Educators Insights about Applied Ethics and Mindful Education

Transcription

1 Applied Ethics and Mindful Education Educators Insights about Applied Ethics and Mindful Education New Year Educators Retreat Report Plum Village Practice Center April 2013

2 The New Year Educators Retreat / Applied Ethics and Mindful Education took place from the 28 th of December to the 4 th of January 2013 during the New Year Retreat at Upper Hamlet, Plum Village Practice Center. Organization Team: Thây Phap Lu u - Upper Hamlet, Plum Village Chan Phap Lai - Upper Hamlet, Plum Village Miles Dunmore - Heart of London Sangha / American School of London (ASL) Pilar Aguilera - Wake Up / Barcelona Sangha / University of Barcelona (UB) Author of the New Year Educators Retreat Report: Pilar Aguilera paguilera@ub.edu Associate Lecturer at the Department of Research Methods and Diagnosis in Education (MIDE) Faculty of Education, University of Barcelona For more information about Applied Ethics and Mindful Education you can contact the European Institute for Applied Buddhism (EIAB): appliedethics@eiab.eu PLUM VILLAGE 13 Martineau Dieulivol, France Plum Village was established in 1982 in Southern France, founded by the Venerable teacher Thich Nhat Hanh. Copyright 2013 By Unified Buddhist Church All Rights Reserved. 2

3 You cannot transmit wisdom and insight to another person. The seed is already there. A good teacher touches the seed, allowing it to wake up, to sprout, and to grow Thich Nhat Hanh 3

4 Acknowledgements I would like to express my very great appreciation to the group of educators of the New Year Educators Retreat at Plum Village Practice Center for their inspiration and deep insights, and for allowing me to conduct this research report. I would also like to offer my special thanks and admiration to Miles Dunmore for his passionate commitment and energetic aspiration in organizing Applied Ethics and Mindful Education retreats and courses for teachers and educators from around the world. My thanks and sincere gratitude to Professor Katherine Weare for reading parts of this report and for giving me encouragement and wise suggestions. My profound gratitude to Brother Phap Luu and Brother Phap Lai for planting seeds of compassion and nourishment along my spiritual path, and for bringing so much love and light into the world. 4

5 Contents Acknowledgements... 4 Introduction Session 1: Educators intitial gathering Orientation of the Educators retreat /Ice breaker Educators introduction: Observation Getting to know each other Starting where we are Sharing experiences Session 2: Learning from experience Presentation of the New Year Educators retreat Applied Ethics and Mindful Education presentation Small groups sharing and poster presentations: Exploring our strengths, challenges and needs Strengths Challenges Needs Summary Session 3: Nourishing our own practice Educators views about Applied Ethics and Mindful Education in schools Teaching methods Mindfulness implementation Network systems Educators views on nourishing our own practice : Poster presentations Primary schools group Secondary schools group Secondary schools and university group University group

6 3.3. Practising the ten mindful movements Summary Session 4: Going out into the world Dharma Talk by Thich Nhat Hanh Mindful sharing with the whole group about Going out into the world Workshop about how to invite the bell to sound in the classroom Summary Session 5: Our Collective Aspiration SINGING TOGETHER! Educators commitments, aspirations, and vision for the New Year SMILING TOGETHER! Workshop about dealing with strong emotions Discussion and Conclusions ) How might applied ethics and mindful education best be cultivated in schools and universities? ) What implementation processes and support systems work best with applied ethics and mindful education? ) What challenges can the introduction of mindfulness in schools generate and how might these challenges be best overcome? ) How does the process of transformation and healing take place in mindfulness practitioners? Key Recommendations References Bibliography about children s books More resources in the Plum Village Tradition APPENDICES Appendix 1: Applied Ethics statement and mission Appendix 2: Creating a school sangha

7 Introduction The New Year Educators Retreat report focuses on five three-hour mindfulness sessions organized at the 2013 New Year Retreat at Upper Hamlet, Plum Village. The aims of the report research are: 1) to give an account of the whole Educators Retreat course experience; and 2) to explore the educators insights and perspectives on how mindfulness education and applied ethics should be cultivated in our daily lives and workplaces. With regard to the second aim of the report the following questions were addressed: 1) How might applied ethics and mindful education best be cultivated in schools and universities? 2) What implementation processes and support systems work best with applied ethics and mindful education? 3) What challenges can the introduction of mindfulness in schools generate and how might these challenges best be overcome? 4) How does the process of transformation and healing take place in mindfulness practitioners? The purpose of the New Year Educators Retreat was: 1) to develop a fertile atmosphere of brotherhood and sisterhood that could inspire educators transformation and healing. A further purpose was: 2) to create a fruitful and meaningful mindful space where educators could reflect on and exchange their experiences in nourishing mindfulness in their daily lives and in further enriching their educational environments with their own practice. Some mindfulness workshops were included in the Educators Retreat, although the main focus of the retreat was not on learning specific mindfulness activities to bring to schools, but on nurturing deep connections between mindfulness practitioners in order to support each other s aspirations along the educational path. The five sessions of the Educators Retreat were structured around five topics: 1) The educators initial gathering; 2) Learning from experience; 3) Nourishing our own practice; 4) Going out into the world; and 5) Our collective aspirations. The organization of the sessions and its conceptual framework were based on the secular proposal for Applied Ethics in education (Appendix 1), which springs from a global ethics of the Five Mindfulness Trainings and the Noble Eightfold Path of Zen Master Thich Nhat Hanh. Thirty-five educators with a wide range of nationalities attended the retreat. Some of the countries represented were France, the United Kingdom, Spain, Denmark, the United States, Holland, Italy, Germany and Belgium. As the Educators Retreat was integrated in the New Year s Retreat, all educators had the opportunity to experience a great number of Plum Village practices such as: guided meditation, walking meditation, eating meditation, working meditation, 7

