gelderloos - psychological health and development

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About the AuthorPaul Gelderloos received his B.A. in 1973 and M.S. in 1977

in Psychology from the Vrije Universiteit of Amsterdam, and

his Doctorate in Social Sciences in 1987 from the Katholieke

Universiteit of Nijmegen, The Netherlands. He has worked

as a clinical psychologist and has been Director of the Psycho

logical Laboratory of Maharishi European Research University

in Switzerland. He is currently Assistant Professor of Psychology

and graduate faculty in the doctoral program in Psychology at

Maharishi International University. His research endeavors

center around the development of psychological health, the

identification of the psycho-physiological signature of higher

states of consciousness, and the impact of the collective prac

tice of the Maharishi Technology of the Unified Field on quality

of life and international relations. Dr. Gelderloos is author

of the recently published book Valuation and Transcendental

Medita t ion. He has published in such journals as Perceptual

and Motor Skills and International Journal of Neur osci ence.

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Psychological Health and Development

of Students at Maharishi International University:

A Controlled Longitudinal Study

P a u l G e l d e r l o o s

Maharishi International University

Fairfield, Iowa, U.S.A.

Abstract

A cross-sectional, longitudinal study was conducted comparing 15 students of Maharishi

International University (MIU) with 15 students from a nearby college on measures of

psychological health and development over a nine-month period. Psychological health

was assessed by a comprehensive instrument, Hermans' self-investigation method, in which

subjects depict the aspects of life they value most. This method contains a cognitive and

an affective component. The cognitive elements were analyzed on five central characteristics

of psychological health: unifying ability, autonomy, intrinsic spirituality, creativity, and

directedness. The affective components studied were measures of well-being and integra

tion. The MIU students scored significantly higher on all measures at pretest, and increased significantly more during the experimental period on autonomy, spirituality,

creativity, well-being, and integration. Trends (p


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MODERN SCIENCE AND VEDIC SCIENCE

education" (Bowen, 1986). The students do not develop into thoughtful citizens, but are

very narr owl y trained toward a special ized caree r. S om e of the basic caus es indicate d

by the study are a "disjointed" curriculum whose "disciplines have fragmented into smallerand smaller pieces, unrelated to an educational whole," and a disagreement and confu

sion ove r go als (Boyer, 1986). Bow en (1986) not es that the Ca rn eg ie re po rt is far fro m

the only one to sound the alar m. F or instan ce, Sec retar y of Edu cat ion Willia m J. Be nne tt

told Harvard faculty and students in a speech on campus in October 1986 that "its

undergraduate school, l ike many others, failed to manifest a clear educational purpose. . .

and did not provide a solid moral education." A widely praised book by University of

Chicago professor and philosopher Allan Bloom (1987), analyzing the present state of

edu cati on, spea ks of a "spiritu al malaise," wh ich has led to "im pov eris hed soul s" in today's

students; the students lack the capacity to know themselves. Bloom summarized his thesis

in a recent interv iew: " Th e univers ity was founde d for free dom of min d. The n it forgot

what the mind was" (Brock, 1987, p. 10). The implication is that education provides

students with skills and competencies but that the students themselves, as individuals,

are hardly cultured in the process.

Maharishi Mahesh Yogi, by founding Maharishi International University (MIU), has

added a fundamental missing aspect to education. Maharishi observes:

If we look into the process of gaining knowledge we find there are two sides of knowledge:

the object of knowledge, that which we seek to know, and the subject of knowledge, the

knower. What the present system of education provides is knowledge of the object; what

it misses is knowledge of the subject, knowledge of the knower in his infinite capacity. Whenthe knower is ignorant about himself, the whole structure is as if baseless. (American Associa

tion for Ideal Education [AAIE], 1985, p. 5)

Maharishi suggests that for education to be complete, knowledge about some discipline

alone is not sufficient: students have to learn about themselves also; they must develop

as human beings. What the student needs to know is his or her ultimate basis, which

Mah ari shi identifies as "tra nsc end ent al con sci ous nes s," a state of self-referral con

scio usne ss, that is, it has no oth er object of exp eri enc e than itself. B eca use at this level

co ns ci ou sn es s is fully awa re of itself, it is also referred to as the state whe re knowe r,

kno wn , and the proc ess of kno win g that connec ts the two are fully integra ted and unifie d.In the Vedic litera ture of ancie nt India this unified field of con sci ous nes s is seen not only

as the under lyi ng basis of subjective existence, b ut as the basis of all objective ph en om en a

as well (Maharishi Mahesh Yogi, 1986).

