Djuna Penn
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Hi Erin. Your description of having a sense of there being ‘something more’ resonated deeply with me. Looking back into childhood, I can see I sensed something heavy and important and trustworthy moving below or behind the physical world. It was definitely something I connected to physically, a kind of intuition or deep knowing that always helps me know when I’m on an unhealthy path and need to change direction.
Thanks Anita for sharing your commitment to practicing more gentleness with yourself. Self-compassion is emerging as a super important practice for me too, and I’m seeing how it shows up in so many ways in my life. 🙏
A few key elements that I think support the process of discovery:
Creating Safety – for me, this would start by modeling being ok with unexpected things that come up (e.g., saying I don’t know the answer to a question, or using phrases like “I wonder…” or “what do you think?”. There would need to be a balance between that flexibility and setting up a reliable structure to the classes. This could include establishing some routines or rituals (like ringing the bell to start a sit each time), so students know what kind of structure to expect.
Gentleness – discoveries are things the practitioner newly becomes aware of. The teacher can nurture these new discoveries by gently receiving what is shared, acknowledging that it’s new for the person, and thanking them for sharing. Any questions could start with “I know this is all new to you, how would you feeling about talking about it a bit more?”
Staying curious – this could include asking questions in a way that centers the other person’s view, maybe by inviting more sharing, or using terms the other person uses in any reflections the teacher offers. Body language is also important, e.g., an open posture and facial expression.
Maintaining self-insights – the teacher needs to stay aware of their body, for example to watch for any signs of tension. I like to use a couple of things to help me do this – making sure I’m breathing evenly, checking that my shoulders are low and relaxed.
Hi Octavio and Liana, I totally agree with your idea that meditation teachers need to cultivate comfort with uncertainty. But I wonder if it isn’t key to the teaching content too. Possibly the frustration of not hearing “the answer” from the teacher could provide energy for more study and contemplation by the student?
Hi Andrew, I’m curious about the idea of confidence, and how it could balance with egolessness. I see confidence in the meditation technique and in the Dharma, and how they inform the meditation teacher’s sense of why they want to lead a meditation class. At the same time, personal insights and a healthy understanding of their own ego’s powers of confusion are important to balance that confidence.