meditation and education

Goldie Hawn: ‘I’m a dreamer, someone who wishes the best for mankind’

There are certain people you expect to talk about with Goldie Hawn: Kurt Russell, her partner of more than 25 years; Kate Hudson, her identikit actress daughter. But Michael Gove, the Member of Parliament for Surrey Heath and Secretary of State for Education? Michael Gove, the man who looks as if he has just been pulled out of a sheep by Kate Humble in an episode of Lambing Live? Yes. Goldie Hawn, Oscar-winning actress, Hollywood producer, America’s sweetheart, is talking about that Michael Gove.

I don’t know. It’s hot outside – perhaps I have sun stroke. Or maybe there has been a rip in the space time continuum, and somewhere, Jennifer Aniston is spouting forth her views on Danny Alexander and Vince Cable. No, no. Actually, Hawn is keen to set the record straight on a strange story that appeared just before the general election.

The actress, who is described as a Jewish-Buddhist, runs the Hawn Foundation, an educational charity that teaches American children mindfulness and breathing exercises to boost their learning ability. And in an interview in February, Gove announced that the Tories were in talks with her to adopt the practice in the UK.

“I never met him,” she says, shaking her trademark white blonde tousled hair. “I’ll tell you exactly what I did. I had a meeting with an aide of his, I’ve forgotten his name, in some lobby at one of the Parliament buildings down there, by the river you know? Anyway, I came in and sat down with this man, just in the place where you get the coffee from the vending machine, and I spoke to him about the programme, and that was it. I never met Michael Gove.”

Was she, perhaps, a little irritated by the story? “Yes because they [the press] were wrong. When you don’t check facts and you use it for other purposes, you’re abusing something that is actually quite wonderful… So yes, it wasn’t a pleasant experience.” She says firmly that she hasn’t heard from the Tories since. Does she think she fell prey to political spinning? “I have no idea,” she says with a sweet, knowing smile. “I mean, you could draw a conclusion…”

Anyway, I do like the idea of Goldie Hawn drinking vending-machine coffee in one of the House of Commons canteens – perhaps her experience in Private Benjamin helped prepare her for such miserable conditions. She met blinking Ed Balls, too. Did she like him? “Yeah,” she says dispassionately, before adding that “I mean, I was only there for a short period. I had a nice conversation with him.” She doesn’t seem bowled over to me. I wonder if he asked for her autograph. “No!” And out comes that wonderful Goldie Hawn giggle.

Hawn only arrived a couple of hours earlier from Greece, where she has been holidaying with Kurt and Kate and various other family members. She says that she is sleepy, that she was up late last night, but one gets the sense that Hawn’s sleepy is a lesser person’s perky.

“Oh, OK, so wooow,” she says immediately. “Last night, we had dinner on the boat of this big shipping guy, he’s fat and he’s Jewish, and his father’s Greek and his mother’s French, and brrrr, can you imagine?! The most wonderful mix! I’m obviously disciplined and was like ‘well, I’m going at 11’, but we had so much fun we didn’t get to bed until 2.30am.”

We meet in the Royal Suite of the Ritz Hotel. Hawn turns 65 this November but as we are given a tour of the giant oval bedroom, the dressing room and the study, she radiates an almost childlike wonder. Dressed in loose linen trousers, a vest and flip-flops, she settles her teeny-tiny body on a giant sofa in the drawing room, tucking her feet underneath her in the lotus position. Is she going to start the interview with some meditation (she does a lot of that)? Is she going to answer me in ohms? I shift in a giant armchair. “Honey,” she spreads her arms out, and surveys the drawing room. “I just love your house.”

Goldie Hawn is just as you would expect her: warm, bubbly, doling out “sweeties” as if the word were going out of fashion, a natural comedienne as witnessed in such films as The First Wives Club and Death Becomes Her. She is that rare thing in Hollywood: a woman nobody would ever dare bitch about. Females want to be her, men want to be with her. I try and think of people as universally lovely – or as loved – as Hawn and can come up only with Nelson Mandela, the Dalai Lama, and when they were alive, Mother Theresa and Diana, Princess of Wales. Simperingly, I tell her this. “OH. MY. GOD” she squeals, giggling as she goes.

I suppose the best (and less over-the-top) comparison would be Joanna Lumley, or America’s version thereof, right down to the tireless campaigning for worthwhile causes.

She is in London as guest of honour at an event hosted by the conservationist Mark Shand, whose charity The Elephant Family raises money for the endangered Asian pachyderm. For the last two months, Londoners have been admiring 258 elephant sculptures dotted around the capital – they have been designed by artists as diverse as Marc Quinn and Jack Vettriano. Hawn, who sponsored an appropriately gold elephant, has jetted in to see them auctioned off.

“I’m not an animal-crazy person, you know.” It’s as if she wants to make clear the fact she hasn’t turned into some crazy Brigitte Bardot figure. “I don’t have a house full of cats. But animals, children, elderly people… that’s my level of empathy.”