There is currently some support from theoretical physics for such an understanding

of reality. In the last few yea rs physicists have develo ped unified field the ori es, mos t recentl y

in the form of the heter otic s uper strin g theory, w hi ch postul ates a unified field that con

tains within its structur e all the fundamental forces of natu re (Hageli n, 1987). Thi s theo ry

ind ica tes that the unifie d field of all the laws of na tu re is a self-ref erral, self-i nterac ting

reality existing at the unmani fest basi s of crea tio n. Hag elin (1987) pres ent s evidenc e that

the unified field of mat ter is indeed th e field of tra nsc end ent al con scio usn ess. Th e exist

ence ofone underlying, transcendental field that structures subjective life as well as ob

jecti ve creatio n would impl y that if one could function from this level, on e sponta neous ly

woul d act in acco rda nc e with the laws of nat ure govern ing one' s own life and that of the

env iro nm ent . T his wou ld result in a way of thi nkin g and beha vin g that is most supp ortiv e

and evoluti onar y for oneself as well as the envi ron men t, t hat is, a su pre me level of mor al

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PSYCHOLOGICAL GROWTH AT MIU

development. Maharishi (1986) explains that transcendental consciousness can easily be

tapped throug h the practic e of Transcend ental Medita tion (TM ):

The unified field is the unmanifest basis of the whole creation, the creator and governor

of the whole universe. Through Transcendental Meditation it is simple to open our awareness

to this state of transcendence. Spontaneously, the conscious mind identifies itself with the

self-referral unified field, the fountainhead of all the streams of activity in nature. As we

gain more and more familiarity with that self-referral performance, our thoughts and actions

spontaneously begin to be as orderly and evolutionary as all the activity of nature, (p. 97)

The possibility of creating holistically developed individuals inspired Maharishi to design

an educational program that, in addition to offering the traditional disciplines, offers the

study of "one self" through the Mahari shi Technology of the Unified Field. This technology

of cons ciou sness in cludes the TM techniqu e, a simple proced ure practiced twice a dayfor twenty min ut es, wh ic h allows on e to expe rien ce the unifi ed, self-referral field of con

sciousnes s. A mor e advance d com pon ent of the technology is the TM-S idh i pro gra m,

thr oug h whic h the studen t be co me s familiar with the self-interacting dy na mic s of con

sciousness and learns to function from the unified field on a more permanent basis. Hav

ing the ex per ien ce of the unified field, the com mo n basis of kno wer and kno wn , pro vid es

the stude nts with a fund amen tal unde rsta ndi ng of the basic me cha nic s of nature' s func

t ioning.

In additio n to exp eri enc ing the unde rly ing who len ess of the unified field dur ing the

TM and TM-Sidhi programs, the students in Maharishi's Unified Field Based Integrated

System of Edu cat io n are further rem ind ed of the in tegrati on of all fields of life in the

classroom. The connectedness between the subject under study and the discipline as a

wh ol e is pre sen ted , and also the relatio nshi p of the who le discipl ine to the unified field

of natur al lawo ne's own selfis expl aine d (AA IE , 1985). As a con seq uen ce, the student s

feel more at home with any subject matter; nothing is really foreign to them. This is

a practical solution to the probl em of the "disjo inted " cu rr ic ulu m that the Carneg ie study

noted. Mah ari shi (A AI E, 1985) summari zes the outc ome of unif ied f ield based educa

tion as follows:

As a result of this educational approach the student grows in the awareness that all streams

of knowledge are but modes of his own intelligence. The knower finds in himself the totalityof natural law; because of this the knower is no longer lost in the wilderness of knowledge.

