Speakers and Panelists

Tenzin Gyatso, the XIV Dalai Lama

Tenzin Gyatso, the XIV Dalai Lama, is the leader of Tibetan Buddhism, the head of the Tibetan government-in-exile, and a spiritual leader revered worldwide. He was born on July 6, 1935 in a small village called Taktser in northeastern Tibet. Born to a peasant family, he was recognized at the age of two, in accordance with Tibetan tradition, as the reincarnation of his predecessor, the XIIIth Dalai Lama. The Dalai Lamas are manifestations of the Buddha of Compassion, who choose to reincarnate for the purpose of serving human beings.Winner of the Nobel Prize for Peace in 1989, he is universally respected as a spokesman for the compassionate and peaceful resolution of human conflict. He has traveled extensively, speaking on subjects including universal responsibility, love, compassion and kindness. Less well known is his intense personal interest in the sciences; he has said that if he were not a monk, he would have liked to be an engineer. As a youth in Lhasa it was he who was called on to fix broken machinery in the Potola Palace, be it a clock or a car. He has a vigorous interest in learning the newest developments in science, and brings to bear both a voice for the humanistic implications of the findings, and a high degree of intuitive methodological sophistication.

Thupten Jinpa, Ph.D.

Thupten Jinpa, Ph.D., was educated at the Shartse College of Ganden Monastic University, South India, where he received the Geshe Lharam degree. In addition, Jinpa holds a B.A. Honors in philosophy and a Ph.D. in religious studies, both from Cambridge University. He taught at Ganden monastery and worked as a research fellow in Eastern religions at Girton College, Cambridge University.

Jinpa has been the principal English translator to H.H. the Dalai Lama for over two decades and has translated and edited numerous books by the Dalai Lama, including Ethics for the New Millennium, Transforming the Mind, and The Universe in a Single Atom: Convergence of Science and Spirituality. His own publications include works in both Tibetan and English, including Songs of Spiritual Experience (co-authored), Self, Reality and Reason in Tibetan Philosophy, Mind Training: The Great Collection, and The Book of Kadam: The Core Texts, the last two being part of The Library of Tibetan Classics series.

Jinpa is an adjunct professor at the Faculty of Religious Studies at McGill University, Montreal and a visiting scholar and an executive committee member at the Center for Compassion and Altruism Research and Education (CCARE), Stanford University. He is currently the president of the Institute of Tibetan Classics, Montreal, and heads its project of critical editing, translation and publication of key classical Tibetan texts aimed at creating a definitive reference series entitled The Library of Tibetan Classics.

Peter L. Benson, Ph.D.

Dr. Peter L. Benson is president and CEO of Minneapolis-based Search Institute, the nation’s leading “action tank” for helping communities “grow great kids.” A leading authority on human development, community mobilization, and social change, he holds a doctorate and master’s degree from the University of Denver as well as a master’s degree from Yale University. His vision, research, and public voice have inspired a “sea change” in theory, practice, and policy. His innovative, research-based framework of Developmental Assets is the most widely used approach to positive youth development in the United States and around the world. Most recently, he has focused on conceptualizing a new understanding of “thriving.” He is also the principal investigator and co-director for Search Institute’s Center for Spiritual Development in Childhood and Adolescence, which seeks to advance knowledge, practice, and international interest in this important, but underemphasized domain of human development.

Dr. Benson is the author or editor of more than a dozen books on child and adolescent development, including, most recently, Sparks: How Parents Can Ignite the Hidden Strengths of Teenagers (Jossey-Bass), and The Handbook of Spiritual Development in Childhood and Adolescence (Sage). Among his many honors, Dr. Benson was the first visiting scholar at the William T. Grant Foundation and also received the William James Award for Career Contributions to the Psychology of Religion from the American Psychological Association. He serves on many boards and commissions, including the John Templeton Foundation Board of Advisors. Dr. Benson is married to Tunie Munson-Benson, a nationally recognized expert in children's literature and literacy. They have two children, Liv and Kai, and two grandsons, Ryder and Truman.

