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Concentration in Contemplative Studies

Concentration Directors

Harold D. Roth
Professor of Religious Studies and East Asian Studies
Director, Contemplative Studies Initiative
Box 1927
Brown University
Providence, RI 02912
(o) 401-863-3104
(f)  401-863-3109
Harold_Roth@Brown.edu
Contemplative Studies Initiative

Gary Epstein-Lubow, MD
Assistant Professor, Department of Psychiatry and Human Behavior
The Warren Alpert Medical School of Brown University
Assistant Unit Chief, Geriatrics; Butler Hospital
345 Blackstone Boulevard
Providence, RI 02906
Gary_Epstein-Lubow@Brown.EDU
Tel: (401) 455-6378

Overview

The Scholarly Concentration in Contemplative Studies(SCCS) is a branch of the Brown University Contemplative Studies Initiative (CSI).  The Contemplative Studies Initiative is a group of Brown faculty with diverse academic specializations who are united around a common interest in the study of a particular range of beneficial mental states (deemed “contemplative”) that exhibit characteristics that include focused attention, deep concentration, and complete absorption in activity. We are involved in studying the nature of these states from a variety of perspectives that include their underlying philosophy, psychology, physiology and their links with human creativity.

Contemplative Studies in Medicine

In 2004, The World Health Organization defined health as a “complete state,” consisting of the presence of positive states of wellbeing as well as the absence of disease or infirmity.
Contemplative Studies is a cutting edge interdisciplinary and multicultural field that focuses on the possible uses of contemplative states and mental training practices to promote such “Complete Health.”   The use of contemplative practices, such as mindfulness, has a growing evidence-base in both medicine and psychiatry. In fact, mindfulness-based and similar interventions may now be considered part of a “Third Wave” of psychological treatments and a standard practice in behavioral medicine. However, comprehensive training in contemplative methods, history, and theory within clinical contexts is not widely available and is typically cursory. In addition, contemplative methods in clinical contexts tend to be abbreviated and decontextualized from the traditions that created them. The Brown Contemplative Studies Initiative aims to study contemplative practice and states within their original contexts, as well as within the newer applications in science and medicine, in order to identify the most beneficial elements for health and wellbeing.
We approach this study through three large disciplinary areas: Science (the study of human consciousness and mental and emotional development within the context of neuroscience, cognitive science, and psychology; the study of the mind and culture; applications of contemplative practices within clinical science and basic and behavioral medicine, focusing on how these practices contribute to improved mental and physical health); Humanities (the study of the nature of contemplative experiences in philosophy, the major religious traditions of the world, in world literature, in the classical texts of antiquity and in a variety of other related disciplines); Creative Arts (the study of the contemplative experiences in the visual and fine arts, creative writing, and in the various performing arts of dance, drama, and music). We study contemplation through traditional third-person approaches and innovative “critical first-person approaches.” The latter involve direct experience with the various arts and methods of contemplation.

Curriculum

Medical students choosing Contemplative Studies as their scholarly concentration will take the foundational course, UC 54 “An Introduction to Contemplative Studies” or its equivalent through a Summer Study Project during the summer between the first and second year of medical school.  In the second year of medical school, students will participate in a longitudinal preclinical elective course and/or an independent course.  For the independent course, the student will work with an established mentor(s) to create a program that will include study of first-person contemplative practice(s) and the historical development and empirical evidence regarding each practice.
Students are required to include one or more Contemplative Retreats of their own choosing in the program. There are a wide range of possible contemplative retreat programs in the Massachusetts-Rhode Island area. These include the Kripalu Yoga Center in Lennox MA, The Insight Meditation Society in Barre MA, The Cambridge Insight Meditation Center in Cambridge, MA and The Providence Zen Center in Cumberland RI. As a complement or an alternative to a tradition-based retreat program, students are encouraged to consider receiving training in Mindfulness-Based Stress Reduction, a widely used clinical program developed by Jon Kabat-Zinn at the Center for Mindfulness (MBSR), University of Massachusetts Medical School in Worcester. Students may participate in an MBSR course that is open to the general public, or a highly motivated student could participate in the Center for Mindfulness’ Oasis Program, a training for instructors that consists of a seven-day summer program followed by a flexible series of practicum opportunities that could be integrated into the student’s program.
To receive credit for participating in the Scholarly Concentrations Program, each student must complete a scholarly product that synthesizes their reading, study and contemplative practice.  Ideally, the aims and scope of this product are clearly proposed in the student’s initial application to the Scholarly Concentration in Contemplative Studies.  The quality of the scholarly product should be such that it may be proudly presented in a public forum or submitted for publication.  For examples, see below.

