Contemplative Practices and Mindfulness in the Interior Design Studio Classroom

Abstract

Contemplative practices, such as mindfulness, have gained popularity across a variety of secular contexts by mitigating the distractions of everyday life, reducing negative reactivity, and cultivating a more thoughtful awareness of one's present experience. In addition, these practices may foster a heightened sense of empathy, feelings of interconnectedness, and a reduction in assumptions. Evidence supports that mindfulness practices in higher education can reduce stress while increasing focus and creativity; however, the connections with design are less established. The general lack of clarity in defining mindfulness and contemplative practices makes their assessment difficult. This project assessed the value of mindfulness and contemplative practices in an interior design studio. In an upper–level, undergraduate interior design studio class, students participated in a range of contemplative practices while simultaneously designing an inpatient hospice facility that required the incorporation of contemplative spaces for patients, visitors, and staff. By first engaging with practices in class, it was anticipated that students would see their positive value by also incorporating contemplative practices into their personal lives. During the semester, surveys assessed the students’ reaction to the various practices, and their results demonstrated that, not only did the students respond favorably to the practices, but a significant number of respondents indicated that they would like more opportunity to engage with contemplative practices in the university setting. These general results point to a positive experience with contemplative practices in an interior design studio class and open up new opportunities to consider how these practices may benefit the field at large.