Martin Brokenleg, Ph.D.

Dr. Martin Brokenleg is the Director of Native Ministries and Professor of First Nations Theology and Ministry at the Vancouver School of Theology in Vancouver, British Columbia. He serves as a Vice President of Reclaiming Youth International, providing training for individuals who work with youth at risk. He holds a doctorate in psychology and is a graduate of the Episcopal Divinity School. For thirty years, Dr. Brokenleg was professor of Native American studies at Augustana College of Sioux Falls, South Dakota. He has also been a director of The Neighborhood Youth Corps, chaplain in a correctional setting, and has extensive experience as an alcohol counselor. Dr. Brokenleg has consulted and led training programs throughout North America, New Zealand, and South Africa. He is the father of three children and an enrolled member of the Rosebud Sioux Tribe practicing the culture of his Lakota people.

Ronald E. Dahl, M.D.

Ronald E. Dahl, M.D. is the Staunton Professor of Psychiatry and Pediatrics, and Professor of Psychology at the University of Pittsburgh.  He is a pediatrician with research interests in sleep/arousal and affect regulation and their relevance to the development of behavioral and emotional disorders in youth. His work focuses on adolescence and pubertal development as a neuromaturational period with unique opportunities for early intervention. He co-directs a large program of research on child/adolescent anxiety and depression with more than twenty years of continuous funding from the NIMH, and he has received research grants from NIAAA, NIDA, and NICHD focusing on questions of neurobehavioral development and adolescent health outcomes. His research is interdisciplinary and bridges from basic work in affective neuroscience and development and extends to clinical work focusing on early intervention for behavioral and emotional health problems. Dr. Dahl has participated in several interdisciplinary research groups, including The MacArthur Foundation Research Network on Psychopathology and Development, and The Robert Wood Johnson Foundation Research Network on Tobacco Dependence. He has published extensively on adolescent development, sleep disorders, and behavioral/emotional health in children and adolescents.

Linda Darling-Hammond, Ed.D.

Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University where she has launched the Stanford Educational Leadership Institute and the School Redesign Network and served as faculty sponsor for the Stanford Teacher Education Program. She is a former president of the American Educational Research Association and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school restructuring, teacher quality and educational equity. From 1994-2001, she served as executive director of the National Commission on Teaching and America's Future, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching for America's Future, led to sweeping policy changes affecting teaching and teacher education. In 2006, this report was named one of the most influential affecting U.S. education and Darling-Hammond was named one of the nation's ten most influential people affecting educational policy over the last decade.

Among Darling-Hammond's more than 300 publications are Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do (with John Bransford, for the National Academy of Education, winner of the Pomeroy Award from AACTE), Powerful Teacher Education: Lessons from Exemplary Programs (Jossey-Bass: 2006); Teaching as the Learning Profession (Jossey-Bass: 1999) (co-edited with Gary Sykes), which received the National Staff Development Council's Outstanding Book Award for 2000; and The Right to Learn, recipient of the American Educational Research Association's Outstanding Book Award for 1998.

Richard J. Davidson, Ph.D.

Richard J. Davidson is the William James and Vilas Research Professor of Psychology and Psychiatry, Director of the W.M. Keck Laboratory for Functional Brain Imaging and Behavior, the Laboratory for Affective Neuroscience and the Center for Investigating Healthy Minds, Waisman Center at the University of Wisconsin-Madison. He received his Ph.D. from Harvard University in Psychology and has been at Wisconsin since 1984. He has published more than 250 articles, many chapters and reviews and edited 13 books. He has been a member of the Mind and Life Institute's Board of Directors since 1991. He is the recipient of numerous awards for his research including a National Institute of Mental Health Research Scientist Award, a MERIT Award from NIMH, an Established Investigator Award from the National Alliance for Research in Schizophrenia and Affective Disorders (NARSAD), a Distinguished Investigator Award from NARSAD, the William James Fellow Award from the American Psychological Society, and the Hilldale Award from the University of Wisconsin-Madison. He was the Founding Co-Editor of the new American Psychological Association journal EMOTION and is Past-President of the Society for Research in Psychopathology and of the Society for Psychophysiological Research. He was the year 2000 recipient of the most distinguished award for science given by the American Psychological Association the Distinguished Scientific Contribution Award. In 2003 he was elected to the American Academy of Arts and Sciences and in 2004 he was elected to the Wisconsin Academy of Sciences, Arts and Letters. He was named one of the 100 most influential people in the world by Time Magazine in 2006. In 2006 he was also awarded the first Mani Bhaumik Award by UCLA for advancing the understanding of the brain and conscious mind in healing. Madison Magazine named him Person of the Year in 2007.

