MF 35 – Why Authenticity and Getting Real Matters – with Mark Shapiro of the One & Only Podcast
A former marketing director at Showtime Networks Inc., Mark left his six-figure corporate job and is on a mission to bring more authenticity to the world, with a goal to inspire and empower 100,000+ people to be true to themselves and “live an epic life they’re proud of.” He is the Host of The One & Only Podcast on iTunes, creator of the Be You authenticity workshop, a heralded transformational trainer, coach speaker, and a vocal Alzheimer’s advocate.
(This is a summary transcript, please listen to the episode to enjoy the full conversation)
How did you get on a a path of meditation?
Mark was like many feeling he couldn’t’ meditate. But keep hearing it over and over how great it was to meditate. But he went to transformational workshops where meditation was used, and fell in love with it this meditation practice, and then learned to meditate and start practicing meditation.
He considers himself emotional and flexible and wants to be present for the people around him. Needs to check with himself, so he doesn’t give his power away. Meditation allows him to ground himself and his breath, who he is, and check in with himself. To be himself vs to be one with the changing winds.
Was there a particular moment where meditation clicked for you?
Yes, there was. He was doing a sound bath, and went deeply into a meditation state. He felt so light and clear and in touch with himself, his life, and at peace. He was able to see that from a different trajectory. He could watch these thoughts as they were moving down the street.
What is a sound bath for those who don’t know this?
It is different crystals, gongs, and even a little bit of guitar. That brought him into a deeper meditative state, easier then doing sitting himself. He could then tap into that space easier after this sound bath. The sounds help to quell his thoughts.
So the sounds help to mitigate the thoughts. Yes, I’ve also experienced these sound baths here in So Cal, and it is a beautiful experience.
Yes, it’s easy to surrender to it. I find it healing and soothing. Easy to focus on, light, and to get lost in.
I like the chanting in our Zen retreats. It’s another way to let go of the trance of thoughts, and become part of a bigger body, the body of the group, community. Music is a wonderful way to get introduced to meditation.
What is your meditation practice like now?
Unregimented currently. At least 3-4 days of the week. It’s a priority for Mark though. He sits outside his house on the front deck. Close eyes, for 15-20 minutes. Listening to breath and birds, lawnmower, walking dogs. That’s just part of it. Continue to listen to it. Present to whatever sounds that come his way, he’s practicing being OK with all of that.
For example, in a public space, I also close my eyes and meditate and also drop into a meditative space. I couldn’t have done that a couple of years ago when he started meditating.
Do you also practice mindfulness or sense more presence in the rest of your day to day life?
Yes, usually when feeling anxiety it ‘s a reminder to take a few breaths. To be appreciate and re-ground himself. Whenever he feels anxiety, he’s either in the future or in the past. It’s just a reminder to see what’s around him. What’s around me that I can appreciate?
You also talk about the burning man, how this also helps you to be more and more present.
Mark loves Burning Man. It’s so incredibly unique and magical. Learned so many lessons, a years’ worth of emotions in one week. So much stimuli, synchronicity. Open to all the possibilities that present themselves. He’s more likely to communicate with people at Burning Man than at a grocery store for example. He’s more open to the possibilities in the situations at Burning Man. He does do his best to apply what he learned at Burning man into his daily life.
What are some of the other interesting things you’ve learned as a result of Burning Man?
The following is from http://burningman.org/culture/philosophical-center/10-principles/
The 10 Principles of Burning Man
Burning Man co-founder Larry Harvey wrote the Ten Principles in 2004 as guidelines for the newly-formed Regional Network. They were crafted not as a dictate of how people should be and act, but as a reflection of the community’s ethos and culture as it had organically developed since the event’s inception.
Anyone may be a part of Burning Man. We welcome and respect the stranger. No prerequisites exist for participation in our community.
Burning Man is devoted to acts of gift giving. The value of a gift is unconditional. Gifting does not contemplate a return or an exchange for something of equal value.
In order to preserve the spirit of gifting, our community seeks to create social environments that are unmediated by commercial sponsorships, transactions, or advertising. We stand ready to protect our culture from such exploitation. We resist the substitution of consumption for participatory experience.
Burning Man encourages the individual to discover, exercise and rely on his or her inner resources.
Radical self-expression arises from the unique gifts of the individual. No one other than the individual or a collaborating group can determine its content. It is offered as a gift to others. In this spirit, the giver should respect the rights and liberties of the recipient.
Our community values creative cooperation and collaboration. We strive to produce, promote and protect social networks, public spaces, works of art, and methods of communication that support such interaction.
We value civil society. Community members who organize events should assume responsibility for public welfare and endeavor to communicate civic responsibilities to participants. They must also assume responsibility for conducting events in accordance with local, state and federal laws.
