Reflection, contemplation and meditation





Every pure understanding depends upon meditation.

Successful meditation depends on receiving correct instructions.[1]

Now we get to the steps where many of us step off the learning train, so if you’re still on board and engaged in a learning program at this point, congratulations!

Reflection, contemplation or meditation are powerful methods for deepening our understanding, and advancing our learning.

Reflection and contemplation in this context have similar meanings: calm, lengthy, intense consideration of any object of attention, often in relationship to other objects.

Similarly, meditation is generally defined as sustained focus on an object of attention. A more powerful definition asserts that meditation is a sustained focus on a virtuous object of attention, e.g. the thought “I am determined to become a doctor so that I can help others lead long, healthy lives.”

Again paraphrasing Dr. Jacqueline Leighton:

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Dr. Howard Gardner has studied the lives of extraordinary individuals such as

Einstein and Mozart and found that these extraordinary individuals spent a tremendous amount of time reflecting on how to meet their goals. At the classroom level, researchers such as Dr. Phil Winne from Simon Fraser University have studied students who engage in self-regulation or meta-cognitive behaviours which are very similar in quality to reflection or meditation. The ability to think about how you think, learn, and perform is very useful to helping individuals understand how to improve their learning and performance and incorporate what their mentors tell them into techniques to get better at what they do.

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By engaging in reflection or meditation we deepen our understanding and may even experience a whole new idea, or realization, that transcends our prior understanding. Many ‘aha’ moments have arisen in history in many different fields, directly through this practice.

Meditation is a learnable skill. It depends on many of the preparatory practices mentioned in an earlier blog. I recommend seeking out a qualified teacher so that your reflection, contemplation or meditation – whatever you choose to call it – can be sustained and successful.

Next we will look at the application of joyful effort.

-David Luke, Senior Consultant at FocusFit (2007) Inc.

© 2011 D. G. Luke and FocusFit (2007) Inc.

[1] Geshe Kelsang Gyatso

The Role of the Learner

It seems most of the focus in the world of learning and development is on the role of the facilitator-instructor, on instructional design and/or learning technologies. Over the next couple of weeks I hope to turn these tables and focus instead on the role of the learner.

I will borrow from academic research and the teachings of a Buddhist spiritual guide, and outline what seem to be the characteristics of those individuals who excel in learning and performance.

But first I’d like to share an experience that was a catalyst for this series.

Dr. Neil deGrasse Tyson, astrophysicist and host of the PBS program NOVA scienceNow, made the following statement on a recent episode (US or Canada) of The Daily Show:

“Allow me to say that when you are on the frontier of knowledge between what is known and unknown, reaching out into the abyss, sometimes you actually do have to make stuff up that might be true, so that you can organize a research plan to find out whether or not it is… this is the creativity of discovery…” (my italics)

Watching the interview I was struck by deGrasse Tyson’s enthusiasm. Here is a prominent scientist, more than 30 years into his career, exhibiting the sort of positive energy many of us have not experienced since childhood.

He demonstrates an explorer’s drive to understand, to know. He seems to generate his own motivation, and exhibits deep curiosity about his subject matter. He also understands the power of imagination in learning.

As Einstein said, and as deGrasse Tyson quoted: “Imagination is more important than knowledge”.

Inspired in part by deGrasse Tyson[1] I decided to assemble a list that describes the characteristics of a great learner and, more importantly, a series of steps to become a great learner.

It is my hope that this short series will contribute to the understanding of learning ability, will stimulate constructive discussion and will offer encouragement to people everywhere to expand and deepen their learning practice.

I have drawn upon eclectic sources for this series: the above-mentioned interview; a recent presentation by Dr. Jacqueline P. Leighton of the Faculty of Education at The University of Alberta; and from the writings and teachings of renowned Buddhist meditation master Geshe Kelsang Gyatso.

Next: What is a Great Learner?

[1] You can see the full interview at http://www.thedailyshow.com/watch/tue-january-18-2011/neil-degrasse-tyson (US) or http://watch.thecomedynetwork.ca/the-daily-show-with-jon-stewart/interviews-a-z/the-daily-show-with-jon-stewart---interviews-d/clip407200#clip407200(Canada).

-David Luke, Senior Consultant at FocusFit (2007) Inc.

© 2011 D. G. Luke and FocusFit (2007) Inc.

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