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Transcendental Meditation; a useful tool in Teaching and learning in the 21st century in
Kenya schools
Introduction
Kenya as a country is faced with many challenges which affected the smooth learning
and teaching process in schools. The 2007 post-election violence among other political and
cultural issues has made Kenyans to shy away from tribes in order to be free from the sad
memories. Most of the School environments in Kenya are stressful because failure in the
national exams is perceived as failure for life, so, students have to cope with early rising in
the morning and sleeping late night in order to grasp the content in preparation for the
national examinations. These phenomena and many others pose a challenge to the smooth
learning environment which raises the question, how can students in Kenya live healthy amid
the situations and achieve academic excellence?
The purpose of this paper is to explore ways in which transcendental meditation can
be of great significance in the learning environment extending to homes. Transcendental
meditation is a powerful tool towards healthy living. According to Meyer (2001), believed
that the greatest gift one can give to the family and the world is a healthy
person.Transcendental Meditation is important because our mind is always active and in the
21stcentury, noise is the order of the day, where most people doubt their survival in a quiet
atmosphere.
Difference between meditation and Transcendental Meditation
Meditation has been attributed mostly as a religious activity. Campion and Rocco
(2009) noted that meditation is not to any specific religion but it is a practice that most people
have given the label to be religious. They further defined meditation as the process of

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maintaining focus towards a designated object (what one mediates upon). Focusing entails of
self-awareness and emotional healing and not moments to face painful experiences (Gendlin
1978; Cornell 1996). During meditation one uses mantra that will lead them into the
meditation. Among the Christians, the repetition of ‘Come Lord’ which is a four- syllable
Aramaic word ‘Maranatha’ is mostly used with monitoring the level of the breath(Campion
and Rocco, 2009). Unlike other forms of meditation which focus on the breath and mantra,
the goal of transcendental meditation is to clear the mind completely; this makes it differ
from other forms of meditation. McCuan (2004) indicated that meditation is “doing well by
doing nothing”. In addition, meditation leads to the relaxation of the brain which makes the
meditator to have heightened level of alertness. Thuermer (2002) noted from a definition
given by school dean, that TM (Transcendental meditation) is “is a technique that allows the
mind to transcend-thoughts” which develops the whole brain.
search conducted in University of Massachusetts (Orme-Johnson, 2003) pointed out
that long-term health benefits of TM includes, lower blood pressure and reduced heart rate,
heart diseases and stroke, stress, anxiety, increases alpha brain waves for greater
concentration (Frew 1974; Gendlin 1978; Cornell 1996; Magill 2003; Herron & Cavanaugh
2005; Ferguson 2006; Campion & Rocco 2009). It can be noted that both are forms of
meditation but their goals differs likewise the techniques.
Historical background of Transcendental Meditation
Transcendental Meditation technique originated in the ancient Vedic Indian tradition
which is believed to be the fourth major state of consciousness and differs from the noema
and noesis like dreaming, walking and sleeping (Goodman, Walton, Orme-Johnson & Boyer,
2003, p 5). Maharishi Mahesh Yogi in 1960 brand Vedic meditation to Transcendental
Meditation as it is known today. Maharishi Mahesh integrated the ancient Vedic science with

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the modern science so that for Vedic science and modern science can be seen as
complementary method of gaining knowledge of the same reality that is ‘the unified field of
all the laws of Nature’ (Llewellyn & Pearson, 2011).In 1958, Maharishi Mahesh Yogi
founded a movement called Spiritual Regeneration Movement with aim of making it known
in the world. In 1959 he taught TM methods in USA and published a book entitled
Transcendental Meditation.
Psychological benefits of Transcendental Meditation to Kenya students
The system of education in Kenya is a system that students are in classes in most
schools from 7am till almost 3:30pm which some exceed. The minds of such students are
active almost all day and are also expected to do their homework that same evening. Also,
students nowadays are called the generation of “face down” because of the presence of social
media (Facebook, WhatsApp), where almost all the time, they are chatting, playing games
but hardly will a student be found doing nothing with the mind. Students are nowadays are
also anxious to see on social media, if their posts are been liked or if there are comments.
What can be the solution towards students having a journey of self-discovery in an ever busy
moment?
Orme-Johnson (1995) argued that through the study conducted that through
Transcendental Meditation that the experiential group shows improvement in areas of
perception becoming more accurate, basic skills improvement and high IQ score as
compared to the control group. Other trait noticeable after the longitudinal studies
shows that the learners increased in moral reasoning, integration of self, autonomy and
self-development. Meditation brings out the potentials that are hidden within the self.
In the film Akeelah and the Bee featured this quote in a picture frame on the wall:
"Our deepest fear is not that we are inadequate. Our deepest fear is that we are
powerful beyond measure. We ask ourselves, who am I to be brilliant, gorgeous,