8 total relaxation, touching the Earth, etc. The peaceful atmosphere of Plum Village allowed the participants to feel more receptive and relaxed and take full advantage of deep reflection and sharing in peer groups and in the whole group. All educators were regular mindfulness practitioners and were already using mindfulness practice implicitly or explicitly in the workplace. Most were university, secondary and primary teachers; a few were social and work educators. Most of the practitioners had visited Plum Village before, and were mindfulness practitioners in the tradition of the Zen Master Thich Nhat Hanh. The methodology used for this research report is qualitative and exploratory. Participant observation was the data collection method, using extensive field notes on activities, events, formal and informal presentations and educators insights and perspectives. Posters were reviewed after each activity session and were subsequently collected at the end of the retreat to triangulate the data with the educators views. I also had informal conversations with educators, and was involved as a participant in all the sessions of the retreat. Data collection from the sessions, meetings with the organization team, and educators experiences and sharing were also recorded in a journal so that the organization team could evaluate the dynamics of the course plan. Several informal and formal meetings were arranged by the organization team before and after each session. These meetings focused on the evaluation of course design and contents and of educators learning experience and level of enjoyment. A brief critical discussion and some conclusions concerning teachers insights and perspectives in relation to evidence-based practice for mindfulness in education is incorporated into the report. Our key recommendations afford relevant information for guiding and inspiring further training design and research in this area. Regarding the ethical procedure of data collection and data analysis, consent was sought from all educators and the organization team in carrying out the report and note-taking on all the activities and educators views. I shared with everyone concerned my intention of writing the report and all were in agreement with the procedure. I explained that I would preserve the educators anonymity (not attaching names to views) and asked special permission from the group to take notes on their insights in Sessions 4 and 5, where sharing from the heart was more private and confidential. One of the rules of dharma sharing is confidentiality as well as loving speech and deep listening. All educators were happy with me writing the report, and none objected to my intrusion when taking notes on their expressing their feelings. For further research on educators dharma sharing it is important to negotiate confidentiality with all participants, and be respectful and considerate when taking notes in a group plenary. The purpose and process of the research should always be explained and agreed in advance in consultation with all participants, in order to better guarantee that the outcomes will be of benefit in some way to the educators and to Plum Village. 8

9 1. Session 1: Educators Initial Gathering Aims of the session To get to know each other. To develop understanding about participants interests in mindfulness, personal and professional background, and expectations of the retreat. To explore where participants are in relation to mindfulness practice and development. Saturday December 29 TRAINING OPPORTUNITIES PROCEDURE TIMING 1.1.Orientation of the Educators Retreat / Icebreaker Welcome and introduction of the Educators retreat. The whole group learns about participants names in a circle through game practice (Ice Breaker) hrs hrs Educators introduction: Observations Individual participants introduce themselves in an open circle and share about their own personal and professional mindfulness practice and background hrs Orientation of the Educators retreat / Ice-breaker A specific orientation for the Educators retreat was facilitated by Brother Phap Luu and Brother Phap Lai. A previews and more general orientation was offered by monastic brothers and sisters on the first day of the New Years retreat. In order to get in touch with each other an ice-breaker was introduced where each one had to represent a figure and say there name. Then, each person had to repeat the figure and name of someone in the group. 9

10 1.2. Educators introduction: Observations Getting to know each other Sharing discussion about personal and professional practice let educators to develop understanding of everyone s personal practice and level of experience in relation to mindfulness education in the workplace. Moreover, it contributed to form meaningful connections between practitioners and also to initiate informal conversations outside formal meetings among those practitioners who shared similar interests and professional background. Participants sharing about their own experiences and practice allowed the organization team to develop a growing understanding of key educational practices and activities to be organized and facilitated within the educators retreat Starting where we are Most of educators were using mindfulness practice as a method of personal development in a daily basis. Most of participants practiced meditation regularly, and others were also practicing with a local sangha or/and were involved in organizing mindfulness events in their own country. Personal practice and commitment were the main reasons for educators wanting to introduce and share mindfulness in their own workplace. Most of participants were introducing mindfulness implicitly in the workplace; some used mindfulness activities explicitly; and a small group had the aspiration to bring mindfulness in their workplace. All participants agreed in wanting to grow their skills and learn more about how to bring mindfulness into their workplace in formal and informal ways Sharing experiences Open discussion at the educators initial gathering was also useful for establishing small working groups according to professional background and expertise for the following sessions of the retreat. After Session 1 the organization team agreed to distribute the participants in small groups of five-six people each. Small groups were organized in: 1) Primary schools group; 2) Secondary schools group; 3) Secondary and university group 4) University group; and 5) Social education / work group. From Session 3 onwards the participants of the Social education/work group were distributed across the secondary and university groups. 10