Learning Objectives

  1. Developing an understanding of the newly developing field of contemplative studies: How is it defined? What are its major works? What are the ways in which it is relevant to clinical practice? How might a clinician answer patient questions regarding meditation or other “stress reduction” treatments?
  2. Establishing a comprehensive and empirically-grounded knowledge base of the scientific research literature on the effects of contemplative practices. Research has typically been divided into three main categories:
    • Cognitive Neuroscience: effect of contemplative practices on basic cognitive functions such as attention, memory and synaptic plasticity;
    • Affective Neuroscience or Psychiatry: the effects of contemplative practices on emotional regulation, emotional/behavioral disturbances and psychiatric disorders; and,
    • General Medical Applications: the effects of contemplative practices on physiological systems, including neuroendocrine, cardiovascular and immune functioning.
  1. Understanding the types of contemplative practices currently under scientific scrutiny and having a firm grounding in the contemplative traditions from which they are derived.
  2. Understanding how to apply contemplative practice in a clinical medical context. For students interested in this area, this would be developed by working as an intern in a “Clinical Contemplative Program” with a mentor from the larger Brown medical community who is using contemplative practices in her/his clinical work.
  3. Contemplative self-development: having the opportunity to engage in one’s own contemplative practice. This is an essential part of the concentration and recent research has shown very positive clinical outcomes showing reduced stress in medical students.

Timeline

By Early December of Year I: the student will enroll in a Contemplative Studies Preclinical Elective and/or inform the Directors of her/his interest in participating in Scholarly Concentration in Contemplative Studies.
Before Winter Break of Year I: the student will meet with one or more potential clinical mentors in order to determine who will be the student’s primary mentor throughout the Scholarly Concentration Program.  The student and mentor will discuss ideas for the student’s application to the Scholarly Concentration Program.
By February 1 of Year I: the student will submit a completed first draft of her/his Scholarly Concentrations Program application to her/his mentor and the program directors.  The mentor will return this draft to the student along with comments and suggestion by February 10, allowing the student ample time to revise the application prior to the due date in mid-late February.  The mentor will also prepare a letter of support for the student to submit along with her/his application to the Scholarly Concentrations Program.
Note Regarding Applications to the Scholarly Concentrations Program: For students who also apply for Summer Assistantship (SA) funding, the applications are independently reviewed by the medical school based on the following criteria:

  • Clarity and organization of the proposal
  • Educationally important and valuable to the student
  • Important and valuable to the community at large
  • Proposed work involves creative and/or rigorous thought from the student
  • Goals for the summer are reasonable and achievable within 8 – 10 weeks
  • Faculty supervision, mentoring and support appear to be in place

When the Scholarly Concentration in Contemplative Studies reviews application to the concentration, the above criteria are also considered along with additional criteria such as:

  • Plans for contemplative training and practice are reasonable and achievable
  • The proposed scholarly product and its associated timeline are defined

Before Summer Break between Year I and II: the student will meet with her/his mentor and complete a “Summer Intensive: Learning Area Goals and Projects” form (see links section).
Summer between Year I and II: Students will complete in-depth literature study along with selected experiences in first-person study of contemplative practice.  Students are strongly encouraged to use the summer weeks to develop a substantial draft of the final scholarly project.  A written summary of the student’s summer work will be submitted to the Scholarly Concentration Program.

Year II:Students will participate in a second Preclinical Elective and/or an independent reading course directed by the student’s mentor.  The student will complete a near-final version of her/his scholarly product for submission to her/his mentor and the SCCS program directors prior to the start of clinical rotations.
Years III and IV: During the clinical years, SCCS concentrators will be invited to attend the preclinical elective meetings and all other lectures, seminars and retreats.  At least one annual meeting will include concentrators from all medical school years, and clinical students will be strongly encouraged to attend these events.  There will be no formal requirement for SCCS concentrators during the clinical years other than completion of the final version of her/his scholarly product.  Students may choose to participate in clinical elective coursework related to contemplative studies (and a formal clinical elective is currently under development).

