Meditation(s) and the creative writing classroom: considering process

Abstract

ABSTRACT This paper explores scientific research on meditation and creativity within the context of the creative writing classroom, arguing that meditation can be a useful tool for students developing a creative practice. While many teachers may use mindfulness and meditation strategies in the classroom, particularly in the United States, there is little scholarship that addresses the scientific data with a view to how it may assist creative writing and how it might benefit students at different stages of the writing process. For instance, research supports the hypothesis that mindfulness meditation increases divergent thinking and concentrative meditation increases convergent thinking – both styles being critical to the writing process at different times – and this has ramifications for how we might support student writing. This essay draws together relevant scientific work, flagging its relevance to the discipline and how it is used in ‘Creative Writing Major Project’ a third-year capstone subject at the University of Wollongong, Australia.