The Curriculum of Right Mindfulness: The Relational Self and the Capacity for Compassion

Abstract

In this chapter, we argue for expanding the scope of contemporary definitions of mindfulness to reflect the relational nature of mental processes and to extend our practices beyond stress reduction by cultivation of wisdom and compassion. Increasing scientific evidence of “the self” as neither solid nor separate but rather as relational and as a focus for perspective-taking supports this argument for an extension in scope. Classical teachings regarding dependent origination and emptiness are increasingly supported by evidence-based research in many disciplines. Contemporary mindfulness approaches that do not directly address the limitations of resting within the illusory boundaries of the separate self are therefore necessarily incomplete. We propose extending current practice beyond personal stress reduction to join the practices of present-moment awareness with those intended to generate wisdom and compassion. Our ultimate focus is the creation of a secular ethical framework to support the development of non-naïve and interpersonal forms of compassion. It is driven by a sense of urgency regarding the need for new modes of secular education directed toward the creation of nonviolent and sustainable communities. The development of a curriculum of right mindfulness will be premised on methods and content that soften the perceived boundaries between self and other. It will extend these emerging models to applied settings of learning based on understanding the nature of mind and interdependence, sharpening attention and awareness, and promoting compassionate action. We conclude by offering preliminary thoughts regarding secular principles and practices that may contribute to developing a common framework for such interventions.