She visits India regularly. (In 2006 she published a book with the terribly spiritual title A Lotus Grows in the Mud. It was full of life advice and was based on her journey from Washington suburbia to the Hollywood Hills, where she picked up a best supporting actress Oscar for Cactus Flower). Anyway, on one of these visits she encountered a blind elephant and her calf, who acted as its mother’s eyes, an experience that Hawn describes as “profound” and “absolutely honest”, and that moved her to tears.

Hawn explains that as humans take elephant habitats, herds break down “and when that society is breaking down, we can only look at our own, and say ‘they are behaving no differently [from us], they are angry, they’re irrational, they’re throwing tantrums’.” From another Hollywood celebrity this would be enough to make you vomit up a bucketful of cynicism, but Hawn is so sincere that her sentiment is infectious and to mock it would just be wrong.

She talks about the Hawn Foundation, and explains the MindUp programme that she briefly discussed with Ed Balls, and last month, Jamie Oliver, who is helping her to establish the project in several British schools. “It teaches children how their minds work, it teaches them to recognise stress, and when they do, it gives them tools for how to deal with stress. All of this is wrapped around the curriculum, so in other words, it doesn’t take time from the academics.”

“And we have done tests that show there was better attendance, that their aggression went down in the playground, that their optimism went up to 63 per cent…” How, exactly, does one measure optimism, I ask. “It’s been done by neuroscientists and researchers from the University of British Columbia,” she says sharply. “People who have been doing this for 30 years…” It’s the only time she is short; it is a hint of the steeliness that must have kept her afloat during her 40 year career.

Would she call herself an actress, or a philanthropist? “I’m a humanitarian. I’m a dreamer, someone who wishes the best for mankind.” I ask her what someone would have to do to make her angry. “I get angry at lies, and I get angry at ill-intended people. I think the thing that thrills me the most in life, aside from seeing a happy child giggle, is human spirit.”

Hawn may sound like a Miss World contestant, but so what? She is genuine, which is all that matters, and I think, however simpering this might sound, that the planet would be a much better place were there more people like Goldie Hawn in it.

“I do have a side that is contemplative,” she says, at the end, stretching her legs out. “When I was younger I was this sort of ditzy young comedienne, and people loved to see me laugh, and when I wasn’t they would say to me ‘oh come on Goldie, smile!’ I used to say to them, ‘well, give me a reason to smile’. Because I do get sad, and I do get hurt, and I do get let down, and I do care.” On the last point, I am left in no doubt.

[via The Telegraph]
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Buddhism in education

Buddhist meditation is justified in schools by its practical benefits. But there’s more to it than that.

As faith schooling from various traditions continues to grab headlines, the prospect of a specifically Buddhist education hasn’t been much mooted. School-based practices inspired by Buddhism, on the other hand, are starting to gain momentum. Last weekend, Goldie Hawn was enthusing about the British launch of her meditation in schools programme, while, on a slightly lower key note, mindfulness teaching has already been introduced in several private institutions – Wellington College and Tonbridge School among them. There are also initiatives to introduce meditation in the state sector, under the guidance of psychologists such as Mark Williams in Oxford.

It’s been said that Buddhism will establish itself in the west as a psychology rather than a religion, and that seems to be the case here – many of those introducing meditation to schools wouldn’t identify as Buddhists. And the rationale has been mostly scientific – among other benefits, meditation has been shown to foster attention skills, reduce aggression, and increase pro-social behaviour and relational abilities (among children and adults), as well as protecting against anxiety and depression.

That the practices have been presented in this positivist way is skilful – the prospect of teaching kids to pay attention is far more likely to spark educators’ interest than suggesting, hippie-style, that meditation will connect them to a deeper understanding of experience. But are the two claims really that different? A deeper understanding of experience doesn’t have to mean contacting an other-worldly state that reveals the secrets of the universe – in the context of meditation, it’s more likely to involve developing a here-and-now investigation of thoughts, feelings and events, and recognising how they interconnect to create our perception of the world.

The risk of presenting meditation purely in “here’s what you get out of it” terms is that it can come to seem like a technique for self-improvement, or self-control, when actually it is about self-letting-go, a deep dissembling from which a new understanding can come. Rather than offering a promise of betterment, or a false confidence based on faith, meditation can be a way of teaching doubt – the kind of creative uncertainty that can be a useful container for learning. By taking a different perspective on experience – watching it mindfully for a while, rather than getting so caught up in it, we can become more attuned to how our attitudes colour our world, and how the way we see things aren’t the way they necessarily are.

This isn’t quite the kind of scepticism that Richard Dawkins has suggested might be the kernel of an atheist schooling – as Andrew Brown has pointed out, the unspoken premise there is that doubt is taught according to a set of given rules, with an implicit discrediting of ideas which can’t – at least for now – be demonstrated. Instead, it’s more radical – a method for becoming more alive to our ever-changing experience (intellect, emotion, body sensation, event perception), and developing an understanding that to treat one element (or one moment,) as the arbiter of truth is to fixate and judge in a way that limits our view.