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talented, fabulous? Actually, who are you not to be? We were born to make manifest
the glory of God that is within us. And as we let our own light shine, we
unconsciously give other people permission to do the same" (Akeelah and the Bee,
2006).
When Akeelah was asked what it meant, her respond was that “am I supposed to be
afraid? And she was asked “afraid of what”? She said “me””. This shows that each
person has the capability discovery their potentials through meditation which is
entering into the mind. As Johnson and Synnestvedt (2014) quoted Buddah that “The
mind is everything. What you think you become.”
The research conducted by Orme-Johnson (1995) followed that through
Transcendental Meditation, it leads to self-sufficiency, more spontaneity, more productivity
and ability to solve daily challenges. This is the aim of education in most of the African
countries and it can solve many psychological trauma of the 2007 post-election violence
among other related psychologically issues faced by Kenyan students. Similarly,
Transcendental Meditation was used for Congolese Refugees for ten days and there was a
significant drop of post-traumatic stress symptoms, which also after 30 days a post-test was
conducted that shows greater achievements (Rees, Travis, Shapiro and Chant,
2014).Thuermer (2002) also noted that TM is used to alleviate psychological and behavioral
problems which are common in schools in Kenya such as anxiety, aggression and
hyperactivity also noting that if not checked can lead to violence. American Fitness (2005)
journal based on conviction argued that TM is the solution in reducing stress problem in the
world. It follows that it is base on research and 30 years of experience in the classroom that
the conclusionof the effectiveness of TM became un-doubtable.
Kenya schools can implore this method, which will help in reducing some
psychological problems by enabling the society to have a healthy people. The results of the

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research can further help in breaking the trauma of the post-election violence in some
students who have not overcome the trauma.
Physiological benefits of transcendental meditation to Kenyan student
The body always speaks louder than voice. Therefore, the physical well-being of
students is of great value to the country. Orme-Johnson (2003) noted that from the research
conducted that Transcendental Meditation technique helped people to be in the state of
“restful alertness” (p 62). Ferguson (1976) in studies had articulated that it can change
relatively somatic processes during mental states. Among other benefits of Transcendental
Meditation for Orme-Johnson (2003) and Ferguson (1976) includes: increased in the basal
skin resistance, and reducedblood pressure, anxiety, depression and anger.
Orme-Johnson (2003) concluded that the “restful alertness” is a fourth major state of
consciousness. In addition, that, individuals who meditates have biological age, twelve years
younger than their chronological age.Furthermore, that transcendental meditation has no
limitation in age even 80 and the benefits attributed to Transcendental Meditation were that
one becomes happier and healthier.
Transcendental Meditation can help Kenyan students to be relieve of the stress of
reading for examination and anxious of be labeled failure. If the schools are to teach students
on how to meditate, it will help them to be more cheerful always than always thinking of the
examination and looking nervous. Assimilation of information can occur easily if the body is
more relaxed.
Benefits of TM to the society
The school community is an integral part of the society and the impact of the
schooling on learners always manifest itself to the society. Students learn from their model
which media presents to them (vicarious learning). In Kenya on August 7, 2015, news had it

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that students going back home from school were caught in a matatu (bus) with drinks, drugs
and snuff (Nyawira and Kamau, 2015). These students are the future leaders of the country
and yet they are into drugs; what will happen to the country when they assume
responsibilities?
Orme-Johnson (2003) argued that TM is the most effective means of preventing and
treating those who abuse drugs and alcohol (p 64). In a study, Orme-Johnson (2013) and his
group founded that there was 89% of reduction of substance abuse in high schools and
colleges in a rehabilitation center using TM. Other researchers earlier noted the same result
like Ferguson (1976) among many other scholars.
The present problems faced by Kenyan government, parents and educators on the
future of the country can be to some length, a forgotten issue, if Transcendental Meditation is
introduced to the students. The society will be great if much is invested in the best way the
country can produce full humans. When a student is transformed, the society as well is being
transformed. When students are able to meditate, it will help them get in touch with who they
are and can help them have meaningful life especially those into drugs and substance abuse.
The educational benefit of transcendental meditation to Kenya
Each country has her aims of education, which are narrowed down to goals then to
specific objective. The aims are noticeable at each stage of education. For instance, Kenya
system uses 8.4.4, which a student is, expected to recall all what they have learnt at the
National examination in class 8 from class 1 likewise in Secondary schools and Universities
from the beginning of the semester to the end.
According to Ferguson (1976), TM helps students in short and long term recall. The
research further indicated that students who practiced TM improved their grade, interact
freely both with the internal and external environment effectively and they tend to be happier
than their counterparts who are not engaged in TM. The research noted that this were