11 2. Session 2: Learning from Experience Aims of the session To explore our strengths and the challenges we face when embedding mindfulness in the workplace. To grow awareness of our emotional, teaching and institutional needs. To consider ideas and opportunities for best practice. Sunday December 30 TRAINING OPPORTUNITIES PROCEDURE TIMING 2.1. Presentation of the Educators Retreat Presentation of the objectives and planning design of the Educators Retreat hrs Applied Ethics presentation Presentation of the talk on Applied Ethics by Brother Phap Luu. Making a case for mindfulness in education: the case of Newtown school, Connecticut (US). Presentation of Applied Ethics: Mission Statement and Goals (Appendix 1) hrs Small groups sharing and poster presentations: Exploring our strengths, challenges and needs Session 2 was presented by Miles. The whole group is divided in small peer groups of 5-6 people according to professional background: primary schools group, secondary schools group, secondary and university group, university group and social education/work group. Small groups are sitting in circles using deep listening and loving speech while exploring strengths, challenges and needs. A small bell is invited to sound three times before starting and ending mindful sharing in groups. Ten more minutes are provided to small groups in order to write down key points for poster presentations. Participants go back to the whole group circle. Each group representative makes a poster presentation about group learning experience hrs hrs hrs. 11

12 2.1. Presentation of the New Year Educators retreat Brother Phap Luu and Brother Phap Lai explained the structure of the Educators retreat. As presented in the introduction of the report, the Educators retreat was organized in five sessions of three hours each: 1) Educators initial gathering; 2) Learning from experience; 3) Nourishing our own practice; 4) Going out into the world; and 5) Our collective aspiration. Aims of the session, procedures of activities and timing are included at the beginning of each session in this report. The Educators retreat was included within the New Year s retreat. In this way all participants had the opportunity to enjoy Plum Village mindfulness practice (e.g. guided and sitting meditation, dharma talks, walking meditation, eating meditation, working meditation, total relaxation, etc.). More information is presented in the introduction of the report Applied Ethics and Mindful Education presentation Brother Phap Luu presented the case of the massacre at Sandy Hook school in Newtown (Connecticut) by Adam Lanza. Brother Phap Luu concluded his talk explaining that if Adam had had just a good friend, or even if he had had the opportunity of experiencing mindfulness practice once in his life, a deeper insight in himself could have prevented the horrible incident that he perpetrated. Then a document was handed in to the group with the mission statement and goals of Applied Ethics. Phap Luu talked about the project of Plum Village, Applied Ethics and Mindful Education, in relation to a short document with the mission statement of the proposal. The formal document of the proposal for Applied Ethics is included in ANNEX 2. The short Applied Ethics: Mission Statement 1 states: We Affirm That The ultimate goal of education is to enable people to lead happy, healthy and meaningful lives. Happy teachers will change the world. 1 Please note: The items below are not in any specific order but are the result of an edited brainstorm. Our vision for this document is that in the future it will be turned into core content for an AE website. The audience we are trying to keep in mind while writing this is the general public who may not be familiar with our community. 12

13 Through the cultivation of the mind people will become ethical (understanding/compassionate) thus affecting positive change for society and the planet. The tools necessary for harmonious communication and living can be taught and learned. Mission Inspire teachers and students to love life and to live to their full potential. Provide tools based on mindfulness practice to increase the well-being of teachers and students. Provide spaces of nourishment and healthy for teachers, in retreats and in schools, so that they can be in touch with their joy and enthusiasm for teaching. Provide support for teachers to develop and sustain a deep personal practice of mindfulness. Goals AE provides support for teachers through retreats, teacher training, curriculum development, community development and collaboration with other organizations. Provide a secular presentation of mindfulness materials. Through the practice of mindfulness students and teachers will learn to be in touch with their body, mind and emotions thereby learning to establish healthy and harmonious relationships not only with their peers and community but also the entire world. For teachers and students to feel safe, accepted, inspired and happy at school 2.3. Small groups sharing and poster presentations: Exploring our strengths, challenges and needs Session 2 was presented by Miles to the whole group. Educators had to organize themselves in peer groups to share about what is working, what the challenges in the practice are and what the needs for development are. Then some time was allocated for writing down key points for poster presentation to the plenary. I collected small group experiences in a journal when poster presentations were shared with the whole group. Afterwards, I asked all the educators permission to collect their posters in order to further triangulate participants views and experiences. Participants were organized in small peer groups according to professional background: primary schools group, secondary schools group, secondary and university group, university group, and social work group. Although two university groups were working separately, their views were organized in the same group in the report. Educators perspectives were analysed and presented in the report according to 13

14 strengths, challenges and needs. Strengths were understood as the aspects we are already doing well in; all which works with mindfulness in schools. Challenges were regarded as the barriers we should cope with so as to achieve opportunities for best practice. Needs were viewed as teachers emotional and personal needs as well as teaching, learning and institutional needs Strengths Primary schools group Mindfulness helps the teacher to be grounded and solid. It contributes to focus individual attention, especially when children enter into the classroom. It also helps to maintain a general attitude of listening; and even to keep a calm atmosphere in a chaotic class. In daily routines (e.g. singing songs, saying hello to children, or asking them how they feel) mindfulness can be a useful method to maintain and focus the attention. The mindfulness bell is also a good tool to use in the classroom and get children focused and calm. When working with families and caregivers mindfulness techniques are also very useful. Secondary schools group The group agreed that the foundation of the practice is watering seeds within ourselves as teachers (being at home) before attempting to introduce mindfulness in education. Teachers personal practice has had a positive impact on relationships with colleagues and pupils. Therefore, it improved effective learning. One participant shared: We are not teaching mindfulness, we are doing it. When embedding mindfulness in the curriculum, the practice of watering the flowers into classroom procedures has been effective. In order to see the positive outcome of mindfulness in education, and more specifically in relation to the practice of watering the flowers, it is important to cultivate patience and see the good results in the long term. Three values where considered by the group at introducing mindfulness in education: humility, simplicity and being holistic. Secondary schools and university group Teachers personal practice of mindfulness is essential in order to influence positive education outcomes, such as better connection with students, more joy in teaching, better dealing with emotions, more compassion and understanding with colleagues and students. 14

