ZEN MASTER THICH NHAT HANH AND THE PLUM VILLAGE MONKS AND NUNS. AT THE AMERICAN SCH ENGLANDWelcome to the UK Educators’ Retreat with Thich Nhat Hanh and the Plum Village Community ar The American School in London, We are very happy to have you joining us on this path of mindfulness and discussion of education, We offer this booklet co help you understand the practices of our community, the goals of Applied Ethics and the details of this retreat. We hope that you might find ie useful both here at the retreat, in your work with young people and in daily life. We wish you much happiness, The Plum Village Community wae Ire; pyoe ee Samadhi asev CONTENTS Biographies ‘Thich Nhat Hanh 04 Monastics Offering Teachings on Applied Ethics: Br, Phap Dung 05 Sr. Jewel 05 Panel Moderator: “Sharing Stories: How Mindfiulness Works for Educators and Students” Sr. Annabel (True Virtue) Dean of Practice at the European Institute Of Applied Buddhism (EIAB), Waldbroel, Germany 05 Panelists: Kevin Hawkins, Principal International School of Prague, Czech Republic 06 Kathi Kéllerman, Geschwister-Scholl-Gymnasium, Waldkirch ~ Freiburg 06 Paul Richards, Principal, The American School in London 06 Anthony Seldon, Master of Wellingcon College, Historian & Biographer 07 Meena Srinivasan, 6* grade teacher, Park Day School, Oakland 07 Katherine Weare, Emeritus Professor, Universities of Exeter & Southampton 07 Introduction to Applied Ethics: Proposal for A Course In Mindfulness for Educators Introduction 09 Course Overview 10 Course Format 10 ‘Who We Are 10 Vision i Aim i Secular Foundation u Community Environment u Workshop Descriptions ‘Workshops offered on Saturday, March 31°" 13 ‘Workshops offered on Sunday, April 1" 4Resources Core Practices: Practising Together 16 Breathing 16 Bells of Mindfulness 16 Waking Up in the Morning 17 Sitting Meditation 7 Walking Mediation 18 Listening to a Dharma Talk 18 Eating Together 18 Circle Sharing 19 Beginning Anew 20 More Gathas for Mindful Living 21 Songs for the Practice 22-23 The Five Mindfulness Trainings 24-25, Going Home & Bringing the Practice Back to the Classroom Setting up a Breathing Corner 26 Creating Space for a Breathing Moment 26 Maintaining Your Practice 26 Applied Ethics Upcoming Events & Resources 27Biography ‘Thich Nhat Hanh ‘A global spsiual leader, revered throughout che world for his powerful teachings and bestselling writings on the art of ‘mindfulness: Affectionately known as Thiy (pronounced ‘ce’), which is Vietnamese for Teacher, his books, of which there are more than Sne hundred, have reached a global andience of millions. Born in cencral Vietnam in 1926 he became a novice monk at che age of sixteen. During the ‘Vietnam War monasteries were confronted with che question of whether to adhere to the contemplative life and remain meditating in the monasteries, sr to help the villagers suffering under the bombings and other facets ofthe ‘war Thich Nhat Hanh was one of those who chose to do both, helping to found the “engaged Buddhism” movement. His life has since been dedicated to the work of inner transformation for the benefit of individuals and society Tn Saigon in che ealy 60s, Thich Nhat Hanh founded the School of Youth Social Service, a grass-roots relief organization that rebuile bombed villages, secup schools and medical ences, resettled homeless families and organized agriculeural cooperatives, Rallying some 10,000 student volunteers the SYSS based its work on the Buddhise principles of non-violence and compassionate action, Despite government denunciation of his activity, Thich Nhat Hanh also founded a Buddhist Universcy a publishing house, and an influential peace activist magazinc in Vietnam, ‘After visiting che US and Europe in 1966 on a peace mission, he was banned from recurning 9 Vieenam in 1966. On subsequenc travels co the US, he made the ease for peace to federal and Pentagon officials including Robe MeNamura, He may have asisted in changing the course of US history when he persuaded Martin Luther King, Jr. to oppose the Vietnam War publicly, helping co galvanize the Peacs moses The following year, King nominated him for the Nobel Peace Prize. Subsequently, Nhat Hanh led the Buddhist delegation co sean a riPesce Tall, In 1982 he founded Plum Village, a Buddhist community in exile in Francs where he aa tis work co alleviate suffering of refugees, political prisoners, and hungry families in Viesnam and throughout the Third World. In addition to Plum Village he has founded numerous practice centers around cee iin countries inchuding the Uniced States, Germany, Thailand and Hong Kong. In 2007- Thich Nhat Hanh was inviced to address the opening of the Parliament of India, and in 2011 was invited co the United States Congress for a second time to address Congressmen and women on Capitol Hill, He has also received recognition for his work with Viernam vererans, meditation retreats and his prolific writings on meditation, sore falnes, and peace. He has published some 85 tices of acessible poems, prose and prayers swith more than 40 in English, including che bestselling Call Me by My Tiue Names, Peace Is Every Step, Being Peace, Touching Peace Living Buddha Living Christ, Teachings on Love, The Path of Emancipation, and Anger. “Thich Nhat Hanh’ key teaching is chat, chrough mindfulness, we can learn co live happily in the present roment instead of getting lost inthe past and in che fucure. Dwelling inthe present momets according to ‘Thich Nhat Hanh, is che only vay co truly develop peace, both in one’ selfand in the world, Thich Nhat Hanh isthe spireul head not only of his lineage within Vietnam, but also of an international “engaged Buddhist” community of over 500 monks and nuns, and tens of thousands of lay practitioners ‘who apply his teachings son mindfulness, peace making, community building and serving society in practice centres all over the world. ——y,BIOGRAPHIES ~ MONASTICS OFFERING TEACHINGS IN APPLIED ETHICS Brother Phap Dung Brother Phap Dung is Vietnamese American monk, ordained by Thay in 1998, He was born in Vietnam in 1969, came co the US when he was nine years old where he was educated and later worked as an architect/ designer for four years before becoming a monk. He received 2 professional BA in Architecture from the University of Southern California, He enjoys playing, learning and sharing mindfulness with children of all ages. He helped co establish Deer Park Monastery and many other US centers, creating meditation, programmes and retreats for children, teens, families, and young adults, as well as planning its halls and infrastructures and has been the abbot of the monastery since 2002. He received the Lamp Transmission from Thich Nhat Hanh and became a Dharma Teacher in 2004. He has led mindfulness retreats in North and South