He comes to feel at home with everyone and everything. With increasing confidence and

self-sufficiency his creative genius blossoms. He ceases to violate natural law and enjoys

the fruit of all knowledgethe ability to accomplish anything, and spontaneously to think

and act free from mistakes. (p.5)

Ma ha ri shi 's Unified Field Bas ed Integrat ed System of Edu cat ion is exemplified at

Maharishi International University, Fairf ield, Iowa. MIU, accredited at the Ph.D. level,

is devoted to both aca de mic excel lence and the full dev elo pmen t of the inne r poten tial

of the student. At MIU the TM and TM-Sidhi programs are an integral part of the educa

tional pro gr am . All stud ents, faculty, and staff collect ively practi ce the Maha ris hi Tech

nolo gy of the Unified Fie ld. Several studie s con duc ted on the TM techniq ue have found

posit ive effects on cogn itiv e abilities such as intell igence (Shecter, 1978), fiel d-inde pen

denc e (Dillbe ck, Assim akis , Rai mon di, Orme-J ohn son & Rowe, 1986), concept - learning

(Dillbeck , O rme-J ohn son & Wallace, 1981), and improved academic performance (Kember,

1985). In additi on, posit ive dev elo pme nt of the pers onal ity has been found: d ecr ease d

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anxiety (Dillbeck, 1977) and neuroticism (Berg & Mulder, 1976), and enhanced self-

regard (Turnbull & Norris, 1982), happiness (Weiss, 1975), self-actualization (Seeman,

Nidich & Banta, 1972), and moral development (Nidich, Ryncarz, Abrams, Orme-Johnson& Wallace, 1983). Recent ly, an orien tati on toward positive value s in several perc ept ual

and cognitive modes has been found in MIU students (Gelderloos, Goddard, Ahlstrom

& Jacoby, 1987). A lso , several stud ies have indi cated that the collective pract ice of the

Mah ari shi Tech nolo gy of the Unifi ed Field has a positive effect on the en vir onm ent at

large, as indicated by decreased crime rate and traffic fatalities (Dillbeck, Cavanaugh,

Gle nn, Or me -J oh ns on & Mittlefe hldt, 1987). It has bee n found as well that this coll ec

tive practice, when performed in sufficiently large groups, neutralizes the stress in world

consciousness and thus may contribute directly to the creation of world peace (Orme-

Johnso n & Dillb eck, 1987).

The ai m of the pres ent stu dy is to test the hypo the sis that Mah ari shi 's unified field

based educa tion al system truly cont ribu tes to the person al dev elo pme nt of the students.

The study investigates, cross-sectionally and longitudinally within a nine-month interval,

the psychologi cal health of MI U students in co mp ari son to students at a nearby colleg e.

Since the char acter izin g eleme nts of psycholog ical health are not easily captured by tradi

tional paper-and-pencil instruments designed for the general population, a comprehen

sive op en- end ed ap pro ach was ch ose n, the self-investigation met ho d of He rm an s (1981,

1987).

Hermans (1976) sees personality as an organized experiential process emerging from

a person's functioning in a particular place in time and space. The different aspects of

spat io-t empo ral situ ation s, that is, all aspects of a pers on' s life, are bro ugh t toge ther in

one struct ure , in whi ch every aspec t is part of a com pos ite , integra ted who le. Acc ord ing

to Hermans, experiences are fully integrated with, and gain their identity from, the specific

intera ction s of the exp eri enc er and the situati on. G eld erl oos (1987) pro po sed to exp and

this model to incl ude as well the ultimate basis of the expe rie nce r himself, the unified

field. Th e co nsc io us exp eri enc e of the unified field shoul d also exert a significant in

fluence on the who le personality. He rm an s (1976) asserts that the tho rou gh study of the

experiences a person values in his life provides a significant and comprehensive assess

ment of his person ality. Th es e exp eri enc es, call ed valuations, have an underlying affec

tive structure and a cognitive orientation component. Valuations can be defined as those

aspect s of reality to wh ich the perso n is affectively orient ed; they may i nclu de, for in

stance, memo ri es, s ignif icant others, precio us experie nces, goals, ideals , hopes. Valua

tions have an internally differentiated and externally delimited meaning, each valuation

representing a specific integrated quality that can be discriminated from others. The assess

ment of the valuati on systems thro ugh the self-investigation met ho d seem ed a very ade

quat e app roa ch for the stud y of an elusive con cep t such as positi ve psychologi cal health

in a special population. I t is a highly phenomenological instrument which leaves optimal

freedom for subjects to depict their phenomenal world, and at the same time lends itself

to various quantitative analyses.