Jacquelynne S. Eccles, Ph.D.

Dr. Jacquelynne S. Eccles (McKeachie/Pintrich Distinquished University Professor of Psychology and Education at the University of Michigan (UM) and Senior Research Scientist at the Institute for Social Research at the UM) received her Ph.D. from UCLA in 1974 and has served on the faculty at Smith College, the University of Colorado, and the University of Michigan. In 1998-99, she was the Interim Chair of Psychology at the University of Michigan, and she has served as Chair of the Combined Program in Education and Psychology repeated over the last 30 years. She chaired the MacArthur Foundation Network on Successful Pathways through Middle Childhood and was a member of the MacArthur Research Network on Successful Pathways through Adolescence. She was SRA (Society for Research on Adolescence) program chair in 1996, has served on the SRA Council, and is now Past-President of SRA. She was also Program Chair and President for Division 35 (the Psychology of Women) of the American Psychological Association (APA), and chair of the Natonal Academy of Science/National Research Council (NAS/NRC) Committee on After-School Programs for Youth. She is a member of the National Academy of Education and now serves on its Governing Board.

Dr. Eccles' awards include: the Spencer Foundation Fellowship for Outstanding Young Scholar in Educational Research, the Sarah Goddard Power Award for Outstanding Service from the University of Michigan, the American Psychological Society (APS) Cattell Fellows Award for Outstanding Applied Work in Psychology, the Society for the Study of Social Issues's Kurt Lewin Award for outstanding research, the Life-Time Research Awards from SRA, Division 15 (Educational Psychology) of the APA, and the Society for Research on Human Development, the Mentor's Award from Division 7 (Developmental Psychology) of APA, and the University of Michigan Faculty Recognition Award for Outstanding Scholarship. She is a Fellow in American Psychological Association, American Psychological Society, American Educational Research Association, and Society for the Psychological Study of Social Issues. She has conducted research on topics ranging from gender-role socialization, classroom influences on motivation to social development in the family, school, peer and wider cultural contexts. Much of this work focuses on the socialization of self-beliefs and motivation, and the impact of self-beliefs and motivation on many other aspects of social development. Her most recent work focuses on: (1) ethnicity as a part of the self and as a social category influencing experiences, (2) the relation of self beliefs and identity to the transition from mid to late adolescence and then into adulthood, and (3) the impact of social contexts (school, community organizations, religious organizations, and families) on development across the lifespan.

Marian Wright Edelman, J.D.

Marian Wright Edelman, Founder and President of the Children's Defense Fund (CDF), has been an advocate for disadvantaged Americans for her entire professional life. Under her leadership, CDF has become the nation’s strongest voice for children and families. The Leave No Child Behind® mission of the Children's Defense Fund is to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start, and a Moral Start in life and successful passage to adulthood with the help of caring families and communities. Mrs. Edelman, a graduate of Spelman College and Yale Law School, began her career in the mid-60s when, as the first black woman admitted to the Mississippi Bar, she directed the NAACP Legal Defense and Educational Fund office in Jackson, Mississippi. In 1968, she moved to Washington, D.C., as counsel for the Poor People's Campaign that Dr. Martin Luther King, Jr. began organizing before his death. She founded theWashington Research Project, a public interest law firm and the parent body of the Children's Defense Fund. For two years she served as the Director of the Center for Law and Education at Harvard University and in 1973 began CDF. Mrs. Edelman served on the Board of Trustees of Spelman College which she chaired from 1976 to 1987 and was the first woman elected by alumni as a member of the Yale University Corporation on which she served from 1971 to 1977.

