| The intent of this thesis is to argue for the case that a certain secular adaptation of Buddhist meditation into the school curriculum for adolescents could help them better cope with stress, or even transform stressors into growth experiences. I argue that mental stress arises from the sense that the self is not able to cope with, and is overwhelmed and threatened by, various physical and psychological life challenges. Rearranging external factors is not sufficient to inhibit or reduce mental stress in students. But changing internal factors in order to face psycho-social problems, such as developing mental training or by creating a stronger sense of self, will create an individual who will not easily succumb to anxiety, depression, intolerance and helplessness.;Buddhist philosophy is rich with teachings of mental training aimed at the cultivation of happiness, compassion, contentment and helpfulness. These mental trainings or disciplines are commonly known as "meditation" or "Bhavana" which aims at purifying the mind of disturbances such as anger, hatred, ill-will, apathy, worries and restlessness, and replacing them with concentration, awareness, intelligence, will-power, confidence and joy. I explore two forms of meditation namely "Mindfulness" (Sati), and "Loving-kindness" (Metta ) meditation techniques which constitute the foundation of the Buddhist mental training. |