15 One participant shared: Mindfulness helps me to settle down. In spite of noise around me I can make a place within myself even if I don t have a room of my own. I have found the transformation in myself... And because of this I am more aware of the problems of my students. I am more empathic, and it makes my teaching more joyful. I am feeling better in my teaching. Embedding mindfulness in the classroom nurtures the wellbeing of students and teachers. Another participant shared that since she started to practice mindfulness she became more human with people. Sharing my meditation practice with students started more spontaneously. Educators perceived that this young people s generation is interested in Buddhism; and they support the mindfulness practice. Breathing sessions with students work well. University group There is a clear awareness for the need of mindfulness at university level. Most of the educators in this group have in common that they are introducing mindfulness informally in the workplace. Mindfulness helps to generate more time meaningfully together and a sense of harmonious atmosphere in groups.. When I started living in the present moment, as opposed to the future (always planning), I found more peace, and more time to be meaningfully together with my colleagues and others. Getting in touch with myself helped me be more aware of others and more grounded.. With mindfulness you feel more confident being the peace you want to see, and, therefore, colleagues feel the energy of peace you are transmitting in the workplace. My colleagues appreciate my calm, it makes them feel good around me, and they appreciate the energy. This gives me more confidence being the peace I would want to see. Teachers feel less reactive when practising mindfulness, so that in this way, they can generate more empathy and compassion for students and colleagues. This practice changed how I am in the workplace, how I answer s, how I respond to colleagues. Practice created space for me not to react. 15

16 Social Work group For empowering the school community it is important to develop new structures based on mindfulness and creativity. In which way could school communities maintain these new structures? Working all together showing commitment and building sangha (e.g. building Wake Up communities); maintaining harmony by using loving speech and deep listening; practicing awareness of our relationship with Earth based on interbeing Challenges Primary schools group When trying to bring mindfulness into the classroom, children find it difficult to join in with inactivity. Another challenge is how to get children involved in tidying the classroom in a mindful way. When teachers work with families it is important to see how mindfulness can help to develop understanding between parents and teachers for the benefit of the child. In regard to colleagues views about mindfulness, there is concern and hesitation about how colleagues would react to a practice based on Buddhism. Secondary schools group Although being at home is an essential aspect of teachers practice it is a challenge to come to our true home throughout the day. Moreover, the pressure in the school system makes mindfulness practice a challenge in schools. Secondary schools and university group Some educators agreed that the lack of space and silence in the school was a barrier to keep mindfulness practice alive in oneself. Another obstacle is the lack of understanding among colleagues of what mindfulness really is. Consequently, this lack of understanding creates, lack of support and lack of meaningful relationships and network between practitioners. Having the support of practitioners and colleagues was perceived by participants as an important aspect for feeling confident in introducing mindfulness in the school. 16

17 One participant shared that starting mindfulness practice herself developed a crisis within her academic career. She became increasingly aware of difficult barriers in the academy such as competition, assessment, traditional ways of understanding teaching, students anxieties and worries, the control instilled by the education system, etc. The social and economic crisis creates difficult conditions for teaching in schools. There is an increase in the number of students per class and there is a reduction in terms of funding services in schools. This situation of social injustice creates more pressure and isolation in the school community. Therefore, the introduction of mindfulness becomes more challenging. There is concern and hesitation about how to introduce mindfulness conceptions in schools and universities. University group When introducing mindfulness in the workplace, teachers can feel isolation and lack of support at work. Teachers can have a sense of fear for being seen by colleagues as coming across converting or preaching others. Another challenge when trying to introduce mindfulness in schools is the difficulty of creating institutional boundaries, as well as the pressure of work. There is concern about how to transmit the concept of mindfulness. There is a bridge between practical and theoretical approaches to mindfulness. A barrier for the support of mindfulness is that it is not part of the curriculum. Social Work group According to social educators and social workers there are a number of factors related to the school system which triggers stressful dynamics and frustration in schools. These factors include the economic crisis and cuts in budget, a tight curriculum, an excessive number of students per class, and little time for using mindfulness. The economic crisis has a negative impact in the quality of education and it causes despair in schools Needs Primary schools group 17

18 There is a general hesitation about how to suggest and share the mindful practice with colleagues. In terms of introducing specific activities in the classroom, there is a need to use Plum Village activities based for instance in Planting Seeds book (e.g. mindful eating, mindful movements, pebble meditation, etc.) Secondary schools group A silent room would be a good resource for teachers to nourish their mindfulness practice throughout the day. There is a need for introducing practical mindfulness ideas and opportunities into routine. Another need is to develop ideas and strategies for bringing mindfulness into the classroom, and for sharing the practice with colleagues. Secondary schools and university group There is a need for educators to pass from introducing mindfulness informally to developing explicit activities in the classroom. Another need is to create new ways of conceiving teaching based on students and teachers learning from one another, and to build new ways of developing relations between students and teachers. Mindfulness is viewed as an open door for a different education. One participant shared that an important resource in schools would be a personal room or a silent room where you could have Thay s photo, where you could find silence, and where a calmer atmosphere would nourish more conscious relationships between colleagues based on respect and not on criticism. There is a need to developing meaningful networks between practitioners and for sharing understanding of what mindfulness means for teachers. University group An interesting idea to bring into schools is to introduce the "beginning anew" practice with colleagues. Space and time is needed for growth and reflection. 18

