I teach in the Applied Meditation Studies program at the Won Institute of Graduate Studies, near Philadelphia.


For complete information about the program, including the course catalogue, please visit our website. You can also email Jenn Cake, our recruitment officer, at prospective@woninstitute.edu.


Information about enrolling in courses at the Institute can be found at:  www.woninstitute.edu.


Here's a brief description of our program, from the catalogue:


The Master of Applied Meditation Studies (MAMS) degree is a 33-credit program. The program employs a mentoring approach to education, in which the student is an active participant in the creation of understanding, knowledge, and expertise. The Applied Meditation Studies program is non-sectarian and nonreligious in nature. We welcome students from all traditions, or none, to enroll in the program.


The program trains the student in three distinct though inter-related modes of inquiry. (1) Discursive analysis, in which concepts are encountered, considered, and discussed in the classroom. We take our concepts (ideas, theories, systems of thought) from a broad range of disciplines, including philosophy, literature, psychology, cultural analysis, the creative arts, critical theory, and Buddhism (2) Meditative inspection, during which the concepts and categories are examined in terms of experiential process.(3) Professional relevance, whereby students learn to translate the results of discursive analysis and meditative inspection into their specific sphere of application.


Thinking and dialogue are as crucial to the program as meditation. Meditation is an act of silent, still, focused, and watchful behavior. Cultivation of these qualities enables the student to become a keen observer of the workings and formation of subjective experience. Thinking is a critical, rigorous, and inherently transgressive
activity. It is an act that enables the student to discover potentially creative, productive lines of thought. Dialogue is and act rooted in communal participation centered on the exchange of ideas, understanding, and knowledge. Through engaged dialogue, students become more aware of their ideological commitments,
develop acute listening skills, and heighten sensitivity to their language. We see meditation, thinking, and dialogue as distinct features on a common continuum. The mode of being acquired in one becomes a vital, active ingredient of the others.

Giorgio Morandi (1890-1964), "Still Life"