M e t h o d

Subjects

The experimental group consisted of 15 MIU students, five males and ten females. Twelve

were freshmen and three were first-year graduate students. Mean age was 23.9 years

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(SD = 7.4), and mean nu mb er of mon ths pract icin g the TM tec hni que was 61.1 (SD =

52 .5 ). A ll of the subjects at pretes t wer e app lyin g to lear n the mor e adva nced TM- Sid hi

pro gram . T he control grou p consisted of 15 unde rgrad uate students, 12 freshmen and 3

seniors, from Drake University, Des Moines, Iowa. There were three males and twelve

females in this group; the mean age was 23.0 years (SD = 7.8). No ne of the cont rols

were practicing meditation or other techniques for personal development. At posttest twelve

subjects of the expe rim ent al gro up (all but one of wh om had bee n instructed in the TM -

Sidhi pr og ra m) , and eleven subjects of the control gro up were available.

Ins trument

Th e ins tru men t emp loy ed was the self-investigation met ho d of He rm an s (1976, 1987),

whi ch aims at the comp reh ens ive asses sment of the subject's valuation system. T he valua

tions are elicited from the subject through a standard set of open-ended questions, and

formulated in individual statements. Subsequently, the subject is given a standard list of

positive and negative affects (such as happiness, energy, anxiety), and rates the degree

to which he or she associates each affect with the different valuations. The self-

investigations yield a cognitive aspect (the subjects' statements or cognitive orientations)

and an affective response. The cognitive aspect can be content-analyzed on features rele

vant to th e study, a nd for the affective part a set of ind ice s has be en dev elo ped by He r

mans (1976).

Procedure

Th e inter views were cond uct ed by five traine d interv iewer s, two of wh om were not

pract icin g the TM or TM -S id hi pro gr am , and only the investigator, wh o was one of the

inte rvie wers, k new the pu rpo se of the exp eri men t. Fo r the presen t study, five conte nt-

analysi s di men sio ns were designe d from the pers pect ive of psycho logica l health as de

scribed by major authors such as Rogers (1961), Jung (1954), Fromm (1968), Allport (1961),

Maslow (1968), and Frankl (1962). For each dimension, seven-point scales were developed

from -3 to + 3 , with detai led de scr ip ti ons at every level and +3 signifying a total ex

press ion of the dime ns io n. Th e positi ve poles of the di men sio ns were as follows:

1. Unifying ability: a high potentia l for integrati on of self wit h, for insta nce, oth ers,

wor k, ide als, or "d ee pe r" levels of self.

2. Autonomy: a hig h level of self-sufficiency, self-rel iance , self-referral , se lf-d eter mini sm,

freedom and independence, and control or mastery over the situation.

3. Intrinsic spirituality: repo rted exper ien ce of a relat ions hip to the "Abs olut e," tra n

scendence, or God, and a strong orientation towards higher values in life.

4. Creativity: a high level of originality, sp ontanei ty, livelin ess, dy na mi sm , or inc reas

ing growth or development.

5. Directedness: an articulated and differentiated purposefulness; a clear conception

of wh er e one is going and what on e is doin g.

Reviewers such as Jahoda (1958), Heath (1977), Coan (1977), and Sawrey and Telford

(1971) found similar concepts when they studied these and other authors, including authors

from different cultures and time-periods, although each reviewer used slightly different

labels and categorizations.

Five double-bli nd raters, two of wh om did not practice the TM or TM- Sid hi pro gram ,

were given a standardized, one-hour training session in analyzing the statements.

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Unifying Abil i ty

TM Gr ou p Cont ro l Gr ou p

F i g u r e 1. Joint Frequency Distributio n of Unif ying Ability Ratings. Pretest. The group s scored significant ly

differently on unifyi ng, wit h the TM group scoring higher on the "2 " category, signify ing more devotion ,

communion, affect ion, integration, and acceptance .

