Meditation Secrets Revealed

Vlad Moskovski interview with Megan Cowan, co-found and executive director of programs at Mindful Schools.

Imagine a classroom in a public inner- city elementary school. Perhaps images of loud screaming kids comes to mind. Nope, this is not the classroom we are talking about. In this mindfulness classroom the kids are quiet and contemplative. They are learning to noticing their feelings and observe their thoughts. This is happening in every classroom, spreading like wildfire across many schools, with teachers and staff learning along side the kids. Welcome to the world of Mindful Schools. A non-profit that is integrating mindfulness into education.

Vlad: How did Mindful Schools start, and what was your involvement?

In 2007, at the first Mindfulness in Education Conferences I met Laurie Grossman and Richard Shaknman who had just started a pilot program teaching mindfulness at Emerson Elementary School in Oakland. My whole background is in mindfulness meditation and kids and I have been teaching kids mindfulness in a variety of context for a while and was looking to get more into the public arena. So I went and saw Richard teach at that first school and I think the three of us knew right away, “Oh yeah, a perfect fit”. At the time teaching mindfulness in schools was new and for us it was just an experiment, but it was very evident that the impact was powerful. I taught the second school that we piloted and things just flowed from there. My involvement was from the beginning, but it evolved from us doing a program to us really starting to learn something that was going to become an organization. Since then, there has been a strong surge in the field. In a way, we caught the wave.

Vlad: What inspires you to continue going into schools?

The classroom is why I do this work. If I haven’t been in the classroom in a while then I start to get depressed. I feel like I get more from the kids then they get from me. For me it is such an honor and such a gift to be able to work with them. We work primarily with elementary schools, and I think that age group feels very healing to me. I get a tremendous amount of joy from being able to connect with them, and teach them a skill that I find valuable and see them embrace it and take in on in a way that is improving the way they relate to their life. There is a magic of seeing how they apply mindfulness on their own.

Vlad: Is there an underlying assumption underneath the work that Mindful Schools does – an ideology?

I think it is a fundamental assumption that self awareness does improve the quality of your life. I guess we could say it all comes down to a preventative mental health tool that gives young people the capacity to notice and navigate their experiences and emotions. If you teach that to them while they are young, you are giving them a much stronger foundation from which to approach challenges and difficulties and recognize and appreciate the things that are good and going well in life.

Part of what happens when you are self aware is that you don’t take yourself or your thoughts as personally or as seriously so you can rebound more quickly from being depressed or being caught in an obsessive thought pattern. You can catch it sooner, and you can see it more objectively, and are much more empowered to make choice around those thoughts and emotions.

Vlad: How do you imagine mindfulness will help and change this generation of kids?

I don’t feel like I am operating in this work with an idealized vision of how we are going to change the world. If we are building one interactions to the next then I feel like we are connecting with kids. We are embowering them, giving them a tools that help them navigate through life maybe in a way they did not have before. There is this ripple effect in how they relate to their classmates, their teacher, their families, and the challenges in their life and the decisions that they make. When you follow it out step by step, I guess theoretically we could be looking at a more peaceful world. But you know, it is a big world and there are a lot of people and it is a big jump.

Vlad: How is mindfulness being regarded in the public school system? Do teachers, staff, and principals get it?

We have been, as of this Fall, in just over 50 schools and work with about 14,000 kids all in the Bay Area. I think that I have encountered every single reaction, from incredibly supporting and engaged in the work to not interested or even objecting to the work, but the large majority are really interested and responsive. My general sense is that there is something intuitive that people recognize about the potential benefits of teaching kids mindfulness.

Living in our culture that is moving full speed ahead constantly, people don’t allow themselves any down time to stop and deliberately let their body become still and bring awareness into their physical experience to start to notice the content of their mind. There is a relief in that, just the stopping. We teach the program to the kids and the teachers. And then, over the course of the two months, or however long we are at a school we are preparing the kids to take ownership over leading mindfulness in the classroom.

Vlad: I’ve been seeing a lot of articles about meditation and the brain. Is mindfulness gaining popularity-recognition?

It is hard to say when you are in it, I think it is everywhere! Every time I’m at a staff meeting in a school I ask, “Raise your had if you’ve never heard of mindfulness and usually plenty of hands go up”. You look in any arena, mindfulness based things are popping up everywhere. Most notably in medicine and psychology.

Vlad: Is mindfulness a set of skills or can it also be part of a spiritual path? In other words, what is the relationship between learning mindfulness and spirituality?

I think that ultimately mindfulness still holds a place in both of those worlds. That mindfulness is used as a spiritual practice in deepening ones own understanding and wisdom in a spiritual context, and it will continue to be utilized as a life skills or a mental health tool. When you pull it apart, mindfulness is a universal human capacity to pay attention. It just so happens that certain contemplative traditions have utilized that capacity with spiritual means. And it is found most obviously in Buddhism, but looking at oneself in a contemplative way is found within all contemplative traditions. I think we are really fortunate that it got such a methodical laid out structure in Buddhism. That is what makes it really accessible.