It’s the kind of wisdom that Socrates spoke of when he said that while he knew nothing, he knew something from not-knowing. Similarly, by investigating in a meditative way, we might get a little closer to recognising how our preconceptions afflict us. It’s an approach that might not just mean fewer fights in the playground, but the spread of a humility that underpins our continued search for answers – we can accept that it’s a struggle even to formulate good questions.

There wouldn’t be anything explicitly or exclusively Buddhist about such an education, and nor should there be (as Ajan Amaro says: “If you think you really are a Buddhist, you are totally lost!”). But it would honour the spirit of open-minded, fully-embodied inquiry that the Buddhist tradition at its best can offer.

[Ed Halliwell, The Guardian]
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Students use meditation to focus

Breathe in. Hold. Release. Repeat.

Do you feel calmer?

Some students have turned to meditation as a useful way to help study for finals and focus their attention.

Kylie Contreary picked up meditation and yoga at the beginning of the year to help her cope with an increased workload and the stress of starting college.

The first-year English student now repeats a meditative breathing exercise three times a week to help her focus for her upcoming finals and papers.

“Usually, if I’m stumped with a paper and my thoughts just aren’t happening, I’ll sit down and work on trying to clear my head,” Contreary said. “Once I do that I start to organize and I can write more smoothly.”

Regular meditation is a good way not only to focus your thoughts but also to increase attention span and promote a sense of calmness and relaxation, said Andrea Wagner, a yoga and meditation teacher at the John Wooden Athletic Center.

Wagner started the meditation class at the Wooden Center a year and a half ago after finishing her training, and since then she has implemented a variety of methods to help students to focus.

Wagner uses candles and meditative music to help students focus, as well as utilizing the body’s natural power centers in order to help them center and focus themselves.

Besides helping to clear the mind and focus thoughts, meditation has also been proven to be correlated with denser brain matter.

Researchers at the UCLA Laboratory of Neuro Imaging found that daily meditation helped certain areas of the brain to grow denser.

Researchers studied 22 test subjects who had been meditating on a daily basis for at least five years and compared their MRI scans to those of a control group who do not meditate. The study showed an increase in the density of the gray matter of those subjects who meditated, said Eileen Luders, Laboratory of Neuro Imaging researcher and head of the study.

“I think everybody should meditate because the threshold for being able to do it is so low,” Luders said. “You just need a comfy chair, some quiet and 15 minutes. It’s so simple, but it has huge effects.”

Although essentially a simple process, Wagner also suggested each student experiment with different styles before settling on the one they like.

“Meditation is very personal,” Wagner said. “Students must choose which method they enjoy the most, because you have to figure out which one is best for you.”

For Cara Acker, a student in the Anderson School of Management, straightforward meditation had never been an effective method.

“I wasn’t one of those people who could sit and just clear my mind,” she said. “My thoughts were always whirling, and I found it hard to focus.”

Instead, the active Acker turned to the more physically demanding forms of meditation like yoga and Pilates.

The physical act of manipulating her body and focusing on the movements helped her to clear her head and energized her.

“The physical activity allows me to leave all of my problems at the door,” Acker said. “I would feel the blood moving through my body and I felt a connection between my body and my mind.”

Acker also said she uses her meditation in order to elongate how late she can stay up and study.

“As a student, I found that on the days when I did yoga and meditated in the afternoon, I could focus for a longer time and stay up later,” she said.

For students who want to try meditation at home, Wagner said she suggests simple breathing exercises.

“Find a quiet place to sit, and then focus on your breathing. And every time your mind wanders to something that isn’t your breath, just refocus it,” Wagner said.

The key to meditation is regular repetition, Luders said. Repeating the exercise at least a few times a week can have immense benefits.

“It’s something very intense, very focused, and like exercising, something you do regularly,” Luders said.

[Alexi Boyarsky, Daily Bruin]
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At Staten Island’s Concord HS, the fourth ‘R’ is relaxation

Considering the library at Concord High School was jam-packed with dozens of students, it was oddly quiet.

Each person was in a mode of contemplation, reflection and meditation. They took deep breaths as they rested, hands on their laps, eyes closed.

In fact, every day for the past 10 weeks, students at this alternative high school did something their peers rarely get a chance to do — relax.

As part of a scientific experiment on mind training, the teenagers, who often come to Concord from troubled backgrounds, sat calmly for three minutes at the start of their fourth-period class. The test was to see whether brief bouts of meditation can help relieve anxiety among students who are normally cramming for exams and homework while juggling the stresses of family life.

Almost right away, their teachers and mentors noticed a difference.

“Before, they didn’t pay attention and they felt the need to be snarky in order to show they existed and to wake up. For teachers to yell at them about these things takes time out of class and makes them feel worse about themselves,” said Susan Finley, executive director of The Producers Project, which has been filming Concord High School students for seven years. “Now, when a teacher says focus, they know they can…There’s more confidence, they’re more relaxed in their own skin, and they feel more hopeful.”