America, China, Hong Kong, India, and Germany. He is most inspired by medication as a method of examining and cultivating the mind, of the individual and of the collective; and by community building as ‘method to heal and develop society. His current interest involves developing the Applied Ethics Initiative as a means to bring mental cultivation into all levels of education and collaborating with other institutions and individuals inveresced in mindfulness and education. One of his deepest aspirations isto create a mindfulness school where all members of the school from the seudents, ceachers, principals, administrators and parents are all practitioners of mindfulness. Sister Jewel (Chau Nghiem) Sister Jewel (Chau Nghiem) is from che US and ordained as a Buddhist nun in 1999. Before ordination, she sgraduaced from Stanford University with a BA and MA in Anthropology and Social Sciences. Thich Nhat Hanh ordained her as a Dharma teacher in 2007, She has led retreats in the US, Europe, Asia, Brazil, India and Southern Africa. She is passionate about practising and sharing mindfulness and compassion, especially with children and young people, and bringing mindfulness ro teachers and schools. She currently lives atthe ‘European Institute of Applied Buddhism in Waldbroel, Germany, where she and other monastics regularly teach at che local Gesamtschule and other schools, and offer retreats for teachers. She is editor of Planting Seeds: Practising Mindfulness with Children by Thich Nhat Hanh, and has articles and chapters published in several books, including Togerber we are One; The Buddha's Apprentices: More Voices of Young Buddhists; Dharma, Color and Culture; and Friends on the Path. BIOGRAPHIES ~ PANEL MODERATOR Sister Annabel (True Virtue) Se Annabel (True Vireue) is the Dean of Practice at che European Insticute of Applied Buddhism, EIAB, She is originally from the UK, where she taught as a high school teacher for 15 years. In 1988 she was che first westerner to be ordained as a nun by Thich Nhat Hanh. From 1997 to 2007 she was the Abbess of the Green Mountain Dharma Center in Vermone, USA.BIOGRAPHIES ~ PANELISTS Kevin Hawkins Kevin Hawkins started teaching in his 30’s having previously worked in London as a counselor with young drug users and then as a resettlement worker with young homeless people. He taught ESL in Bradford middle schools and has been a teacher and school leader in Tanzania and the Czech Republic for the past 16 years. For 3 years he has been teaching mindfulness courses to middle school students (age 11-14) and also now to 17 year olds and some teachers at the International School of Prague where he is the Middle School Principal. He has been using the Mindfulness in Schools Project course called “.b” from the UK. ‘The International School of Prague recently hosted a conference for European International Middle School teachers and of the 215 participants, over half chose to attend workshops introducing mindfulness given by Chris Cullen from MiSP and by Kevin. “Although few international schools are running mindfulness programmemes, it seems that the interest among teachers is beginning to grow. Kathi Kéllerman Kathi Kéllermann was born in 1972 in Bochum in Germany. Her family moved to the Black Forest in the southwest of Germany in 1981. She studied Philosophy, Biology and German Literature in Gartingen. In 1999 she went back to Freiburg to finish her studies and start her training to become a high school teacher. Since 2004 she has been working as a teacher at the Geschwister-Scholl- Gymnasium in Waldkirch, a small cown near Freiburg where she has also led the drama group. She came to Plum Village for the first time in 2005 and has been looking for ways to bring the practice into schools ever since. Within the last couple of years a small Sangha has formed at her school and she and her colleagues were able to offer several mindfulness activities to their seudents. Sharing the practice with fellow teachers and students is one of her main aspirations. Dr Paul Richards Paul Richards came to ASL as High School Principal in July 2009. He joined ASL from Needham High School in Massachusetts (USA), where he was principal for five years. Prior to that, he was the principal of Nantucket High School. He completed his doccoral work in educational administration at Boston College in spring 2009, studying academic stress in suburban high schools. At ASL, he has continued looking at the role of mindfulness in everyday teaching and learning. He also teaches a social studies clective tiled Race, Culture and Human Rights. He is joined in London by his wife Tina and their two children.BIOGRAPHIES — PANELISTS CONT'D Dr Anthony Seldon MA, PhD, FRSA, MBA, FRHisS Anthony Seldon is an authority on contemporary British history and headmaster of Wellingeon College, one of Britain's most famous co-ed independent schools. He is also author or editor of over 30 books on contemporary history, politics and education. His recent publications include “Frust: How we lost it and how to get it back” (Oct 2009) and ‘An End t0 Factory Schools. An education ‘manifesto 2010-2020” (Mar 2010) and “Brown at 10” (hardback Nov 2010, paperback Sept 2011). His latest book, Happiness’ (Lion Hudson) will be published in Spring 2012. Afr gaining an MA at Worcester College, Oxford, and a PhD at the London School of Economics, he qualified as a teacher at King's College, London. He has two honorary doctorates and is Professor ar the College of Teachers, He is a fellow of the Royal Historical Society and the Royal Society of ‘Arts. He founded, with Professor Peter Hennessy, the Institute of Contemporary British History. Dr Seldon appears regularly on television and radio and in the press, and writes for several national newspapers. His views on education have regularly been soughe by the government and political parties. Meena Srinivasan ‘Meena Srinivasan is an international educator passionate about bringing mindfulness into the world. Meena has experience teaching grades 6-12 in humanities, health and special needs, and has taught at some of che world’ leading International and Independent Schools in Brazil, India and California, She has contributed to United Nations publications on inclusive education and is one of the youngest educators to be awarded the prestigious National Board Certification. Meena carned a Masters degree in Education from UC Berkeley's Social, Culeural Studies Programme where she also studied Sanskrit. She has a BA in History and Political Science from the London School of Economics and Amherst College. In August of 2011, after five years of being based in India, she joined the faculty at Park Day School in Oakland, California where Mindful Schools began. Katherine Weare Katherine Weare is Emeritus Professor at