting), 68 contemplation and consciousness,

Islamic practice of, 145 Contemplative Non-Dual Inquiry, 70 Contemplative Outreach, 62

contemplative practices, 1, 192; Eastern and Western traditions, 3; faith traditions and, 2; interconnectedness of, 243; introduction to, 226–27;

secularization of, 2

contemplative spirituality, 64 contemporary rock music, spirituality

and, 215

content absorption, 41

contentment (samtosa), 147 control of sensual pleasure

(brahmacharya), 147

conversion in Christian tradition, 193 Cook, Francis, 165–66

 

coping, suffering and, 230

coping styles, Relationship-with-God, 70 courage, 9

cultivation of attitudes, 25–26 cultivation of silence, solitude, and

service, 67

curiosity, 26


da Silva, T. L., 152, 153 dance, spirituality and, 208 dance theology, 211

dance therapy, 219–20 Davidson, R. J., 29 Dench, Judi, 235

denial, 227–31, 230

DePaul  University,  154 depression symptoms, mindfulness

and, 19

Dervish spirituality, 209–10

desert spirituality, 63–64 Desikachar, T. K. V., 146–47 dialectical behavior therapy (DBT),

29–30

Discourse on Good Will, 39f discrimination, slowing down and, 84 Divine Therapy and Addition: Centering

Prayer and the Twelve Steps

(Keating), 74

Dogen, Eihei: Genjo Koan, 167

dranpa, 17

drumming, chronic pain and, 218


Eagan, Harvey: Anthology of Christian Mysticism, 71–72

Easwaran, Eknath, 14, 39f, 46t, 79; The Mantram Handbook, 81; Passage Meditation: Bringing the Deep Wisdom of the Heart into Daily Life, 40, 53–54

eating, mindful, 23–24, 29 educational interventions, Passage

Meditation and, 35–36 EDUCIZE (dance therapy), 219–20 Edwards, Tilden, 61

Egyptian Desert experience, 61–62 eight-point program of Passage

Meditation, 35–56, 36t, 79–80

Ein Sof, 109

ekagratha, 43

 

electroencephalogram studies, 19–20 elements of practice, Passage

Meditation and, 10–11t, 12–14, 12f emotionalism, 218

endogenous opioid pathways, pain and, 216–17

endorphins, pain and, 216–17 energizing spiritual practices, 211–12,

215–19, 225

English class, Passage Meditation and, 53–55

epinephrine, 164 “establishing the prayer,” 125 Examen meditation, 191 exemplars, learning from, 47 experiential religion, 209

extreme ritual performances, 212–15


faith traditions: commonalties across, 14; Passage Meditation and, 37–38; practice systems and, 7–8

family caregivers, mantram repetition for, 94–95

fearlessness, 9

Fetzer Institute, 69

fight-or-flight reaction, 164, 216–17

fire-handling, 212–13, 214, 218–19

forgiveness, 9

Freeman, Laurence, 61

Full Catastrophe Living (Kabat-Zinn), 25–26


Gallagher, W., 43

Genjo Koan (Dogen), 167 gentleness, 26

Germer, C. K., 31 Gil, K. M., 28

Gingerich, Orval, 240

God, one hundred names for, 234 Goleman, Daniel, 8; The Meditative

Mind, 1 

grief, 237

guided meditations, 190–91


Hamilton Rating Scale for Depression, 138

Hanh, Thich Nhat, 161; “Am I sure?” 175–76; Teachings on Love, 161

 

Hasanah, C. I., 137

Hasid, Yaakov Koppel, 115 Hatha yoga, 22, 146

health interventions, Passage Meditation and, 46t

hesychia, 63

higher education classes, yoga and, 154–55

Higher Self or Soul, 144

HIV, mantram repetition and, 87, 88,

96–97

Hoelter, L. F., 212

holy name (mantram) repetition, 41–42 hospital-based caregivers, Passage

Meditation and, 48–51 hospitals, Centering Prayer in, 73

The Human Condition: Contemplation and

Transformation (Keating), 67

humanity, 9

humility, 196

hyperarousal, 164, 217–18

hyperstress hypothesis, 218


IAA (intention, attention, and attitude), 30

Ignatian Colleagues Program, 240 illumination in Christian tradition,

195–96

immersion, 226, 240

“Impacts on Future Generations” meditation, 191

Indian mythology, 145–46

Indian yoga, 43

informal mindfulness practices, 8, 22–23

insight meditation, 19

Inspirational Reading, 45, 47 integral contemplative practice

system, 13

integrated contemplative practice, 7, 8–9

intention, mindfulness and, 30 intercession,  226, 231–36 Intimacy with God (Keating), 67 Into the Silent Land (Laird), 71–72 Islamic tradition, contemplative

approach to: applications and interventions, 138–39; context,

 

123–24; cultivation of attitudes, 134–35; dimensions of practice, 124–36; formal practice, 124–25; informal practices, 131; literature review, 136–37; new research directions, 140; obligatory prayers, 124–25; remembrance of Allah, 131–32; specific contemplation and reflection, 133–34; spiritual

models, 135–36

isolation, suffering and, 231–36 Iyengar yoga, 153


James, William, 1

Jantos, Marek: “Prayer as Medicine: How Much Have We

Learned?” 107

Jesus, 124

Jesus Prayer, 61

Jewish contemplative practices, 109–11; applications, 120; in context, 104–7; dimensions of the practices, 107–8; meditation, 114–16; prayer, 111–14; review of literature, 119–20; Sabbath time, 116–19

Jnana yoga, 146

Joplin, Janis, 239

justice, 9


Kabat-Zinn, Jon, 19, 23, 29; on fight- or-flight reaction, 164; Full Catas- trophe Living, 25–26; on preception and stress, 162; turning toward suffering, 167; Zen mindfulness practices, 176

Kaivalya pada, 145

kappa opioid receptors, chronic pain and, 216–17

karma, 166

Karma yoga, 146

kavannot, 106

Keating, Thomas, 61, 62; Divine Therapy and Addition: Centering Prayer and the Twelve Steps, 74; The Human Condition: Contemplation and Transformation, 67; Intimacy with God, 67; Open Mind, Open Heart, 65

 

kenosis, 63

kensho, 173

Khalsa, S. B., 151, 152, 156

khikr, 131–32

Kiat, Hosen: “Prayer as Medicine: How Much Have We Learned?” 107

Kristeller, J., 28

kriyayoga, 145

Kundalini yoga, 146

Kwon, Hee-Soon, 74


Laird, Martin: Into the Silent Land, 71–72

Lakota Sun Dance tradition, 208 lamentation, 226, 227–31

Lazarus, Richard, 70

leadership, contemplative practices and, 197–98

Leadership Calling meditation, 191

lectio divina (sacred reading), 45, 68, 191

letting go, 25

liberal arts education, Passage Meditation and, 53–54

lighting candles, Jewish practice of, 118–19

limbic system, perceptions and, 172 the “little way,” 196

loss: characteristics of people facing, 225; of a child, 237–38; suffering

and, 236

loving kindness, 26

Loyola, Ignatius, 191, 225, 227


Maimonides, Moses, 115

Main, John, 61

maitri (boundless kindliness), 160–61 maladaptive thinking, 87

mantra, 79

Mantra yoga, 146

The Mantram Handbook (Easwaran), 81 mantram repetition, 7, 8, 41–42, 42,

81–84, 82t; applications and interventions, 92–96; author’s experience with, 80–81; choosing a mantram, 81–82; explanation of, 79–80; historical perspectives,

85–86; literature review, 86–87;

mental/cognitive perspective, 87;

 

new research directions, 96–97; physical mechanisms, 86; program of research, 88–89; psychological/emotional mechanisms, 87; published

research, 89–91t; religious/spiritual mechanisms, 88

“Mantram Repetition for Relaxation” (course), 88

mantram walk, 83

Masters, Kevin S., 112, 116; “Prayer and Health,” 107

May, Gerald, 61

MBRE (mindfulness-based relationship enhancement), 29, 30

MBSR (mindfulness-based stress reduc- tion), 8, 9, 19, 28–30, 43, 51;

and poetry, 26–27; and spiritual models, 26–27

McConnell Prison Unit, 73 McCullough, M. E., 108

medical disorders, mindfulness and, 28 meditatio (reflecting), 68, 191 meditation, major approaches, 1

The Meditative Mind (Goleman), 1 Menninger, William, 61

mental centering/stabilizing practices, 8

Merriam, P., 28

metta, 44

Mevlevi order spirituality, 210 Middle Path, 44

Mind-Body Medicine Research Group, 69–70

mindful attitudes, 10–11t mindful awareness, 30

mindful eating, 23–24

mindful practice, 30

mindfulness, 1, 7, 17–31, 163, 192; adverse effects of, 30; applications and interventions, 28–30; context, 18–19; dimensions of the practice, 19–30; and health, 160; neuroscientific study of, 31; new research directions, 30; one- pointed attention, 85; other considerations, 27; Passage Meditations and, 52; popularity of

