Knowledge and skills for applying contemplative practices to promote individual and community health and well-being in a variety of settings (e.g., clinics, hospitals, non-profit and for-profit organizations, schools, government agencies, secular and spiritual communities, etc.) is the focus of this course. In-depth exploration is provided through: 1) scholarly articles on contemplative neuroscience, biopsychosocial research, theoretical models, and interventions, and 2) experiential learning in which students are guided in doing diverse contemplative practices, including silence, centering, meditation, labyrinth walking, yoga, qigong, self-compassion, deep listening, storytelling, journaling, lectio divina, prayer, ritual, and compassionate action. Multi-modal learning activities include videos, field experiences, guest speakers, ancient and modern texts, class discussions, and personal reflections. In-depth understanding of contemplative practices is developed through consideration of contemplative practices with respect to behavioral science, ethics, social justice, inclusion and diversity, qualitative and quantitative research, motivational interviewing, compassionate communication, design thinking and relationship-based care, including deep listening, open-minded observation, empathic need-finding, pattern recognition, and creative confidence. The course culminates with students' presentations of their original design for a research-based health and well-being program or policy incorporating contemplative practices.
3-4 units · Medical Option (Med-Ltr-CR/NC)
Knowledge and skills for applying contemplative practices to promote individual and community health and well-being in a variety of settings (e.g., clinics, hospitals, non-profit and for-profit organizations, schools, government agencies, secular and spiritual communities, etc.) is the focus of this course. In-depth exploration is provided through: 1) scholarly articles on contemplative neuroscience, biopsychosocial research, theoretical models, and interventions, and 2) experiential learning in which students are guided in doing diverse contemplative practices, including silence, centering, meditation, labyrinth walking, yoga, qigong, self-compassion, deep listening, storytelling, journaling, lectio divina, prayer, ritual, and compassionate action. Multi-modal learning activities include videos, field experiences, guest speakers, ancient and modern texts, class discussions, and personal reflections. In-depth understanding of contemplative practices is developed through consideration of contemplative practices with respect to behavioral science, ethics, social justice, inclusion and diversity, qualitative and quantitative research, motivational interviewing, compassionate communication, design thinking and relationship-based care, including deep listening, open-minded observation, empathic need-finding, pattern recognition, and creative confidence. The course culminates with students' presentations of their original design for a research-based health and well-being program or policy incorporating contemplative practices.
Offered in Autumn 2026 at Stanford University.