Leaving No Trace
Our community respects the environment. We are committed to leaving no physical trace of our activities wherever we gather. We clean up after ourselves and endeavor, whenever possible, to leave such places in a better state than when we found them.
Our community is committed to a radically participatory ethic. We believe that transformative change, whether in the individual or in society, can occur only through the medium of deeply personal participation. We achieve being through doing. Everyone is invited to work. Everyone is invited to play. We make the world real through actions that open the heart.
Immediate experience is, in many ways, the most important touchstone of value in our culture. We seek to overcome barriers that stand between us and a recognition of our inner selves, the reality of those around us, participation in society, and contact with a natural world exceeding human powers. No idea can substitute for this experience.
Mark: Giving for the sake of giving. It’s a gifting economy. People are giving things, expecting nothing in return. Example getting water when you just need it. So with 70K people attending, it’s a powerful experience. It took a couple of years, to bring the principles of burning man back into his daily life.
He loves entertaining, giving out books in daily life, and giving parties.
The other one is creativity and contribution. Burning Man unlike other music festivals is that everyone is a participant, and contributor. VS a traditional festival, where you have the performers on the stage, and the people experiencing the performance. But in Burning man everyone is a contributor, bringing gifts, artistic expressions, climbing walls, possibilities are endless.
There is also an element of creativity and self-expression. Encouragement of trying new things. Like talking in song is what Mark likes to do. Just being free to be himself.
Sounds like there’s a real sense of freedom that allows people to uncover their own innate creativity..
It’s way more than just a party. Lots of misconceptions about Burning Man. It’s a transformational experience. To grow in addition to having the best week of his year.
Yes, I wouldn’t want to disregard Burning Man. Some say it trashes the desert, others that it’s a freak show. We need to experiment as human beings, and occasionally let go of the personas, the rules we don’t even know where they came from etc. Authenticity is very important. To stop and pause and try something completely different.
Yes, that was my take-away this year at Burning Man. Applies to my life in general. To be real with myself and be real with others. I’ve found with all the masks that I wear that support me. In his 33 years on earth so far, he’s learned through experience what works and doesn’t work. The various masks, podcast host mask, friendly guy mask, professional mask etc.
He talks about his emotional experience with his best friend and ex. He tried to be detached, but it really did hurt. So it caused him to question himself. It had to do with older hurts, his divorce, his dad with Alzheimers. So when he went to that place and was truly real with himself, that is when he got to let go of a lot of pain and hurt that he didn’t even realize he was carrying around.
Being real with others, is about creating a safe space to dig below the surface with those that we love. Not to settle for one-word answers. Asking open-ended questions. Letting friends know that you are here for them, that you love them.
Yes, an authentic way of relating..
Yes, the stuff that isn’t going well in the world. In order to see what’s working and isn’t we need information. We need to see the entire picture. There’s so much happening under the surface, under our feelings. And if we’re not sharing our feelings, what we’re going through with each other, then how are we supposed to know. We’re then only seeing part of it. I’m a big advocate for creating that space, so we can best support one another.
And you’re also sitting outside reflecting on it, looking back into your life. That’s part of what retreats are like. To take a temporary refuge in another safe place, to step outside of the river of life, and looking back in to see what’s going on.
And also in relation to the school shootings, a lot of these shootings are a reflection of deep alienation. Not connecting on a deeper level.
Yes, by connecting with others, we give each other permission to be authentic and real. To share what’s really going on. I find that incredibly liberating. It feels so good to let it out.
Whether it’s the fear of this new career path. I left a 6 figure corporate job at Showtime networks to be in service of others full-time. It’s going really well, and very fulfilling. But also very challenging!
Continue to go through all the emotions. This morning, I felt some anxiety, going to be on your podcast. But I meditated, brought myself in the present, and was good to go.
Yeah, and you get yourself out of your own way.
Yeah, I use that doubt and fear as motivation to challenge myself how committed I am to my goals. When I get to that place where i’m hard on myself. I ask myself, what have you not tried yet? It unleashes creativity in me. I come up with 5-10 things I haven’t done yet, whether like reaching out to guests, or reaching to companies, or reaching out to increase my consulting business. It’s a motivation to get back in the game.
What made you decide to make a podcast about authenticity?
Mark was running away from his own authenticity for the first 30 years of his life, and didn’t even know it. I played it safe, got the corporate job, the marriage, and when that came to an end. I had to get back to the drawing board. Who am I? What’s next? What am I capable of doing. I’ve always had the desire to live an epic dream life. He knew he wanted to be his own boss, my own kind of company. Didn’t have an idea, didn’t know what value I could provide. Meanwhile doing very well in my corporate job.
Meanwhile when standing in front of a room, I was coming across as scripted and inauthentic. Lewis Howes (lewishowes.com), his mentor said, he was all professional, and monotone. This feedback hit him with a ton of bricks. That didn’t seem like part of him. He was so obsessed with getting it right, and looking good, that he didn’t let himself shine.