19 There is a need for linking theory and practice and for developing methods of practical teaching. The development of a network at the university level. Social Work group In order to dismembering stressful dynamics it is worth understanding its causes and manifestations. Stress could also be reduced by building communities of resistance in schools with new supportive structures for coping with the negative impact of the school system.. Summary Educators strengths, challenges and needs Strengths According to what participants told us, watering teachers seeds is the foundation for the integration of best mindfulness practice in schools. This entails being attentive, focused, grounded and solid. When teachers feel solid and transformed in their own personal practice, they are more patient, peaceful, spontaneous and confident in themselves, and less reactive. Being in touch with your solidity helps to create a more harmonious atmosphere in the workplace and to nourish an empathic and compassionate attitude which can then breed more nurturing and meaningful relationships with colleagues and students. The teaching process becomes more creative, joyful, authentic and spontaneous, and this in consequence enhances effective learning. Colleagues feel more engaged, and teachers solidity impacts on children s wellbeing. Feeling solid and grounded is the foundation for embodying practice, and including mindfulness practice in schools is seen more as a living experience than as a technique. Challenges Nourishing teachers solidity and stability is a challenge due to a number of obstacles such as pressure of work, a tight curriculum, and lack of silence, space and time in schools. Pressure of work becomes increasingly challenging for educators because of the economic crisis and budget cuts. Boosting educators personal development in mindfulness may encourage ethical awareness and understanding of the factors that obstruct social justice in schools. 19

20 Furthermore, lack of understanding and support from colleagues at school and at university level leads to teachers isolation and lack of confidence in bringing mindfulness to schools. This lack of confidence generates educators concern and fear about 1) how colleagues might react to a practice based on Buddhism; and 2) being seen by colleagues as coming to convert or preach. Moreover, there are doubts about how to introduce mindfulness concepts into schools and universities. Needs According to educators views creative ideas and approaches are needed to obtain the support of colleagues and reduce the isolation and insecurity of mindful practitioners in schools. One effective way of enhancing support is through meaningful networking among educators in order to share mindful practice and reflect on what mindfulness means to them. Furthermore, the supportive spread of communities of practice may be helpful in ensuring a deep and meaningful connection among practitioners, enabling them to deal with challenges effectively. The personal use of mindfulness is required in order to foster more transformative and participative teaching experiences that can develop trusting and nurturing relationships between educators and students. For university teachers practical approaches to mindfulness, going beyond the introduction of mindfulness as a theoretical topic, are needed. 20

21 3. Session 3: Nourishing our own practice Aims of the session To explore educators personal experiences with the mindful practice. To develop awareness and understanding of educators insights in relation to nourishing their own mindfulness practice. 1st of January TRAINING OPPORTUNITIES 3.1. Educators views about Applied Ethics and Mindfulness education in schools Educators views about nourishing our own practice PROCEDURE Informal sharing group discussion on Lazy day (Middle Hamlet) Half of the educators group is sitting and having lunch in a circle while sharing views about how to build mindful communities and bring applied ethics into schools. Participants had to read a piece of writing by the school teacher Kathi Köllermann Creating a School Sangha (attached in Appendix 3) before attending Session 3. The writing focuses on how mindfulness education can enhance teachers personal nourishment and healing. Small groups share their insights about how Kathi s writing resonates with their own practice. Small groups are organized according to professional background and sit in circles using deep listening and loving speech while sharing their views and feelings about Kathi s writing. Small groups write down their views and feelings on large posters. TIMING hrs hrs hrs 3.3. Practising the ten mindful movements 3.2.Posters presentation discussion about how to nourish our practice. The whole group practices the ten mindful movements in a circle. The activity is provided by Brother Phap Tién. Small group representatives present their posters at the session hrs hrs 21

22 3.1. Educators views about Applied Ethics and Mindful Education in schools The third session tackled the aspect of nourishing our practice. If educators have the intention to benefit others, first they have to start practicing themselves and to take care of their emotional needs. In the morning an informal and intensive meeting took place at Middle Hamlet with the organization team and half of the educators. Educators perspectives were registered in a journal, and then data was analysed and structured according to three main areas: teaching methods, process implementation, and network systems. Even though no specific topic was proposed for the informal meeting, once data was analysed and codified afterwards, educators insights were about how applied ethics and mindful education needs to further develop for becoming a reality in schools. The code Teaching methods was used for individual and collective processes for teachers developing mindfulness in the classroom and schools; process implementation was allocated to educators views in relation to applied ethics and mindfulness approaches to be introduced in schools and districts; and network systems was used as the type of connections and support for educators and schools communities to maintain the aspiration alive Teaching processes Mindfulness gives the opportunity to change the educators structure of teaching. Mindfulness can be used indirectly and implicitly. Instead of talking about techniques, we could use the term opportunities. Educators engendering the practice of mindfulness to be able to offer a mindful education. Educators finding refuge in themselves and being modest instead of going too fast in applying mindfulness in schools Mindfulness implementation Mindfulness education to be applied implicitly more than as a subject or as a formal curriculum. Mindfulness education to be incorporated in PSHE and circle time in schools. The need to priorise mindfulness implementation in state schools beyond private schools. 22