the Universities of Exeter and Southampton. Her current interest is linking mindfulness with developments in education and exploring how mindfulness can help schools in their everyday tasks of developing effective learners and resilient, self motivated and caring citizens. She is currenely working with the .b project, a curriculum for mindfulness in schools, helping MiSP to evaluate it with a controlled trial, and to widen its reach. She is just completing the two year MBCT (Mindfulness Based Cognitive Therapy) course at the University of Exeter to train to teach adults. Weare's broader field is social and emotional learning and mental health and wellbeing in schools: she is known as an international expert in this area and has conducted several systematic reviews which have informed policy in many countries.PROPOSAL FOR A COURSE IN MINDFULNESS AND a APPLIED ETHICS FOR EDUCATORS “You cannot transmit wisdom and insi 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 “The following is an outline proposal for a course in Applied Ethics, currently being developed by Plum Village and the EIAB, to be offered to educators who wish to cultivate peace and wellbeing in their own lives and contribute to creating a saner and more compassionate classtoom and school environment, “This proposal provides an outline and description of both the aspirations of ‘The Applied Ethics Initiative and the thoughts behind its development. Introduction In order for a bright future co be possible we must provide young people with an ethical foundation, promote an atmosphere of concentration and social-emotional learning in schools, and support teachers’ wellbeing, Nowadays this task is especially challenging because the conditions of social and cognitive development for children and ceenagers are changing radically. Aggression and bullying are an increasing problem while students’ attention spans are decreasing, Growing numbers of teachers find that their jobs are becoming more difficult. Many schools have begun initiatives and programmes to counteract this erend. Although administrators, teachers and students want to improve the situation in our schools it is often difficult to pur these ideas into practice so that they lead to lasting change in behaviour and true happiness at school, “The practice of mindfulness has been proven to make a very valuable and efficient contribution to the problems so many of us face in our schools. Mindfulness means to be truly there, body and mind together in the present moment. When we are able to come back co ourselves, co our emotions, and to those around us we can recognize our habiewal behaviour, discover new options and make better choices. We can truly get in couch with ourselves, other people and with life, thus greatly benefiting our relacionships. Compassion arises quite naturally, as does asense of inner peace, joy and vitality. I's our experience chat children and young people especially appreciate this opportunity co increase their personal freedom and co choose an ethical direction for their lives. Moreover, these mindfulness practices offer teachers and students systematic relaxation techniques and concrete ways to let go of recurrent worries, reducing stress and its physical effects. The health benefits of mindfulness have been widely acknowledged by scientists for a number of years. Although these exercises have a Buddhist background, they are non-religious and non-sectarian, thus everyone can profit from chem. For teachers to effectively transmit mindfulness co che students, hey must learn co apply i first in their own. Wg daily lives. :Course Overview Stage I: Taking Care of the Teacher © Cultivating awareness of breathing ro help unite body and mind, and develop concentration ‘© Caring for our body co reduce stress and pain. Learning to cultivate feelings of joy and happiness, and appreciate what we already have ‘© Learning to simplify ous lives so that we have more time to relax and enjoy life © Learning to listen co and embrace our strong emotions, such as fear, anger, anxiety and despair «Learning to use loving speech and compassionate listening to care for our relationships Exploring non-sectarian, ethical guidelines for our own health and happiness, and char of our families, schools, communities, societies, and the world «Looking deeply into our consumprion and production, as individuals and as a society Scage Il: Teaching Mindfulness and Applied Ethics to Students ‘© Learning to guide sessions of relaxation for students ‘© Learning to help seudents recognize and handle strong emotions Learning the art of building community so that our classroom and our school can become a loving family environment ¢ Learning to creatively resolve conflicts in the classroom ‘© Helping seudents develop compassion by understanding their own suffering and thar of their peers @ Introduction to an age-appropriate mindfulness curriculum, with multi-media teaching materials, that can be applied in the classroom Course Format “This course is offered in ewo scages, with each stage being one week long, held in one of our residential centres or at your academic campus. The week course format is organised a5 residential retreat, with participants saying overnight and raining in mindfulness all day long, Each stage can also be divided up into smaller unis of time depending on the need (3 weekends oF 7 day-long segments spread out overtime). Stage Iisa prerequisite for Seage IL. Who We Are Zen Master Thich Nhat Hanh and the Plum Village Community of monastic and lay members have over 30 years of experience practising and teaching mindfulness, and developing a path of ethical living for modern society. We have shared these practices with thousands of people, including ‘teachers, parents, children, social workers, therapists police officers, health care workers, politicians, businesspeople and artists, many of whom have become teachers of mindfulness and communiey-builders in cheir own right. In particular, we have led swith children and teens programmes, as well as retreats for educators and hundreds of recreats for fa seudents, in which we have developed and refined a rich and effective range of practices for transmitting mindfulness to young people. =)Vision ‘We are now reaching oue to those working in the fields of education policy, development, and tra ing at both, local and national levels. We wish to collaborate in order to offer regular courses to educators interested in the teaching and practice of mindfulness and applied ethics. We are identifying partners ready to pu these courses inco practice right away. Initiatives and preliminary explorationsare underway with educators and policy makers in several countries in Asia, Europe and North America. Aim “This course aims to address the root