She has received many honorary degrees and awards including the Albert Schweitzer Humanitarian Prize, the Heinz Award, and a MacArthur Foundation Prize Fellowship. In 2000, she received the Presidential Medal of Freedom, the nation’s highest civilian award, and the Robert F. Kennedy Lifetime Achievement Award for her writings which include eight books: Families in Peril: An Agenda for Social Change; The Measure of Our Success: A Letter to My Children and Yours; Guide My Feet: Meditations and Prayers on Loving and Working for Children; Stand for Children; Lanterns: A Memoir of Mentors; Hold My Hand: Prayers for Building a Movement to Leave No Child Behind; I'm Your Child, God: Prayers for Our Children; and I Can Make a Difference: A Treasury to Inspire Our Children. Her latest book The Sea is So Wide and My Boat is So Small: Charting a Course for the Next Generation released in bookstores September 23, 2008. She is a board member of the Robin Hood Foundation, the Association to Benefit Children, and City Lights School and is a member of the Council on Foreign Relations, the American Philosophical Society, the American Academy of Arts and Sciences, and the Institute of Medicine of the National Academy of Sciences. Marian Wright Edelman is married to Peter Edelman, a Professor at Georgetown Law School. They have three sons, Joshua, Jonah, and Ezra, two granddaughters, Ellika and Zoe, and two grandsons, Elijah and Levi.

Nancy Eisenberg, Ph.D.

Nancy Eisenberg is Regents' Professor of Psychology at Arizona State University. She received her Ph.D. at the university of California, Berkeley. She has published numerous books, chapter, and papers on social, emotional, and moral development, including The Caring Child (1992), The Roots of Prosocial Behavior in Children (with Paul Mussen, 1989), and How Children Develop (with Robert Siegler and Judy DeLoache, 2006), and is the editor of volume 3 (Social, Emotional, and Personality Development) of the Handbook of Child Psychology (5th and 6th editions). She has been a recipient of Research Scientist Development Awards and a Research Scientist Award from the Nationals Institute of Health (NICHD and NIMH). She was President of the Western Psychological Association and is president-elect of Division 7 (Developmental Psychology) of the American Psychological Association. Eisenberg has been associate editor of Merrill-Palmer Quarterly and Personality and Social Psychology Bulletin; and editor of Psychological Bulletin and a volume of the Handbook of Child Psychology. She is currently the founding editor of the new SRCD journal, Child Development Perspectives. She has served on the governing board of the Society for Research in Child Development, the Board of Directors of the American Psychological Society, the governing council of the American Psychological Association, and the U. S. National Committee for the International Union of Psychological Science (through the National Academy of Science). She is the 2007 recipient of the Ernest R. Hilgard Award for a Career Contribution to General Psychology, Division 1, American Psychological Association; the 2008 recipient of the International Society for the Study of Behavioral Development Distinguished Scientific Contribution Award; and the 2009 recipient of the G. Stanley Hall Award Recipient Award for Distinguished Contribution to Developmental Psychology, Division 7, American Psychological Association.

R. Adam Engle, J.D., M.B.A.

R. Adam Engle is the Chairman and co-founder of the Mind and Life Institute. He was educated at the University of Colorado, Harvard University and Stanford University, where he received his B.A., J.D., and M.B.A. degrees respectively. Over the past 40 years, he has divided his professional life as a lawyer and entrepreneur between the for-profit and non-profit sectors.
In the for-profit sector, Mr. Engle began his career as a lawyer, practicing for 10 years in Beverly Hills, Albuquerque, Santa Barbara, and Teheran. After leaving the practice of law, he formed an investment management firm, focusing on global portfolio management on behalf of individual clients. He also started several business ventures in the United States and Australia.

Mr. Engle began working with various groups in the non-profit sector in 1965. In addition to the Mind and Life Institute, he also co-founded the Colorado Friends of Tibet, a statewide Tibetan support group based in Boulder, Colorado; was a founding member of the Social Venture Network; and has advised numerous other non-profit ­organizations.