Throughout the experiment, the students researched with scientists from around the country, including Dr. Tracy Dennis from Hunter College; Dr. Merlyn Hurd, a psychologist who measured students’ brainwaves; Dr. David Vago from Harvard University; and Dr. Robert Roeser from Portland State University.

At the start of the experiment, students answered a survey to answer about stress and confidence. They were then split into groups: the experimental would practice deep breathing exercises for three minutes a day; the placebo would sit and do nothing for that time; and the control would go about their daily routines. Students were given another survey at the end of the 10 weeks to measure the effects.

All the while, students studied different parts of the brain. They learned that neuroplasticity means the brain can change with life experiences and that mind training could have a deep impact on ones behavior.

They found out that mind training could help with functions of the thalamus, such as alertness and memory, and that it could benefit those with damage to their occipital lobe, which controls eyesight, by helping people deal with illusions.

Students said they felt calmer and had a better outlook on life. The research showed decreased levels of anxiety and better self-awareness.

Ndeye Ndiaye, of Mariners Harbor, said the meditation sessions were dream-like, but her mind often spiraled into a nightmare where she felt herself falling. Before it got out of hand, she focused, and was able to bring herself back to reality. She said the experiment has helped her cope with challenges, like her diabetes diagnosis, and moving to Staten Island to immerse herself in an unfamiliar community.

“Mind training has helped me to try to not think about the negatives of my past, but it has helped me to think of the positives in my future,” she said.

Kim Wilson-Hite, an English teacher, hoped the exercise would help students beyond their graduation from high school.

“If you can think about nothing, you can think about greater things and you can fix any problems in the world,” she said.

[Amy Padnani SI Live]
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The joy of daydreaming

Stillness, meditation, reflection, silence. Radio documentary maker Alan Hall goes in search of refuge from the noise and bustle of the modern world, looking for moments of peace amid the hurly-burly of daily life.

I was seeking still moments.

A friend had mentioned The Pause, an unlikely quiet time held at the start of each day in a London boys’ school.

Now I found myself perched next to the headmaster, David Boddy, on a stage in the main hall of St James Independent School, Twickenham. This was a school assembly, but not as I knew it.

“Balanced and upright” was the head’s gently coaxed instruction.

Three hundred boys fell into a well-rehearsed silence. Many closed their eyes. All ceased fidgeting.

“And settle… into the inner peace.” Within moments, the entire school had fallen into a collective stillness, The Pause.

What do we get from stillness – those moments of reverie, of daydreaming, in an ever more noisy, busy and stimulating world?

I was seeking the sensation of escaping – and being jolted back into – the unrelenting bustle of the everyday.

Inner self

I had a suspicion – no more than that – that with the encroachment of digital technology into every private corner of our lives comes an erosion of a precious capacity to step aside from the hurly burly, “to stand and stare”.

“What is this life, if full of care, We have no time to stand and stare…”

WH Davies’ poem is 100 years old, written before mass ownership of the motor car, let alone the superhighway.

But in moments of stillness, now as then, we find opportunities for reflection, random association and creativity. Lose the gift of daydreaming and we lose that connection to our inner selves.

On the stage at St James school, I began to feel uncomfortable at the prospect of 10 full minutes of Pause, exposed as I was before 300 pairs of eyes.

But the dreaded eternity evaporated in a passing moment.

“In the midst of the 10 minutes you may get a couple of minutes of absolute inner quiet but the rest is sort of getting there,” Mr Boddy explained to me. “By comparison to where their minds have been, it is an oasis.”

He fears an “attention deficit syndrome” affects the majority of British schoolchildren. At St James the rules concerning iPods and Game Boys extend well beyond the classroom and the school gate. Boys are not allowed to “plug in” on the way to school.

Mr Boddy estimates that it takes almost two school periods, about 1½ hours, to re-attune any pupil who arrives at school listening to music, to get their ears clear and minds attentive.

“Particularly on Monday mornings, they come in and they’re very agitated… and you have to spend quite a long time just getting them to the point where they can attend on something.”

As well as the collective Pause, every individual class begins and ends with 30 seconds of silence. The boys think of it as an opportunity “not to think”, to “zone out”, to clear their heads of one subject and create space for the next.

One pupil talks about putting “things on shelves” in his mind. Another says it helps him see things more clearly.

This is not daydreaming. It’s more purposeful. More productive. It helps with academic performance. It is the practice of stillness in the midst of the madding crowd.

In the heart of the City of London at St Paul’s Cathedral, I went for a quiet chat with Canon Lucy Winkett, author of Our Sound Is Our Wound which explores contemplative listening.

She spent a month last summer pursuing complete silence on a retreat. She could speak for just 30 minutes a day.

And in this silence, sound took on a new profundity, reconnecting her to deep-lying emotion.

“Silence is absolutely vital to the flourishing of human sensibility, to the flourishing of ourselves as people,” she says.