causes ofthe suffering and division in our society and in our own hearts. As teachers, many of us sec that thisis a time of geeat challenge for young people, who often lack a direction or tools to handle the pressures and stresses life presents them, Parents and other caregivers do not get the support they need to provide the essential guidance required for young people to grow up happily and contribute positively to society. Furthermore, many of our institutions struggle to provide a good example of integrity, cooperation, ‘or responsible behaviour that cares for the good of the whole. “The essence of the course in applied ethics is mindfulness, the energy of being aware of and awake to what is happening inside and around us in the present moment. With this deep awareness we know what to do and ‘what not to do in each moment to relieve suffering and increase well-being, The methods that we offer in this applied ethics course help us to understand our own bodies, minds, feelings and perceptions, so we can then help others to do the same, We learn the art of caring for and transforming our suffering, and nourishing our joy. Our of this, compassion and a living understanding of our interconnection with our family and society naturally arse Secular Foundation ‘This course is buile upon the teachings of the Buddha, but i is non-religious and non-sectarian. Its foundation relies on the insights and concrete practices of Buddhism, including the awareness of the interconnection of all things, and the insighe that only by understanding our suffering can we arrive at real happiness. Scientific ‘evidence has demonseraced that methods arising from the Buddhist cradition are effective, and that they can be applied successfully in an educational and secular context, without reference co Buddhism. However appropriate to the insticution or community, the course can be taught from a Buddhist or spiritual perspective. Community Environment ‘The course takes place in the unique context of a residential community of monks, nuns, laymen, and laywomen practising mindfulness 24 hours a day, The strength and harmony of the community is grounded upon a shared vision of ethical conduct arising naturally from the practice of mindfulness. The community provides a support and creates asafe environmencin which we ean look afresh at our lives. Living and working together we generate 4 powerful collective energy which has the capacity to heal and transform our bodies and minds. In che course, mindfulness is offered in such a way that we can apply it right away in our daily lives. The residents offer participants cheir understanding and experience not just ehrough their teaching, but through their embodied practice of mindful speaking, walking, eating, working and relating, The most supportive environment for our transformation and healing is a harmonious and joyful community. Our 30 years of experience have taught us chat community is essential for change to be deep and lasting. Living and practising as a community, we find trust in che human family and we recurn to out lives refreshed and enthusiastic. The residential practice environment allows us to open up and rediscover our innate goodness and bring meaning and direction to our lives.WORKSHOP DESCRIPTIONS Saturday 31 March 11:00am - 12:30pm. 1. Mindfulness in daily life: Learn and share how to apply basic practices of awareness and relaxation in everyday life. We will address how to practice stopping, mindful breathing, eating, walking and working throughout the day to increase our peace and joy. 2. Transforming Seress and Pressure at Work: Learn and share how to recognize and take care of the energy of stress and anxiety, including shore and simple practices we can include throughout the day to be aware of our body, listen to our thoughts, and relax body and mind. 3. Deep Listening and Compassionate Speaking: Learn and share methods that help us truly communicate with others and with ourselves, We will offer methods to improve our capacity to liscen without judging or reacting, and speak lovingly as well as sincerely, from our heart, even with people we find very difficule. 4, Reconciling Difficult Relationships: ‘The Practice of Beginning Anew: Learn and share methods for applying the the Plum Village practice of the Peace Treaty, Peace Note and the 4 steps of Beginning Anew to refresh and heal our relationships. 5. Cultivating Joy and Happiness in Daily Life: Learn and share how to recognize the many conditions for happiness that we already have right now and ways to cultivate more joy, ease, gratitude and humour in our daily life. 6. Creatinga Group to Support your Practice: The support of others is very important if we are to continue mindfulness practice in our everyday life. We will share how we can start a mindfulness group with other teachers or friends that can support our practice in the long term. 7. Overcoming Fears of Separation and Loss: Learn practices that can help us cultivate non- fear and acceptance in the face of impermanence, separation and illness. Facilitators will share from their own experience of finding freedom in very difficult moments.WORKSHOP DESCRIPTIONS Sunday J April 4:30pm. 0pm 1, How to Lead a session of Total Relaxation: Learn and share how to offer the practice of Total Relaxation to students, colleagues or your family, either sitting or lying down (one group will focus particularly on children, the other on teens). 2. Mindful Songs and Games for Children of All Ages: Learn and share songs and games that will help students understand and embody mindfalness and have fun at the same time. 3. Emotional education for children: share how to bring mindfulness practices into circle time including breaching skills, deep ringing Mindfulness into Circle Time: Learn and listening, loving speech, caring for the group, and more. 4, Helping children deal with strong emotions: Learn and share ways to help children recognize their emotions and understand and embrace them rather than react to them. Facilitators will also share Pebble Meditation, a Plum Village practice that helps children calm and uplift che mind. 5. Resolving Conflicts and Making the Classroom a Family: Learn and share how mindfulness practices can be applied to resolve conflicts at school and create intimacy, safety and togetherness in the classroom, so that it can become a second home, a true family. 