 

current approach, 2; seven attitu- dinal foundations of, 25–26; and stress response, 19; theoretical and empirical literature, 27–28; three key elements of, 30

mindfulness-based eating awareness, 29 mindfulness-based stress reduction

(MBSR), 8, 19

mitzvot, 104

Mizo spirituality, 210–11

mock hyperstress hypothesis, 218

Molecules of Emotion: The Science Behind Mind-Body Medicine (Pert), 108

Montana State University, 29 Moses (Prophet), 124

Mother Teresa of Calcutta, 196 mothers in labor, mantram repetition

for, 95–96

mudita (sympathetic joy), 161 Muhammad (Prophet), 131

multitasking, 43

Mungo, Savario, 72–73 music: chronic pain and, 218;

spirituality and, 208

music therapy, 220

Muslim spirituality, 209–10

Mythbusters (television), 213


Nadwi, Sulaiman, 125

naming god, 234

Native American spirituality, 208

neshamah (soul), 113

neshimah (breath), 113 neurobiology: meditation and, 160;

Zen and, 169–75

neuroimaging evidence, 9 New Age movement, 213 niyamas, 147

nonattachment, 26

nonavariciousness (aparigrha), 147 nonclinical populations, mindfulness

and, 28

nonfatal myocardial infarction, 42 nonjudging, 25

nonobligatory prayers, Islamic tradition of, 130–31

nonreactivity, 26

nonstealing (asteya), 147

 

nonstriving, 25

nontheistic inspirational passages, 39f nonviolence (ahsima), 147

not-knowing, 165


obligatory prayers, Islamic tradition of, 124–25, 127–30

observing the breath, 20–21

one-pointed attention, 43–44, 45, 85 Open Mind, Open Heart (Keating), 65 oratio (praying), 68, 191

outcome measures, mindfulness and, 30–31


pain, spiritual practice and chronic, 205–22

Pargament, Kenneth I.: Relationship- with-God coping styles, 70

Parvati, 145–46

Passage Meditation: Bringing the Deep Wisdom of the Heart into Daily Life (Easwaran), 40

Passage Meditation (PM), 7, 8, 35–37, 36t, 47; academic coursework and, 53; college course, 51–52; contemporary challenges, 37t; eight-point program, 35–56, 36t; four modeling processes, 47; and health interventions, 46t; by health professionals, 50f; history and con- text, 36–37; instructions, 40; program, 37–45; and spiritual modeling, 47–48; and traditional religion, 46t; transformational nature of, 40; two dimensions of, 40–41; two strengths of, 35–36; and

workplace professionals, 48–51

Patanjali, 143, 144

patience, 25

Peace, Justice and Conflict Studies program, 155

“Peace for Activists,” 154 Peck, Edward, 240

Pennington, Basil, 61

Pentecostal spirituality, 209, 211–12,

214, 217–18

perceived threats, 175–76

personal koans, 176

 

Pert, Candace: Molecules of Emotion: The Science Behind Mind-Body Medicine, 108

pilgrimage, 226, 238–40

Pizzuto, Vincent, 71–72 PM. See Passage Meditation

poetry, spiritual modeling and, 26–27 Poloma, M. M., 212

positive emotional states, mindfulness and, 19

posttraumatic stress disorder, 44, 93

powerlessness, 236

practice systems, 7–8, 10–11t praise, spiritual practice and, 235

pranayama (yogic breathing), 146, 147 pratyahara (sensory withdrawal), 148 “Prayer and Health” (Masters), 107 “Prayer as Medicine: How Much

Have We Learned?” ( Jantos and Kiat), 107

prayer of intention, 66

Prayer of St. Francis of Assisi, 38f, 53 prayer (pillar of Islam), 124–30 precari, 112

prescribed  postures,  9 prescribed prayers (Islamic), 126 Prier dans le Secret, 74

Prince, R., 218

prison, Centering Prayer and, 72 Prophet Muhammad, 131, 135–36

Psalm 23, 38f

psychological interventions, Passage Meditation and, 35–36

psychotherapy: Centering Prayer as adjunct in, 73; chronic pain and, 221; Muslims and, 137

PTSD (posttraumatic stress disorder), 44, 93

purification in Christian tradition, 193–95

Putting Others First, 44


Raja yoga, 146

Ralte, Lalrinawmi, 210–11 Ravindran, A. V., 152 Ravindran, L. N. B., 152 Razali, S. M., 137 receptive meditation, 66

 

receptivity, 239

Reed, J., 28

relapse prevention, mindfulness-based, 29, 37

Relationship-with-God coping styles, 70

relaxation response, 86

Relaxation Response (Benson), 42 religiosity and mental health, 136–37 religious psychotherapy with Muslims,

137–38

Religious Science/Science of Mind, 70 right view, Zen and, 175–76

Rinzai Zen, 162

ritual performances, extreme, 212–15 ritual washing, Jewish practice of,

118–19

Robbins, Tony, 213

rock music, spirituality and, 215 Roshi, Darlene Cohen, 247; Turning

Suffering Inside Out, 176 Rumi, Jalaluddin, 26–27, 39f, 210

“runner’s high,” 216–217 Ryan, R. M., 30


Sabbath, 107

sacred words, 65, 66

Sadhana pada, 145

Samadhi pada, 145

samadhi (union with the Divine), 148 Santa Clara University, 29

sati, 17

satori, 173

Scholasticism, 64 Schwartz, G. E., 26

SCT (social cognitive theory), 48 self-efficacy, 48

Self-Realization, 145

Selfless Insights (Austin), 169

Sema (whirling dervish dance), 209–10 serotonin pathways, pain and, 215–16 serpent handling, 214–15

set-aside time, 8–9, 10–11t

Shabbat, 116

Shalem Institute, 61

shared themes, 7–14

sheaths of being (koshas), 144 Shema, 113

 

Siegel, Daniel J., 18–19

Silicon Valley, cultural aspects of, 183 Silicon Valley leaders, meditation

practices of, 183–201

sitting meditation, 8, 20

“slain in the spirit” injuries, 212 slowing down, 42, 43, 45

smrti, 17

social cognitive theory (SCT), 47, 48 social support, importance of, 45 Soeng, Mu, 165

“Song of the Jewel Mirror Samadhi,” 167

Soto Zen, 161, 162

Sperry, Len, 73

Spezio, Michael, 69

Spiritual Association, 45

“spiritual but not religious,” 35, 36t spiritual content, absorption of, 40 spiritual edgework, 212–15

“Spiritual Engagement Project,” 69–70 spiritual fellowship, 13

spiritual journey in Christian tradition, 192–93

spiritual modeling, 26–27, 36, 47 spiritual modeling theory, Passage Meditations and, 51–52

spiritual models, 9, 10–11t, 26–27,

46–48

spiritual practice, U.S. adult interest in, 13

spiritual shopping, 13

spirituality, 9; chronic pain and, 206–7; mindfulness and, 28; physical phenomena and, 211; in the workplace, 14

Spirituality and Health Institute (SHI), 8

Spirituality for Organizational Leadership, 183–84; leadership day, meditative practices and the, 197–98; meditation forms, 190–92; overall pedagogy, 184–86; presence meditation, 186–87; role of contemporary organizations, 187–90

St. Benedict’s Rule, 62 St. Francis de Sales, 65

 

St. John of the Cross, 62 St. Mary Marish, 61

St. Therese of Lisieux, 196 stabilizing, practices for, 9 Strength in the Storm, 88 stress, Zen and, 162–64 stress hormones, 164

stress management, mindfulness and, 19, 28

stress responses, 169–75 stressors, chronic and acute, 19 study of sacred scriptures

