I am a Zen Buddhist and Digital Media Technology Technician at the London College of Communication (LCC). This project engages with these interdependent personal and professional activities through the radical intervention of meditation practice into curricula activity.
This intervention is the first iteration of an Action Research project submitted in part fulfilment of the requirements of the Postgraduate Certificate in Academic Practice in Art, Design and Communication. Action Research is a methodology used in educational research that involves cycles of planning, action and critical reflection while working with colleagues and participants (or sometimes ‘individually’) to achieve practical and research outcomes (Clandinin & Connelly, 2000; Dick, 2002; Swann, 2002).
With regard to this project meditation praxis provides the practical component and the following text articulates the initial planning phase which includes a contextual operational definition for meditation; the suggested pedagogic benefits; possible reasons why it is absent from curricula, a planned intervention to address this issue and data collection/evaluative methods.
What is meditation ? The term ‘meditation’ is an imprecise one used to mean different things in different contexts but is generally understood to refer to focused contemplative mental activity, which may or may not be attached to a religious practice. I use the term meditation throughout this project with specific reference to a style identified as “focused attention meditation” (Lutz et al., 2008). Below is a proposed functional characterisation and a 10 minute guided example of ‘counting the breath’ one of the oldest and most effective techniques : –
Functional characterisation of focused attention meditation :
(Lutz et al., 2008, p2)
Press ‘play’ to listen to an edited 10 minute guided ‘counting the breath’ meditation session (I recommend closing your eyes) :
(The Mindful Society/Salzberg, n.d., 9:54mins)
So what is meditation good for ? In response to this purposeful question, practitioners (with and without religious affiliations), clinicians and neuroscientists continue to provide compelling research evidence of meditations fundamental pedagogic significance, that is to say, meditation is a trainable skill that put simply improves focus, cognition and well-being (Lutz, Dunne & Davidson, 2007; Shapiro, Brown & Astin, 2008; Wallace, 2007). In the specific context of design and media education at LCC, students are expected to be responsive and creative in noisy and stimulating environments, and yet contemplation, quiet focused thought is usually a central part of most creative activity (Itten, 1970, p. 40). Anecdotal evidence suggests that a significant number of students simply ‘can’t concentrate’ in college studio contexts. This is not to suggest that studios should be quiet spaces, but that when appropriate, not only can meditation be used to set up an alternative learning environment but also help students cope far better in distracting spaces. Beyond a UAL[1] Chaplaincy initiative called Mind-Space[2], meditation practice at the LCC (and wider UAL) is somewhat nominal and most certainly an activity outside the Art, Design and Communication curricula — a situation I wish to begin addressing.
Why is meditation absent from LCCs curricula ? In the everyday, rather than religious context, meditation has tended to be viewed as an activity an interested individual pursues in their ‘free time’ and not as one that might be incorporated into an institutional context of study (or work). However in recent years various initiatives in the UK have developed that do just this, for similar reasons to those outlined above. A key example of relevance is Mind Space[3] (not to be confused with the UAL Chaplaincy Mind-Space) who have been promoting focused attention meditation sessions in universities and schools.
A second reason for the lack of interest in the incorporation of a ‘quiet practice’ into the art/design/media higher educational context may also be that contemporary pedagogy tends to pit the empowered student voice against the oppressive silence of an authoritarian learning environment (Freire, 1996). Lively discussion is rightly seen as a vital component in developing student confidence and engagement. Furthermore being able to communicate ones ideas is essential for those in the ‘creative industries’. However while developing voice is vital, surely in order for any voice to be really heard, engaged listening needs to be its counter-part. As Zembylas & Michaelides argue meditation, a practice of silence, facilitates “a readiness to listen and pay attention, to hear others as well as oneself, and [demonstrates] a positive valuing of being silent” (2004, p.205). With this in mind I make preparations for a meditation intervention …
A meditation intervention plan – speaking up for silence :
The meditation session will take place on November 4th 2011 during a design and technology symposium entitled the Futures Conference hosted at the Podium Lecture Theatre, LCC. This annual three day event is mandatory curricula activity for final year BA students studying Digital Media Design and Games Design. I will present a talk/demo on digital fabrication technology, that is to say, opening speaker on the final day (between 10:00–10:45).