6. Bringing Mindfulness into Education: Policy, Curriculum and Teacher ‘Training: Brainstorming and discussion on how we can bring mindfulness into the larger education system, influencing directions in policy, curriculum and teacher training. What are the ‘obstacles? How can we help each other across institutions? What is the role of research? How can our own mindfulness practice help? 7. Applying the Five Mindfulness Trainings: Learn and share about the five practices that represent a Buddhist vision for a global spirituality and ethic, a pach of right understanding, and true love, leading to healing, transformation, and happiness for ourselves and for the world. Concrete experience of how we can apply the trainings in our daily lives will be shared.RESOURCES CORE PRACTICES OF PLUM VILLAGE PRactisinG TOGETHER Mindfulness is the energy of being aware and awake co the present moment. It is the continuous practice of touiching life deeply in every moment of daily life, To be mindful isto be truly alive, present and at one with those around you and with whae you ate doing. We bring our body and mind into harmony while we wash the dishes, drive the car or take our morning shower. Here in the retreat, we do very much the same things as when we are at home ~ walking, siting, eating, ete: + except now we learn to do them with mindfulness, with the awareness of what we are doing, We practice ‘mindfulness throughout every moment of the day and not justin the meditation hall, ue also in the dininghall, the toilet, in our rooms and on the path leading from one place to another. In practising together as a Sangha, as a community, our practice of mindfulness becomes more joyful, relaxed and steady. We are bells of mindfulness for each other, supporting and reminding each other along the path of practice Dear friends, let us try to be intelligent and skillful in our practice, approaching every aspect of the practice with curiosity and openness. Let us practice with understanding and not just for form and appearance, Enjoy your practice here with a relaxed and gentle atcicude, with an open mind and receptive heart, BREATHING ‘Our breathing is a stable solid ground that we can take refuge in. Regardless of our internal weather ~ our thoughts, emotions and perceptions ~ our breathing is always with us ike a faithful friend. Whenever we feel catticd away, or sunken in a deep emotion, or scattered in worries and projects, we return to our breathing to collect and anchor our mind. ‘We feel the flow of air coming in and going out of our nose. We feel how light and natural, how calm and peaceful our breathing functions, At any time, while we are walking, gardening, of computing, we can return to this peaceful source of life. We may like to recite this gatha or verse: “Breathing in, I know thatl am breathing in. Breathing out, [know that! am breathing out.” We do not need to control our breath. Feel the breath as it actually is. Ie may be long or short, deep or shallow. With our awareness ie will naturally become slower and deeper. Conscious breathing isthe key co uniting body and mind and bringing the energy of mindfulness into each moment of our life. BELLS OF MINDFULNESS On your arrival you might hear a bell sound and suddenly people around you have stopped stil, scopped talking, and stopped moving. Ic might be the clock chiming or the dining bell sounding, These are our bells of mindfulness. When we hear the sound of the bell we relax our body and become aware of our breathing. We do that nacurally, with enjoyment, and ease. ‘When we hear one of these mindfulness bells ring, we stop whatever we are doing and bring our awareness to our breathing. The inviting of the bell calls out to us:LISTEN, LISTEN, this wonderful sound brings me back to ‘my true home. By stopping to breathe and restore our calm and our peace, we become fee, our work becomes more enjoyable and the friend in front of us becomes more real. Back home we can use the ringing of our telephone, the local church bells, the cry of ababy, or even the sound of fire engines and ambulances as ou bells of mindfulness. You ‘may also install che mindfulness clock in your computer to remind you to stop and breathe (www.mindfulnessde. ‘org/mindfulclock.heml). With just three conscious breaths we can release the tensions in our body and mind and recurn to a cool and clear state of being. WaxING UP In THE MORNING “Waking up this morning, smile 24 brand new hours are before me 1 vow to ive fully in each moment, sand t0 look at all beings with eyes of compassion.” Aswe wake up in the morning and open our eyes we may like to recite the above gatha. We ean start our day with the happiness ofa smile and the aspiration ro dedicate ourselves to the path of love and understanding. We are aware that today is a fresh, new day, and we have 24 precious hours to live. ‘Lecus try to get up ftom bed right away after following three deep breaths to bring ourselves into mindfulness. Let us not delay our waking. We may like to sic up and genely massage our head, neck, shoulders, and arms to get our blood circulating, We might like co do a few stretches to loosen our joints and wake up our body. Enjoying cup of warm water is good for our system first thing in the morning. Letus wash up o do what we need to do before heading towards our daily ask (co our school, to our work). We allow ourselves enough time so we will not have to rush. Take deep breaths and enjoy the cool, fresh air. Before heading towards our school or work, let the morning fill our being, awakening our body and mind to the joy of anew day. SrrTiNG MEDITATION Sicting medication is like recurning home to give full attention to and care for ourselves. We sit upright with dignity, and return to our breathing, We bring out full attention to whae is within and around us. We let our mind become spacious and our heart soft and kind. The purpose of sitting meditation is to enjoy. Don't try to attain anything! Sitting meditation is very healing. We realize we can just be with whatever is within us ~ our pain, anger, irritation, or our joy, love, and peace. We are with whatever is there without being carried away by it. Letit come, lec iescay, and then let it go, No need to push, to oppress, orto pretend our thoughts are not there. Observe the ‘thoughts and images of our mind with an accepting and loving eye, We are free to be still and calm despite the storms chat might arise in us. Four legs or fect begin ro hure during the sitting, we are free to adjust our position quietly. We can ma cour concentration by following our breathing and slowly and attentively change our posture. At the end of the sitting meditation session, allow a few minutes to massage your legs and feet before standing up again,WALKING MEDITATION Whenever we walk, we can practice meditation. This means that we know that we are walking. We walk just for ‘walking. We walk with freedom and solidity, no longer in a hurry. We are present with each step. ‘Walking inthis way should not bea privilege. We should be able to do it every moment. Look around and see. how vast life is, the trees, che white clouds, and the limitless sky. Listen to the birds. Feel