Abstract

There is a growing need to identify what really can converge classroom learning to the real-life practising of ethical principles. We examine if the effectiveness of ethics education can be improved through meditation-based mindfulness intervention. Our baseline experiment is a procedurally modified version of the anagram exercise (Ruedy and Schweitzer 2010) for measuring unethical behaviour. We introduce a brief meditation intervention to induce instant mindfulness. Our findings indicate substantive evidence confirming the positive effect of the state of mindfulness on ethical behaviour. Subjects in the meditation group engage in more low-level cheating compared to the control group who cheated more severely. Gender and academic grade do not influence ethical behaviour. Mindfulness fosters composure, mental poise, and a conducive environment for upholding ethical values, as indicated by a lower incidence of cheating in our study. We propose to promote a learning environment with mindfulness intervention in educational programmes.