Vlad: Do you think anything is lost in taking it out of the Buddhist or spiritual context?

I think it depends on what your intention is. I think there is this concern that Buddhists are co-opting education, they are trying to sneak in the back door or something. For Mindful Schools, our intention is to give kids tools that help them navigate their world more easily and that is really sincere. And in that way, I absolute do not think anything is lost. You don’t need a religious context for that at all.

And then I can say for people, for myself, that learning mindfulness when I was young as a life skills would not have been enough for me. I wanted something more out of it and I like that there is a place to pursue that.

For more info and to get involved check out: http://mindfulschools.org/

An inspiring story and a good lesson on thinking outside the box. A passage from The Element by Ken Robinson

“One of the results of seeing our lives as leaner and unidirectional is that it leads to a culture of segregating people by age. We send the very young to nursery schools and kindergartens as a group. We educate teenagers in batches. We move the elderly into retirement homes. There are some good reasons for all of this. After all, As Gail Sheehy noted decades ago, there are predictable passages in our lives, and it makes some sense to create environments where people can experience those passages in an optimal way.

However, there are also good reasons to challenge the routines of what really amounts to age discrimination. An inspiring example is a unique education program in the Jenks school district of Tulsa, Oklahoma. The state of Oklahoma has a nationally acclaimed early-years reading program, providing reading classes for three-to five-year olds throughout the state. The Jenks district offers a unique version of the program. This came about when the owner of another institution in Jenks – one across the street from one of the elementary schools – approached the superintendent of schools. He’d heard about the reading program and wondered if his institution could offer some help.

The other institution is the Grace Living Center, a retirement home.

Over the next few months, the district established a preschool and kindergarten classroom in the very heart of Grace Living Center. Surrounded by clear glass walls(with a gap at the top to allow the sounds of children to filter out), the classroom sits in the foyer of the main building. The children and their teachers go to school there every day as thought it were any other classroom. Because it’s in the foyer, the residents walk past it at least three times a day to get to their meals.

As soon as the class opened, many of the residents stopped to look through the glass walls at what was going on. The teachers told them that the children were learning to read. One by one, several residents asked if they could help. The teachers were glad to have the assistance, and they quickly set up a program called Book Buddies. The program pairs a member of the retirement home with one of the children. The adults listen to the children read, and they read to them.

The program has had some remarkable results. One is that the majority of the children at the Grace Living Center are outperforming other children in the district on the state’s standardized reading tests. More than 70 percent are leaving the program at age five reading at third-grade level or higher. But the children are learning much more than how to read. As they sit with their book buddies, the kids have rich conversations with the adults about a wide variety of subjects, and especially about the elders’ memories of their childhoods growing up in Oklahoma. The children ask things about how big iPods were when the adults were growing up, and the adults explain that their lives really weren’t like the lives that kids have now. This leads to stories about how they lived and played seventy, eighty, or even ninety years ago. The children are getting a wonderfully textured social history of their hometowns from people who have seen the town evolve over the decades. Parents are so pleased with this extracurricular benefit that a lottery is now required because the demand for sixty available desks is so strong.

Something else has been going on at the Grace Living Center though: medication levels are plummeting. Many of the residents on the program have stopped or cut back on their drugs.

Why is this happening? Because the adult participants in the program have come back to life. Instead of whiling away their days waiting for the inevitable, they have a reason to get up in the morning and a renewed excitement about what the day might bring. Because they are reconnecting with their creative energies, they are literally living longer.

There’s something else the children learn. Every now and then, the teachers have to tell them that one of their book buddies won’t be coming any more’ that this person has passed. So the children come to appreciate at a tender age that life has its rhythms and cycles, and that even the people they become close to are part of that cycle.

In a way, the Grace Living Center has restored an ancient, traditional relationship between the generations. The Book Buddies program shows in a simple yet profound way the enrichment possible when generations come together. It shows too that elderly can revive long-lost energies if the circumstances are right and the inspiration is there.”

Habits are a reflection of our thoughts, manifested through repetition of actions. Right habits can be our greatest aid on the path to freedom from desires and fears, but bad habits can become obstacles. They can bind us, constricting our mobility, limiting our choices and our thinking. The challenge in being awake, aware, and present is to watch our own actions and analyze them. Ask yourself the question, “What in my life do I do by habit, and how are these habits serving me?”

Awareness is the essence of of our being, our birthright. But sometimes we forget, get distracted with life and the many responsibilities that take up our time. Here are a few ways that we can change bad habits by brining awareness onto the present moment.

1. Memory triggers

A memory object is a place, person, or thing which we designate as a trigger for the immediate assessment of our internal state. For example, lets say there is a painting hanging over your desk, whenever you look at that painting that is the trigger to stop and bring awareness to thoughts, emotions, and the surrounding environment. Awareness is objective, it is without blame or judgment – a simple observation of the facts. Paradoxically, we are building a habit to become aware of our own habits.

Doorways are a good memory objects because we go through hundreds of them every day. Upon walking through the doorway, immediately come into the present moment and bring awareness to the five senses to soak in the new surroundings. Remember to notice!

