Consciousness-Based Education - Maharishi University of ...

consciousness-based education and governmenting competencies, and enhanced self-actualizing abilities (Alexanderet al., 1991). These factors may contribute to the increased academicperformance, school behavior, and graduation rates in school childrendescribed below.The model illustrates the effect of integrated brain functioning oncognitive and non-cognitive factors related to student behavior andacademic achievement. In addition there is a direct influence betweencognitive factors (and possibly certain non-cognitive factors) and academicachievement. Academic achievement, in turn, is a consistent,independent predictor of high school graduation, starting with themiddle school experience.Review of ResearchBrain IntegrationThere have been several studies showing positive changes in brainfunctioning both during mediation practice and outside the practice,associated with increased executive function and reduced psychologicaldistress,In a randomized study, 18 ADHD students, ages 11–15, were measuredon brain functioning, using electroencephalography (EEG) atbaseline and at the three-month post test (Travis, Grosswald et al.,2011). EEG was recorded during visual-spatial tasks involving matcheditems. Findings indicated a high level of frontal parietal coherenceacross frequencies—alpha1 and alpha2, theta1 and theta2, beta, andgamma—after three months of practice of the Transcendental Meditationprogram, with little difference in coherence in controls over time.These frequencies are associated with attention, memory, and top-302