Scholarly Product

Contemplative Studies Scholarly Concentration Projects will be individually tailored by the student and her/his mentor based on student interest and scheduling constraints. For example, a Contemplative Medical Education Scholarly Product, a student would be working to developing a course or program on the clinical applications of contemplative practices in the Medical School.  A Scholarly Research Product will result in 1) a mentored independent project, 2) participation in a relevant research project at Brown or elsewhere or 3) a comprehensive summary statement of research in a given field. These will be fundamentally oriented to reading and writing about relevant literature and may or may not involve specific clinical research or practice. Students may also choose a Clinical Contemplative Practice Product and work with a member of the Brown Medical Community who uses contemplative practices in his/her clinical work and decide upon an appropriate form of internship with that person. This “Clinical Contemplative Mentor” will oversee the student’s apprenticeship and will help the student chose a suitable Capstone Project, in consultation with the SCCS program directors. With all categories of Capstone Project, the student will be expected to include a summary of the work he or she accomplished throughout the SCCS program. The Scholarly Research Capstone is not intended to be a “Thesis” level original research project but rather more of a report on the work accomplished.  However, should a student wish to do an original research project, the program will be pleased to support it.

Project Examples

Contemplative Medical Education
“Developing a Pre-Clinical Elective in Contemplative Dimensions of Medicine”
“Integrating Contemplative Practice into Medical Education”
Scholarly Research Projects
“The Essential Neuroscience of Contemplative Experience;”
“The History of Mindfulness Based Stress Reduction and its South Asian Buddhist Origins;”
“Applying Contemplative Techniques to the Treatment of Eating Disorders.” 

Clinical Contemplative Practice Projects
“The Philosophy and Clinical Applications of Indian Yoga Techniques;” 
“The Clinical Application of Mindfulness Based Stress Reduction to the Treatment of Depression;”
“Mindfulness Meditation in the Treatment of Attention Deficit Disorder.” 

2009 Accepted Students & Scholarly Concentration Projects:

Student Project Title Mentor
McLane, Hannah "Tradition-Based" Buddhist Practicies in Modern Western Medicine: Case Study: Tibetan Visualization Meditation Harold Roth, PhD & Mitchell Levy, MD
Hedberg, Mason Mindfulness Based Positive Psychology Hal Roth, PhD, Gary Epstein-Lubow, MD
Simon, Tracey Development of an Elective Program: Meditation and its Contemporary Applications to Health Gary Epstein-Lubow, MD
Lin, Jonathan Relationships between biological and subjective correlates of meditative experience Willoughby Britton, Ph.D.
Stoner, Sarah Mindfulness and the culture of medical education Gary Epstein-Lubow, MD
Patel, Aleema The Clinical Application of Mindfulness Based Stress Reduction as an Accessible form of Preventative Medicine and Treatment in the Underserved Marcia Smith, PhD and Gary Epstein-Lubow, MD

 

Maximum Number of Students

We are currently able to accommodate and work with up to six students per year.

Other Interested Medical Students

Most events sponsored by the SCCS program will be open to all medical students.  An interested student who does not wish to complete a formal scholarly project may participate fully in other opportunities through the SCCS and the CSI at Brown.

Faculty Mentors

Michelle Bach-Coulibaly , Theatre Arts, who works with contemplative states induced through African dance and drumming;
Thomas Coburn , Visiting Scholar, Religious Studies, who works with contemplative practices associated with South Asian religious traditions.
Susan Bernstein , Comparative Literature, who works on contemplative aspects of post-modernist thought and literature;
Ruth Colwill , Psychology, who works on consciousness in animals;
Albert Dahlberg, Molecular Biology, Cell Biology, & Biochemistry, who is interested in complementary and alternative medicine, consciousness and creativity;
Thalia Field, English and Creative Writing: a poet and performance artist whose works are grounded in the study of consciousness;
Forrest Gander, English and Creative Writing: a poet and essayist whose interests include the interplay of subjective and objective elements in the act of creation;
Paget Henry , Sociology and Africana Studies, who has studied, among other things, the contemplative practices of African and Afro-Caribbean religion;
Hal Roth , Religious Studies, who works on the early Chinese mystical tradition of Daoism;
Victoria Smith, Hispanic Studies, who works on contemplative language pedagogy;