the fresh breeze. Life is allaround and we are alive and healthy and capable of walking in peace. Let uswalkas free person and feel our steps get lighter. Lecus enjoy every step we make. Each step is nourishing, and healing. As we walk, imprint our gratitude and our love on the carth. ‘We may like to use a gatha as we walk. Taking two or three steps for each in-breath and each our-breath, Breathing in, “Ihave arrived’; Breathing out, “Lam home” Breathing in, “In the here’; Breathing out, “In the now" Breathing in, “Iam solid”; Breathing out, “Lam free” Breathing in, “In the ultimate’; Breathing out, “I dwell” LISTENING TO A DHARMA TALK ‘We have the opportunity to attend Dharma Talks by Thich Nhat Hanh and other senior Dharma teachers in the Plum Village Tradition, Please arrive early forthe talk so thar we may have cnough time to find a seat and establish ourselves ina peaceful state of mind, Please listen co the talk with an open mind and a receptive heart. If we listen only with our intellect, comparing and judging what is said co what we already chink we know or what we have heard others say, we may miss the chance to truly receive the message that is being transmitted. ‘The Dharma is like rain. Let it penetrate deeply into our consciousness, watering the seeds of wisdom and compassion that are alzeady there, Absorb the talk openly, ike the earth receiving a refreshing spring rain. The talk might be just che condition our tree needs to flower and bear the fruits of understanding and love. ‘Out of respect for the teachings and the teacher, please refrain from talking, or making disturbing noises in the hall during the Dharma talk. I it is absolutely necessary to leave the hall during the talk please do so with a ‘minimum of disturbance to others. EATING TOGETHER Eating a meal together is a meditative practice. We should try to offer our presence for every meal. As we serve ‘our food we can already begin practising, Serving ourselves, we realize thar many elements, such as rain, sunshine, ‘arth, air and love, have all come together to form this wonderful meal. In fact, chrough this food we sce that the entire universe is supporting our existence. Before eating, che bell will be invited for cheee sounds and we can enjoy breathing in and ue while geacrising, the Five Contemplations.“The Five Contemplations 1. This food is the gift of the whole universe che earth, che sky, numerous living beings, and much hard and loving work. 2. May we eat and live in mindfulness and with gratieude so as to be worthy to receive it. 3, May we recognize and transform unwholesome meneal formations, especially our greed, and learn to cat with moderation. 4, May we keep our compassion alive by et preserve out planet, and reverse the process of global warming. 5. We accept this food in order to nurture our brotherhood and sisterhood, build our community of practice, and nourish our ideal of serving all living beings. such a way that we reduce the suffering of living beings, Food Contemplations for Young People 1. This food isthe gift of the whole universe: che earth, che sky, the rain, and che sun. 2, We thank the people who have made this food, especially the farmers, the people at the market and the cooks. 3. Weonly put on our plate as much food as we can eat. 4, Wewant to chew the food slowly so chat we can enjoy i 5, Wewant co eae in a way thar nurcures our compassion, protects other species and the environment, and reverses global warming. 6. This food gives us energy to practice being more loving and understanding. 7. We eat this food in order to be healthy and happy, and to love each other asa family. We should take our time as we eat, chewing each mouthful at least 30 times, until che food becomes liquefied. “This aids che digestive process. Let us enjoy every morsel of our food and the presence of our family and friends the present moment, eating in such a way that solidity, joy and peace are around us. Let us establish ourselves possible during the whole time of eating. Upon finishing our meal, we take a few moments to notice thae we have finished, our bow! is now empry and ‘our hunger is satisfied, Graticude fills us as we realize how fortunate we are to have had this noutishing food to ‘at, supporting us on the path of love and understanding, ‘We may also like to recite the following gatha: “This meal is finished. My hunger is satisfied. I vow to live for the benefit ofall beings.” Circe SHARING Circle Sharing is an opportunity to benef from each other’ insights and experience of che practice. Ie is a special time for us to share our experiences, our joys, our difficulties and our questions relating to the practice of mindfulness. By practising deep listening while others are speaking, we help create a calm and receptive environment, By earning to speak about our happiness and our difficulties in the practice, we contribute to the collective insight and understanding of the communicy. ‘We base our sharing on our own experience of the practice rather than about abstract ideas and theoretical notions. We may realize that many of us share similar difficulties and aspirations. Sitting, listening and sharing cogether, we recognize our true connections to one another. Please remember that whatever is shared during the Circle sharing time is confidential. Ifa friend shares about a difficulty he or she is facing, respect chat he or she may or may not wish co talk about this individually outside of the Circle sharing time.BEGINNING ANEW “To begin anew is to look deeply and honestly at ourselves, our past actions, speech and thoughts and to create a fresh beginning within ourselves and in our relationships with others. At our practice center we practice beginning anew as a community every two weeks and individually as often as we like We practice beginning anew to clear our mind and keep out practice fresh. When a dificulty arises in our selationships with family or colleagues and one of us fels resentment or hurt, we know itis time to begin anevs The following isa description of the four-part process of beginning anew as used in a formal seting. ‘One person speaks ata time and is not interrupted during his or her sharing. The other practitioners practice deep listening and following their breath. 1. Flower watering - This is a chance to share our appreciation for the other person. We may mention specific instances that the other person said or did something that we had admired, This is an opporcunity to shine light on the other's strengths and contributions and to encourage the growth of his or her positive qualities. 