(svadhayaya), 147

Subramaniam, M., 137 Sudarshan Kriya Yoga, 153

suffering: coping and, 230; spiritual dimensions of, 226–27

Sufi spirituality, 209–10 Sun Dance tradition, 208 Sunnah, 123, 135–36

supplication, Islamic practice of, 132 support groups, Centering Prayer and, 72 surrender to God (isvara pranidhana), 147 Sutras. See Yoga Sutras

sympathetic joy, 161 Syncletica, Desert Mother, 63


tafakkur, 122

Tao Te Ching, 39

Teachings on Love (Hanh), 161 temperance, 9

Templeton Foundation, 69

Tetragrammaton, 106

theistic inspirational passages, 38–39f Thoresen, C. E., 105

time commitment, set-aside, 8–9, 19–20 time/urgency and impatience

syndrome, 42

Tong Len, 185, 191, 192

Toronto Airport Christian Fellowship (TACF), 211

“Toronto Blessing,” 211 traditional religion, Passage

Meditations and, 46t Training the Senses, 44 transcendence, 9

Transcendental Meditation (TM), 37, 86, 192

 

trust, 25

truthfulness (satya), 147

Turning Suffering Inside Out

(Roshi), 176

Twelve Step programs, 239

Twelve Step recovery, Centering Prayer and, 74


Universal Self, 145

Universal Spirit (Brahman), 143, 144 Upanishads, 39f

upeksha (boundless equanimity), 160–61


Varma, 137, 138

Vatican II, 62

Vedas (1700–900 BCE), 143, 144

Vibhuti pada, 145

Vieten, Cassandra, 69–70

Vipassana, 19, 37

virtues and character strengths, 9


W., Bill, 239

walking meditation, 24–25, 192

Walsh, Roger N., 14, 107

Weil, Simone, 226–27

Welcoming Prayer, 68

“whirling dervish” dance, 209–10 Whitman, Walt, 26–27

widu, 127

Willemsen, Eleanor, 70

wisdom, 9

“Without Fear” (Zen story), 159

 

work-free Sabbath, Jewish practice of, 119

workplace professionals, Passage Meditation and, 48–51

World Community for Christian Meditation, 61

worldview, valid and coherent, 13


yamas, 147

Yoga: applications and interventions, 154–55; contemplative practice of, 144–46, 146–51; eight limbs of, 147; new research directions, 156–57; as a practical discipline, 148; review of literature, 151–52; schools of, 146; system of Indian thought, 143

Yoga Sutras, 143–47

yogic breathing, 147

Your Personal Renaissance (Dreher), 53–54


zazen (Zen sitting meditation), 161, 171

Zen and the Brain (Austin), 169

Zen-Brain Reflections (Austin), 169 Zen practice: applications, 175–76;

fearlessness and awakening, 173–74; lore, 159; oneness with

circumstances, 166–68; perception

and suffering, 162, 163; serenity and, 160–62; sitting meditation (zazen), 161, 171; and well-being

(scientific perspective), 169–75

 








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About the Editor and Contributors


The Editor


THOMAS G. PLANTE, PhD, ABPP, is professor of psychology at Santa Clara University and adjunct clinical professor of psychiatry and behavioral sciences at Stanford University School of Medicine. He directs the Spirituality and Health Institute at Santa Clara University and currently serves as vice-chair of the National Review Board for the Protection of Children for the U.S. Council of Catholic Bishops. He is president-elect of the Psychology and Religion Division (Division 36) of the American Psychological Association. He has authored or edited 12 books including, most recently, Spiritual Practices in Psychotherapy: Thirteen Tools for Enhancing Psychological Health (2009, American Psycho- logical Association) and Spirit, Science and Health: How the Spiritual Mind Fuels Physical Wellness (with Carl Thoresen; 2007, Greenwood), as well as published over 150 scholarly professional journal articles and book chapters. Through his private practice he has evaluated or treated more than 600 priests and applicants to the Roman Catholic and Episcopalian priesthood and diaconate and has served as a consultant for a number of Roman Catholic dioceses and religious orders.


The Contributors


JILL E. BORMANN, PhD, RN, is a research nurse scientist at the VA San Diego Healthcare System and an adjunct associate professor at San Diego State University School of Nursing. She conducts a

 

program of research on the health benefits of a mantram repetition intervention in both veteran and nonveteran groups.


DARLENE COHEN ROSHI, MA, is a Zen priest and Dharma heir in the Suzuki-roshi lineage, trained at the San Francisco Zen Center. She is conducting a National Science Foundation–funded study on the relationship between Zen and stress reduction in the workplace entitled “A Study in Contemplative Multi-Tasking,” which is based on her book The One Who Is Not Busy.


ANDRE L. DELBECQ, PhD, is the J. Thomas and Kathleen McCarthy University Professor at Santa Clara University, where he served as dean of the Leavey School of Business from 1979 to 1989. His research and scholarship have focused on executive decision mak- ing, managing innovation in rapid-change environments, and organi- zational spirituality. He is the eighth dean of Fellows of the Academy of Management. He currently directs the Institute for Spirituality of Organizational Leadership at Santa Clara University, which conducts dialogues between theologians, management scholars, and executives.


DIANE DREHER, PhD, is a professor of English at Santa Clara University. Her most recent book is Your Personal Renaissance: 12 Steps to Finding Your Life’s True Calling (Perseus).


JANE K. FERGUSON, DMin, is Parish Partnerships Director for Catholic Charities CYO in San Francisco.


CAROL FLINDERS, PhD, has taught courses on mysticism at the University of California–Berkeley, and the Graduate Theological Union–Berkeley. Her most recent book is Enduring Lives: Portraits of Women of Faith and Action (Tarcher/Putnam).


TIM FLINDERS, MA, is the author of The Rise Response: Illness, Well- ness & Spirituality, and coauthor of The Making of a Teacher. He teaches courses on contemplative spirituality at the Sophia Center for Culture and Spirituality, Holy Names University, Oakland, California.


AISHA HAMDAN, PhD, is an assistant professor of behavioral sci- ences in the College of Medicine at the University of Sharjah, United Arab Emirates. She has authored over 100 international magazine articles, several journal articles, and two books related to Islam:

 

Nurturing Emaan in Children and Psychology from an Islamic Perspective

(forthcoming from International Islamic Publishing House).


HOORIA JAZAIERI, BS, is a graduate student in counseling psychol- ogy at Santa Clara University and is a research assistant at Stanford University.


DAVID LEVY, PhD, is a professor in the Information School at the University of Washington and has focused on bringing mindfulness training and other contemplative practices to address problems of information overload and acceleration.


GERDENIO MANUEL, SJ, PhD, is an associate professor of psy- chology and rector of the Santa Clara University Jesuit Community. He has published articles on coping with stress and traumatic life events, and the relationship of psychology, faith, and religious life. He is a Jesuit priest as well as a clinical psychologist.


DOUG OMAN, PhD, is adjunct assistant professor in the School of Public Health, University of California–Berkeley. His research focuses on psychosocial factors in health, especially spirituality and religion. A major current interest is applications to spirituality of Albert Bandura’s social cognitive and self-efficacy theories. Oman’s research publica- tions have explored how longevity is affected by religious involvement, how to conceptualize and measure spiritual modeling (the social learn- ing of spiritual qualities), how various modes of meditation may foster spiritual modeling, and how spiritual modeling may be integrated into college education. He has led randomized trials of spiritual forms of meditation for college students and health professionals.


MICHELLE J. PEARCE, PhD, is an assistant clinical professor in the Duke University Medical Center, Department of Psychiatry and Behav- ioral Sciences. She is trained in clinical health psychology and helps medi- cal patients cope with the stress and lifestyle changes of chronic illness.


ADI RAZ, BS, is a counseling psychology graduate student at the Institute of Transpersonal Psychology, Palo Alto, California.


T. ANNE RICHARDS, MA, is an interdisciplinary  social  scientist in anthropology and psychology. She retired from the University of California–San Francisco and –Berkeley and now continues working

 

on special projects. She is a graduate of the advanced-studies program at the Yoga Room in Berkeley. Her publications include: “Spiritual Resources Following a Partner’s Death from AIDS” in Meaning Reconstruction and the Experience of Loss and “The Effects of a Spiritu- ally  Based  Intervention   on   Self-Management   in   the   Workplace: A Qualitative Examination” in the Journal of Advanced Nursing.


SHAUNA L. SHAPIRO, PhD, is an associate professor of counseling psychology and author of numerous articles and chapters on mindful- ness. Her recent book is The Art and Science of Mindfulness (American Psychological Association).


HUSTON SMITH, PhD, is Thomas J. Watson Professor of Religion and Distinguished Adjunct Professor of Philosophy, Emeritus, Syracuse University. For 15 years he was professor of philosophy at MIT and for a decade before that he taught at Washington University in St. Louis. Most recently he has served as visiting professor of religious studies, Uni- versity of California–Berkeley. Holder of 12 honorary degrees, Smith’s 14 books include The World’s Religions, which has sold over 2.5 million copies, and Why Religion Matters, which won the Wilbur Award for the best book on religion published in 2001. In 1996 Bill Moyers devoted a five-part PBS special, The Wisdom of Faith with Huston Smith, to his life and work. His film documentaries on Hinduism, Tibetan Buddhism, and Sufism have all won international. awards, and the Journal of Ethno- musicology lauded his discovery of Tibetan multiphonic chanting, Music of Tibet, as “an important landmark in the study of music.”


