using the arrow buttons.
by clicking on the page.
the page around when zoomed in by dragging it.
the zoom using the slider when zoomed-in.
by clicking on the zoomed-in page.
by entering text in the search field, and select "This Issue" or "All Issues"
by clicking on thumbnails to select pages, and then press the print button.
displays sections with thumbnails and descriptions.
displays a slider of thumbnails. Click on a page to jump.
allows you to browse the full archive.
about your subscription?
Lions Roar : January 2007
SHAMBHALA SUN JANUARY 2007 120 teach Buddhism per se,” Brown says. “We extract Buddhist principles and practices and adapt them for contemporary public and private school systems. It’s very organ- ic. For example, one of our teachers, who is a foreign-language teacher, started her classes with a gong, and had her students pay mindful attention to sound and to silence. It helped them to learn language, but they never would have considered it Buddhist.” Likewise, Brown says, educators are developing completely non-sectarian techniques that have contemplative pow- er, and Naropa includes them in its pro- gram, and at times expands upon them. “For example,” he says, “there’s a tech- nique called ‘the three-second wait’ that asks teachers to wait three seconds before calling on a student during a class discus- sion, which leads to more students taking part than just the ones who are Johnny- on-the-spot. We take that a little further and ask the teacher to be mindful and ex- plore what’s going on in their own mind and body during that time. That way, the teacher becomes more of a listening pres- ence, and they can also undercut some of their ambition to have things go perfectly. The relaxation and availability of the teacher has a tremendous impact on the classroom and how students learn. That is the funda- mental thing we teach in our program: we ask teachers to pay attention to what’s going on in their body and their mind.” Tish Jennings feels that teachers’ abili- ties and interests hold the key to the fu- ture of contemplative education. Lantieri would agree. A major focus of her pro- gram has been training a group of thir- ty-five teachers to work with themselves first, before teaching the curriculum. Jen- nings is currently conducting research to “examine how greater emotional compe- tence among teachers may translate into improved teacher-student relationships, increased student pro-social behavior, a more positive classroom atmosphere, and improved student academic performance.” The teacher’s “own social-emotional com- petence and presence and awareness are vital today, and nobody is really looking at that,” she says. “We need to see how con- templative practices can help teachers.” The next phase for contemplative edu- cation and for Garrison’s initiative, Jen- nings feels, is dissemination. “We need to continue to learn about things that are happening out there, find research show- ing some evidence of success, and then disseminate that to teachers and admin- istrators.” But there’s a right way and a wrong way to communicate with teach- ers, Jennings says. And getting it right will make all the difference. “I know teachers,” she says. “In general, they are caring people, altruistic people, but they face many stresses and are not well paid. They can get stuck and burned out. The turnover is huge. Teachers are also very skeptical of scientists, espe- cially psychologists, who are not tuned into what it is like in the classroom, who come in from the outside and tell them what to do. They are well-meaning, but what the teacher hears is another person telling them they are doing a bad job. In telling them about contemplative educa- tion, I want to tell them, ‘We care about you and we know you came to teaching because you love kids. We care about what you are doing and we want to help make it easier for you to do what you want to do.’” What do teachers want to do? “Teachers do not go into teaching to become dissemi- nators of information,” Jennings says, “but to engage students in a state of awareness.” That awareness will inevitably include be- ing honest about a world full of war, terror, scarcity, and environmental degradation. That means teachers will need to help chil- dren uncover the deep inner resources that will enable them to work with the difficult world they will inherit—in Jenning’s view, “to save humanity by changing how we are with each other.” “It’s the spiritual dimension in educa- tion that we have been most frightened of, and yet the dilemmas of our times are deeply spiritual,” Lantieri concludes. “As children take their place in the world, whatever skills we can offer to help them connect to their own inner teacher will help them reach out and respond to what our world needs now—with spirit.” ♦ So you think you’re a Buddhist? Think again. In this fresh and provocative book, Dzongsar Jamyang Khyentse encourages us to examine our most funda- mental assumptions and beliefs, and he inspires us to explore the authentic Buddhist path. “There is much food for thought in this short book for Buddhist students and for anyone interested in the ongoing adapta- tion of traditional Eastern wisdom into postmodern Western settings.” — Publishers Weekly Shambhala Publications Visit www.shambhala.com to receive a 20% discount on this and over 600 other great books!