Contemplative practice and classical electrodynamics: Discovering electromagnetic phenomena in lived experience through somatic meditation
aa r X i v : . [ phy s i c s . e d - ph ] J a n Contemplative practice and classical electrodynamics:Discovering electromagnetic phenomena in livedexperience through somatic meditation
Elam Coalson , Andrew Feldman , and Zosia Krusberg Pritzker School of Medicine, University of Chicago Cognitive Science Program, Northwestern University Department of Physics, University of Chicago
One of the objectives of the undergraduate physics curriculum is for stu-dents to develop an awareness of the connections between formal physicalprinciples and personal experience [1]. However, data from surveys admin-istered to measure changes in students’ beliefs about physics shows thatawareness of connections between the abstract and the experiential tendsto deteriorate, sometimes significantly, following instruction in undergrad-uate physics courses [2, 3]. Although this phenomenon has been discussedextensively in the literature, and preliminary studies have indicated thataddressing students’ beliefs about physics with specific teaching practicescan have measurable effects [4], few pedagogical interventions have been de-signed or implemented to address this particular weakness in undergraduatephysics instruction [5, 6, 7, 8].In this work, we show that a contemplative practice consisting of a so-matic meditation followed by a contemplation expands students’ awarenessof the connections between formal physical principles and personal experi-ence by deliberately drawing their attention to electromagnetic phenomenain their surroundings. In this process, students also naturally recognizeinterdisciplinary connections between electrodynamic principles and chem-ical and biological systems. We also find that the contemplative practiceinculcates a sense of curiosity and an intrinsic motivation to deepen theirunderstanding of electromagnetic theory, as well as an appreciation for thesomatic, affective, and cognitive benefits of a contemplative practice.1
Method
Contemplative practices, which hold a central place in many spiritual andphilosophical traditions, are characterized by a deep, introspective explo-ration of one’s personal experience in the present moment. Such practicestake a wide variety of forms, including meditation, mindfulness, t’ai chich’uan, yoga, and the contemplative arts. Over the last several decades, em-pirical studies within the emerging field of contemplative sciences have shownthat contemplative practices—meditation in particular—can have substan-tial benefits in secular contexts. In clinical psychology and medicine, for in-stance, mindfulness-based stress reduction (MBSR) and mindfulness-basedcognitive therapy (MBCT) have had positive psychological and physiologi-cal effects on patients suffering from anxiety, depression, and post-traumaticstress disorder, as well as a range of chronic stress-related and pain-relatedconditions [9, 10, 11, 12]. The benefits of meditation have also been exploredin diverse contexts such as sports [13], the workplace [14], and the criminaljustice system [15, 16].Meanwhile, contemplative practices are increasingly integrated along-side traditional pedagogical activities in educational institutions. In highereducation specifically, meditation has successfully improved the social, emo-tional, and cognitive health of both students and teachers [17, 18, 19]. Con-templative practices have also helped support learning, creativity, and thediscovery of personal meaning in course material [20, 21]. With the supportof professional organizations, national and international conferences, andpeer-reviewed publications, contemplative practices have been implementedin courses in the humanities, the social sciences, and the natural sciences[22, 23, 24], including biology [25, 26], chemistry [27], earth science [28],environmental science [29, 30], mathematics [31, 32], and physics [33, 34].
The contemplative practice developed in this work consists of a somaticmeditation followed by a contemplation. In the somatic meditation, studentsare instructed to direct their attention into and throughout their bodies,gradually expanding their awareness into the surrounding space with thehelp of their senses. Students are then asked to contemplate manifestationsof electromagnetic phenomena in their surroundings while maintaining alight somatic awareness. The handout describing the practice to students isincluded in the Appendix. 2 .3 Implementation
The contemplative practice was integrated into three calculus-based coursesin classical electrodynamics at Northwestern University. Two of the courseswere aimed primarily at prospective physics majors, and one at studentsmajoring in the engineering sciences. A total of 66 students completed thepractice, of whom 15 were prospective physics majors. In each course, stu-dents were required to complete the contemplative practice for credit in thethird week of a nine-week quarter. Following completion of the contem-plative practice, students were asked to submit a written reflection on theirexperience. In order to encourage genuine responses, students were informedthat the reflections would be graded on completion only.
Student reflections were collected electronically, stored without personallyidentifying information, read, and coded. The coding procedure took placein two phases: in the first phase, common themes in the reflections wereidentified, and, in the second phase, phrases associated with each theme werelabeled and catalogued. In order to ensure consistency, coding of studentreflections was completed by one of the authors, and reviewed by another.