Daniel Goleman, Ph.D.

Daniel Goleman covers behavioral science and health for the New York Times. He received his bachelors degree magna cum laude from Amherst College, where he was an Independent Scholar, and his Ph.D. in psychology from Harvard University. For two years he traveled in India studying Buddhist and other spiritual systems of psychology, the first year as a Harvard Traveling Fellow, the second as a Research Fellow of the Social Science Research Council. He taught at Harvard University before becoming an editor and journalist. He is a Fellow of the American Association for the Advancement of Science, and was twice nominated for the Pulitzer prize for his science writing in the New York Times. He is the author of numerous books, including Emotional Intelligence, The Meditative Mind, Destructive Emotions, and most recently Ecological Intelligence. He moderated the third Mind & Life dialogue in 1990, and has been a board member since 1992.

Mark Greenberg, Ph.D.

Dr. Greenberg holds The Bennett Endowed Chair in Prevention Research in Penn State's College of Health and Human Development. He is currently the Director of the Prevention Research Center. Since 1981, Dr. Greenberg has been examining the effectiveness of school-based curricula (The PATHS Curriculum) to improve the social, emotional, and cognitive competence of elementary-aged children. Since 1990, he has served as an Investigator in Fast Track, a comprehensive program that aims to prevent violence and delinquency in families. His research has focused on the role of individual, family, and community-level factors in prevention. Current studies include the evaluation of Communities That Care and The PROSPER Model. He received the Research Scientist Award from the Society for Prevention Research in 2002.

Roshi Joan Halifax, Ph.D.

Roshi Joan Halifax, PhD, is a Buddhist teacher, Zen priest, anthropologist, and author. She is Founder, Co-abbot, and Head Teacher of Upaya Zen Center, a Buddhist monastery in Santa Fe, New Mexico and Director of the Upaya Institute. She received her Ph.D in medical anthropology in 1973. She has lectured on the subject of death and dying at many academic institutions, including Harvard Divinity School and Harvard Medical School, Georgetown Medical School, University of Virginia Medical School, Duke University Medical School, University of Connecticut Medical School, among many others. She received a National Science Foundation Fellowship in Visual Anthropology, and was an Honorary Research Fellow in Medical Ethnobotany at Harvard University, and is a Distinguished Visiting Fellow and Kluge Scholar at the Library of Congress. From 1972-1975, she worked with psychiatrist Stanislav Grof at the Maryland Psychiatric Research Center on pioneering work with dying cancer patients. She has continued to work with dying people and their families and to teach health care professionals as well as lay individuals on contemplative care of the dying. Her work for forty years has focused on engaged and applied Buddhism. She is a Board Member of the Mind and Life Institute. The author of many books, including "Being with Dying: Cultivating Compassion and Fearlessness in the Presence of Death," Dr. Halifax founded the Project on Being with Dying and the Upaya Prison Project.
Photo: Chris Richards

Takao Hensch, Ph.D.

Takao K. Hensch is joint Professor of Neurology (Children's Hospital Boston) at Harvard Medical School and Professor of Molecular and Cellular Biology (Center for Brain Science) at Harvard University. After his undergraduate studies on sleep mechanisms with Dr. J Allan Hobson at Harvard, he was a student of Dr. Masao Ito at the Univ Tokyo (MPH) and Fulbright Fellow with Dr. Wolf Singer at the Max-Planck Institute for Brain Research, prior to receiving a PhD in Neuroscience working with Dr. Michael Stryker from the University of California San Francisco in 1996. He then helped to launch the RIKEN Brain Science Institute (Japan) as Lab Head for Neuronal Circuit Development and served as Group Director since 2000.