2. Sharing regrets - We may mention any unskllfulness in our actions, speech or thoughts that we have not yet had an opportunity to apologise for. 3, Expressing hurt - We may share how we felt hure by an interaction with our loved ones or colleagues at our place of work due co his or her actions, speech or thoughts. To express a hurt we should first water the other person’ flowers by sharing ewo positive qualities that we have truly observed in him or her. Expressing hurt is often performed one-on-one with another practitioner rather than in the group setting. You may ask for a third party that you both trust and respect ro be present, if desired. 4, Shaving a long-term dificult & asking for support -At times we each have difficulties and pain aise from our pase that surface in the present. When we share an issue that we are dealing with we can let the people around us understand us better and offer the support that we really need. “The practice of beginning anew helps us develop our compassionate speech and deep listening, Beginning anew is a practice of recognition and appreciation of the positive elements within our family. For instance, we may notice that our workmate is generous in sharing her insights, and our son i caring towards plants, Recognizing others positive crits allows us co see our own good qualities as well. Along with these good trait, wwe each have areas of weakness, such as talking out of our anger or being caught in our misperceptions. When swe practice “flower watering” we support the development of good qualities in each other and at che same time we help to weaken the difficulties in the other person. As ina garden, when we “water the flowers” of loving kindness and compassion in each other, we also take energy away from the weeds of anger, jealousy and ‘nisperception. ‘We ean practice beginning anew every day by expressing our appreciation for our colleagues and apologizing right away when we do ot say something that hurts them. We can politely lec others know when we have been hhure as well. The health and happiness of the whole community depends on the harmony, peace and joy that exist between every member in our family, workplace and community at large.Mor: GATHAS FOR MinpFvt Livinc Correcting/Reading Students’ work Breathing in, Lam in touch with the effort my student is making to learn Breathing out, I encourage and guide with clarity, skillfulness and compassion Brushing Teeth Brushing my teeth and rinsing my mouth, vow to speak purely and lovingly. ‘When my mouth is fragrant with right speech, A lower blooms in the garden of my heart. Using the bathroom Defiled or immaculate, increasing or decreasing, ‘These concepts exist only in our mind. “The reality of interbeing is unsurpassed. Taking a Shower Unborn and indestructible Beyond space and time ‘Transmission and inheritance Lie in che wonderful world of the Dharmadhacu* *Dharmadhatu is the purified mind in its natural state, free from dualism Turning On the Computer ‘Turning on the computer, ‘My mind gets in touch with the store* vow to transform habit energies To help love and understanding grow. “the store refers to the Store- Consciousness where all our seed-potentials are stored Emailing and using the Internet Breathing in, I thank the power ofthe Internet. Breathing ous, am fully conscious of my current e-mail actions Using the Telephone ‘Words can cravel thousands of miles. May my words create mutual understanding and love. May they be as beautiful as gems, Aslovely as flowers. Driving The Car Before starting the car, [know where I am going. The carand Lare one. Irthe ear goes fast, I go fastSONGS FOR THE PRACTICE 1, BREATHING IN, BREATHING OUT Breathing in, Breathing out Breathing in, Breathing out Lam blooming as a flower Lam fresh asthe dew Lam solid as the mountain Lam firm as the earth Lam free Breathing in, Breathing out Breathing in, Breathing out Lam wacer, reflecting ‘What is real, what is true And I feel there is space Deep inside of me am free, [am free, Lam free 2. Tue IsLanp WITHIN Breathing in, 1 go back tothe island within myselE “There are beaucfal trees within the island, “There are clear streams of water. “There ate birds, sunshine and fresh air. Breathing out, feel safe. Tenjoy going back co my island. 3. HAPPINESS Happiness is here and now Lhave dropped my worries Nowhere to go, nothing co do No longer in a hurry. Happiness is here and now Thave dropped my worries Somewhere to go, something to do But I don'tneed co hurry. 4.1AmMACLouD Tam a cloud, Tam the blue sky, Lam a bird spreading out its wings Tama lower, Lam the sunshine, Tam the earth receiving a seed. ‘And Iam free when my heart is open Yes Iam free when my mind is clear ‘Oh dear brothers, oh dear sisters, Let's walk to together mindfally (joyfully). (2x) 5, [Have ARRIVED, I AM HOME Thave arrived, [am home In the here and in the now (2x) Lam solid, Lam free Tam solid, Iam free In the ultimate, I dwell In the ultimate, I dwell 6. IN OuT Inout, Deep slow Calm ease, Smile release Present Moment, ‘Wonderful Moment. 7. GATHA FoR WALKING MEDITATION “The mind can go in a thousand directions But on this lovely path, I walk in peace. With each step, a gentle wind blows ‘With each step, a flower blooms. 8.1 Like THE Roses like the roses, Ilike the daffodils ike the mountains [like the rolling hills [like the twinkling stars when the sun goes down Doo badee doo badee doo badee doo badee doo badee doo badee doo badee doo badee doo (2x) 9. IN GRATITUDE In gratitude, you have watered seeds oflove in me, in gratieude.. In gratieude, I will water seeds of love in someone new. know you're there for me ‘And Lam so happy.. In gratitude, you have watered seeds oflove in me, in graticude In gratitude, I will water seeds of love in someone new... ‘And when you suffer some, Please call and I will come...10. PLEASE CALL ME By My TRuE NAMES ‘My joy’ like spring so warm. It makes flowers bloom all over the Earth, ‘My pain’ like a river of tears, so vastit fills the four oceans. Please call me by my erue names, So I can heat all my cries and laughter at once. So I can hear thae my joy and pain are one. Please call me by my true names, So Tecan wake up And the door of my heart could be left open. 11. No DiscRIMINATION ‘The sun, it shines on everyone (2x) No discrimination, no discrimination The rain, it falls on everyone (2x) No discrimination, no discrimination My heart belongs to everyone (2x) No discrimination, no discrimination 12. No CominG, No Goinc No coming, no going No after, no before Thold you close to me release you to be so free Because Iam in you and you are in me (2x) 13. AND WHEN I Rise And when Irrise, Lecme rise like a bird, joyfully ‘And when I fall, Let me fall like a leaf, gracefully, without regrets. And when Isit, Let me sitlike a mountain, solidly And when Tay, Let me lay like a lake, calm and still, reflecting all. And when I work, Ler me work like abee, lazily ‘And when I play, Let me play like the rays of che sun, rejoicing. 