In their reflections, 62 out of 66 students described becoming aware of elec-tromagnetic phenomena in their lived experience as a result of carrying outthe contemplative practice.Students described noticing the relationship between the macroscopicforces analyzed in their classical mechanics courses and fundamental elec-tromagnetic interactions, for instance, the relationship between the normalforce between the chair and their bodies, and the frictional force betweentheir feet and the floor, and electrostatic interactions between electrons inthe two objects.Students were often drawn to their personal technologies—includingphones, tablets, and laptops—recognizing that these tools depend on com-plex electrical circuits and energy storage. Others acknowledged that house-hold appliances such as lamps, refrigerators, washers and dryers, and heatersand air conditioning units depend similarly on electrical circuitry. After con-templating the electrical circuits at the foundation of their personal tech-3ologies and appliances, many students extended their awareness further,contemplating electrical grids, power plants, and sources of energy.Besides personal technologies, light was perhaps the most commonly dis-cussed electromagnetic phenomenon. Students generally began by acknowl-edging that the human sense of vision relies on the detection of electromag-netic waves by our eyes. They noted the emission of light by electronics,lamps, and the Sun, as well as the scattering of light off objects in theirsurroundings. Many students extended beyond the visible portion of theelectromagnetic spectrum to discuss the use of radio waves for communica-tion, microwave ovens, the transmission of heat via infrared radiation, thehealth hazards of ultraviolet radiation, and medical imaging using x-rays.Students also reflected on the presence of electromagnetic phenomena onplanetary and astronomical scales. They described the Rayleigh scatteringof sunlight to produce the Earth’s blue sky and the colors of the sunset.They discussed electrical storms, planetary magnetic fields, aurorae, andthe interaction between electromagnetic waves and planetary atmospheres.They also noted the generation of electromagnetic waves within stars andgalaxies as well as the relative importance of gravitational and electromag-netic interactions on cosmological scales.Following these descriptions, students often came to the realization thatelectromagnetic phenomena completely pervaded their immediate experi-ence. In one representative passage, a student wrote,This contemplative practice helped me think about how little Iunderstand and think about something that affects my life everysingle day. Without it my day to day life would be unrecog-nizable and it is hard to think of an aspect of my life that iscompletely independent of electromagnetism.Only four students did not mention electromagnetic phenomena in theirreflections. Of those four, three discussed the somatic and mental benefitsof their experience. The remaining student composed an abstract essay onenergy exchange.
In their reflections, 34 out of 66 students described becoming aware of in-terdisciplinary applications of electromagnetic principles.Students expressed significant interest in the ways electrodynamic princi-ples affect human physiology. They noted the subtle but pervasive effects of4lectrical forces on their bodies, including the currents governing heartbeatsvia pacemaker cells, the flow of ions through neurons, and how perceptionnecessitates the conversion of physical phenomena in various forms to electri-cal signals in the brain. A few displayed even more specific understanding ofphysiology, recognizing that selective ion channels or action potentials werethe results of electromagnetic interactions.Students also drew connections between electromagnetic theory and theirknowledge of chemistry and biochemistry. In particular, many noted theimportance of electron flows in both fields,I thought about how I learned in biochemistry class that almosteverything in life can be reduced down and explained as a flowof electrons, meaning that electricity plays a role in every aspectof our lives, not just in electronics and technology.Students also considered the role played by electrons in forming varioustypes of chemical bonds. One student discussed the neutralization of charge,and how acids and bases act as electron acceptors and donors. Finally, indiscussions of electromagnetic radiation, students frequently mentioned therelationship between the energy levels of electrons in atoms and the colorsof light emitted by different chemical elements.
