Cheryl Finley

[Cheryl Finley]

Hi Andrew,
Thank you for sharing about your experience. I feel some of the same things you do, regarding concern of leaving something out. I can also relate to trusting the process, which you describe as: just leaving space for the practice to happen. Thank goodness for that! I think Susan says something like: trust the technique. So much learning and opportunity for growth and helping others.. in all of this:)

[Cheryl Finley]

Hi Andrew,
Thank you for sharing about your experience. I feel some of the same things you do, regarding concern of leaving something out. I can also relate to trusting the process, which you describe as: just leaving space for the practice to happen. Thank goodness for that! I think Susan says something like: trust the technique. So much learning and opportunity for growth and helping others.. in all of this:)

[Cheryl Finley]

Hi Jake,
How wonderful to read about your experience giving instruction, especially since you guided me! I love the interplay you describe, which I felt similarly. I was grateful to receive your instruction, and our time ended before I could tell you that. What a gift to be able to share that with you now.

Also, I relate to you saying “I did trust my own practice and ability to teach. I do feel trust in myself in this process.” Thank you for sharing that. “Trust” is a primary guiding principle of life for me, and I benefit from you sharing it in the context that you have. If you ever want to practice together again, just let me know: cherylsworld@hotmail.com – I welcome that. 🙂

[Cheryl Finley]

I felt natural at-ease-ness and relaxation with my meditation partner, which seemed to be mutual, so that was a big blessing, unspoken-yet-felt. I felt good that I could practice giving instruction in an environment of quiet and ease. I went second, so part of my mind starting thinking of what a good job he was doing, and hoping i could do the same. I did my best to let go of that and contine meditating. I did a good job with that. (His instruction was lovely, by the way.)

I felt a combination of ease and concern that I’d leave something out. I felt ease because I’ve been a practicing OHP student for quite a while, and I could hear Susan’s instruction in my mind. And, I’d been practicing giving instruction in silently in my mind mostly, and a few times aloud. It seemed like when I gave instruction to myself, inaudibly, that my mind was quieter, and my mind’s-eye could see more calmly and confidently the next instruction. I kept in mind: mindfulness of body, then mindfulness of breath then mindfulness of mind…

But… hearing my voice give instruction aloud, was, and is… requiring some calibration, and more concentration. I also was evaluating my instruction, a little bit, while giving instruction. I remember thinking, I’m glad this is learning-practice, vs a teaching-class.

..but my concerns were and are:
1) ..remembering all of the details of each part, and having a simple way to keep track in my mind..to ensure I’ve included everything..i.e. tucking chin down a little, to gently elongate & align the nect

2) ..giving instruction clearly, warmly with just the right words and amount of explanation, combined with my own presence and natural expression. I don’t want to clutter the student’s mind, but to help: (i.e. Susan I recall your instruction, a while back, and your suggestion re: thoughts, was to imagine letting thoughts go, like letting pebbles fall from our hand, into a pond). That was helpful for me to see how easy it could be to let go of thoughts during meditation.

I look forward to practice giving instruction again, and to have a map of sorts to help along the way.

Thank you.. 🙂

[Cheryl Finley]

Hi Mike,
I appreciate the sharing of your lineage, and I especially resonate with your words re: “…a sense of responsibility to respect the gift of the dharma that I have received…”. I too, feel that sense of responsibility, and honor.. for those who brought forward the lineage (no matter the subject of lineage) so I can have the opportunity to benefit, which benefits others as well. Thank you 🙂

[Cheryl Finley]

Hi Andrew,
I agree, lineage is a big topic. I am especially moved by your description that you were “…simultaneously into the Christian tradition, the American civil rights movement, and a family of people who deeply cared about the people around them. ” I feel that deep caring right now, in the sharing your story… including the roots of your ongoing journey on the Buddhist path. Thank you for sharing your rich lineage. 🙂

[Cheryl Finley]

My reflecitons & thoughts on lineage

When I think of lineage, I think of: family line; heritage over many generations; integrity.. keeping the lineage “true”; honoring its totality; consistency; purity; reverence for it, thus protecting it, by being true to it. Making no substitutions, taking no shortcuts; trusting the lineage of what’s being taught. I sense that continuing to: practice, learn, and begin to teach ..that in itself is a catalyst for even greater learning, discovery and insight for myself, as well as future students / participants.

Honoring this and more can ensure purity, longevity, quality, and integrity of what’s being taught, and to keep it alive in its original form.

One way I see that lineage shows up is…
Family recipes. Recipes from my mother, which were handed down from generation to generation. For example, the making of macaroni and cheese, which in our culture, it’s baked. Every ingredient from the cheese, the milk, the seasonings, the elbow macaroni (no other shape ), measurement, and preparation is intentional and has a reason. Even if we don’t understand the “why”, we take no shortcuts nor make substitutions, without first checking with the family line for counsel. I see this as a principle of lineage…

So, when the recipe states to grate three specific types of cheese, we do it… manually with a grater; we don’t crumble it in the food processor, nor substitute pre-grated cheese which will not produce the end result of the heritage recipe, the lineage recipe.

I think the same way with the lineage of the curriculum of this training. I have reverence for the preciousness, and wisdom of the teaching, I’m still learning and discovering, which will be ongoing. I also sense that lineage is the seeming ever-present, invisible-yet-real quality that holds together everything (I’ve just described & more).

Qualities of lineage, for me, also include: trust, honor, learn, practice, teach; keep learning with beginner’s mind; repeat. ~

Like the wise counsel of Dr. Maya Angelou: “When you learn, teach. When you get, give.”