Furthermore, CLINICAL CONTEMPLATIVE MENTORS may include the following:
Bruce Becker, MD, MPH; Professor of Emergency Medicine and Community Health; Attending Physician, Rhode Island Hospital and Hasbro Children’s Hospital Department of Emergency Medicine.  Dr. Becker has active pilot projects in collaboration with Dr. Geoffrey Tremont using yoga for patients with mild cognitive impairment and with Dr. Lynn Stein (URI) using yoga for juvenile offenders in the Training School and younger prisoners in the ACI to decrease recidivism, drug and alcohol use, and violent behavior upon release as well as to decrease depressive symptoms, stress and anxiety.
Willoughby Britton, PhD; Research Associate, Department of Psychiatry and Human Behavior.  Dr. Britton’s research interests include sleep, emotional disturbances, and new treatment/prevention strategies for mood disorders. She recently completed a 3-year NIH-funded randomized controlled trial on the neurophysiological effects of mindfulness meditation in depression, including executive, affective, autonomic + endocrine functioning. Current research projects examine the effects of meditation practices on executive functioning and emotional wellbeing in 6th graders + college students. Dr. Britton is an instructor of mindfulness based stress reduction and mindfulness-based cognitive therapy.
Anne Doughty, OTR/L; Occupational Therapist, Senior Specialty Program, Butler Hospital.  Ms.Doughty uses mindfulness approaches to enhance task performance with acutely ill cognitively intact and cognitively impaired elderly inpatients.
Michael Fiori, MD; Clinical Assistant Professor of Psychiatry; Director of the Alcohol and Drug Inpatient Unit, Butler Hospital. Dr. Fiori is interested in objective measurement and neuroscience correlates of contemplative states.
Ellen Flynn, MD; Clinical Assistant Professor of Psychiatry; Attending Psychiatrist, Women and Infants’ Hospital.  Dr. Flynn is a co-investigator of a research project investigating mindfulness based stress reduction (MBSR) as a treatment for chronic pelvic pain.  Dr. Flynn is an instructor of MBSR.
Brandon Gaudiano, PhD; Assistant Professor of Psychiatry (Research).  Dr. Gaudiano has expertise in Acceptance and Commitment Therapy (ACT).  His current NIMH-supported research is to develop an adjunctive behavioral treatment for psychotic depression that integrates elements of mindfulness to improve psychological and functional well-being.
Neeta Jain, MD; Clinical Assistant Professor of Psychiatry; Attending Psychiatrist, Women and Infants’ Hospital.  Dr. Jain recently served as the medical director of the Mind-Body Program at Bellevue Hospital in New York.
Mitchell M. Levy, MD; Professor of Medicine; Director of Critical Care Services, Rhode Island Hospital.  Dr. Levy’s research includes the development of interventions regarding ICU care at the end of life.
Gary Epstein-Lubow, MD; Assistant Professor of Psychiatry; Assistant Unit Chief of Geriatrics, Butler Hospital.  Dr. Lubow’s research has included a pilot study of mindfulness based stress reduction for distressed family caregivers.
Maria McKay, RN, MA. CIC, Manager Infection Control and Employee Health; Butler Hospital.  Holistic Counseling and Consulting, Private Practice. Ms. McKay completed her holistic counseling masters degree at Salve Regina University and is currently completing the requirements for a CAGS in Mental Health Counseling.  Her interests are in helping people process grief using mindfulness and the body.
Barbara Ostrove, OTR/L; Director of Occupational Therapy, Butler Hospital.  Ms. Ostrove has initiated a Holistic Work Group with the initial goal of implementing and investigating a “Sensory De-escalation Milieu Project” designed to reduce the use of seclusion and restraint.
Keith W.L. Rafal, MD, MPH; Clinical Assistant Professor in the Department of Family Medicine; Director of Healing Choices an integrative medical practice specializing in the management of Fibromyalgia, Chronic Pain and the rehabilitation and treatment of other chronic medical conditions.  Dr. Rafal is Medical Director of the Rehabilitation Hospital of Rhode Island.  He is currently developing a new approach that incorporates the power of Belief and Intuition as the centerpiece of care.
Karen Ryder, M.A.; Ms. Ryder is a psychotherapist in private practice who is a former associate of Jon-Kabat-Zinn at the Center for Mindfulness and a trained instructor of Mindfulness Based Stress Reduction. She teaches courses in MBSR for the Division of Behavioral Medicine at the Miriam Hospital.
Marcia Smith, Ph.D.; Director of Psychology in the Department of Family Medicine/Memorial Hospital of Rhode Island.  Dr. Smith was the course leader for the Fall 2008/Spring 2009  preclinical elective course "Clinical Applications of Mindfulness:  A Primer for Medical Students". Dr. Smith is best contacted by email: Marcia_Smith@mhri.org or Marcia_Smith_Ph.D@brown.edu
Ronald Thebarge, PhD, MA; Clinical Assistant Professor of Psychiatry; Psychologist, Division of Behavioral Medicine, The Miriam Hospital.  Dr. Thebarge organizes the department’s Spirituality and Religion interest group.  He is a board member of The Center for Mindful Eating.  Prior research includes use of MBSR with breast cancer survivors.
Geoffrey Tremont, PhD; Assistant Professor of Psychiatry;Director of Neuropsychology, Rhode Island Hospital.  Dr. Tremont’s research includes family interventions for distressed dementia caregivers and a preliminary study of yoga as an intervention for mild cognitive impairment.  Dr. Tremont is a Vinyasa yoga instructor.
Lisa Uebelacker, PhD; Assistant Professor (Research) in the Department of Psychiatry and Human Behavior.  Dr. Uebelacker's research interests focus on family treatments and combined treatments for mood disorders.  Her interests also include the study of yoga as a primary treatment for depressive symptoms in perinatal women and yoga as an add-on treatment for depressive symptoms that do not respond to pharmacotherapy.