MARTHA E. STORTZ, PhD, is professor of historical theology and ethics at the Pacific Lutheran Theological Seminary at the Graduate Theological Union and a consultant. She is author of A World According to God (2004) and Blessed to Follow (2008).


SARITA TAMAYO-MORAGA, PhD, is a Zen priest in the Suzuki- roshi lineage and a lecturer at Santa Clara University in the Religious Studies Department.


AMY B. WACHHOLTZ, PhD, MDiv, is an assistant professor of psychiatry at the University of Massachusetts Medical School, and the health psychologist on the Psychosomatic Medicine Consult Service at UMass Memorial Medical Center.

 

ZARI WEISS focuses on bringing spiritual direction to the Jewish community and has written a number of articles on the subject. She is currently the chair of the Committee on Rabbinic Spirituality, a past member of the Spiritual Leadership Task Force and the Wellness Committee of the CCAR, and past copresident of the Women’s Rabbinic Network.


Contemplative Practices in Action 4] Daily Life: The Eight-Point Program of Passage Meditation

 4] Translating Spiritual Ideals into Daily Life: The Eight-Point Program of Passage Meditation

Tim Flinders, Doug Oman, Carol Flinders, and Diane Dreher

===



An inspirational passage turns our thoughts to what is permanent, to those things that put a final end to insecurity. In meditation, the inspirational passage becomes imprinted on our consciousness. As we drive it deeper and deeper, the words come to life within us, transforming all our thoughts, feelings, words, and deeds. (p. 48)1


Passage Meditation (PM) is an eight-point contemplative program whose foundational meditation practice is designed to help practitioners deepen their spirituality and manage the pressures of contemporary life by drawing directly upon the words and wisdom of the world’s spiritual traditions. A growing number of adherents across all the major faith tra- ditions use the PM program, as do many seekers who characterize themselves as “spiritual but not religious.” Together, the program’s eight tools constitute what Oman (this volume) calls a “fully integrated contemplative practice.”

In this chapter we will describe the historical development of PM, also known as the Eight-Point Program, outline its special features, and then describe the basic instructions for the practice of each of its eight points. The chapter will emphasize two particular strengths of PM. The first is PM’s appeal to seekers who draw inspiration from the saints and sages of their own religious traditions as well as perhaps

Table 4.1. Distinctive Features of the Eight-Point Program

Feature Explanation



Universal PM can be used by members of any religious faith, or by those who identify as “spiritual, but not religious.”

Comprehensive PM provides a comprehensive program for spiritual

living, offering a classical meditative practice with supporting tools for practitioners with families and careers.

Wisdom Based PM offers direct daily contact with the world’s wisdom

traditions.




from other traditions. Preliminary evidence suggests that PM fosters learning from spiritual wisdom figures such as the Psalmist, St. Francis, and the Buddha. We outline the psychological theory of spiritual modeling,2 which identifies ways that PM may support assimilating attitudes and wisdom embedded in the words of these revered figures.

The second strength we will emphasize is PM’s potential usefulness to educators, physicians, psychologists, caregivers, and other human ser- vice professionals who are increasingly called upon to respond to the diverse spiritual needs of their clientele. We will suggest that PM pro- vides significant added value to psychological or educational interven- tions, especially when set alongside more familiar professional resources such as mindfulness methods. In this way, PM may expand the ability of health and human service professionals to address more effectively the spiritual needs of diverse clientele. This added value is in part due to several of PM’s distinctive features highlighted in Table 4.1.

We then describe several controlled empirical studies of PM that suggest a wide range of benefits, including enhanced professional work skills, increases in empathy, forgiveness, and mindfulness, improved mental health, and substantial reductions in stress (see fuller reviews elsewhere).3,4 Finally, we describe several recent applications of the program among two highly stressed populations, workplace professionals and college students.


HISTORY AND CONTEXT


PM was first systematized and taught at the University of California– Berkeley, during the 1960s by Fulbright scholar Eknath Easwaran (1910–99), to support students entering professional life. Since that

 

Table 4.2. Eight-Point Program of Passage Meditation (PM) and Contemporary Challenges

PM Point Modern Challenges It Addresses



1. Passage Meditation Distraction, spiritual alienation

2. Mantram Repetition Negative thinking, chronic, obtrusive thoughts

3. Slowing Down Chronic hurry/“Hurry Sickness”a

4. One-Pointed Attention Compulsive multitasking/“Polyphasic thinking”a

5. Training the Senses Sensory overload, overconsumption

6. Putting Others First Self-absorption, egocentricity

7. Spiritual Association Social and spiritual isolation

8. Inspirational Reading Disillusion, pessimism

Total PM program Chronic stress, lack of meaning, lack of spiritual

growth


aQuotation marks show how this challenge was characterized in research on Type A Behavior Pattern.


time, thousands of practitioners of all religious faiths, as well as nonreli- gious seekers, have used PM throughout the United States and else- where to help them deepen their spirituality and manage the stresses of contemporary life with greater clarity and calm.5 The PM program has been used in college and seminary education,6 substance abuse recovery,7 and psychotherapy.8 Translations of PM instructional mate- rials by independent publishers appear in more than 20 languages in two dozen countries in North and South America, Europe, and Asia.9 But possibly because the appeal of PM cuts across and transcends the most common categories of religious and sectarian identity, it has only intermittently appeared on lists of popular meditation practices such as Transcendental Meditation, Vipassana, and Zen. Table 4.2 summarizes the eight points and places them alongside some major modern lifestyle challenges that each addresses.


PASSAGE MEDITATION PROGRAM


POINT 1—MEDITATION ON AN INSPIRATIONAL PASSAGE


Among contemporary forms of concentrative meditation, Passage Meditation may be unique in focusing attention on the words of inspirational passages, rather than on the breath (Vipassana), sounds (Transcendental Meditation), or brief spiritual phrases (Centering

 

Prayer). This feature of the program may help explain why PM has been used by members of all the major religious faiths traditions, including various branches of Protestant Christianity, Judaism, Roman and Eastern Catholicism, Buddhism, Islam, and Hinduism.5 As such, the practice might be characterized as “multisectarian” in that many observant religious practitioners readily embed PM fully within their religious practice without conflict. Figure 4.1 presents sample passages from the world’s major religious traditions.

Since practitioners of PM may select their meditation passages from theistic or nontheistic sources (or both), many nonreligious seekers


Figure 4.1.  Theistic Inspirational Passages.


 

find PM especially appealing. Recent surveys show that as many as one-third of Americans place themselves in the category of “spiritual, but not religious,” rejecting traditional organized  religion  as  the sole means of furthering their spiritual growth.10 While they profess belief in a spiritual reality, many prefer nontheistic representations. Figure 4.2 shows examples of inspirational passages from nontheistic traditions that have been used in PM.



Figure 4.2.  Nontheistic Inspirational Passages.


 

While these brief instructions below are sufficient to begin the prac- tice of PM, those interested in a  more  detailed presentation  should look at Easwaran’s Passage Meditation: Bringing the Deep Wisdom of the Heart into Daily Life, the definitive description of PM.1

1. Memorize an inspirational passage from a scripture or major spiritual figure that is positive, practical, inspiring, and universal.

2. Choose a time for meditation when you can sit for half an hour in uninterrupted quiet. (It is not recommended to meditate for more than 30 minutes without personal guidance from an experi- enced teacher.) Sit with your back and head erect, on the floor or in a straight-backed chair.

3. Close your eyes and go through the words of an inspirational pas- sage in your mind as slowly as you can and with as much concentra- tion as possible. For instance, the first line from Rumi’s “A Garden Beyond Paradise” would be repeated like this: “Everything ... you ... see ... has its ... roots .. . in ... the .. . unseen .. . world .. . ” Concentrate on each word, without following any association of ideas or allowing your mind to reflect on the meaning of  the words. When distractions come, do not resist them, but give more attention to the words of the passage.

4. If your mind strays from the passage entirely, bring it back gently to the beginning of the verse and start again.

5. In time, develop a repertoire of inspirational passages to keep them from becoming automatic or stale. They may be selected from within a single religious tradition, or from several traditions.


TWO DIMENSIONS OF MEDITATING ON AN INSPIRATIONAL PASSAGE


Meditating on an inspirational passage has two dimensions, accord- ing to its developer: training attention and the absorption of spiritual content (pp. 12–13).1 When fused these dimensions make the practice transformational. Training attention is achieved by the discipline of returning the mind back to the words of the passage each time it becomes distracted. Over time, this develops a capacity for sustained concentration that can be used outside of meditation, to remain focused during interruptions, in times of emotional stress, and in making wise lifestyle choices.