This slot provides ideal conditions to introduce a large group of students (approx. 100) and staff to a form of focused attention meditation. I have invited the UAL Chaplain, Andrew Norwood, to initiate a 15 minute Mind-Space meditation session at the start of my talk/demo. Typically these open with verbal guidance on meditation technique, gradually leading to a period of ‘counting the breath’ meditation, then concluding gradually with further verbal guidance. Alternatively (and if necessary), I will initiate a similar session.
To minimise distractions I have also arranged for Michael Ampah (a Mind-Space participant and Facilities Assistant) to be doorkeeper, preventing late arrivals entering until the end of the session.
Measures to evaluate session :
- I will provide yes/no feedback paddles [pictured below] for the attendees to response to the question : Would you consider doing meditation again ? This in turn will be photographed for later analysis. The aim to gauge perceived relevance/interest — thus informing future interventions (if any) and suggest potential avenues of further enquiry.
- Because I will be participating in the activity, additional ‘eyes’ will be in place. Firstly, the conference will be streamed/recorded and this video should provided useful data. Secondly I have arranged for a tutor (James Wisdom) to do a teaching observation for additional opinion/comments/thoughts.
- Evidently, informal conversation will take place after the presentation, salient comments will be noted.
Endnotes :
[1] University of the Arts London
[2] UAL Mind-Space is a 20 minute/weekly/term-time only “community of [meditation] practice” (Wenger, 2006). The session is in the focused attention meditation style and available to both students and staff. For further details visit : http://www.arts.ac.uk/student/studentservices/healthwellbeing/chaplaincy/whatson/
[3] For further details about Mind Space visit : http://www.mindspace.org.uk/
References :
Clandinin D.J. & Connelly, F.M. (2000) Narrative Inquiry: experience and story in qualitative research. San Francisco: Jossey-Bass.
Dick, B. (2002) Action research: action and research. Action Research International. [Internet]. Available at: < http://www.scu.edu.au/schools/gcm/ar/arhome.html > [Accessed: 20 August 2011].
Freire, P. (1996) Pedagogy of the oppressed. London: Penguin Books.
Lutz, A., Dunne, J.D. and Davidson, R.J. (2007) Meditation and the neuroscience of consciousness: an introduction. In: Zelazo, P.D., Moscovitch, M. and Thompson, E. eds. (2007) The Cambridge handbook of consciousness. Cambridge: Cambridge University Press. Ch.19.
Itten, J. and Birren, F. ed. (1970) The elements of color; a treatise on the color system of Johannes Itten, based on his book The art of color. Translated from German by E. van Hagen. New York: Van Nostrand Reinhold Co.
Shapiro S.L., Brown, K.W. and Astin, J.A. (2008) Toward the integration of meditation into higher education: a review of research. [pdf] Available at: < http://www.contemplativemind.org/programs/academic/MedandHigherEd.pdf > [Assessed 31 August 2011].
Swann, C. (2002) Action research and the practice of design. Design Issues. vol.18, no.1, pp.49–61.
The Mindful Society/Salzberg, S. (n.d.) Calming the mind: counting the breath. [ audio]. Available at: < http://mindful.org/audio/calming-the-mind-counting-the-breath > [Accessed 03 November 2011]
Wallace, B.A. (2007) Contemplative science: where Buddhism and neuroscience converge. New York: Columbia University Press.
Wenger, E. (2006) Communities of practice: a brief introduction. [online] Available at: < http://www.ewenger.com/theory/index.htm >
Zembylas, M. and Michaelides, P. (2004) The sound of silence in pedagogy. Educational Theory. vol.56, no.2, pp.193–210.