Funding Opportunities (alternatives to Summer Assistantships)

On occasion there have been other funds available for summer projects.  Interested students should contact the SCCS program directors for additional information.

Selected Bibliography

BOOKS

  1. Austin, James. Zen and the Brain. Cambridge: MIT Press, 1998.
  2.  -------. Zen-Brain Reflections. Cambridge: MIT Press, 2006
  3. Barnard, G. William, and Jeffrey J. Kripal, Crossing Boundaries: Essays on the Ethical Status of Mysticism. Seven Bridges, 2002.
  4. Conze, Edward (trans.).Buddhist Wisdom : The Diamond Sutra and The Heart Sutra. Reprint, Vintage, 2001.
  5. Csikszentmihalyi, Mihalyi. Flow: The Psychology of Optimal Experience. NY Harper, 1990.
  6. Davidson, Richard and Anne Harrington eds., Visions of Compassion . Oxford and New York, Oxford U Press, 2002. (selections)
  7. DeWit,  Han F. Contemplative Psychology. Marie Louise Baird (trans.) Pittsburgh: Duquesne UP, 1991.
  8. Goleman, Daniel. The Meditative Mind. Putnam, 1988.
  9. James, William. The Varieties of Religious Experience. Reprint, Touchstone, 1997.
  10. Kabat-Zinn, Jon. Full Catastrophe Living. Delacorte Press, 1990.
  11. Kabat-Zinn, Jon.  Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion, 1994. 
  12. ------------------.Wherever You Go You Are There. Hyperion, 1995.
  13. Mair, Victor. Lao Tzu: Tao Te Ching. Reissue edition. Bantam, 1990.
  14. Rosenberg, Larry, Breath by Breath: The Liberating Practice of Insight Meditation. Shambala, 1999.
  15. Roth, Harold D. Original Tao: Inward Training and the Foundations of Taoist Mysticism. Columbia, 1999.
  16. Santorelli, Saki. Heal Thy Self: Lessons on Mindfulness in Medicine, Three Rivers Press, 1999.
  17. Segal, Z. V., Williams, J. M., & Teasdale, J. D. Mindfulness-based cognitive therapy for depression: a new approach to preventing relapse. London: Guilford, 2002.
  18. Sekida, Katsuki, Two Zen Classics. Weatherhill, 1977.
  19. Thompson, Evan (ed.), Between Ourselves: Second-Person Issues in the Study of Consciousness. Imprint, 2001. (selections)
  20. Varela, Francisco, Evan Thompson, and Eleanor Rosch. The Embodied Mind: Cognitive Science and Human Experience. Cambridge: MIT Press, 1991.
  21. Wallace, B. Allan. The Taboo of Subjectivity: Towards a New Science of Consciousness. Oxford UPress, 2000.