A critical test was to see if these differen ces were solely cause d by " TM -v al ua tio ns ,"

that is, references to the TM or TM-Sidhi program or any other related concepts that

would have been recognizable by the raters; in order to control for this all TM-valuations

were excluded in a second analysis. Again the same distribution was found, with signifi

cant differences (x2

( 4, N = 594) = 12.46, p


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477

scori ng high er on the top category, in dicating high levels of self-reliance and inde pen den ce

( x2

( 3 , N = 649) = 3 0. 45 ,p


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478

The join t frequency dis trib utio n of intrinsic s piritua lity als o showed significant dif

ferences (x 2(3, N= 649) = 22.02, p


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Directedness

T M G r o u p C o n t r o l G r o u p

Figure 5. Joint Frequency Distribution of Directe dness Ratings, Pretest. Th e groups scored significantly dif-

ferently on dire cted nes s, wit h the TM group scoring high er on the " 2 " category, indicating a highe r level of

discrimination, structure, articulateness. and differentiation.

differences in the same directions were found in all five cases (unifying: F(l, 22) = 6.99,

p


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480

MEANS AND STANDARD ERRORS OF AFFECTIVE MEASURES

AT PRETEST

Well-Being, Pretest

Figure 6. The experimental group scored significantly higher on well-being than the control group at pretest.

pattern could not be detected in the experimental group. In fact, the control group showed

a more positive response to the proverb than the experimental subjects, although not

significantly so (F(l, 27) = 2.30, p


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48 1

correlations (not taking into account the directionality) were analyzed with ANOVAs.

The TM gr oup sho wed significantly higher corr elati ons with the meaning valuation than

the controls(F(l,

728) = 100.46, p < . 0 0 0 1 , Figure 7, Table 1), indicating more integration of dive rse aspects of the personalit y. Cont rolli ng for intra- person depen denc y

thro ugh use of the within-subjec t variance as the err or term in the A N OV A yielded a

highly significant result in the same direction (F( 1,25) = 9.17, p


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i

Mea n Adj. Mean Std. Err or

Unifying Ability

TM Group 4.84 4.45 0.24

Control Group 3.52 3.97 0.26

Autonomy

TM Group 6.15 5.75 0.21

Control Group 4.49 4.9 3 0.22

Intrinsic Spirituality

TM Group 4.94 4.60 0.15

Control Group 3.59 3.98 0.16Creativity

TM Group 5.91 5.41 0.25


Directedness

TM Group 6.17 5.69 0.17


Well-Being

TM Group 78.99 73.64 1.46


Integration

TM Group

Control Group

.750

.524

.700

.581

.014

.015

Posttest Ratings

Unifying Autonomy Spirituality Creativity Directedness

Figure 8. The TM gr oup increase d more than the control group on the characteristic s of psyc holo gical health.

482

T A B L E 2

MEANS, ADJUSTED MEANS, AND STANDARD ERRORS OF ALL

MEASURES AT POSTTEST


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Well-Being, Posttest

TM Grou p Control Gro up

Figure 9. The TM group increased significantly more on well-being during the experimental period.

Co mp ar in g the cha nge s in the absolute correl ation s with the meani ng valuation of the

groups with ANCOVA, while controlling for the average pretest score per individual,

yielded a highly significantly larger gain of integration in the expe rime ntal gro up (t(637)

= 5. 393 , p


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484

Figure 10. The integration measures at posttest, adjusted for pretest scores, were significantly higher for the

TM group than the control group, indicating a larger relative gain in the TM group.

pract iced the TM tec hni que for quit e a few ye ar s, a nd beca us e of the beneficial resu lts

of their pract ice, may hav e been mo re attracted to the educa tiona l syst em offered at MI U .

In this sense it was a highly self-selected group oriented toward personal growth and

already scoring much higher on psychological health. With these higher scores at pretest,

however, a further improvement would in general be more difficult to obtain due to ceil

ing effect. Th u s , i f th er e had bee n any inf luen ce due to the differen t initial level of

psychological health, it should have worked in the direction opposite to the hypothesis.

Secondly, the difference in environment may have played a role. MIU is located in

a small town (10,000 population), and Drake University is in Des Moines (200,000 popula

tion). Although there are obvious differences between living in rural or metropolitan

are as , the influ ences wo ul d not be predic ted to be on the or de r of the mag nit ude s of

outc omes of the present study prima rily becau se both towns are located in Iowa, in

general considered to be a low-stress state.