23 Learning through informal sharing experiences more than from formal conferences. No top-down implementation strategies but grassroot initiatives. Starting the practice where interest is shown instead of having a formal mindfulness curriculum led by administrators agenda. INSET days training not necessarily developed by Local Education Authorities (LEAs) but by educators who are involved in using mindfulness in schools. Projects and initiatives coming from school community support more than from administrators agenda. This is because when funding is cut, programmes will not be abandoned (e.g. education cuts in Learning Support Assistants (LSAs) and the SEAL programme in England). Children and young people s participation in giving their views and ideas about project intervention Network systems Creating follow-up network for building sangha/community after Educators retreats and training (e.g. basecamp, blogs, Google +, etc.). On-line sangha network of educators where they could upload resources; posting lessons; sharing teaching experiences; connecting via Google + once a month; offering on-line dharma talks by monastic brothers and sisters, etc. Educators visiting best practice schools and participating in daily school experiences. On-line sharing between teachers and students about schooling. Wake Up going into schools to share mindfulness with children and teens (Wake Up clubs) Educators views on nourishing our own practice : poster presentations Small group sharing was based on the document written by Kathi Köllermann, Creating a School Sangha (Appendix 3). It focuses on how mindfulness approach in schools can become a source for educators personal transformation and healing. Educators had to read Kathi s document before attending Session 3. They were allocated in small groups according to professional background like in Session 2. Then they had to reflect on and share their perspectives and feelings in relation to their own practice taking into account Kathi s experience. After 30 minutes of sharing, posters were provided to the groups and had 10 minutes to write down key points for sharing with the whole group. The educators views below are based on 23

24 data collected from poster presentations to the plenary and triangulated with the analysis of posters afterwards Primary schools group The process of being in touch with school children is connected with teachers working with their inner child. When teachers take care of their children and their profession, at the same time they are taking care of themselves. Likewise, the more teachers are aware of their feelings, the better they will be able to be present for their children. This is a process of healing. With children it is important to provide informal sharing moments, check-ins, and deeper sharing spaces. Simplicity is a key; however it requires creating good conditions such as good time and space; good atmosphere; agreement; and good facilitation Secondary schools group It is important that teachers give a meaning to mindfulness practice in schools. The process of meaning implies recognising what there is and accepting our human limitations. In this way, educators will be better prepared to practise mindfulness with themselves and others. This process can be undertaken by practising our collective interconnection not just with our children but also with teachers and administrators. Watering seeds of sangha among colleagues and cultivating a sense of brotherhood and sisterhood (e.g. showing acts of kindness) is a key aspect to give a meaning of mindfulness in schools. For all this process time is crucial Secondary schools and university group The healing process entails embracing the habit energies and healing the wounded child. This process is done with wisdom and insight. Accepting ourselves is the key aspect to reduce the you have to do (teachers authoritative role) and to calm the anxiety for competing with colleagues at university level. At the university and school levels there are many norms and structures that you have to impose on your students. There are no opportunities for children and young people to make decisions for themselves without teachers imposing on them. When educators accept themselves, pressure is reduced, the voice within is calmed and a process of transformation takes place. Once you accept yourself, you will accept your and your students imperfections with compassion. 24

25 While some members find that a silent room would be an important element in schools, others think that educators should practice to find a sense of refuge in the island of themselves instead of looking for a silent room University group At university level teachers need to be able to deliver curriculum content in a way that creates connection. Building connection between teachers and students is fostered by practising empathy and compassion. This sense of connection through curriculum content should be based on reflective engagement Practising the ten mindful movements Twenty minutes were allocated after small group sharing and before poster presentations. Brother Phap Tién facilitated the ten mindful movements for the whole group. He related each movement with work on strong emotions, and put special emphasis on the ways educators could use mindful exercise to educate children and young people s emotions in the classroom. Summary Educators views on Applied Ethics and Mindful Education in schools Educators embodying the practice and finding refuge in themselves is the foundation for using mindfulness as a living and implicit experience in schools, beyond the focus of an explicit curriculum-based approach. The process of implementation should be grounded in educators grassroots initiatives. Instead of a top-down strategy, initiatives should be guided and inspired by educators embodiment of mindfulness practice and by their collective commitment. The latter is based on the cultivation of trusting and collaborative relationships between all members of the school community and outside the community. 25

26 Opportunities for educators professional development should focus on sharing deep reflection and insight, and on the creation of meaningful connections (e.g. follow-up with on-line communities of practice). Educators views on nourishing our own practice Educators healing process is transformed into community. Through the process of accepting yourself with compassion you can learn to accept your students and colleagues. Self-acceptation and self-compassion is crucial in managing the pressure and control of the school system. Finding refuge in yourself is an effective practice for transformation and healing. Educators wounded child is channeled and healed in the process of interaction with children s experience of learning and development through compassionate action. Time and space is necessary for educators to reflect on and share deep meaning. Meaning is understood as the cultivation of a sense of community, a collective bodily experience in the school, and the practice of our collective interconnection with one another. Through accepting their limitations with selfcompassion, teachers are able to accept others limitations and share and take refuge in our brotherhood and sisterhood, trusting the collective energy of the community. At university level, where more theoretical approaches are used, it is important to deliver curriculum content based on reflective engagement as a means to create a sense of connection between students and educators. Educators healing process is transformed in community. In the process of accepting yourself with compassion you can learn to accept your students and colleagues. Self-acceptation and self-compassion is crucial for managing the pressure and control of the school system. Finding refuge in yourself is a good practice for transformation and healing. Educators wounded child is channeled and healed in the interaction process with children s experience of learning and development through compassionate action. Time and space is necessary for educators reflecting on and sharing deep meaning. Meaning is understood as the cultivation of a sense of community, a collective bodily experience in the school, and the practise of our collective interconnection with one another. By teachers accepting their limitations with self-compassion are able to accept the limitations of others, and share and take refuge in our brotherhood and sisterhood, trusting the collective energy of the community. 26

27 At university level where more theoretical approaches are used, it is important to deliver curriculum content based on reflective engagement as a means to create a sense of connection between students and educators. 27