Hensch's research focuses on critical periods in brain development. By applying cellular and molecular biology techniques to neural systems, he identified inhibitory circuits that orchestrate the structural and functional rewiring of connections in response to early sensory experience. His work impacts not only basic understanding of brain development, but also the potential treatment for devastating cognitive disorders in adulthood. Hensch has received several honors, including the Tsukahara Prize (Japan Brain Science Foundation); Japanese Minister of Education, Culture, Sports, Science and Technology (MEXT) Prize; NIH Director's Pioneer Award and the first US Society for NeuroscienceYoung Investigator Award to a foreign scientist. He serves on the editorial board of among others The Journal of Neuroscience (reviewing editor), Brain Structure & Function, NeuroSignals, Neural Development, HFSP Journal and Neuron.

Anne Carolyn Klein / Rigzin Drolma, Ph.D.

Anne Carolyn Klein / Rigzin Drolma Ph.D., is Professor of Religious Studies at Rice University and a founding director and resident teacher of Dawn Mountain, a center for contemplative study and practice in Houston (www.dawnmountain.org). She lectures and leads retreats widely on contemplative practice as well as on the Buddhist texts and theories of knowing that support these.

She writes and practices primarily in the Tibetan tradition, translating both classic texts and oral commentary on them. All her scholarly work inquires into the different functions of the human mind, especially the capacity for ­intellectual as well as direct knowing. Her books include Knowledge and Liberation, on Buddhist distinctions between cognitive and sensory knowing; Path to the Middle: The Spoken Scholarship of Khensur Yeshe Thupten, on preparing to meet the ultimate; Meeting the Great Bliss Queen, contrasting Buddhist and feminist understandings of self as mere construction or subtle essence; and, with Geshe Tenzin Wangyal Rinopche, Unbounded Wholeness, which translates and discusses a Dzogchen text from the Bön Buddhist tradition. Is the intellect a help or hindrance in cultivating non-conceptual realization? This is a central debate throughout Buddhist history — Anne's books all explore some aspect of this question.

Forthcoming this spring is Heart Essence of the Vast Expanse: A Story of Transmission, Anne's chantable English translation of foundational practices from the Longchen Nyingthig, with CD of the English and Tibetan chanting. She has commenced translation of two texts which combine theories of knowing with meditation practices opening to Dzogchen. These are Mipham Rinpoche's The Threefold Great Seal: Abiding, Movement and Awareness (phyag chen pa'i gnas gyur rig gsum) with extensive oral commentary from the renowned Khetsun Sangpo Rinpoche, as well as a major text by Khetsun Rinpoche himself coalescing a variety of oral and written sources. She is also in the daunting mid-stages of her own manuscript, The Knowing Body which explores the epistemology of the body's innate intelligence.

Linda Lantieri, M.A.

Linda Lantieri, M.A. is a Fulbright Scholar, keynote speaker, and internationally known expert in social and emotional learning, conflict resolution, intergroup relations, and crisis intervention. Currently she serves as the Director of The Inner Resilience Program (formerly Project Renewal), a project of the Tides Center, which is an initiative that equips school personnel with the skills and strategies to strengthen their inner resiliency in order to model these skills for the young people in their care. She is also the cofounder of the Resolving Conflict Creatively Program (RCCP). Started in 1985, RCCP is now one of the largest and longest running research-based school (K-8) programs in social and emotional learning in United States. Linda is also one of the founding board members of the Collaborative for Academic, Social, and Emotional Learning (CASEL).

Linda has almost 40 years of experience in education as a former teacher, assistant principal, director of an alternative middle school in East Harlem, and faculty member of the Department of Curriculum and Teaching at Hunter College in New York City. Linda is a Board Certified Expert in Traumatic Stress from the American Academy of Experts in Traumatic Stress. She is the coauthor of Waging Peace in Our Schools (Beacon Press, 1996) editor of Schools with Spirit: Nurturing the Inner Lives of Children and Teachers (Beacon Press, 2001), and author of Building Emotional Intelligence: Techniques to Cultivate Inner Strength in Children (Sounds True, 2008).

Kathleen McCartney, Ph.D.

