The Cravakabhhmi Chapter of the Yogacarabhumi establishes contemplating and calming as the basic models for concentrating in meditation instruction, arising from the distinction between the meditative image, which is "attended with reflection" or "devoid of reflection". General cognitive experience and extraordinary Meditation experience is unified by "alambana". In this way, Cravakabhumi provides the material for general courses in meditation by the idea of "the universal meditative object". Three levels of meditation courses may be established according to the meditative object, but the core material is, nevertheless, the revolting object，objects of friendliness, and objects of mindfulness on breathing. Students of meditation should first establish a moral consciousness, maintaining at all times and in all places in their everyday lives correct thoughts, correct knowledge. Staying away from bad friends and reading material, and keeping close to worthy friends and good reading material. They should learn which Disturbances to their serenity are external in source, and which are internal. This is closely related to the goal of general education to help the students establish moral concepts and correct living habits. The instructor should select a meditation object (alambana) appropriate for each student's natural tendencies. This object is Generally chosen by observing the student's breathing, or by finding an object: hat the student mar think about to curb and sublimate his ego. Two basic types may be distinguished, the image attended with Reflection and devoid of reflection. The latter is appropriate for" calming the mind", the former for "contemplating wisdom". These help the student recognize his own body and mind, and reach the goal. Of general education to "Know thyself". By the mutual interaction between the bodily and mental tranquility and concentration, one can accomplish the transmutation of bodily and mental basis. The Course begins with concentration, continues by clarifying the mind, and concludes with enlightening the mind. This provides and excellent reference for designing courses in adult education. Research in meditation began in the West in 1920's, and became popular in the 1960's. Most research done before the 1960's was general in nature. After the 1960's, work diversified, and specialized works increased in number. This trend has been influenced especially by Suzuki, from, and Maslow, and has even lento the establishment of Transpersonal psychology, or so-called" fourth psychology". In the United States, research in meditation and education has been marred by shallow knowledge of meditation. Most of their research consists of recording the meditative methods found in books, and playing the tapes to direct the participants in meditation. Most researchers lack deep knowledge of the entirety of Different meditative systems. They also neglect the interaction between instructor and student. This may explain why TM is the most effective in experiments, because TM has already developed many Teachers in the United States.