Beyond simply noting the presence of electromagnetic phenomena in theirlived experience, 35 out of 66 students experienced an emergent curiosityabout their observations, often following up descriptions of the phenomenawith thoughtful questions.Many questions emerged around electrostatics, personal technologies,and appliances. Students asked questions about the shocks they experiencefrom the buildup of electric charge on their bodies and clothing. One studentpondered why there are two, and only two, elementary charges, and why theyinteract with the strength that they do. Students also wanted to understandthe mechanisms underlying their personal technologies: there were manyquestions about telephonic communication, wifi networks, and computerhardware.Questions also arose around the physical senses, including general ques-tions about how the brain processes physical stimuli, how mechanical wavesare converted into what the brain interprets as sound, and how the brainperceives color. Students also expressed interest in the physics underlying5uman physiology and medical devices such as EKGs, EEGs, and MRIs.Several students wondered about the effects of electromagnetic fields andradiation on human health.Extending their curiosity beyond the electromagnetic phenomena theyobserved, students also contemplated a number of big-picture questionsabout the fundamental principles of elementary particle physics. For in-stance, students expressed general curiosity about the properties of elemen-tary particles and the nature of their interactions. Some wondered whetherthe universe could exist without electromagnetic interactions. One studentpondered whether the four fundamental interactions would ever be unifiedin a single theory, and expressed a desire to learn more about theoreticalhigh energy physics.Finally, students expressed a sense of intrinsic motivation to attain adeeper understanding of the principles of classical electrodynamics, espe-cially following the realization that the electromagnetic phenomena theyobserved were generally more complex than the systems analyzed in class.One student wrote,I also notice with dismay the utter lack of point charges and/orsimple two charge electrostatic systems. On the other hand, thismakes me both motivated and excited to dive deeper into elec-tromagnetism: to eventually understand with more with moremathematical and physical precision the complex systems thatsurround me.
The benefits of the contemplative practice extended beyond a deepenedawareness of electromagnetic phenomena. In fact, 53 out of 66 studentsexpressed some form of appreciation for the somatic, affective, and cogni-tive effects of the practice, using words such as affirming, refreshing, andrewarding to describe their experience.Students reported that they enjoyed the opportunity to experience adeep sense of embodiment and relaxation. One student described feeling likethe practice allowed them to align their mind with their body. Similarly,students mentioned appreciating the effects of the practice on their affectivestate. They enjoyed a heightened sense of awareness of themselves, theirsurroundings, and their experience, as well as a feeling of inner peace andbalance. 6inally, students experienced a number of effects on their cognitive func-tion, including a sense of clarity and focus. They particularly appreciatedthe feeling of curiosity that emerged from the practice, as well as the sense ofexcitement to learn more about the principles of classical electrodynamics:A contemplative practice would never have occurred to me aspart of a physics course . . . After experiencing this practice inmeditation and contemplation, however, I now wonder why suchexercises are not more commonly encouraged in science courses.By meditating and contemplating my personal connection withelectromagnetic phenomena, I found both relaxation and focus,which then allowed me to find a curiosity and interest in physicswhich I had not previously felt.As a consequence of these experiences, many students expressed a desireto integrate a contemplative practice into their daily lives.
In their reflections, 9 out of 66 students described feeling some initial hes-itation about the practice. In some cases, this took the form of an initialjudgment about the value of a contemplative practice in a physics course.These students described feeling uneasy, apprehensive, and confused aboutthe assignment. In other cases, students experienced difficulty settling down,relaxing, and feeling present, especially in contrast with their typically activeand busy lifestyle. One student described feeling a deep sense of discom-fort with complete silence. However, these students ultimately expressed anappreciation for the practice. In one typical response, a student said,When I read the handout for this assignment, I was very con-fused. The concept of meditation for a physics class seemedquite strange and foreign. However, . . . I really enjoyed this as-signment. Now I am much more mindful of electromagnetic phe-nomena in daily life, and I think I am going to start meditatingregularly.Only one student questioned whether the meditative element of the prac-tice contributed to a deepened awareness of electromagnetic phenomena.7 .6 Summary
Theme Occurrence ( N = 66 ) Awareness of electromagnetic phenomena 62Awareness of interdisciplinary connections 34Curiosity 35Appreciation 53Skepticism 9
In this work, we show that a somatic meditation and contemplation success-fully draws students’ attention to a variety of electromagnetic phenomenain their surroundings, allowing them to deepen their awareness of the rele-vance of classical electrodynamics to their lived experience. The students’discovery of electromagnetic phenomena closely followed the progression ofthe guided meditation: as students’ awareness entered their bodies and thespace around them, they noted the applicability of electromagnetic theoryto their physical senses, the physiology of the human body, the technologiesthat permeate their everyday lives, and the physical universe on the largestscale. Studies in educational psychology have shown that pedagogical inter-ventions designed to encourage students to discover the personal relevanceof what they are learning within their classroom increased both their inter-est in the material and their performance in the class [35, 