 

The second dimension, content absorption, focuses on values- laden, inspirational passages. Popular practices like Vipassana or Transcendental Meditation have a concentrative dimension, but PM more systematically couples the power of focused attention to the spiritual content of wisdom-based inspirational passages. This does not occur by thinking about or reflection on the words of the passage, which, in PM, would constitute a distraction. Rather, as concentration on the words deepens, the values embedded within these passages from the world’s great sages, mystics, and seers become absorbed so that their values and qualities may become accessible in the lives of practitioners.


POINT 2—HOLY NAME (MANTRAM) REPETITION


To help practitioners refocus themselves during the day, repetition of a mantram is highly recommended. A mantram is a hallowed word or phrase that is silently repeated or chanted aloud; versions of this practice appear in all major spiritual traditions, both East and West.1,11 In PM, mantram repetition acts as a bridge for integrating the calm and clarity gained from sitting meditation into the remainder of the day. Unlike the sitting practice, the mantram can be invoked almost any- where, any time, at home or in the workplace, to help maintain clarity and wisdom. Such a portable practice is a core component of what Oman (this volume) calls an integral contemplative practice system, and is a key coping resource for those living in a fast-paced, highly com- petitive society. The following are instructions for using the mantram:


1. Choose a mantram that appeals to you (see Figure 4.3), from a traditional source that has been widely used over time (for a fuller discussion of mantram instructions, see Bormann, this volume.)

2. Repeat your mantram silently in the mind (“Rama, Rama, Rama” ... “Jesus, Jesus, Jesus”) as opportunities arise: while walking, waiting in line, stopped at a traffic light, while falling asleep, etc.

3. Remember to repeat your mantram in times of stress, to calm the mind when pressured by time urgency, or to interrupt negative thinking when angry or afraid.


Note that in PM, the mantram is not used during sitting meditation. Consequently, PM’s use of mantram repetition should be contrasted with other recent popularizations of mantram repetition, such as in

 

Figure 4.3. Selected Mantrams.

Tradition Mantram Meaning

Buddhist Om mani padme hum “The jewel in the lotus of the heart”

Christian Jesus

My God and my all (St. Francis of Assisi is reported to have used this.)

Hindu Rama

Om Bhavani “Joy” (Gandhi’s mantram) A mantram in honor of the Divine Mother

Jewish Barukh attah Adonai Ribono shel olam “Blessed are you, O Lord” “Lord of the universe”

Muslim Allah

Bismillah ir-Rahman ir-Rahim “In the name of Allah, the merciful, the compassionate”




Herbert Benson’s Relaxation Response, and in Transcendental Medita- tion. Contrary to PM, these methods use mantrams as the focus of sitting meditation practice. In PM, the mantram is used as a bridging tool between meditation on an inspirational passage (typically done in the early morning), and the remainder of the day.

Studies suggest that the use of a mantram at free times throughout the day is effective in decreasing stress, anger and anxiety (see Bormann, this volume).



POINT 3—SLOWING DOWN


In PM, Slowing Down denotes the practice of moving with care and deliberation through the day to minimize the stress caused by hurry and time pressures. It does not necessarily mean going slowly,  but rather setting priorities and limiting activities  so  as  not to  live  with the constant time urgency of contemporary life.  Excessive  time urgency not only undermines quality of life, but has been linked to coronary illness. For example, a recent 15-year longitudinal study of young adults (n = 3,142) found that the “time/urgency and impatience syndrome” was a “strong predictor” of developing hypertension. Another recent study (n = 340) found that a heightened sense of the time/urgency and impatience syndrome was associated with a dose- response increase in the risk of nonfatal myocardial infarction.12

 

The practice of Slowing Down includes looking at and adjusting daily patterns and habits that may contribute to increased time urgency, such as driving patterns, eating habits, responses to work- place pressures, and technology use. Recommendations for altering these patterns to a healthier lifestyle include setting a more relaxed pace by getting to work earlier, setting limits, and avoiding over scheduling. As such, Slowing Down may represent a buffer against the pressures of the time/urgency and impatience syndrome.


POINT 4—ONE-POINTED ATTENTION


In PM, the practice of One-Pointed Attention involves trying to do only one thing at a time, and giving it full attention. Suggestions for practicing One-Pointed Attention include not listening to the radio while driving or studying, and not checking e-mail while talking to someone on the phone. While this practice may appear counterintui- tive in a multitasking, workplace culture, it offers a way to remain cen- tered amid the continuous assault of interruptions that characterize contemporary life.

Multitasking has become a commonplace phenomenon of contem- porary life, especially in the modern workplace. Yet serious questions are increasingly being raised about its actual benefits (e.g., Gallagher, 2009).13 Recent research suggests, for example, that trying to do more than one thing at a time may, in fact, have adverse consequences on learning and efficiency. Using functional magnetic resonance imaging to examine brain activity, researchers in one recent study found that while multitasking participants’ learning was less flexible and less easily retrieved.14 Another study reported that “heavy media multi- taskers” who attend simultaneously to two or more media (e.g., phone, e-mail, print, etc.) performed “worse on a test of task-switching ability” and are “more susceptible to interference from irrelevant environmen- tal stimuli and irrelevant .. . memory” (emphasis added; p. 15583).15

Traditional Indian yoga stresses one-pointed concentration (ekagratha) as do certain forms of Buddhist meditation. One-Pointed

Attention and Slowing Down can be understood as the two primary dimensions of mindfulness, which work together to assist PM practi- tioners in staying focused and calm while managing competing demands and interruptions. Indeed, PM appears at least as effective for increasing mindfulness as Mindfulness-Based Stress Reduction (MBSR),  according  to  evidence  described  later.16  Furthermore,

 

a recent randomized, controlled study of American veterans (n = 29) with symptoms of posttraumatic stress disorder (PTSD) combined PM man- tram repetition, Slowing Down, and One-Pointed Attention in a five- week intervention and found significant reductions in PTSD symptom severity, psychological distress, and increasing quality of life.17


POINT 5—TRAINING THE SENSES


Training the Senses directs practitioners to discriminate in lifestyle choices. It is not presented as a moral injunction, but as a corrective to compulsive behaviors like smoking, excessive drinking, and overeat- ing, which are strongly implicated by research in chronic conditions such as cancer and coronary illness.

The goal of Training the Senses is to develop a balanced lifestyle, in which we make wise and healthy choices in the foods we eat and the exercise we get, while avoiding unhealthy habits like smoking and overeating. Training the Senses also includes being discriminating in our entertainment choices. Some form of sense discrimination can be found in all major religious and contemplative systems, both East and West, and is referred to as the “Middle Path” in the Buddhist tra- dition. Such moderation can help support a contemplative practice, even as it promotes better health.



POINT 6—PUTTING OTHERS FIRST


Putting Others First encourages practitioners to move their concern and attention to the needs of others—family, colleagues, community, world—and away from serving only private self-interest. Putting Others First recasts into a contemporary formulation the early Christian concept of agape, universal love, as well as Buddhist metta, compassion.

Several decades of research have demonstrated the therapeutic value of helping others, showing positive relations between volunteerism and health, including increased longevity. A recent review suggested that the benefits of volunteering may be greatest when it is comple- mented by other practices, such as PM, that offer resources for coping with important life tasks.18

 

POINT 7—SPIRITUAL ASSOCIATION


Like Christian fellowship or the Buddhist Sangha, Spiritual Associ- ation emphasizes the importance of coming together on a regular basis with other PM practitioners to offer and receive support. Social support has long been recognized as a factor in both physical and psychological health, and is associated with longevity.19


POINT 8—INSPIRATIONAL READING


Daily spiritual reading from the world’s wisdom traditions is rec- ommended as a source of inspiration and motivation for PM practi- tioners. Lectio divina, for instance, is an ancient Christian devotional practice centered on reading and reflecting on scripture.


AN INTEGRATIVE PROGRAM


Each of the eight points has analogues in other traditional contem- plative systems as well as among contemporary practices (see Table 4.3). However, the PM points are not isolated protocols, independent of each other. Rather, as codified and used in PM, they are structurally integra- tive. They jointly reinforce each other in a web of supportive strategies that draw on the calm and clarity of meditation to help practitioners deepen their wisdom, and more effectively face the challenges of daily life. For example, in meditation, practitioners are instructed to repeat the words of the inspirational passage as slowly as they can, and with as much concentration as possible. Slowing Down and One-Pointed Attention replicate these interior practices during the day, supporting efforts in meditation to slow down and focus attention. The repetition of the mantram at moments of stress helps the mind refocus and regain some of the calm and clarity of meditation.

