Developing The Total Brain For Academic Excellence Improving creativity, intelligence, and grades Reducing harmful stress, anxiety, and depression Decreasing use of alcohol and drugs

1. Developing
The Total Brain
For Academic
Excellence
Improving creativity, intelligence, and grades
Reducing harmful stress, anxiety, and depression
Decreasing use of alcohol and drugs
T h E DAv i D Ly n c h F o u n DAT i o n
F o r co n s c i o u s n Es s - BA s ED ED u cAT i o n
A n D Wo r LD P E Ac E

2. A
Every student cute stress has reached epidemic propor-
is at risk tions among students throughout the nation. DavID Lynch
is an award-winning
Escalating academic pressures at earlier and director, writer, and
earlier ages, poor diet, chronic lack of sleep, and alco- producer, and the
chairman of the David
hol and drug abuse take a terrible toll on a student’s Lynch Foundation for
consciousness-Based
brain, behavior, and health. Education and
The Transcendental hundreds of research studies conducted at leading World Peace.
Meditation Program universities and research institutes around the world,
“i
along with 35 years of classroom experience, have
have had the pleasure of meeting many students
found the Transcendental Meditation technique of
who are ‘diving within’ through Transcendental
Maharishi Mahesh yogi to be the single most effec-
Meditation as part of consciousness-Based educa-
tive solution to this crisis. The TM technique produc-
tion. These students are all unique individuals, very much
es marked benefits in students’ daily lives, including
themselves. They are amazing, self-sufficient, wide-awake,
increased creativity and intelligence, improved grades
energetic, blissful, creative, powerfully intelligent and peace-
and academic performance, reduced stress and stress- ful human beings. Meeting these students, for me, was the
related diseases, improved learning, and improved re- proof that consciousness-Based education is a profoundly
lations with others—in addition to more widespread EEG brain mapping measures
objectively the marked
good thing for our schools and for our world. But please re-
impacts such as reduced violence and conflict through- improvements in brain member that consciousness-Based education is not a luxury.
functioning that are produced
out society. For our children who are growing up in a stressful, often
during and after the practice
of the TM technique. frightening, crisis-ridden world, it is a necessity.”
The David Lynch Foundation was established to ensure that any student in Amer- Ten million children take
ica who wants to learn the TM technique can do so. We are partnering with other antidepressant medication
Department of Health
foundations and philanthropists to provide scholarship funding that will enable stu- & Human Services
dents in schools throughout the nation to learn the TM technique and to receive a
“I would say TM makes me very
lifelong follow-up mentoring program, thereby ensuring that they receive the maxi- happy. I feel happy inside when
mum health-promoting benefits. We also provide funding to support research on I meditate and I feel happy
the effects of the TM technique on brain, behavior, and health, as well as tuition when I am done meditating.”
scholarships for students who want to attend highly successful schools founded on —Meena, Age 11,
the consciousness-Based approach to education. 2-year meditator

3. stressed integrated
prefrontal prefrontal
cortex cortex
“off-line” “on-line”
s T
how stress tress, pressure, fatigue, poor diet, alcohol, and drugs how the Transcendental he stress-reducing, nonreligious Transcendental
damages the damage neural connections between the brain’s prefron- Meditation technique Meditation technique provides the experience of
student’s brain tal cortex—or “cEo”—and the rest of the brain. When optimizes the “restful alertness,” which reduces stress, strengthens
a student is overtired or under prolonged mental or physical student’s brain communication between the brain’s prefrontal cortex and
stress, the brain bypasses its “higher,” more evolved, rational different areas of the brain, and develops total brain func-
frontal executive circuits—it starts using more primitive stim- tioning. As a result, the meditating student displays stron-
ulus/response pathways. consequently, the child responds to ger executive functions, with more purposeful thinking and
daily demands without thinking; he or she makes impulsive, more effective and farsighted decision-making. When the
shortsighted decisions. When the cEo goes “off-line,” strong cEo is fully “on-line,” the emotional response to the world
emotions, such as fear and anger, take over, adversely coloring is more balanced and appropriate.
the student’s view of the world.
70% of students with mental 4.5 million children suffer
health problems are not from aDhD and other
getting the help they need learning disorders
Department of Health & Clinical Pediatrics
Human Services
“I never thought I could
“What I appreciate most when I sit quietly for 10 minutes
meditate is the inner calm and with my eyes closed, but
deep rest. It makes my mind meditating is easy—and
clearer—and my day so much fun.”—Derek, Age 12,
smoother.”—Coral, Age 17, 3-year meditator
7-year meditator