2. Breath

We must breath to live, it is something real, concrete and ever present within ourselves. Breath awareness is one ofthe fundamental steps to raising awareness, learning meditation, or any other internal study. Take a moment right now to focus on the breath. Notice the subtle qualities of depth, speed, location in the body, and even the texture. As often as possible throughout the day, remember to bring attention to the breath. Become curious to discover what is the quality of the breath when there is anger, sadness, joy, excitement, or calm?

Explore, have fun, be playful in figuring out what works best for your life and circumstances. Keep in mind that for these techniques to be effective one must be vigilant to remember to practice consistently, frequently, and for a long time util awareness becomes a natural state of being. Many negativities can be compared to shadows, they are a the darkness outside that stem from within. Awareness and mindfulness is the sunlight that has the power to drive away this darkness. Simply remember and let the sun shine.

When we are kids, our mind is in its early stages of development, extremely pliable and relatively unconditioned. For many it is their happiest time. Not because there is a lack of responsibilities, but because the mind has not yet taken control of us. Have you ever observed kids playing? One falls or hits the other, “ouch that hurt.” They cry, and they cry, and soon they get distracted by a fluttering butterfly or a rolling ball and they are off, happy as a bird, completely forgetting that they were crying and upset just a moment ago. That is the power of the mind, or should I say the lack of control of the mind over us at that tender age.

Now let’s go forward in time to a similar situation. We are hurt, we are in pain, a loved one said something hurtful or painful to us and we cry. No ball or butterfly will bring us out of this state. What has changed? We may think to ourselves at this point, “Aha, we are adults now, our lives are much more complicated and we have so many responsibilities. Life is not so simple anymore!” The truth of the matter is that although we do have more responsibilities as adults, this does not mean that life has gotten more complicated. Rather, we have allowed our mind to steering us, and now it says, “I want all emotions: negative, positive, hurtful, and joyful. It does not matter. Give me anything and I will cling to it.” That is the current state for many people. If only we could get that pesky mind to stop for just a moment, how wonderful would that be! How peaceful would we feel!

As we grow up, we begin to identify ourselves with the mind deluding ourselves into thinking that we are our minds. Through meditation and constant self observation we can reach the realization that we are not our mind. We are something different. In yoga it is called the seer. We are the seer and the mind is a pool of water which reflects that seer. Through some blunder we have associated ourselves with the reflection instead of the original image. It is like staring at yourself in the mirror and thinking that the image in the mirror is the real you.

See also: Meditation Techniques: How to Master Your Mind

Children are supposed to play, adults are not. As an adult, we are conditioned to behave and conform to the standards of society; they tell us to walk without running, keep our voice controlled, don’t disrupt, don’t climb, don’t jump, don’t shout, and the list goes on and on. Most people actually believe this is what qualifies a person to be an adult and a proper, socialized citizen. By upholding this belief, the majority of adults become rigid, unyielding- cutting play and imagination almost completely out of their lives. Yet play is the ultimate new behavior generator. It is a boundless resource for creativity and experimentation. If I am talking to somebody and ask them sincerely to try something they may feel uncomfortable or fearful of performing that activity, or answering the questions. As soon as I rephrase the request and say, “Imagine or pretend to know the answer…” By putting the word, imagine, in front of the question, I am inviting a mental shift and encouraging play and imagination to take place, thereby changing the emotional state of that person. Now, that person feels free to explore without self doubts and fears holding them back. This is the power of play.

I frequently run into people that say, “Oh, I can’t learn that, I’m too old.” Another comment that I frequently hear is, “Children learn much faster then adults, the adult brain just isn’t capable of soaking up information the way a kid’s brain is.” Well, if you believe that, then it certainly is true for you, but I don’t. In fact, people frequently tell me that I learn extremely quickly and my response is, “I learn faster, better, and smarter now than I ever did before. “ In part this is due to my personal philosophy and attitude towards learning and the relationship between play and learning.

Play allows me to experiment, be creative, lighthearted and carefree. I was teaching my boss, a serious man of 60 years of age, how to use his new laptop. He was listening to me and cautiously moving the mouse around the screen, following my instructions. The entire process of teaching him the basics of a program were excruciatingly slow because he was unable to get past his fear of ruining or screwing something up. Caution overtook curiosity and excitement, and the result was a very difficult and tedious learning process. If I was to put a playful adult in his stead, yes such a species does exist, that person would be jumping all over the menus, pushing all the buttons and rapidly exploring the new computer options. If you have forgotten how, it’s never too late to re-learn how to play, it’s easy, it’s natural, and scientists are starting to learn that is necessary for development. Learn to cultivate a playful and curious attitude towards new and familiar things; it’s the best recipe for staying young, active, and smart.

Here are a few links to great TED talks and news stories about play:

http://www.ted.com/index.php/talks/stuart_brown_says_play_is_more_than_fun_it_s_vital.html

http://www.ted.com/index.php/talks/tim_brown_on_creativity_and_play.html

http://www.aap.org/pressroom/play-public.htm

http://www.npr.org/templates/story/story.php?storyId=19212514