Some of the processes by which PM points complement each other are suggested by Oman’s (this volume) concept of four synergistic ele- ments that together comprise an integrated contemplative practice system.20 However, the developer of the PM program has described a wide range of additional processes by which PM points appear to complement each other.21 Some PM points are flexible tools for self- regulation and problem-focused coping;22 others help participants

 

Table 4.3. Elements of Easwaran’s PM and Similar Practices in Traditional Religion and Health Interventions

 



Element of PM

 


Similar Practices in Religious Traditions

 


Similar Existing Health Interventions

 


 


 

1. Meditation Raja Yoga, Kavvanah, Prayer

of the Heart, higher Lectio Divina

2. Mantram Jesus Prayer; Dhikr, Japa Yoga

 

Benson’s Meditation, Transcendental Meditation


Affirmations

 

3. Slowing Down     Right Mindfulness Treating Type A (alleviate

sense of time urgency); Mindfulness—informal practices

 

4. One-Pointed Attention

 

Right Mindfulness Treating Type A (avoid polyphasic thinking), Mindfulness—informal practices

 

5. Training the Senses


6. Putting Others First

7. Spiritual Association


8. Inspirational Reading

 

Pervasive (e.g., Middle Way in Buddhism; Temperance in Christianity)

Pervasive (e.g., “Love Thy Neighbor”; humility)

Pervasive (e.g., faith communities; scriptural study groups; Sangha)

Pervasive (e.g., scriptural study; preparatory Lectio Divina)

 

Pervasive (e.g., 12-Step programs)


Treating Type  A (be compassionate)

Social support, 12-Step programs


Reading sacred writings in counseling

 


 


draw on spiritual wisdom traditions to cultivate adaptive goals.23 Users sometimes state that PM helps them frame almost any situation as an opportunity for growth—for example, one reported that PM “can take any experience and work with it. it no longer has a static

presence—it’s clay in your hands to shape into something more.”24 Participants in one research study described 15 distinct ways  that PM points worked together to promote work effectiveness.25


INTERPRETATION: LEARNING FROM SPIRITUAL MODELS


One of PM’s distinctive features, noted earlier, is its systematic sup- port for assimilation of key elements of spiritual wisdom traditions.

 

Most distinctively, meditating on a passage supports assimilating the attitudes and perspectives of revered spiritual wisdom figures such as the Buddha, Jesus, and others. Inspirational Reading (Point 8) also supports learning from such spiritual models. An intuitive appreciation of these features may account for some of PM’s appeal across cultures and faith traditions. A recent review reported that among meditation- based health interventions, PM offered the highest level of support for learning from exemplars from spiritual wisdom traditions.26

Scientifically, the process of learning from exemplars is known as spiritual modeling, an extension of Albert Bandura’s social cognitive theory (SCT), the most highly cited and widely applied theory in contemporary psychology. Bandura’s SCT helps illuminate from a scientific perspective how PM may foster spiritual growth through spiri- tual modeling. Spiritual and religious traditions have long recognized that “spirituality is caught, not taught.” But decades of SCT-guided research have extensively documented four major psychological processes that underlie all types of learning from human models of behavior: attention to the model, retention of information about the mod- el’s behavior and attitudes, reproduction of what is learned in behavior, and motivation to persist. By extension, Bandura and other psychologists have theorized that these same four processes underlie the effective transmission of spiritual behaviors and attitudes. Not surprisingly, therefore, evidence suggests that religious traditions have sought to foster these four processes throughout history (e.g., fostering retention through frequent repetition at worship services of key verses from scripture).2,10,27

These four modeling processes are also clearly evident in PM, which appears to foster them systematically. For example, memoriz- ing and meditating on an inspirational passage gives focused attention to the modeling information contained in the passage. Repeatedly meditating on the words builds retention. This, in turn, enhances the reproduction of the ideals in the passages during the day. Many passages also recount positive experiences that come to those who persist in spiritual practice, thereby supporting motivation to practice (“It is in giving that we receive”). Anecdotal evidence shows that meditation passages are sometimes recalled later in the day, in the midst of daily stressors, when they can facilitate improved coping and self-control.28 Passage Meditation’s support for spiritual modeling is corroborated

by controlled empirical research in college populations. A recent study reported that practicing PM enhances the influence and number of revered spiritual models, as well as one’s self-efficacy for learning

 

from spiritual models.6 Self-efficacy is a technical term for a person’s self-confidence for carrying out tasks in a particular skill domain, and is a central construct in Bandura’s SCT. Self-efficacy is typically among the strongest predictors of objective performance for any type of activity, and is increasingly used to evaluate programs for educa- tion, training, and behavioral modification.22 These documented gains in self-efficacy represent a pioneering application of Bandura’s theory to spirituality, and support PM’s theorized capacity to foster learning from spiritual models.

For this reason, we have argued that PM holds interest not merely as a health intervention,10 but as a model of a more general educational approach. That is, PM demonstrates a nonsectarian approach, feasible in appropriate settings in a pluralistic society, for reintegrating spiritual modeling into education and other human service professions. In what follows, we describe three applications of PM to educational settings— one for the continuing education of health professionals, and two for college undergraduates. We also describe research that documents beneficial impacts for stress reduction and gains in professional skills, forgiveness, mindfulness, and spirituality, and other outcomes. Fuller reviews of research on PM are available elsewhere.3,4

PM APPLICATION #1: WORKPLACE PROFESSIONALS


Health care workers, like many modern professional groups, often experience chronically high stress levels. Unfortunately, sustained stress experiences are a risk factor for accelerated rates of biological aging,29 as well as major chronic health conditions such as hypertension and coro- nary heart disease. Among health care professionals, stress has also been directly linked to problems ranging from depression, decreased job satisfaction, and disrupted personal relationships, to reduced concen- tration, impaired decision making, and poorer relationships with patients.30

Could training in Passage Meditation help hospital-based profes- sional caregivers to better manage the formidable stresses and challenges of their workplace? To study this question, an eight-week, 16-hour course was taught to health professionals in a large midwestern urban hospital. Study participants included nurses, physicians, chaplains, and other health care professionals who were randomly assigned to a

 

treatment group receiving PM classes (n = 27), or to a wait-list control group (n = 31).

Treatment group participants met together weekly in one large group. Part of each week’s activities took place in facilitated subgroups of six to eight persons. The classes emphasized using all eight points of PM to manage the challenges common to health care professionals with patient contact. Each weekly meeting lasted two hours, and included time for presentation, discussion, a break, and a group meditation.

Several outcomes of interest were measured using validated self- report questionnaires. All participants completed questionnaires on four occasions: prior to the beginning of the course, immediately after it concluded, 8 weeks later, and again 19 weeks after the course ended.


FINDINGS


The study found large and statistically significant reductions in stress which remained significant nearly five months after the course ended (see Figure 4.4a). Stress reductions were actually slightly larger eight weeks after the course ended than they were at postintervention, despite the lack of social support from the weekly classes. And at the 19-week follow-up assessment, nearly five months after classes ended, PM group reductions in perceived stress relative to the control group remained statistically significant. These stress reductions are quite large when compared with the effects seen in most intervention stud- ies, and the effects on stress were mediated (explained) by adherence to PM practices.30

The PM group also showed statistically significant benefits on sev- eral other outcome measures, in comparison with the control group. Mental health, assessed with a widely used scale, showed significant improvement, although changes were less dramatic than for stress.30 Smaller benefits, not statistically significant, were observed for burnout. But larger and statistically significant benefits for PM group participants were found for compassion31 (Figure 4.4b), empathy, forgiveness, and confidence in their professional caregiving skills (tech- nically called relational caregiving self-efficacy) (Figure 4.4c).32,25 All of these benefits were nearly fully retained at the final 19-week follow-up assessment.