4. n T
Do all meditation o. According to the research, different meditation Benefits for he national institutes of health has granted over
practices improve the techniques produce different effects on the mind education $20 million to study the effects of the Transcenden-
functioning of and body—just as different medicines affect the and health tal Meditation program for the prevention and treat-
the whole brain? mind and body differently. EEG and brain imaging show that ment of heart disease, hypertension, and stroke. in addition,
hundreds of other studies have been conducted on the ben-
only the experience of “pure consciousness”—the settled state
eficial effects of the TM program for mind, health, behavior,
of unbounded awareness—gained during the Transcendental
and society at over 210 independent universities and research
Meditation technique enlivens and integrates the whole brain. institutions in 33 countries, including harvard, yale, and
“Mindfulness, “visualization,” or “concentration” techniques en- ucLA Medical school.
liven isolated areas and functions of the brain.
• Increased creativity • Decreased Depression
Journal of Creative Behavior Journal of Counseling
and Development
• Improved Memory
Memory and Cognition • Increased calmness
Physiology & Behavior
• Increased Intelligence
Intelligence • Decreased Insomnia
Journal of Counseling
• Improved Brain and Development
Functioning
Psychosomatic Medicine • Reduced alcohol abuse
American Journal
• Increased Use of of Psychiatry
hidden Brain Reserves
Human Physiology • Decreased
cigarette Smoking
• Decreased anxiety Alcoholism Treatment
Journal of Clinical Psychology Quarterly
• Reduced high Blood • Reduced Illness and
Pressure in Adolescents Medical Expenditures
American Journal The American Journal
of Hypertension of Managed Care
1 in 5 african american The third leading
teens suffers from cause of death among
high blood pressure teenagers is suicide
American Heart Association American Academy of Child
and Adolescent Psychiatry
“Thank you for TM.
I mean that from the bottom “I look forward to my TM
of my heart. It has helped me a practice. It’s a good preparation
lot. I wish every student for the intensity of my school
could meditate.”—Kenny, day—and a good way to end
age 14, 3-year meditator the day as well.”—Parsha,
age 13, 4-year meditator

5. David Lynch Foundation Grants
h
undreds of middle and high schools—public, charter, and private—throughout the
united states with many thousands of students have requested in-school Transcendental
Meditation programs for their students. The following are profiles of three of the many
programs now under way that have been supported by grants from the David Lynch Foundation.
Ideal academy Public charter School
Washington, D.c.
Dr. George rutherford is a 35-year Washington, D.c., school principal and educator
who first introduced in 1994 the TM program to hundreds of students and teachers
at the Fletcher-Johnson Learning center, which is located in one of the most violent
areas of the District. research on the effects of the program over a four-year pe-
riod found a near complete elimination of all school violence, dramatically improved
George grades and increased school attendance. Dr. rutherford is now principal of the ideal
Rutherford, Ph.D. Academy Public charter school (K-9) in the District, where a program is under way
Principal to instruct all the students, teachers, and staff in the TM technique.
Kingsbury Day School
Washington, D.c.
Dr. sarina Grosswald is an expert in cognitive learning and the principal investigator
for a groundbreaking, randomized control study on the effects of the Transcendental
Meditation program on students with ADhD and other learning disorders at the
Kingsbury Day school (K–12)—the premier independent school in the D.c. area
for children with learning disorders. results from Dr. Grosswald’s studies show dra-
matic improvements in attention and behaviors among meditating ADhD students,
Sarina including more than 50% reduction in stress, anxiety, and depressive symptoms; in-
Grosswald, Ed.D.
Principal creased attention and focus; increased organizational skills; and increased ability to
Investigator inhibit their impulsive behavior.
nataki Talibah Schoolhouse of Detroit
Detroit
carmen n’namdi is co-founder and principal of the nataki Talibah schoolhouse
of Detroit (K–8); chair of the Board of the national charter school institute; and
member of the Board of the Michigan Association of Public school Academies. Ms.
n’namdi first introduced the TM program eight years ago as part of nataki’s well-
ness program. research on the TM program, conducted by the university of Michi-
gan, found that the meditating students were far happier, less anxious and stressed,
Carmen N’Namdi
Principal and got along better with their teachers and fellow students than the nonmeditat-
ing student controls. More than 300 students and teachers have learned the TM
program at nataki. Funding for the program has also come from grants from the
General Motors Foundation and the Daimlerchrysler Foundation.
For MorE inForMATion
info@davidlynchfoundation.com • www.davidlynchfoundation.com
641.209.6404