28 4. Session 4: Going out into the world Session 4 is about how educators can develop meaningful connections with other practitioners and colleagues. Going out into the world entails nourishing our own practice as well as nourishing the practice together with our families and in our workplace. Data collection included participant observation and note-taking of the educators views and sharing. Considering the ethical perspective of taking notes of the educators views and feelings when sharing from the heart was taking place, I asked for permission to the whole group and explained my intentions of writing this report for the educators group and for Plum Village. I also explained that I would not include their personal names attached to their views when quotations were included in the report. The whole group agreed with me writing this report. Aims of the session To learn the art of loving speech and deep listening. To reflect on and share about our community needs. To develop understanding about our interconnected circles of belonging. Wednesday January 2 TRAINING OPPORTUNITIES PROCEDURE TIMING 4.1. Clip of dharma talk by Thich Nhat Hanh The whole group watches a selected clip of a dharma talk by Thich Nhat Hanh. The talk focuses on sangha/community building and our interconnected circles of belonging: yourself, your family, your local sangha, and your workplace hrs 4.2. Mindful sharing with the whole group about going out into de world An introduction is offered by Pilar on loving speech and deep listening. The whole group sits in a circle for sharing from the heart about how the clip resonates in us and about going out into the world hrs 28

29 4.3.Workshop about how to invite the small bell to sound in the classroom A group of educators attend the workshop provided by Brother Phap Lai about how to invite the bell to sound in the classroom hrs 4.1. Dharma talk by Thich Nhat Hanh The whole group watched a clip of a dharma talk by Thich Nhat Hanh which focuses on how school teachers can build mindful communities in schools and introduce sessions of compassionate listening. Thay suggests three circles of practice: First practice with yourself. Go back to yourself; calm your feelings and have reconciliation with yourself. Once you have reconciled with yourself, you can practice with your partner, not before. Then, you set up a local sangha and when you feel solid in your practice you can bring the practice in your workplace. Now you have enough peace and reconciliation to help your students and colleagues to suffer less. If the teachers are well protected by their practice will not be affected by the suffering of the students and will bring the practice to her students. She is no angry anymore, she is protected by compassion; she is a boddhisatva. When you begin to know your suffering, you accept yourself. She is not blaming her students, she is not punishing, she has the intention to use compassionate listening with her students. The teacher introduces sessions of compassionate listening in the school where students and teachers listen to the suffering of one another. Then they might see that they have the same story, the same suffering. The teacher helps the students to stop the circle of samsara and to heal the wounded child. Link to listen to the dharma talk by Thich Nhat Hanh: Link to watch the dharma talk by Thich Nhat Hanh: 29

30 4.2. Mindful sharing with the whole group about Going out into the world These are some of the educators perspectives shared from the heart before Pilar offered an introduction on loving speech and deep listening. "I need to be respected and valued". "It is difficult for me to share my suffering with my students. It's something that I feel prevented from doing. I don't know how to share my suffering more confidentially within a class. When they come to me it's different. I don't know how much we can do". "Being in touch with the suffering of children brings my own suffering out too, and it creates connection in a mindful way". "When we go into the school children bring their suffering. Sometimes we cannot see the obvious things. Sometimes we don't ask ourselves what the matter is, maybe it is because of fear". "Getting into an empty space between the teacher and yourself. Sometimes knowledge could be aggressive and can be authoritative. It can bring reaction. It's better to go directly and closer to the suffering of the students ( ), to have a disposition for this". "In this educators' retreat I have received a lot of support and love ( ). I introduced the second body in the classroom. For one week everyone had to like everything of one person. And what happened is that it created trouble. They were invited to look for the good. Just five minutes everyday to write three things about how they felt and three things about what was difficult". "How to apply mindfulness into the classroom, how to work with all the students, how to support the relationships and nourish deep understanding about each other ( ). Students be able to speak about each other about dissatisfaction and pain. Sometimes you think, what we can do about expressing suffering and 30

31 building relationships, and go deeper and deeper to support each other in one way". "How to create a second home in the school. Students sometimes feel pressure from their studies. Marks are not as important as enjoying...however, practitioners tend to push them. Then, teachers need to share a meaningful life. It's a relation between aspiration, a big heart and action. We need more motivation to support the people. You need, teachers, to stay together. You need to stay together, not just in school but outside on-line, and you can develop understanding and aspiration and support to improve more. Connecting with ourselves and connecting with the sangha. How to extend the circle, having this refuge with your safe places with your local sangha ( ) and bringing this listening and sharing to your school. And then a lot of healing is shared and sometimes the suffering of children is related with the suffering we were having when we were young. We have to recognize this aspect. If we are not aware of suffering, we react, we cannot heal, but with our awareness it can be healing with children and within ourselves. The circles although are sequential they happen at the same time (...). The importance of confidentiality and not speaking badly about each other up to the point of children putting bad things and gossip publicly in the internet for all the school to see" Sometimes I try to apologize to a child when the class is over. And sometimes they come to me to apologize, they recognize it, they acknowledge it and it is wonderful. And the power of forgiveness is in there. Mindfulness is the basis about how to become more human. Respecting the rights of the children and their participation in decision-making for creating more open, horizontal and trusting relations. If we respect children as citizens who are able to express themselves and share important decisions about their lives, if we value their feelings, opinions and views they will feel secure and confident, and then they will want to share their suffering with us. 31