“We’re people who want to try to communicate and we mostly do that by making noise but silence is not a negative, it’s a very rich and fruitful and creative part of our lives.”

‘In silence, death’

Eventually she found she’d progressed from not speaking to a new state of actively “doing silence”.

Her reflections, described as we sought out a quiet corner in the city centre cathedral – away from tourist visitors, hovering police helicopters and practising organists – brought her into a confrontation with mortality.

In silence resides our death. The frantic busy-ness and noisy-ness of a modern existence are distractions from meditating upon the eternal silence that is our fate.

Far from the bustling city in the peace of the Surrey suburbs, musician Kieran MacFeely has a very different use for stillness. As Simple Kid, he made a living making a racket.

Now he relishes the gentle hubbub of birdsong intermingled with passing trains, distant traffic and neighbours’ lawnmowers.

From the garden outside his music room, his mind can wander – often to be followed by his feet – down country lanes and creative pathways.

“If I tried to remember where my mind goes [when daydreaming] I bet I’d get it wrong.

“I think the reason is that you relax a little bit and you go off and you look at things from different angles.

“I presume it flits around all over the place, I think that’s the point of those moments is that you’re not monitoring yourself.”

Trained in music therapy practice, Mr MacFeely has found in still moments a new relationship between sound and silence, and an invitation to daydream…

[Alan Hall, BBC News]
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The mindful teacher

Rx for Teachers Teachers, especially those in urban settings, are under attack. Every day they hear about mass firings, school closings, pressure to raise test scores, and student violence. But now a local support network called the Mindful Teacher Project offers an antidote to alienation and a way for teachers to relieve stress. In short, the project proposes that what teachers really need is a chance to take a long, deep breath.

Led by the project’s founders – Boston College professor Dennis Shirley and Elizabeth MacDonald, a literacy coach in the Boston Public Schools – 18 of the city’s public school teachers meet once a month at Boston College to share stories, offer collegial support, and practice guided meditation. The project may be off the map of orthodox reform strategies, but it’s been critical for the participants, several of whom were ready to leave the profession.

Shirley and MacDonald – who just released a book called The Mindful Teacher and hope its publication will lead to similar programs in other cities – say mindful teaching leads to better instruction. “Mindfulness should always take us back to the learners,” Shirley notes. “If we get distracted, we have to meditate, we have to come back to the kids.”

[via the Boston Globe]
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UC Berkeley students to have dedicated meditation space

For the first time in two decades, UC Berkeley students will have space on campus solely designated for meditation, prayer and reflection.

The “reflection space”-part of the B.E.A.R.S. Initiative plan to redesign Lower Sproul Plaza by 2017-will be available to individual students for personal use or for renting out on formal occasions.

Though the reflection area will be non-denominational, it has been a central goal for the Muslim community for many years, said Joseph Guzman, co-chair of the Lower Sproul Student Council.

According to junior Negad Zaky, a member of the Muslim Students Association, Muslim students’ five daily prayers attract awkward glances from other people on campus.

“It’s not a laborious affair, but it sure does cause a stir if you have no place to do it other than Upper Sproul, the (Multicultural Center), or random grassy areas in a passing period,” Zaky said in an e-mail. “This prayer space would mean a lot more than mere convenience to me and to many of my Muslim brothers and sisters.”

Many of the spaces Muslim students currently use for prayer are often occupied or are being used for other events, according to Independent Senator Huda Adem.

Guzman said the room will be beneficial to the entire student body, regardless of their religious beliefs.

“In the daily grind of student’s lives it’s important that we have a space on campus where we can sit down, relax and get in touch with our spiritual lives however we see fit,” he said.

Doug Oman, assistant adjunct professor of public health, said this room would provide students a healthier outlet for stress instead of drinking or doing drugs.

Steve Giahos, president of the Orthodox Christian Fellowship at UC Berkeley, said the reflection spot could be good for those who prefer a more private area to pray or reflect.

The creation of a campus prayer space has been proposed by the ASUC in the past, but was never created due to limited space on campus, Adem said.

Nadesan Permaul, director of the ASUC Auxiliary, said the Tilden Room in the Martin Luther King Jr. Student Union building was used as a meditation space about 20 years ago, but was closed due to security issues.

Zaky said above all, the reflection space would foster greater understanding between different spiritual and religious groups on campus.

“I do also see it as a place that will promote the invitation of dialogue between different individuals and groups-all with a similar goal that they can share and find solidarity in,” he said in an e-mail.

[via Daily Californian]
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Buddhist teachings tackle stress of finals

Sponsored by Ayubowan Sri Lanka Organization, Society of Buddhist Red Lotus and Theravada Buddhist Student Association, a Buddhist discussion and meditation session took place at 4 p.m. on Friday in Voyageurs North of Atwood Memorial Center.

“[The objective of the session was] to deliver an opportunity for the SCSU and local St. Cloud community to learn, understand and make use of meditation and Buddhist teachings,” Charitha Hettiarachchi, president of Society of Buddhist Red Lotus, said.