ARTICLES

  1. Astin, J. A. (2004). Mind-body therapies for the management of pain. Clin J Pain, 20(1), 27-32.
  2. Baer, Ruth A. “Mindfulness Training as a Clinical Intervention: A Conceptual Review.” Clinical Psychology: Science and Practice, 10#2 (Summer 2003): 125-43.
  3. Barnard, G. William. “Debating the Mystical as the Ethical: A Response.” In Barnard and Kripal, Crossing Boundaries: Essays on the Ethical Status of Mysticism, 0-99
  4. Barnes, V. A., Davis, H. C., Murzynowski, J. B., & Treiber, F. A. (2004). Impact of meditation on resting and ambulatory blood pressure and heart rate in youth. Psychosomatic Medicine, 66(6), 909-914.
  5. Bishop, Scott, Mark Lau, Shauna Shapiro, Linda Carlson, Nicole Anderson, James Carmody, Zindel Segal, Susan Abbey, Michael Speca, Drew Velting, and Gerald Devins. “Mindfulness: A Proposed Operational Definition.”  In Clinical Psychology: Science and Practice, 11#3 (Fall 2004): 230-41.
  6. Brown, Kirk Warren, and Richard M. Ryan. “The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being.” Journal of Personality and Social Psychology, 84#4 (2003): 822-48.
  7. Carlson, L. E., Speca, M., Patel, K. D., & Goodey, E. (2003). Mindfulness-based stress reduction in relation to quality of life, mood, symptoms of stress, and immune parameters in breast and prostate cancer outpatients. Psychosomatic Medicine, 65(4), 571-581.
  8. Davidson, Richard. “Towards a  Biology of Positive Affect and Compassion.” In Visions of Compassion, 107-30.
  9. Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkrantz, M., Muller, D., Santorelli, S. F., et al. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65, 564-570.
  10. Nancy Eisenberg. “Empathy-Related Emotional Responses, Altruism, and Their Socialization.” In Visions of Compassion, 131-64.
  11. Epstein, R. M. (1999). Mindful Practice. Journal of the American Medical Association, 282 (9): 833-839.
  12. Grossman, Paul (2004). MBSR and health benefits: a meta-analysis. Journal of Psychosomatic Medicine , 57, 35-43.
  13. Kabat-Zinn, Jon. “Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology: Science and Practice, 10#2 (Summer 2003): 144-56.
  14. Kohn, Livia. “The Sage in the World: Mysticism and Moral Responsibility in Chinese Religions.” In Barnard and Kripal, Crossing Boundaries: Essays on the Ethical Status of Mysticism, 288-308.
  15. Kripal, Jeffrey. “Debating the Mystical as Ethical: An Indological Map.” In Barnard and Kripal, Crossing Boundaries: Essays on the Ethical Status of Mysticism, 15-69.
  16. Lazar, Sarah, Herbert Benson, et. al. ”Meditation Experience is Associated with Increased Cortical Thickness.” NeuroReport
  17. Loy, David. “The Lack of Ethics and the Ethics of Lack in Buddhism.” In Barnard and Kripal, Crossing Boundaries: Essays on the Ethical Status of Mysticism, 265-87.
  18. Lutz, Antoine, and Evan Thompson. “Neurophenomenology: Integrating Subjective Experience and Brain Dynamics in the Neuroscience of Consciousness.” Journal of Consciousness Studies (JCS), 10(2003): 21-52.
  19. Lutz, Antoine, Laurence Greischar, Nancy Rawlings, Mattieu Riccard, and Richard Davidson, “Long-term Meditators self-induce high amplitude gamma synchrony during mental practice.” Publications of the National Academy of Sciences vol. 101 #46 (November 2004): 16360-16373.
  20. Ott, MJ, Norris, R., and Bauer-Wu, S (2006): Mindfulness Meditation for Oncology Patients: A Discussion and Critical Review. Integrative Cancer Therapies, 5, 98-108.
  21. Preston, Stephanie, and Frans deWaal. “Empathy: Its Ultimate and Proximate Bases.” Behavioural and Brain Sciences. 25 #1 (2002): 1-20.
  22. Shapiro, Shauna, Gary Schwartz, and Ginny Bonner.” Effects of Mindfulness-Based Stress Reduction on Medical and Premedical Students.” In Journal of Behavioral Medicine, 21#6 (1998): 581-99.
  23. Thompson, Evan, “Empathy and Human Experience.” In James D. Proctor (ed.), Science, Religion, and Human Experience. Oxford, 2005.
  24. Thompson, Evan, “Empathy and Consciousness.” In Between Ourselves, 1-32.
  25. Wallace, B. Allan. “Intersubjectivity in Indo-Tibetan Buddhism.” In Between Ourselves, 209-30.
  26. Zahavi, Dan. “Beyond Empathy: Phenomenological Approaches to Intersubjectivity.” In Between Ourselves, 151-68.
  27. Young, Shinzen, “How Meditation Works.” Shinzen.org