Kathleen McCartney is the Dean of the Harvard Graduate School of Education and the Gerald S. Lesser Professor in Early Childhood Development. She is a developmental psychologist whose research informs theoretical questions on early experience and development as well as policy questions on child care, early childhood education, poverty, and parenting. Since 1989, she has served as a Principal Investigator on the National Institute of Child Heath and Human Development (NICHD) Study of Early Child Care and Youth Development, a study of 1,350 children from birth through 16 years. The NICHD Early Child Care Research Network summarized their findings in a 2005 book, Child Care and Child Development, published by Guilford Press. In 2006, McCartney and Deborah Phillips edited The Blackwell Handbook of Early Childhood Development. McCartney's work has been informed by her experience as the director of the University of New Hampshire Child Study and Development Center, a laboratory school for children from birth through kindergarten. McCartney received her B.S. in Psychology from Tufts University, and her M.S. and Ph.D. in Psychology from Yale University. She has been named a Fellow by both the American Psychological Association and the American Psychological Society, and she was recently named to the Tufts University Board of Trustees.

Matthieu Ricard, Ph.D.

Matthieu Ricard is a Buddhist monk at Shechen Monastery in Kathmandu, Nepal. Born in France in 1946, he received a Ph.D. in Cellular Genetics at the Institut Pasteur under Nobel Laureate Francois Jacob. As a hobby, he wrote Animal Migrations (Hill and Wang, 1969). He first traveled to the Himalayas in 1967 and has lived there since 1972, studying with Kangyur Rinpoche and Dilgo Khyentse Rinpoche, two of the most eminent Tibetan teachers of our times. Since 1989, he served as French interpreter for His Holiness the Dalai Lama.

He is the author of The Monk and the Philosopher (with his father, the French thinker Jean-Francois Revel), of The Quantum and the Lotus (with the astrophysicist Trinh Xuan Thuan), and of Happiness, A guide to Developing Life's Most Important Skill. He has translated several books from Tibetan into English and French, including The Life of Shabkar and The Heart of Compassion. As a photographer, he has published several albums, including The Spirit of Tibet, Buddhist Himalayas, Tibet, Motionless Journey and Bhutan (www.matthieuricard.org). He devotes all the of proceeds from his books and much of his time to forty humanitarian projects (schools, clinics, orphanages, elderly people's home and bridges) in Tibet, Nepal and India, through his charitable association Karuna-shechen (www.karuna-shechen.org) and to the preservation of the Tibetan cultural heritage (www.shechen.org).

Lee S. Shulman, Ph.D.

Lee S. Shulman is president emeritus of The Carnegie Foundation for the Advancement of Teaching, having served for 11 years as its eighth president. After leaving the Foundation in August 2008, Shulman has begun a period of travel and writing. He will have an office at Stanford University after April 2009.

Shulman's research and writings have dealt with the study of teaching and teacher education; the growth of knowledge among those learning to teach; the assessment of teaching; medical education; the psychology of instruction in science, mathematics, and medicine; the logic of educational research; and the quality of teaching in higher education. His work has devoted special attention to the role of pedagogical content knowledge in teaching, the scholarship of teaching and learning in both K-12 and higher education, and on the role of "signature pedagogies" in education in the professions and in doctoral education. He is currently working on a book tentatively titled Professing, which looks back on a decade's research at the Foundation on education in the professions, teacher education, the doctorate and liberal education.
Shulman is the Charles E. Ducommun Professor of Education Emeritus and Professor of Psychology Emeritus (by courtesy) at Stanford University. From 1963 to 1982 he served as Professor of Educational Psychology and Medical Education at Michigan State University. It was there he founded and codirected the Institute for Research on Teaching (IRT).

Dr. Shulman holds all his academic degrees from the University of Chicago. He is a past president of the American Educational Research Association (AERA) and received its career award for Distinguished Contributions to Educational Research. He is also a past president of the National Academy of Education. He is the recipient of the American Psychological Association's 1995 E.L. Thorndike Award for Distinguished Psychological Contributions to Education, a fellow of both the American Academy of Arts & Sciences and the American Association for the Advancement of Science, a Guggenheim Fellow, a Fellow of the Center for Advanced Study in the Behavioral Sciences and has been awarded the 2006 Grawemeyer Prize in Education.