Meditation in the context of holistic education in terms of affective and social development

This thesis is a literature review that explores holistic education and meditation in relation to affective and social development. Holistic education is a philosophy of education highlighting the importance of developing all parts of the human in order to reach our full potential and for living a fulfilling life. Learning theories are briefly discussed to gain an understanding of how holistic education is implemented. This thesis does not focus on all aspect of development supported by holistic education, but instead explores affective and social development through meditation. Spiritual development which include both affective and social development is also discussed shortly. Spirituality refers to the practice of transcending one’s self which develops through our perceptions of ourselves within the entirety of mankind. Affective development concerns the inner world of the person which includes emotions, perceptions, motivation, and caring. Social development encompasses how we form relationships, both internally, and through interactions with the outside world. In terms of psychology, meditation is defined as the practice of focusing one’s mind on a single point. Meditation is examined and discussed in terms of empathy, compassion, emotional regulation, relationships, spiritual and transcendent experience, and overall happiness. All of these terms can be seen as parts of affective and social development. The interconnected nature of developing these aspects is highlighted. Meditation is examined through scientific research which shows a positive correlation between meditation practice and the development of empathy, compassion, emotional regulation, relationships, spiritual and transcendent experience, and overall happiness. In order to bridge the gap between theory, scientific research and practice, examples of schools using meditation practice in the classroom are included