“The purpose of this meditation session was to help all those who attended to find relief from any negative thoughts they may be having – depression and stress,” Charith Rozairo, president of Ayubowan Sri Lanka Organization, said.

Since semester final exams are close at hand, many students experience depression and distress due to their work load, Hettiarachchi said.

“In order to remove all these negative feelings without medication, it is vital to practice meditation,” Hettiarachchi said.

The session was led by Venerable Maitipe Wimalasara from Dharma Vijaya Buddhist Vihara, Los Angeles, Calif. Wimalasara lectured on how other countries have introduced Buddhism in to their religions and how Buddhism helps them to lead happy and relaxed lives.

A 30-minute meditation session followed the lecture “Avoiding and Overcoming Depression without Medication.”

“Meditation and mindfulness go to the heart of a person’s depression or obsessive negative thoughts,” Hettiarachchi said. “It enables a person to experience deep relaxation as well as being able to recognize and control repetitive negative thoughts.”

“This event also helped each person to have more control of their minds and bodies – dwell in positive thoughts always. Events such as these teach valuable lessons about life,” Rozairo said.

Though meditation is usually recognized as a largely spiritual practice, it also has many health benefits, Hettiarachchi said.

“In order to avoid many life-threatening diseases as well as mental illnesses, it is important to know about meditation and have a proper practice,” Hettiarachchi said.

A “Pirith Nula,” known as the “blessed string” was tied on the wrist of participants.

Rozairo said that participants were not only benefited by practicing Meditation, they also learned how Buddhism has inspired many lives.

“In SCSU, the main religion is Christianity. However, there are so many Buddhists here from Sri Lanka, India, China, Thailand, Malaysia and Nepal,” Rozairo said.

Rozairo said this event allowed these students a chance to pay respect to their religion.

“I think what can be done is to organize more events such as this and bring out the Buddhist community from the shackles,” Hettiarachchi said.

“I am a Roman Catholic but I still promote Buddhism by organizing meditation sessions and temple visits so that Buddhists can perform their religious rituals,” Rozairo said.

“This [event] was not only for the Buddhists because such events as this teaches important lessons that are very beneficial,” Rozairo said.

[University Chronicle of St. Cloud State University, Minnesota]
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Preschoolers practice meditation

Take a breath. Pay attention as the air goes in…and out. There, you’ve just had a moment of mindfulness.

In the 1970s, a young scientist named Jon Kabat-Zinn began introducing mindfulness meditation to people who suffered from chronic pain. He found that bringing awareness to the pain helped them cope with it. The techniques were rooted in Eastern practices taught by the Siddhartha Gautama, also known as the Buddha. And they caught on in the medical world.

Over the decades, mindfulness has become integrated into treatments for physical pain, anxiety and depression. It’s put into practice at esteemed medical centers such as UCSF. And recently, its reach has expanded into some schools. Supporters say it may be just the trick to lower stress in anxious teachers and students. But there’s still a lot to figure out — what to teach children, at what age, and what mindfulness and meditation can actually do.

KALW’s Judy Silber visited a pre-school in Marin County, where children are learning mindfulness during the earliest stages of their education.

*     *     *

KIDS SINGING:

My mind is a clear, blue sky, my mind is a clear blue sky.

And I breathe in, and I breathe out.

And my mind is a clear, blue sky.

My mind is a clear, blue sky. And the feelings come, and the feelings go.

And my mind is a clear, blue sky. My mind is a clear, blue sky.

To meditate, you have to sit still. Stillness and preschoolers ? two words that usually don’t go together. But they do for Lesley Grant, the director of the Marin Mindfulness Cooperative in San Anselmo. Through pictures and stories, she guides kids between the ages of two-and-a-half and five in following their breath.

LESLEY GRANT: And now the moon has set. And the night is gone. And the sun is about to come up. So you are a flower and you are going to breathe in the sunlight, and open your petals?

The kids are hardly perfect meditators. A few have their eyes open. One little boy lies on his stomach. Still, Grant says the deliberate breathing calms them. And it’s teaching them how to be mindful, to be present and aware of their experiences.

GRANT: ?can you ring the bell, Ezra, and let’s see if we can be mindful of the sound. Ring the bell. (bell rings) And let’s listen until the sound stops. Raise your hand when you can’t hear it.

Grant’s meditation practice began 35 years ago, when she was 17. A certified early childhood educator, in 2000 she was ordained as a Buddhist nun in Sikkim, India.

GRANT: I stayed in a monastery where there were a lot of little monks, and I watched them a lot because I had already worked with children. I watched the freedom and the joy in their play…

I met some little nuns, too. And I saw that they were very free and alive and vital in their play. And then when they were in the gompa, the meditation hall, meditating, they could be very still and peaceful.

When she returned to the U.S. in 2002, Grant began a preschool cooperative. She included meditation and mindfulness training for the parents. And then, she decided to pass it on to the kids as well.