32 4.3. Workshop about how to invite the small bell to sound in the classroom A group of educators were introduced in the practice of how to invite a small bell to sound in the classroom provided by Brother Phap Lai. The workshop focused on how to deal with our emotions and use the bell as a friend for children. All participants had the opportunity to sound the bell and received feedback on this practice by Brother Phap Lai. Each one had to wake up the bell before inviting to sound the bell three times with a smile on our lips. Summary Educators views about going out into the world Suffering can become a source for connection and bonding between teachers and students if it is channeled with understanding and compassion. However, many educators feel vulnerable and insecure of showing their suffering to students and of being aware of and of identifying students suffering too. Therefore, developing a deep connection and a greater collaborative relationship between educators and students is a key aspect in order to be able to express and share uncomfortable feelings and vulnerability from the heart. Educators being aware and respectful of children s rights of participation (children s voices and perspectives) is crucial. If children feel that they belong and feel secure and recognized, they will trust their teachers and will want to express their suffering from the heart. Creating meaningful connections among educators to support one another s practice and aspirations for bringing compassionate action into ourselves and to the others (on-line communities of practice). Educators taking refuge in the three interconnected circles. Finding nourishment in oneself and in our local sangha /community to cultivate the aspiration of bringing mindfulness practice in the school. Taking refuge in the island of oneself for being aware of and managing our suffering instead of reacting with our students and colleagues. 32

33 5. Session 5: Our Collective Aspiration Aims of the session To write and share our commitments, aspirations and visions for the New Year. Thursday January 3 TRAINING OPPORTUNITIES To explore how to support each other s collective intentions for nourishing our mindful practice in our schools. PROCEDURE TIMING 5.1.SINGING TOGETHER!! Everybody sings a Plum Village song hrs Educators commitments, aspirations and visions for the New Year Each one writes down their personal commitments, aspirations and vision for the New Year. Time is allocated to share these intentions in peer groups hrs hrs Educators share gratitude, and explain their intentions to the whole group hrs 5.3.SMILING TOGETHER!! Ernesto takes a photo of the whole group (Ernesto is on the smile of everybody s smile ) hrs 5.4. Workshop about dealing with strong emotions The workshop is provided by Brother Phap Lai to a group of educators. After a short introduction about how hrs

34 educators can develop connections with children, a guided meditation for children is offered SINGING TOGETHER!! In, out Deep, slow Calming, ease Smile, release. Present moment, Wonderful moment ~ Plum Village song 5.2. Educators commitments, aspirations and vision for the New Year A good part of Session 5 was devoted to the educators collective aspirations. After four sessions of nourishment and healing, of exchanging and sharing experiences and deep reflection, the organization team suggested concentrating the last session on writing our resolutions for the New Year. Starting a new year is, for many people, an opportunity to begin anew and connect with our best intentions. We can carry on better if we plant seeds of good care and joy. Thus our collective aspirations were written down individually in the form of our commitments, aspirations and vision for the New Year for the short, middle and long term. The organization team also intended to use this activity to evaluate the outcomes of the whole educators retreat in the light of the educators views and aspirations. Everybody wrote down their commitments, aspirations and vision for the New Year, in relation to our mindfulness practice. Educators aspirations were shared first with the peer group and then in the plenary. 34

35 Apart from everybody s inspiring intentions, we observed that many of the educators conclusions from the previous days were also reflected in their commitments, aspirations and visions, for example: I would like to slow down in my work, We all learned together, the way I practice should develop changes in my classroom, I had the opportunity to grow with the group, We should continue; there are many things to do, I enjoyed the collective learning of this retreat, I would like to take things more slowly and not do multi-tasking, I would like to live it, not speak about it. These are some of the educators intentions for the New Year: The atmosphere of the retreat was wonderful, and there was so much learning from each other. I would like to slow down in my work, be more mindful We learned all together. My aspiration is that the way I practice should develop changes in my classroom. Here I had the opportunity to grow with the group, and learning about inviting the bell to sound. I loved it. I am happy to be here. I had talks and listened to you. We should continue; there are many things to do. You gave me a lot of inspiration I invite others to my school to practice mindfulness with my children. My aspiration is to start a diary and write what I do with my children about mindfulness. My commitment is to do meditation every day. I enjoyed the collective learning of this retreat. My aspiration is to start Wake Up clubs in schools. I would like to provide activities for my students and introduce aspects about mindfulness and communication I commit myself to do more sitting and walking meditation in the morning. My vision is to work more with mindfulness with my family and in my university. I would like to receive training in mindfulness and use it with children in schools. 35

36 I would like to take things more slowly and not doing multi-tasking. Thank you to the organizing team and thanks to Brother Phap Tién for the tea ceremony. My commitment is to start a master in Buddhist studies. My aspiration is to look at my work in a mindful way. Another aspiration is to set up a mindfulness programme for children in my school. My vision is to bring mindfulness in my school in a way that helps me to reform the school system. My commitment is to learn ways and techniques for not reacting in front of my students. I have learned so much at Plum Village about people from different places of the world and nationalities. My commitment is doing walking meditation to work, buying a bell, eating mindfully. I would like to live it; not speak about it. My aspiration is to introduce Wake Up clubs in my school, and use references of Thay with my students. My commitment is bringing kindness to myself. My aspiration is to continue my PhD thesis and bring Applied Ethics into schools, to flow with harmony into the three interconnected circles of myself and of my communities. My commitment is to transmit to other people the way I look. My commitment is to write down the work of my students in a more personal way. My aspiration is to work with teachers and to support an on-line sangha for teachers. To support each other s aspirations and put resources in the on-line sangha. 36

37 5.3. SMILING TOGETHER!! 5.4. Workshop about dealing with strong emotions Guided meditation for children by Brother Phap Lai Close your eyes Put your hands on your belly Come back to the trunk of the belly of your tree Your belly is rising Come back to the trunk of your tree 37