These quantitative results were corroborated by semistructured inter- views with 24 of the participants (5 physicians, 12 nurses, and 7 others),

 

Figure 4.4. Effect of Passage Meditation Practice by Health Profes- sionals on (a) Stress, (b) Compassion, (c) Caregiving Self-Efficacy, and by College Students on (d) Forgiveness, in Comparison with Controls: Group Means Over Time.




an average of three months after the intervention. The interviews revealed that most participants could recount specific ways in which pro- gram points had helped them to be more effective in their work. For example, one caregiver reported:

I’ll tell you a couple of things that have happened to me recently from the [PM] Program. I’m more focused and I also feel like I’m making a conscious effort to look in people’s eyes so that I feel like they are hearing me and I’m hearing them. Recently someone said to me that my eyes show my compassion. So that

 

made it very real to me that I am coming across, that I do care. (p. 1129)25

Another said this about the mantram:

The mantram calms me down, slows me down and I feel that I can deal with whatever the situation is that got me upset. (p. 1129)25

PM APPLICATION #2: AN EIGHT-WEEK “STAND-ALONE” COLLEGE COURSE


Today’s college students cope with a variety of academic, social, and personal challenges that leave many of them feeling overwhelmed.16 Recently, undergraduates at a private university in California were taught PM in an eight-week course in which PM was taught along with spiritual modeling theory. Participants (n = 44) were randomly assigned to one of three groups: one group received PM training, a second group received training in MBSR, and a third control group was wait-listed. PM and MBSR groups were conducted concurrently, and each met over eight weeks for 90 minutes each week. Questionnaire self-report mea- sures were administered to all study participants immediately before and after the intervention, and eight weeks following its completion. Each week in the PM group, students were taught to use one or more of PM’s points, were familiarized with a prominent spiritual model, and participated in a 10- to 30-minute session of meditating on a passage. A detailed description of the PM course pedagogy has been published elsewhere.33


FINDINGS


For several outcomes, changes in PM and MBSR groups did not significantly differ from each other, suggesting very similar effects, and were pooled together in analyses of how they differed from controls. Compared to controls, the intervention groups showed significant reductions in stress and significant increases in the ability to forgive others (Figure 4.4d).16

PM and MBSR differences were also noted with regard to spiritual

modeling. Compared to controls, PM participants showed significant increases in self-efficacy for learning from famous/traditional spiritual models, the availability of pre-1900 spiritual models, and the influence

 

of famous/traditional spiritual models (these findings were mentioned earlier). Furthermore, the PM group gained significantly more than the MBSR group on these measures, and the MBSR group did not gain more than the controls. These findings were expected because of the higher support offered by PM for learning from spiritual models, especially traditional models.6

Interestingly, on a measure of mindfulness, the PM group showed

slightly larger gains than the MBSR group, which itself gained substan- tially in comparison to controls (Figure 4.5). According to the research- ers, findings suggest that “mindfulness ... can be trained through a variety of different practices that differ in ... level of explicit emphasis on mindfulness” (p. 858).34 These findings hold important implications, since mindfulness methods have recently inspired a variety of effective psychological interventions. Apparently benefits associated with mind- fulness need not be obtained only from Buddhist-derived mindfulness practices; these findings suggest that such benefits might equally be derivable from methods, such as PM, that draw spiritual content from other sources, including Western faith traditions.



Figure 4.5. Changes in Mindfulness Over Time for College Students Trained in Passage Meditation (PM), in Mindfulness-Based Stress Reduction (MBSR), and for Controls (Cx).


 

PM10APPLICATION #3: PM EMBEDDED WITHIN


Along with experiencing enhanced stress, U.S. college students have become increasingly anxious, depressed, and uncertain about what to do with their lives.35 In response, a private California univer- sity in 2006 developed a 10-week academic course, English 189: Voca- tion. Offering ongoing support from PM along with role models from Renaissance lives and guest speakers,6 the course fulfills both English major and core religious studies requirements, attracting a wide range of students annually. This successful course demonstrates how PM can make a valuable contribution at the heart of liberal arts education. Easwaran’s Passage Meditation is used as the primary course text,

along with Dreher’s Your Personal Renaissance, which presents a pro-

cess for vocational discernment blending passage meditation with research from Renaissance biography and positive psychology. Several other historical and literary texts are also used.1,36

On the first day of class, after introductions and a short lecture, students begin their meditative practice, as described in Chapter 1 of Passage Meditation. They spend 10 minutes silently meditating on the first four lines of the Prayer of St. Francis, followed by time for ques- tions and comments. They are then assigned to read the first chapter of Passage Meditation and memorize the St. Francis prayer or another passage from their own spiritual tradition. For the rest of the quarter, they practice daily passage meditation, starting with 10 minutes and working up to 30 minutes a day, recording their experience in para- graph assignments.

In the second class, students practice PM, discuss their practice and readings on vocation, and select one Renaissance biography for their research paper and oral report from a list that includes St. Teresa of Avila, Leonardo da Vinci, John Milton, and Sor Juana Ine´s de la Cruz. The paper is due at the end of the term, along with a personal vocation narrative.

Each class begins with 10 minutes of passage meditation. Classes include regular check-ins with a professor who follows PM, offering personal insights and time for students’ questions.37 Throughout the course, students learn and practice each of the eight points, discuss them in class, and write about their experience. They read chapters in Your Personal Renaissance about discovering their gifts, detaching from distractions, discerning their values, and charting their direction,

 

while learning about how Renaissance role models, such as John Donne, St. Teresa of Avila, and St. Ignatius Loyola, used meditation to discern their vocations.

During the second week, students read about vocation, learn about how Giotto, Cimabue, and Botticelli discovered their gifts, look for parallels in their own lives, and take a survey to discover their gifts.38 In the third week, students review Chapter 1 of Passage Meditation, and consult the description of PM at www.Easwaran.org, another sup- portive guide for their practice. They read about da Vinci and other Renaissance artists, and learn about a guest speaker’s spiritual journey. During the fourth week students read Chapter 2 of Passage Meditation,

learn about using the mantram to relieve stress (see Bormann, this volume), then select and begin using their own mantram. They also learn about detachment, reading meditations by Traherne and Marvell. In the fifth week, students take a midterm on course readings and concepts. Then they focus on Chapter 3 of Passage Meditation, “slowing down,” along with reading on discernment and the life of St. Ignatius Loyola. The sixth week focuses on Chapter 4 in Passage Meditation, “one- pointed attention,” the search for direction, John Donne’s struggle, and the spiritual journey of another guest speaker. The seventh week focuses on Chapters 5 and 6 in Passage Meditation, “training the senses,” and “putting others first,” and the life and sonnets of Michelangelo.

During weeks eight and nine, students read Chapters 7 and 8 in Passage Meditation, focusing on “spiritual association” and “inspirational reading,” learn about the lives of George and Magdalen Herbert, and give their oral reports. In the tenth week, they meet individually with their professor for conferences on course papers. Course portfolios (research paper, personal vocation narrative, and final paragraphs) are due at the end of the week.

The final grade is based on the midterm, paragraphs, oral report, class participation, research paper, and personal vocation narrative. The daily paragraphs (written for each class period) provide a conven- ient means to assess student progress in their PM practice. For the personal vocation narrative, a grading rubric with key concepts and expectations helps students relate course lessons to their own lives.


OUTCOMES


Numerical evaluations for English 189 are high, averaging 4.7 on a 5-point scale. Student comments in paragraphs and narrative

 

evaluations reveal their appreciation for PM, which provides valuable tools for dealing with stress as well as a common culture and vocabu- lary to support students’ quest for vocation.

Although initially some students found it difficult to meditate, after a few weeks most looked forward to their daily meditation, finding peace and comfort in their practice. They appreciated the 10-minute medita- tion before each class, even requesting it the day of the midterm. Some students sought further meditation opportunities, joining a student- faculty Wednesday evening meditation group. Students repeatedly referred to “hurry sickness,” realizing when they needed to slow down, and reported that the mantram helped them deal with exam stress and to get to sleep at night. Many also found spiritual models in the course through PM, the guest speakers, and Renaissance lives.


CONCLUSIONS


We have suggested that PM’s use of inspirational passages from the world’s wisdom traditions gives it a distinctive appeal to many reli- gious and nonreligious spiritual seekers. PM appears unique among nonsectarian contemplative practices in its systematic support for learning from spiritual models, especially revered saints, sages, and founders. The inspired deeds and words (Figures 4.1 and 4.2) of such revered spiritual models represent a global legacy that many modern seekers continue to find relevant. The PM program’s support for learning from such models provides potentially important “added value” not only to individual seekers, but also to health and human service professionals who are increasingly called upon to respond to the diverse spiritual needs of their clientele.

We have described several applications of the PM program, includ- ing two educational courses for college undergraduates, as well as a continuing education course for health professionals. We outlined empirical research findings that confirmed that these PM-based courses helped participants to draw upon their spiritual resources to manage the challenges of the workplace and of college life with more clarity, resolve, and compassion. Benefits were promising and some- times dramatic. Stress reductions could plausibly translate into better physical health and longer life.29 Yet much remains to be discovered about how the PM program may be applied in other educational, health, and human service  settings.  Can  PM  support  diabetics and other chronic-disease victims in adhering to lifesaving health

 

behaviors, despite the stresses and distractions of  modern  life? Can PM assist business executives to recover a spiritually grounded sense of purpose in the midst of challenging and stressful careers (see Delbecq, this volume)? Do PM-based courses offered through colleges or other organizations foster increased cross-cultural and interfaith understanding?

Because of its nonsectarian character, its comprehensive set of tools, its support for direct engagement with spiritual wisdom traditions, and its appeal to diverse populations, PM warrants careful consideration from all human service professionals, including caregivers, campus health services, and educators.