EILEEN BROWN: I was kind of surprised, and I was really kind of skeptical. I couldn’t imagine how Lesley was getting these kids to do all of this.

Three years ago, Eileen Brown enrolled her four-year-old daughter in Grant’s co-op.

BROWN: Then when I came in to do my co-oping shift, I was just really amazed at how the kids really meditated, and how they really could. And then, what my daughter was bringing home, like she could just plop down and get in full lotus and meditate, and she’s talking about Buddhist philosophy, and different Buddhas, and that’s Shakyamuni, and that’s Green Tara, and I didn’t know any of that, so she, sort of, started teaching me.

It’s really kind of an experiment because meditation isn’t usually taught to children. The practices are geared toward adults, and that’s where the research has focused, at least until now.

PHILIPPE GOLDIN: There’s an explosion of interest right now from many different areas in society.

That’s Philippe Goldin, a clinical scientist at Stanford University. He runs a research group looking at how various meditations, mindfulness and psychotherapy affect the brain. Goldin says specific forms of meditation can increase attention and emotional awareness ? actually change the psychology of a person. But almost all those studies were on adults. Goldin says, when it comes to mindfulness and children, we know …

GOLDIN: …very little. There are many people who are trying to implement and weave in mindfulness practices into, either the home, or school, perhaps even daycare centers. There are very, very few research studies where people have tried to measure the effects.

So far, the results for children are encouraging, though not stunning. One study out of UCLA showed that mindfulness improves a quality called “executive function,” which is the ability to stay focused and on task. Over a period of eight weeks, second and third graders who started with low scores improved a lot. However, those who started with high scores didn’t change much.

Goldin’s group conducted a study in which families sat in silence for a few minutes each day, together, for eight weeks, connecting with what Goldin calls, “the still quiet place within.” The researchers tested the subjects before and after each trial. The kids, aged 8 to 12, showed improvement in their attention. And the parents?

GOLDIN: The parents additionally benefited on multiple measures of emotion regulation, decreased symptoms of anxiety, depression, increased self-efficacy, or belief in the parents’ ability to work effectively with their kids. So there are many, many benefits to the parents. The one thing we found in the kids that really was reliable was this increased ability to focus and use their attention.

The Centers for Disease Control says attention deficit hyperactivity disorder affects three to seven percent of school-age children in the U.S.Researchers say they are curious as to whether mindfulness can offer a non-pharmaceutical treatment. For adults, there’s a small, but growing body of evidence that says it might. For kids, it’s still an open question, with a lot to sort out, including whether it’s better to train children, their parents, or both.

Back at the Marin Mindfulness Cooperative, Lesley Grant is creating exercises for her students.

GRANT: We might have children open their mind like the ocean. And that’s giving them an image that helps them to bring a sense of spaciousness to their mind. Then we might ask what’s in their ocean, and they might, we might play with it like a game.

            GRANT [demonstrating example]: Yes, Tobias, did you have something in your ocean?

            TOBIAS: um, kitty cats.

            GRANT: You had kitty cats at the edge of your ocean. What are they doing?

            TOBIAS: They’re playing in the sand.

            GRANT: Can you show us how kitty cat moves? And how does kitty cat feel?

            TOBIAS: Mad!

            GRANT: It’s a mad kitty cat. So let’s all move. Tobias will show us how the mad kitty cat moves?

            [Example ends]

GRANT: And the child gets to determine when they’re done moving, and everybody is going to sit down and we see if we let in stillness — when we’re sitting still, can let a feeling move through us.

            [Example continues]

            GRANT: Okay, Tobias. And when you’re ready, ring the bell, and we’ll all sit and see if we can let that kitty cat run through us.

The scientific proof may be lacking, as yet, but Grant has great anecdotal evidence: children who meditated in the back seat of a car in response to a stressed-out parent; a 5-year old girl who used to act out by hitting, and can now catch the impulse of one fist with the other hand.

Then there was a 4-year old with impulse control issues. One day, about a year after he had been at the cooperative, he and a three-year old were making a puppet show. The younger child started knocking things down. Grant was right there.

GRANT: And the older boy who was four, said, “I want to hit him, I shouldn’t hit him.”  And I said, yes, that’s right. And the boy said, “My anger fish is here.” And I said, Oh, what’s it like? And he said, “Anger fish wants to drink up all the water.” Which, to me, was a child having an insight about what anger does in the mind. I mean, isn’t it like that? It really is. When we’re angry, the anger wants to take up all the clarity of our mind, and this is how the child was saying that in a child’s way, in a way of saying it as a picture.

And I said, yes, but can he drink up the whole ocean? And the child said, “No, I’m bigger than the anger fish.” And suddenly, he had this experience that his mind, that his awareness, was bigger than his anger — which was the joy, and the sense of empowerment in him, in that moment — was just amazing.

This kind of emotional awareness is rare, even among adults. So it may take a long time to gather the statistics to support this kind of approach in schools. Young children, especially, are hard to test. But if Grants’ stories are an indicator, teaching mindfulness to preschoolers may have some very practical applications.

