This, the first of two linked papers, presents the Buddha's analysis of the nature and origins of dukkha (suffering) as a basis for understanding the ways in which mindfulness can transform suffering. The First and Second of the Buddha's Four Noble Truths are presented in a way that has proved helpful to teachers of mindfulness-based applications. These Truths offer a framework of understanding that can guide the application of mindfulness to stress and emotional disorders, while stressing the continuity and inevitability (...) of the experience of dukkha in clients, teachers, and those primarily seeking a new way of being. The crucial involvement of self-view and identification with experience are emphasized. (shrink)

Mindfulness transforms suffering through changes in what the mind is processing, changes in how the mind is processing it, and changes in the view of what is being processed. The ‘bearing in mind’ aspect of mindfulness is important in understanding these changes, and is discussed in terms of working memory. The Interacting Cognitive Subsystems perspective recognizes two kinds of meaning, one explicit and specific, the other implicit and holistic. We suggest that mindfulness is a configuration of mind in which working (...) memory for holistic implicit meanings plays a central role. It is here that the processing and view of experience are transformed by the creation of new patterns of implicit meaning. This analysis is applied to mindfulness practice, mindfulness as a way of being, the training of instructors and the use of mindfulness with respect to different aspirations. (shrink)

This article suggests that themes in Williams’ (2023) analysis of attention and contemplation resonate powerfully with current thinking in cognitive science. By changing how we pay attention, we can change the shape, or underlying configuration, of the heart‐mind. This is the core process in mindfulness and contemplation. The Interacting Cognitive Subsystems (ICS) analysis suggests this involves a shift in the balance between conceptual knowing and holistic‐intuitive knowing.