All the classical meditation traditions, in one way or another, stress nonattachment to the self as a goal of practice. Oddly, this dimension is largely ignored in scientific research, which tends to focus on health and other such benefits. I suppose the difference has to do with the contrast in views of the self from the spiritual and scientific perspectives. Scientists value the self; spiritual traditions have another perspective.

Emotional 'literacy' implies an expanded responsibility for schools in helping to socialize children. This daunting task requires two major changes: that teachers go beyond their traditional mission and that people in the community become more involved with schools as both active participants in children's learning and as individual mentors.

There is zero correlation between IQ and emotional empathy... They're controlled by different parts of the brain.

Compassion begins with attention.

Threats to our standing in the eyes of others are remarkably potent biologically, almost as powerful as those to our very survival.

Educators, long disturbed by schoolchildren's lagging scores in math and reading, are realizing there is a different and more alarming deficiency: emotional literacy. And while laudable efforts are being made to raise academic standards, this new and troubling deficiency is not being addressed in the standard school curriculum. As one Brooklyn teacher put it, the present emphasis in schools suggests that "we care more about how well schoolchildren can read and write than whether they'll be alive next week."

Teachers need to be comfortable talking about feelings. This is part of teaching emotional literacy - a set of skills we can all develop, including the ability to read, understand, and respond appropriately to one's own emotions and the emotions of others.