Attention and Mindfulness

Anālayo, Bhikkhu

doi:10.1007/s12671-019-01286-5

Cited by 7 publications

(7 citation statements)

References 14 publications

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“…As mentioned above, mindfulness is typically described as receptive, inviting all thoughts and feelings into the mind, not pushing any thoughts or feelings away. According to Anālayo ( 2020 ), Buddhist mindfulness was at first defined as passive, nonjudging, and receptive, a being rather than doing form of attention. In line with this receptive quality, Kabat-Zinn ( 2021 ) called mindfulness a “radical non-doing” (Kabat-Zinn, 2021 , p. 1034).…”

Section: Discussionmentioning

confidence: 99%

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Being able to think when caught in the maelstrom - how adolescents used mindfulness when facing exams

Dundas,

Binder

2024

International Journal of Qualitative Studies on Health and Well

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Section: Discussionmentioning

confidence: 99%

“…Anālayo ( 2020 ) notes that later Buddhist discourses became more concerned with the active form of mindfulness. In that active form, attention could be actively and consciously “plunged into” “the objects in the mind” (p. 1131).…”

Section: Discussionmentioning

confidence: 99%

Being able to think when caught in the maelstrom - how adolescents used mindfulness when facing exams

Dundas,

Binder

2024

International Journal of Qualitative Studies on Health and Well

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“…Mindfulness has been described as a sustained receptive attention to present-moment experiences (Anālayo, 2020;Quaglia, et al, 2015). Although most scientific inquiry on mindfulness has focused on its correlates with mental and physical health and well-being (e.g., Howarth et al, 2019) research literature on its relevance to wholesome social outgrowths (e.g., compassion, kindness) has been growing in recent years (see Karremans & Papies, 2017 for review).…”

Section: Racial Outgroup Membermentioning

confidence: 99%

Brief Mindfulness Instruction Predicts Anonymous Prosocial Helping of an Ostracized Racial Outgroup Member

Berry

Wall²,

Cairo³

et al. 2023

Mindfulness

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Objectives:Training in mindfulness has been found to enhance interpersonal benefits (e.g., gratitude, forgiveness, empathy, compassion). Here, we ask if these interpersonal benefits extend to intergroup contexts. Method:Two experiments (n = 256) tested whether brief mindfulness instruction predicted higher prosocial helping behavior toward an ostracized racial outgroup member. Results:In Study 1, mindfulness instruction, relative to active and inactive controls, predicted higher helping behavior toward an ostracized racial outgroup member in a private (but not in a public) context. State empathic concern did not mediate the relationship between mindfulness training and private helping behavior. In Study 2, which involved greater anonymity, mindfulness instruction predicted higher private and public helping behavior toward an ostracized racial outgroup member. Empathic concern statistically mediated the relationship between mindfulness training and public, but not private, helping.Conclusions: Together these two studies indicate that, in a relatively anonymous context, brief mindfulness instruction predicts higher empathic concern and helping behavior toward an ostracized racial outgroup member. Discussion focuses on implications and limitations of mindfulness for intergroup prosociality.

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“…Levman ( 2017 ) gave the memory and recall factor implicit in the term sati a key importance, while Anālayo ( 2019a ) indicated that in early Buddhism sati is not always understood as memory in terms of thought; in fact, he pointed out that in the context of satipaṭṭhāna meditation, the meaning “conscious attention to what is present” offers a better fit. Anālayo ( 2020 ) himself also differentiated between mindfulness and attention and considered them two different mental qualities, attention being a constantly present mental quality, while the mental quality of mindfulness would be intermittent, given that it would have to be activated and cultivated with practice. Based on the Visuddhimagga written by Buddhaghosa in the fifth century AC, Wallace ( 2008 ) pointed out that sati is characterized by properties such as “not floating,” “not getting lost,” “vigilant,” “being face to face with the object,” or “noticing strongly.” In reference to “not floating” ( apilāpana ), Anālayo ( 2019b ) qualifies the term and provides a historical perspective on the change in meaning to which it was subjected.…”

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confidence: 99%

Meditators’ Non-academic Definition of Mindfulness

2022

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Objectives Mindfulness has been defined differently in academic scientific contexts and in Buddhist academic contexts. An under-studied area is that of lay (non-academic) theories of mindfulness. The goal of this article is to identify, organize, analyze in detail, and provide themes from the meditators’ definitions of mindfulness. Possible differences and similarities of the collected definitions of mindfulness with the scientific-academic definitions and with the academic-Buddhist definitions are also checked. Methods A qualitative and inductive thematic analysis on the definitions of mindfulness offered by the participants was carried out. Results The sample consisted of 326 meditators who offered a definition of mindfulness through an open question. Seven themes were identified: (1) mindfulness defined as attention/awareness; (2) mindfulness defined as a non-evaluative attitude; (3) mindfulness defined as strategy; (4) mindfulness defined from a theoretical analysis; (5) mindfulness defined as a psycho-affective-spiritual state; (6) mindfulness defined as personal development; and (7) lack of understanding of mindfulness. From these themes, it can be deduced that the definitions collected share more patterns of meaning with the scientific-academic definition of mindfulness than with the academic-Buddhist one. Conclusions The findings of this study provide new insights into the complexity and heterogeneity of the definition of mindfulness. What has been discovered may indicate the complexity of the mindfulness construct itself.

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Attention and Mindfulness

Cited by 7 publications

References 14 publications

Being able to think when caught in the maelstrom - how adolescents used mindfulness when facing exams

Being able to think when caught in the maelstrom - how adolescents used mindfulness when facing exams

Brief Mindfulness Instruction Predicts Anonymous Prosocial Helping of an Ostracized Racial Outgroup Member

Meditators’ Non-academic Definition of Mindfulness

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