The mindfulness song at the beginning of this story comes from Betsy Rose.

[via San Francisco Chronicle]
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Seeing the teaching: scholarship of the Buddha

“Whoever sees me,” the Buddha was reputed to say, “sees the teaching, and whoever sees the teaching sees me.” Kevin Trainor, professor and chair of religion, has his own way of seeing and understanding Buddhism, through the lens of a scholar, examining the tradition through time and place, relics and ritual. His expertise led well known documentary filmmaker David Grubin to seek Trainor as an academic advisor and commentator for his new work, The Buddha, airing on PBS April 7 at 8 p.m.

“When I teach Buddhism I teach about it as a scholar of religion,” says Trainor, “and so my perspective is not that of a practitioner. I’m trying to, as accurately as I can, understand its different historical and cultural forms. I take the history very seriously, and I think it sets limits on what we can say with confidence about the historical Buddha.”

Trainor and the film’s narration both speak of Buddhism as a story, one that rose out of oral tradition. Pared to the core, Siddhartha Gautama, son of a king, is believed to have renounced society at age 29, gone into the forest seeking truth, practicing intensive meditation and extreme asceticism, both of which he left behind before he finally understood the true nature of the problem of existence. In that, he achieved enlightenment, only then becoming Buddha, “awakened one.”

The thorny problem, as Trainor explains it, is the endless cycle of birth and death, the repetition of human suffering in all of its forms. After living countless lives, the Buddha is said to have ended his own cycle by putting an end to attachment, to desire, those things he viewed to be the fundamental human failing.

“If your sense of wellbeing and happiness,” says Trainor, explaining the Buddha’s message, “is dependent upon attaining something and grasping on to it in the expectation that it won’t change, you ultimately will be miserable. Everything changes. There is absolutely no escape for that. So the alternative is to be focused on the present, pay attention to it, value it in its own right, in this time and this place.”

Meditation on religion

Trainor’s academic study leads him to findings that might discomfit 21st century American converts (distinguished from devout immigrant communities), many of whom he sees as practicing a “pop” version of Buddhism. As a scholar, not a theologian, he steers away from moral judgments, but he brings an informed perspective to ideas about the movement as a spiritual way of being, even a rejection of religion, with a focus on the philosophical and meditational side of Buddhism.

“One of the most historically problematic views,” says Trainor, “is that Buddhism is self-realization. It’s realizing your true potential. It’s living well. I’m not saying that’s wrong, but I am saying that’s an interesting development that’s not particularly characteristic of the way it functioned in ancient India.”

In The Buddha, in fact, Trainor discusses Siddhartha’s experience with meditation along his journey to enlightenment, which proved a distraction from his goal.

“He ascends to these very rarified states of consciousness,” Trainor says in the film, “but it’s not permanent, and it does not bring penetrating truth into the nature of reality. So these become a temporary escape from the problem of existence, but they don’t solve the problem.”

Trainor acknowledges Buddhist meditation as a useful alternative to a consumer culture organized around creating desires that can only be met through purchasing things. But traditional Buddhism is closely associated with renunciation and a monastic life that is generally inconsistent with modern Western interests.

As a renowned expert in relic veneration and as a student of the archeology of ancient India and the cultural milieu that allowed for the Buddha’s rise, Trainor wants to send the message that Buddhism, both historically and as it is practiced in Asia today, is anything but hostile to religious ritual and materiality. The documentary, in fact, received a joint grant from the National Endowment for the Arts with the Asia Society in New York City, whose museum is running a complementary exhibition, “Pilgrimage and Buddhist Art,” now through June 20.

Veneration, pilgrimages and relics

“In terms of my own commitments to teaching about religion,” says Trainor, “I think it is important to understand how Buddhism is inculturated, how it is in the ground, how it’s about relics and veneration and has very much to do with practices, not just meditation but veneration.”

The pilgrimage, traveling to a sacred place as an act of religious devotion, is deeply embedded in Buddhism — the Buddha himself discussed how his remains should be transported and enshrined after he died, reportedly saying that people would go and, “their hearts will be serenely enlightened.”

“It’s very much about stupas, relics, places with religious significance marked out across Asia,” says Trainor, “places that are magnets that draw people.”

The film, which Trainor calls artfully created, is largely biographical with narration by Richard Gere, footage shot in India, illustrations depicting the more mythological scenes, and commentary from scholars and others. Are Trainor’s points about object veneration part of the film?

“They’re in the documentary,” he says. “I think they can also be ignored, and I think many people will. I think they’ll find much more compelling the statements by psychologists and poets saying, ‘You are the Buddha.'”

Trainor, though, who tends to focus on Theravada, among the many, many schools of thought within Buddhism, can be poetic as well.

“In a sense,” Trainor says, “the Buddha is not the ultimate Buddha. The ultimate Buddha is Buddha-ness. It’s everywhere. It’s always there.”

[via University of Vermont]
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