Thi rdl y, the M IU stud ents could have been biased towa rd a positive out come of the

study. Although this is a possibility, it is not likely to have significantly influenced the

out com es. Th e purp ose of the study was not revealed to the subjects (nor the interv iewers )

until after the posttest. Fu rt he rm or e, the ratings of the statements wer e done in accor d

ance with criteria which were unknown to the subjects (and interviewers). Thus the goal

of the cog nit ive part of the test wa s fully dis gui sed . Al so , the affective integr ation me as ur e

was beyond conscious manipulation. The well-being measure was more liable to response

tendencies toward social desirability. However, the results on well-being agreed with

the results on the disguised cognitive and integration measures, suggesting that the effect

of bias towa rd a particul ar outcom e of the study was negli gible. Thu s the differences


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in growth rate seem to be related to Maharishi 's unif ied f ield based educational system.

It is worthwhile to analyze the elements in Maharishi 's Unif ied Field Based Integrated

Syst em of Educ atio n that could contr ib ute to this remark able personal gro wth . To pro vide some insight into this issue we would like to present some material from a study

in progress (Kenny, in preparation), in which MIU students were asked (in a self-

inve stig atio n format) what they felt we re the significant aspec ts of their uni ver sity . F ou r

eleme nts repeate dly aros e in the ans wer s of these 35 rand omly chosen stud ents. For il

lustrative pu rpos es we will quote s ome of the answ ers.

First, the students mentioned the profound rest induced by the TM and TM-Sidhi pro

grams, and the str uctu re of the daily rout ine :

[Practice of the TM and TM-Sidhi] programs. It gives me a chance to always come back

to settling down and getting rest, and that gives me a broader awareness and ability to maintain perspective.

The [TM and TM-Sidhi] programs, the routine, the balance of rest and activity lets me use

my full potential.

Secondly, s tudents mentioned that knowledge was taught in a holistic structure in

teg rati ng all div erse aspe cts of life:

The way of gaining knowledge so that knowledge is always related to the basis of our lives.

That makes it fulfilling to gain the knowledge.

The fact that everything in class and during the lectures always connects to the whole. It

makes studying meaningful.

Thirdly, they referred to the common emphasis on personal growth and development:

People are actively pursuing a better life. There's a lot more support for me as a person

pursuing a better life or wanting more out of life, because everyone is moving in that direction.

That the emphasis here is on change. Having the attention on personal development. At

other places you are not expected to change, but here all your instructors and peers are

open to see growth in you.

And f inally, the interpersonal relationships between the students and between students

and faculty were mentioned in many cases:

The quality of the professorsthey are human and dedicated; without them I couldn't develop

and change. They connect things nicely, they're open in their opinions, and strong within.

This lets me be myself. They don't make me feel different from them, and that allows con

nectedness with them. I think there's a lot of heart as well as intellect between the teachers

and students.

The peoplethe atmosphere here is different. People are the strongest influence on each

other's psychology; here everyone is truthful, friendly and very supportive and that con

tributes to my development.

On the basi s of thes e repor ts of th e stud ent s, it seem s likely that no one indi vidua l

el eme nt is respon sib le for pers ona l gr ow th . It see ms rather to be the outc om e of all the

va rio us ele men ts togethe r: the pract ice of the Maha rish i Tec hno log y of the Unified Fiel d,

the pr esen tat ion of kn ow le dg e in a holis tic and int egrate d way rel evant to the life of the

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MODE R N S C IE N C E A N D V E DIC S C IE N C E

s tuden t, the a tm osp here o f mutu al support an d un de rs ta n din g , an d the en c our age men t

of dev elo pme nt by fe l low studen ts and tea ch ers .

T hese s tude n ts ' re ma rks , which we re obta in ed in an open -en ded in terv iew f ormat by

a fe l low student, are in clear contrast with the introductory remarks in this paper about

the unfulf i l led state of prese nt-d ay educ ati on. This su ggests that ther e i s no rea son for

edu cat ion today not to achie ve i ts orig inal goal of deve lopi ng holist ic, w ell-int egrat ed

individuals as well as providing profess ional training. The present s tudy conf irms that

MIU s tuden ts do in deed deve lop in to psycholog ica l ly more mature in div iduals .

M ah ar ish i ' s Unif ied Fie ld Base d Inte gra ted Sys tem of Ed uca tio n seems to fulfi ll i ts pro

mise o f deve lo pin g ma tu re , we l l- in tegrated in div iduals . T hi s n ew educat ion al approa ch

warrants serious consideration by al l educators, psychologists , scientists , and al l others

s incerely interested in improving human l i fe f rom a fundamental level.

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