[Cheryl Finley]

Hi Caitlin. Oh, I so appreciate what you’ve shared! Your clear articulation of both and your understanding of where you are in it. What you’ve shared so beautifully and succinctly, echoes my thoughts as well. I thank you!

[Cheryl Finley]

Hi Allison. I appreciate your thoughts on this, as well as your clarity as to where you are, embracing that more learning, etc comes from within. We are on the same page with that, and I appreciate the space in-between, as well. Thank you!

[Cheryl Finley]

Reflect on your experiences within both, eternalism and nihilsim. Where have you noticed each within yourself?

What I notice regarding nihilism, within myself was a child at about age 6 or 7. Attending adult church service at the end of children’s Sunday School, was a frightening experience. Hell and damnation was preached, and we were told if we didn’t get baptised we were going to hell. I’m not sure if my inner-response was from a sense of nihilism or not, but I felt like, if that happened (me going to hell) it would be painful experience that I couldn’t even imagine, and that it would last for what seemed like forever, and when that ‘forever’ ended, that that would be the end of me. It didn’t go farther than that. Even after surviving that experience and attending other churches through about age 18, the idea letting that go, and opening to there being more to life than the body, was not a teaching I’d been exposed to through age 30, when eternalism dawned on the horizon for me… although it wasn’t called that.

Eternalism: At age 30 while going through divorce I began to have a lot of questions about life, such as how to get out of the internal angst I was experiencing and feeling like it wouldn’t be happening, if only “they” would stop behaving a certain way. Something in me was searching, and led me to the bookstore, and even though I thought it was simply to feel better, it was the beginning of my journey into personal and spiritual exploration, growth and development. It was then that I became aware of the idea of what could be called eternalism, although that word was not mentioned, and not verbatim with the White Sail article. The idea of ‘continuity of mind’ and being in relationship with (or within) this continuity.. created an expansion, and a spaciousness, in my mind for hope, optimism, discernment, personal agency, choice, and more; and a desire to explore, learn, practice and apply it in my life;, which I did and continue to do so and adjust accordingly. So, the eternalism journey continues presently.

Please note: This is very difficult for me to express and describe, as I try to weave a clear understanding of the White Sail article (writing style?), sifting through and translating the wording in a way my mind and heart understand, so as to communicate, apply it properly, and address the learning, and the question clearly and accurately. I’m still a work in progress on this one especially. Thank you for your patience and understanding.

[Cheryl Finley]

Hi Elizabeth. Like Glenn, I thank you for this reminder about this principle; the difference between caring vs. taking care, and to discern the difference. And, it’s importance in setting boundaries for ourselves.

[Cheryl Finley]

Hi Kristin,
Thank you! I feel your insight and would welcome you as my ‘teacher’. To have a space held for me with caring and insight to guide me in my discovery to “allow for freedom of an honest experience as it arises” is a tender and precious experience, one that I may not have experienced as fully, or may felt afraid and retreated as the ‘honest experience’ arose. Your awareness and sensitivity to this, makes me feel like I’m held in a safe container for discovery, and what it could open me to (as a participant). This combined with your awareness and attention to listening, discernment.. feels like a promising exploration, discovery and relating-ship. Thank you!

[Cheryl Finley]

Assignment: Reflect on what it means to support discovery. What are the primary tools?

Reflection:
To support discovery means to be fully present to another person while separating myself from their process.

I see supporting discovery as also beginning with me. My intention, commitment and devotion to my practice as taught by Susan, and, recognizing the importance of and practicing the principle of Containment… personally and as a teacher. Taking this training has made me more aware of that. It’s made me aware.. to be conscious of this dynamic at work (like, being conscious of: feeling the breath, in meditation).

Also: My establishing this Container takes place as a quiet time, prior to teaching (and prior to my own practice many times, but I’ve become more conscious of it since this class). I have experienced creating space of this Container before (although each one is unique); and I sense it as fertile ground to support a participant’s discovery without the personal “I” getting in the way; as I am trusting the Container. Doing this keeps me awake to this intention. (It doesn’t mean it’ll be ideal every time, but it’s more likely to be so, had I not done this; yet “ideal” is not my place to define. My view of non-ideal at the time, could work out just right for the participant at some point).

I’ve noticed that in establishing the intention and Container (although they could be one and the same) helps open the way to the listening that Susan speaks of; trusting that listening, and asking the participant discovery questions from this space. This is what supporting discovery means to me. It also enriches my own ongoing discovery as well, which helps me grow as a teacher.

Also to let the participants know that this is a structure for their own discovery and growth (as part of an orientation to their meditation class); so they are open and not looking to me to give them answers, but to shine a light, support and encourage them so they can discover their own insights and answers in their own way.

Primary Tools are the principles:

1. A commitment to our own practice. – And– We don’t teach anyone anything, we help them to discover something.
Each person has their own journey and inner teacher to discover and engage. As their meditation teacher, we hold a space of trusting in their process of their own explorations and discoveries. So, we are exempt from having to be an expert in meditation in order to teach it (although we must show an understanding of the meditation practice as presented in this training).

2. Familiarity with the principles behind the technique.
This brings an invisible indescribable quality and depth to the experience of supporting discovery, of the participants journey (which in turn, benefits my own journey).

3. A longing to be of benefit to others.
There seems to be a unique quality present when the call to help others is done from the generous, radiant desire of the heart; a call of the heart. I have received benefits of this “longing to be of benefit to others”, and it’s my heart’s desire to give, share and be of like-benefit.

• This reply was modified 2 weeks, 6 days ago by Cheryl Finley.
• This reply was modified 2 weeks, 6 days ago by Cheryl Finley.

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