REFERENCES


1. Easwaran, E. (2008). Passage meditation: Bringing the deep wisdom of the heart into daily life (3rd ed.). Tomales, CA: Nilgiri Press. Full text also online at http://www.easwaran.org.

2. Bandura, A. (2003). On the psychosocial impact and mechanisms of spiritual modeling. International Journal for the Psychology of Religion, 13, 167–174.

3. Flinders, T., Oman, D., & Flinders, C. L. (2007). The  eight-point program of passage meditation: Health effects of a comprehensive program. In T. G. Plante & C. E. Thoresen (Eds.), Spirit, science and health: How the spiri- tual mind fuels physical wellness (pp. 72–93). Westport, CT: Praeger.

4. Flinders, T., Oman, D., & Flinders, C. L. (2009). Meditation as empow- erment for healing. In J. H. Ellens (Ed.), The healing power of spirituality (Vol. 1, pp. 213–240). Santa Barbara, CA: Praeger.

5. Two of the authors (Tim Flinders and Carol Flinders) have presented PM workshops over several decades to thousands of individuals observant in every religious tradition. The website www.easwaran.org lists over 100 current PM fellowship groups around the world.

6. Oman, D., Shapiro, S. L., Thoresen, C. E., Flinders, T., Driskill, J. D., & Plante, T. G.  (2007).  Learning  from  spiritual  models  and  meditation: A randomized evaluation of a college course. Pastoral Psychology, 55, 473–493.

7. AA Meditators (n.d.). Passage meditation & the eleventh step: The method of meditation developed by Eknath Easwaran [booklet, 24 pages]. http://www

.meditationandrecovery.org (accessed December 13, 2009).

8. Plante, T. G. (2009). Spiritual practices in psychotherapy: Thirteen tools for enhancing psychological health. Washington, DC: American Psychological Association.

9. Dutch, English, French, German, Greek, Hungarian, Italian, Lithuanian, Portuguese, Russian, Slovenian, Spanish. Asian languages: Bahasa Indonesian,

 

Chinese (PRC), Chinese (Taiwan), Hebrew, Japanese, Korean, Malayalam (India), Marathi (India), Telugu (India).

10. Oman, D., & Thoresen, C. E. (2007). How does one learn to be spiri- tual? The neglected role of spiritual modeling in health. In T. G. Plante &

C. E. Thoresen (Eds.), Spirit, science and health: How the spiritual mind fuels physical wellness (pp. 39–54). Westport, CT: Praeger.

11. For holy name repetition through the day in  Christianity,  see Oman, D., & Driskill, J. D. (2003). Holy name repetition as a spiritual exercise and therapeutic technique. Journal of Psychology and Christianity, 22, 5–19.

12. Cole, S. R., Kawachi, I., Liu, S., Gaziano, J. M., Manson, J. E., Buring, J. E., & Hennekens, C. H. (2001). Time urgency and risk of non-fatal myocardial infarction. International Journal of Epidemiology, 30(2), 363–369.

13. Gallagher, W. (2009). Rapt: Attention and the focused life. New York:

Penguin Press.

14. Foerde, K., Knowlton, B. J., Poldrack, R. A., & Smith, E. E. (2006). Modulation of competing memory systems by distraction. PNAS Proceedings of the National Academy of Sciences of the United States of America, 103, 11778– 11783.

15. Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences of the United States of America, 106, 15583–15587.

16. Oman, D., Shapiro, S. L., Thoresen, C. E., Plante, T. G., & Flinders,

T. (2008). Meditation lowers stress and supports forgiveness among college students: A randomized controlled trial. Journal of American College Health, 56, 569–578.

17. Bormann, J. E., Thorp, S., Wetherell, J. L., & Golshan, S. (2008). Spiritually based group intervention for combat veterans with posttraumatic stress disorder: Feasibility study. Journal of Holistic Nursing, 26, 109–116.

18. Oman, D. (2007). Does volunteering foster physical health and lon- gevity? In S. G. Post (Ed.), Altruism and health: Perspectives from empirical research (pp. 15–32). New York: Oxford University Press.

19. Taylor, S. E. (2007). Social support. In H. S. Friedman & R. C. Silver (Eds.), Foundations of health psychology (pp. 145–171). New York: Oxford University Press.

20. Oman (this volume) defines an “integrative contemplative practice system” as including (1) set-aside  time  for  attention  training  practice (e.g., sitting meditation), (2) cultivation of character strengths or virtues (e.g., Putting Others First), (3) centering practices for use throughout the day (e.g., the mantram), and (4) learning from spiritual models.

21. Easwaran published an extensive set of practical commentaries on Western and Eastern spiritual figures and scriptures. Many describe ways that PM points are complementary tools for coping with challenges of daily living and spiritual growth. His most comprehensive discussion is the Bhagavad Gita for Daily Living (1977–1984, 3 vols., Tomales, CA: Nilgiri Press).

 

22. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

23. Sheldon, K. M., Ryan, R. M., Deci, E. L., & Kasser, T. (2004). The independent effects of goal contents and motives on well-being: It’s both what you pursue and why you pursue it. Personality & Social Psychology Bulletin, 30, 475–486.

24. Anonymous (2008). Life persists. Blue Mountain, 19(4), 7. (This journal, at http://www.nilgiri.org/page/140, regularly publishes anecdotal accounts of PM coping and results.)

25. Oman, D., Richards, T. A., Hedberg, J., & Thoresen, C. E. (2008). Passage meditation improves caregiving self-efficacy among health profes- sionals: A randomized trial and qualitative assessment. Journal of Health Psychology, 13, 1119–1135.

26. Oman, D., & Beddoe, A. E. (2005). Health interventions combining meditation with learning from spiritual exemplars: Conceptualization and review. Annals of Behavioral Medicine, 29, S126.

27. Oman, D., & Thoresen, C. E. (2003). Spiritual modeling: A key to spiritual and religious growth? International Journal for the Psychology of Religion, 13, 149–165.

28. For example, see an account of improved automobile driving after remembering a passage: Anonymous. (2008). “Finding peace on the road.” Blue Mountain, 19(1), 12.

29. Epel, E., Daubenmier, J., Moskowitz, J. T., Folkman, S., & Blackburn,

E. (2009). Can meditation slow rate of cellular aging? Cognitive stress, mind- fulness, and telomeres. Annals of the New York Academy of Sciences, 1172, 34–53.

30. Oman, D., Hedberg, J., & Thoresen, C. E. (2006). Passage meditation reduces perceived stress in health professionals: A  randomized,  controlled trial. Journal of Consulting and Clinical Psychology, 74, 714–719.

31. Changes were observed in a measure of “compassionate  love,” a form of “other-focused” love or concern that is the subject of an emerging scien- tific research field—see Fehr, B. A.,  Sprecher,  S.,  &  Underwood,  L. G. (2008). The science of compassionate love: Theory, research, and applications. Malden, MA: Blackwell.

32. Oman, D., Thoresen, C. E., & Hedberg, J. (2010). Does passage meditation foster compassionate love among health professionals? A ran- domized trial. Mental Health, Religion & Culture, 13, 129–154. DOI: 10.1080/13674670903261954.

33. Oman, D., Flinders, T., & Thoresen, C. E. (2008). Integrating spiri- tual modeling into education: A college course for stress management and spiritual growth. International Journal for the Psychology of Religion, 18, 79–107.

34. Shapiro, S. L., Oman, D., Thoresen, C. E., Plante, T. G., & Flinders,

T. (2008). Cultivating mindfulness: Effects on well-being. Journal of Clinical Psychology, 64, 840–862.

 

35. Twenge, J. M. (2000). The age of anxiety? Birth cohort change in anxi- ety and neuroticism, 1952–1993. Journal of Personality and Social Psychology, 79, 1007–1021.

36. Additional course texts include Dreher, D. E. (2008). Your personal renaissance: 12 steps to finding your life’s true calling. New York: Da Capo; Vasari, G. (1998). The lives of the artists. J. C. Bondanella & P. Bondanella (Trans.). New York: Oxford University Press (originally published 1550); Perkins, W. (1970). A treatise of the vocations or callings of men. In I. Breward (Ed.), The work of William Perkins (pp. 441–476). Abington, Berkshire, England: Sutton Courtenay Press (originally published  1603);  Hardy,  L. (1990). The fabric of this world. Grand Rapids, MI: Eerdmans.

37. As Kabat-Zinn explains, the support of an experienced meditator is vital when learning a new contemplative practice: Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science & Practice, 10, 144–156.

38. The VIA-IS survey, based on Peterson, C., &  Seligman,  M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University Press, is available online at http://www.authentichappiness

.org, and also in Seligman, M. E. P. (2002). Authentic happiness. New York: Free Press.

 

CHAPTER 5