14, DEAR FRIENDS Dear friends, dear friends, Let me tell you how [feel ‘You have given me such treasures, love youso. 15. THE Two PROMISES Ivow to develop understanding, in order to live peacefully with people, animals, planes and minerals (2x) Mmmahh, Mmmahh vow to develop my compassion, in order to protect the lives of people, animals plants and minerals (2x) Mmmahh, Mmmahh 16, Four Parr PEACE SONG 1. Om manipadme hum (Oh the jewel inthe lorus) 2. Shalom, Shanti (Peace in Hebrew and Sanskrit) 3.La Ila-ha, I Allah hu (here is no God but God) 4, Gloria in Excelsis Deo (Glory to God in the highest) 17. [LOVE NATURE ove nature, nature is cool! ‘The forest is my classroom the earth is my school. ‘Trees are my teachers, animals are my friends. And on this school al life depends. 18. IntsH BLESSING ‘May the Road rise with you. May the Wind be always at your back. May the Sun shine warm upon your face. May the Rain fal soft upon your fields. And until we meet again. May Love hold you, in che hollow of Her Hand. 19, STANDING LIKE A TREE Standing like a tree with my roots down deep, ‘And my branches wide and open ‘Come down the rain, ‘Come, come, come down the sun, Return to the Earth, return to the one You are so tall, your leaves are so green How could we live without you? (2x) ‘Trees give us shade and trees give us at to breathe, we are one family, we are all related Youare'so tall, your leaves are so green How could we live without you? (2x) 1 will hug the trees, chey will shelter me Iwill protect the trees and they will protect me |NounisHMeNT AND HEALING Aware of the suffering caused by unmindful consumption, I am committed ro cultivating good health, both physicaland mental, for myself, my family, and my societyby practising mindful eating, drinking, and consuming. will practice looking deeply into how I take in edible foods, sense impressions, volition, and consciousness. I am determined not co use alcohol, drugs, gambling or any other products which contain toxins, such as certain ‘websites, electronic games, TV programmes, films, magazines, books, and conversations. I will practice coming back co the present moment to be in touch with the refreshing, healing and nourishing elements in me and around me, not letting regrets and sorrow drag me back into the past nor letting anxieties, fear or craving pull me out of the present moment. Lam determined not to try to cover up loneliness, anxiety or other suffering by losing myself in consumption. I will make every effort to consume in a way that preserves peace, joy, and well- being in my body and mind, and in the collective body and mind of my family, my society and our Earth.Gornc Hoe & BRINGING THE PRACTICE BACK TO THE CLASSROOM Setting up a Breathing Corner Create a space at home or in your classroom where you and your students can practice coming back to your conscious breathing, to calm down and to touch peace and joy in the present moment. I is a peace corner for yourself, for your students, and even for your colleagues. This corner does not have to be big and extravagant, bur can be simple and spacious so thae when one looks at it, it evokes a sense of peace and quiet. (Creating Space for a Breathing Moment Find a time during your day where you and your students can stop and simply enjoy a few breaths in silence and stillness. ‘This could be anything from five breaths to five minutes. You could use a bel to signal the start and end or just clap hands. After afew times of practising, you could invite one of your students co sound the bell for everyone to enjoy. Justa small drop of mindfulness practice a day may be enough to change your way of teaching and change the atmosphere of your classroom. Maintaining Your Practice “There is no coming and no going, for we are always with you and you, with us. When we are at home and we remember to return to our breathing, we will know that friends all over the world are breathing too. Any time wwe like, we can take refuge in the practices of conscious breathing, mindful eating, loving speech, and many other wonderful practices. When we do, we will eel very connected and not alone. We become as large as the worldwide community of practice. ‘The transformation that we touched here during the retreat can be shared with others through our being and our continued practice. We need not share anything about mindfulness or about the practice, but people can feel our freshness and our openness just by being with us. Let us continue our practice as we return to our homes, our families, our classrooms and society. As we have learned to live in harmony with each other here during the retreat, we can also cultivate harmony in our families andin ourschools. As we have learned to understand and appreciate our friends in the practice, we can also learn to understand and appreciate our colleagues and our neighbors. We can practice loving speech with strangers on the street, just as we've done here atthe retreat. Mindfulness practice is everywhere we go.UPCOMING APPLIED ETHICS EVENTS: RETREATS FOR EDUCATORS: 2 weekend Courses for educators, taught by Sr. Annabel and Sr. Jewel When: April 20-22, and May 25-27, 2012, at the ELAB in Germany For more information on the retreats above vist: wwweiab.cu Meditation & Education Retreat for College Students & Educators ‘When: April 27-29, at Deer Park in California, USA. ‘Meditation & Education Retreat for College Students & Educators ‘When: Noy 2-4 at Deer Park in California, USA. For more information on the retreats above visit: www.deerparkmonastery.org Retreat for University Educators & College Students When: June 1-3 at Blue Cliffin the Hudson Valley, USA For more information on the retreats above visit: www: bluecliffmonastery.org MORE RESOURCES IN THE PLUM VILLAGE TRADITION: AppLigp Erxics / EDucaTor Resource WEBSITES: Applied Ethics Initiative: Applied Ethies Iniviacive ‘Mindfulness in Education Network: Directory of worldwide Sanghas: Blog sharing mindfulness with children Manual of Plum Village practices www.nindfuleduorg Email: appliedethics@ciab.eu www.mindfuled.org www.iamhome.org. wwwmindfulkidswordpress.com wwwinterbeing.org.uk/manual/ PRACTICE CENTERS OFFERING APPLIED ETHICS TRAINING: Plum Village Practice Center, France Blue Cliff Monastery, US Deer Park Monastery, US European Institute of Applied Buddhism, Germany Asian Institute of Applied Buddhism, Hong Kong RECOMMENDED READING: wwwplumvillage-org wwwbluecliffmonastery.org www.deerparkmonastery.org www.ciab.eu wow.pvtbk.org Planting Seeds: Practising Mindfiulness with Children, by Thich Nhat Hanh Online resources to supplement the book: wwwplantingseedsbook.org We thank our hosts The American School in London and in particular the head of school Coreen Hester for their generous support of this retreat wwwasl.org L Bere 4