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possible because of the deep rest and relaxation associated with TM. In addition, Thuermer
(2002) noted that the result of Ferguson (1976) is possible base on the first-hand report gotten
from a school, quoting the director of the school Ashley Deans:
Ultimately, the mind experiences inner peace and the body experiences deep
relaxation. With minds fresh and alert, and with the body having released stress -the
students are infused with energy and are ready to learn.
American Fitness (2005) journal concurred with the argument of Ferguson (1976) and
Thuermer (2002) noting that it has increased student’s intelligence, learning ability and
memory, including improved standardized test scores. Studies have also shown that TM also
helped in improvement of course like Math and English (Nidich, Mjasiri, Nidich, Rainforth,
Grant, Valosek, & ... Zigler,2011). The study noted that there is great improvement in Mathas
compared to English. This shows that if TM is be introduced in Kenya schools there will be
less fear towards Mathematics as most students negative attitude towards mathematics.
Since TM can improve the recall of both long and short time memory, it can help
students to have a healthy learning environment. From Bloom taxonomy, recall is the first
step to other level of the cognitive. This will not only help the cognitive stage, but also will
go further to that of the psychomotor has in any skill, recall is vital.
Conclusion
Transcendental Meditation is a journey to the quiet place that is within that leads to
self-discovery. It is where one taps from the abundance of wealth. TM is a vital tool that can
help teachers, parents and students in teaching and learning processes since it is not religious
and philosophical in nature. Transcendental meditation can be more effective if Kenyans
thinks globally and acts locally.

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References
Campion, J. &Racco, S. (2009). Minding the mind: The Effect and potential of a School-
Based Meditation programme for Mental Health Promotion, Advances in School
Mental promotion, 2:1, 47-55, DOI: 10.1080/1754730X.2009.9715697
Cornell, W., A. (1996). The Power of Focusing: A practical guide to emotional self-healing.
Canada: New Harbinger Publications, Inc.
Ferguson, P., C. (1976). Transcendental Meditation and Its Potential Application in the Field
of Special Education. Journal Of Special Education, 10(2), 211.
Fishburne, L., Ganis, S., Hult, N., Llewelyn, D., Romersa, M., Atchison, D., Palmer, K., ...
Lions Gate Home Entertainment. (2006). Akeelah and the bee. Santa Monica, Calif:
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Frew, D. R. (1974). Transcendental Meditation and productivity. Academy Of Management
Journal, 17(2), 362-368. doi:10.2307/254990
Gendlin, T., E. (1978). Focusing. New York: Everest House Publishers.
Goodman, R. S., Walton, K. G., Orme-Johnson, D. W., & Boyer, R. (2003). The
Transcendental Meditation Program. Journal of Offender Rehabilitation, 36, 1-33.
http://www.standardmedia.co.ke/article/2000171945/shock-as-35-secondary-school-
students-nabbed-with-drinks-drugs-and-snuff
In Llewellyn, D., & In Pearson, C. (2011). Consciousness-based education: A foundation for
teaching and learning in the academic disciplines
Johnson, V., & Synnestvedt, E. (2014). You become what you think about: How your mind
creates the world you live in.
McCuan, J. (2004). Doing well by doing nothing. Inc, 26(7), 58.

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Meyer, J. BrainyQuote.com. Retrieved February 6, 2016, from BrainyQuote.com Web site:
http://www.brainyquote.com/quotes/quotes/j/joycemeyer567639.html
Nidich, S., Mjasiri, S., Nidich, R., Rainforth, M., Grant, J., Valosek, L., & ... Zigler, R. L.
(2011). Academic Achievement and Transcendental Meditation: A Study with At-
Risk Urban Middle School Students. Education, 131(3), 556-564.
Quiet in the classroom. (2005). American fitness. 23(1), 11.
Rees, B., Travis, F., Shapiro, D. &Chant, R. (2014). Significant Reduction in Posttraumatic
Stress Symptoms in Congolese Refugees with 10 days of Transcendental Meditation
Practice. Journal of traumatic stress. February 2014, 27, 112-115.DOI 10.1002/jts.
Thuermer, K. (2002). Transcendental Education. Independent School, 61(2), 34.

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