36]. Similarly,we find that the contemplative practice naturally evoked students’ curios-ity about the role of electrodynamic principles in governing the physicaluniverse, leading to a deep intrinsic motivation to learn.When contemplating manifestations of electromagnetic phenomena intheir experience, students expressed particular interest in the human bodyand physiology, including perceptions, the nervous system, and the car-diovascular system. Research has shown that students generally perceivephysics to be detached from their studies in chemistry and biology, resultingin a fragmented view in which physics does not contribute to their un-derstanding of chemical and biological systems [37]. By failing to exploreinterdisciplinary connections between STEM fields, traditional physics cur-ricula therefore miss an opportunity both to build disciplinary coherenceand to motivate students majoring in other physical sciences or the life8ciences, who constitute the overwhelming majority of students in introduc-tory physics courses [1]. By drawing students’ awareness into their bodies,our contemplative practice offers an opportunity for students to naturallyand meaningfully relate electrodynamic principles to chemical and biologicalsystems.Finally, the contemplative practice had a notably positive impact onthe students’ somatic, affective, and cognitive states. Empirical researchhas shown that contemplative practices, particularly those incorporatingelements of traditional mindfulness meditation, can help support studentmental health under academic stress by fostering important cognitive pro-cesses such as attention and information processing, as well as by decreasingstress and anxiety [38]. Although these effects would not persist following asingle meditation session, the contemplative practice may serve to introducestudents to the benefits of integrating a mindfulness meditation practice intotheir daily lives.Although we were unable to follow up with the students at the end of thequarter, many students mentioned the contemplative practice specifically intheir course evaluations as a particularly impactful element of the course. Inthe future, we would like to administer the CLASS as a pre- and post-test inorder to obtain quantitative data on the effect of contemplative practices onstudents’ beliefs about physics, as well as to compare contemplative practiceswith other interventions aimed at integrating formal theory and personalexperience in the undergraduate physics curriculum.In an era in which students leave our undergraduate courses unconvincedof the applicability of formal physical principles to the real world, contempla-tive practices offer an opportunity for students to attend to manifestationsof physical phenomena in their lived experience. This process naturally al-lows them to draw connections between the abstract and the experiential,but, more importantly, to be motivated by a genuine sense of wonder aboutnature. The German natural philosopher Johann Wolfgang von Goethe de-scribed this process beautifully when he wrote,The desire for knowledge first stirs in us when we become awareof significant phenomena which require our attention. To sus-tain this interest we must deepen our involvement in the objectsof our attention and gradually become better acquainted withthem. Only then will we notice all manner of things crowding inupon us. We will be compelled to distinguish, differentiate andresynthesize, a process which finally leads to an order we cansurvey with some degree of satisfaction [39].9 eferences [1] National Research Council.
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Introduction
The objective of this contemplative practice is for you to explore your per-sonal experience with electromagnetic phenomena in your everyday life.There is no one right way to do this practice, and no one right way toreflect on it. Simply pay attention to your experience and be as open as youwish in your reflection.
Getting ready
Find a place on campus in which you can sit, relatively undisturbed, forabout thirty minutes. It may be your dorm room, the library, an emptyclassroom, a study lounge, or another reasonably quiet space. Set yourphone on silent and put aside any other potential distractions.
Meditation
1. Start by stretching out your arms and legs, wiggling your fingers andtoes, and loosening up and relaxing your whole body. Then, finda comfortable and upright seated position (on a chair is great) andsimply become aware of your body. Sense its position, weight, andinner space.2. After a while, bring your attention to your seat, where your body issupported by the chair. Feel the weight of your whole body and howit is drawn to the Earth. Let your body really settle and be at ease.Appreciate the simplicity of being bodily present, here and now.3. Now, bring your attention to your head. Close your eyes or lower yourgaze. Concentrate on your sense of hearing. Be open and sensitiveto any sounds from the environment, especially the background noisesthat we usually don’t notice. You can note sounds with a simplemental label— bird singing, traffic noise, refrigerator hum —but trynot to enter into a discursive thought process. At the same time, tryto notice the larger quality of silence that surrounds whatever youhear from moment to moment. Sense the whole space around you,extending beyond the walls and what you can see from where you sit.Experience the vast quality of your awareness. Based on the Grounded/Aware/Present (GAP) practice in D. I. Rome,
Your BodyKnows the Answer (Shambhala Publications, 2014).
14. Finally, bring your attention into the center of your chest, placingyour hand gently over your heart and experiencing the quality of yourpresence. You are simply here, alive, breathing, feeling, experiencingyour basic existence. It is happening right now, at this very moment.5. Let your attention encompass your whole body. Then, gently openyour eyes, raise your gaze, and extend your awareness into the spacearound you.
Contemplation
Maintaining your awareness of your body and the space around you, contem-plate the manifestations of electromagnetic phenomena in your surround-ings. Some may be apparent, some may be less so. Questions, confusions,distractions, and insights may arise. Make room for all of it. Whatever yourunique experience may be, it is relevant and valuable.