Journal of Contemplative Inquiry


While people interested in mindfulness can access teachings in many ways, learning situations that include interaction with instructors and other students can enhance learning. In particular, intergenerational groups can provide an important context for increasing generational awareness and decreasing ageism. This case study describes a semester-long class about mindfulness that included reading, discussion, and practice. Participants included 10 young adults (ages 21-23) and 5 elders (ages 67-96). Thematic analysis of student writing showed that students understood mindfulness both as a potential means of coping with age-related challenges and as a way to enhance the wisdom that can come with greater lived experience. The paper concludes with recommendations for bringing mindfulness into an intergenerational context.