That example could be stretched across his entire life. He was playing it safe, focused on fitting in. Looking good, saying what he perceived to be the right thing to say, vs what he really felt. And other people could sense that he was inauthentic. That is what got him pursuing authenticity. That became a big part of his core values. Started practicing this a couple of years ago.
Learned so many valuable lessons.
When he has the courage to say what he really feels, that it feels amazing. Feels so good when he says what he really feels. When I have the courage to be myself, it builds my confidence, and this helps me feel empowered. And then I can do anything. That’s the first big lesson.
2. Second, when I’m myself, I don’t need to try to fit in. I’m naturally going to belong. Brene Brown has been saying this for years.
3. If in every moment I’m choosing to be authentic, saying how I feel. Really checking in with myself. Then over time, my life is going to resemble the life I’ve always wanted. Now after a few years, that’s what’s the results show. I’m my own boss now. I’m heading in this direction because of the courage to be authentic, and in this moment.
You’re living into your question…
4. That when I’m being authentic, I create immense value for others. Whether creating a space for other people to be real with themselves and real with me. But also, if I express how I really feel to someone., that that could be exceptionally valuable., because maybe everyone else is just blowing smoke up their ass.
You’re giving permission to people to be more authentic..
Absolutely. Those are my big 4 takeaways from practicing authenticity.
With your podcast you ask other people what their sense of authenticity is, what have you learned that you didn’t know before you started your podcast?
I’ve learned so much.
Pretty much every one has said. If there’s something you want go out there and get it. Don’t ask for permission.
Just to have the courage, and take a risk.
Failure is part of the game, part of the process. The fear of failure should not deter you. You learn from both what works, and what doesn’t.
Yes, we’ve stigmatized failure. Fear of failure, of looking bad.
I have that all the time.
What are some of the practices to go into places that are uncomfortable. Its something you have to really lean into, if just once in a while, it’s much harder. You have to nurture it and tend it.
Yes, I found myself changing my relationship with fear. But I realized from overcoming so many fears, what is available on the other side of fear. And that is tremendous celebration. New ground and opportunities.
Social anxieties and fears I used to have as well. After practicing authenticity, I realize we’re all in the same boat, we all have the same fears, insecurities. Now I find myself having deep conversations, and relationships in just a few minutes for example during social situations, and parties.
You also do workshops to help other folks draw out their authenticity, describe that?
It’s an experiential training, of about 2,5 hours of exercises. Where I primarily ask thought provoking questions. Such as, if people really knew me, they’d know this about me. Or these are my biggest fears about sharing how I really feel. How does my life look today, in relation to my biggest goals. In a scale of 1-10 how happy are you with the way you spend your time. If totally happy, they’d rate it a 10, but if 6, then what do you think a 10 is like?
Then the next question is what steps do you need to take in order to get this 10. Great way for people to check in with themselves. Also valuable for them to see how they measure themselves. They can see how hard they are on themselves, compared to other people.
Is the inner critic a big part of it?
Yes, inner critic is huge. In conjunction with going through this experiential workshop with many other people. Makes them realize we’re all in this together. We all have such similar private conversations with ourselves that may or may not serve us. When we get real with each other, and share those things. It makes me feel so much more comfortable and less alone.
It connects everyone under the surface. We’re very external focused society, not realizing what’s going underneath the persona’s. If we do realize underneath, the same fears and emotions. And connect, then it takes away a lot of the separation.
Yes, that is the way I’ve found to create the deepest relationships, is to get Real with one another!
Easier said then done!
Yes, requires two to tango. I want to lead by example, lead with vulnerability, lead with authenticity. Aim to create a space where it’s reciprocated. Sometimes I get met with resistance.
There’s a difference between transparency vs authenticity as Brene Brown talks about. To me sharing absolutely everything is more transparency than so much authenticity.
Yes, everyone’s definition of authenticity is different. Some refer to it as being present, open, like a tiger in the jungle. Then others look at it as nothing is authentic, because we’re born into the world with so much conditioning. I think it’s important to have balance. I look at it more of a barometer. And as a practice.
In terms of transparency vs authenticity. Authenticity doesn’t mean I have to share every thought I have. When someone asks me a question, it’s my natural instinct to answer it exactly how I’m feeling. But I do sometimes say out of respect, I prefer to keep that quiet.
What about you?
For me as a teen, one of the first books that drew me into finding out who I was by Ramana Maharishi. I wanted to know who I was at bottom. Not just in relation to, but at bottom. The Self the true self. Not just us as individual expressions of that Self. But also the larger Self, where we’re all parts of. I consider myself a student of this great mystery that we’re all part of.
To me that’s a lifetime practice. Both a spiritual journey, as well as individual. The individual part is also important. My teacher’s teacher says we’re all at the headwaters of our own unique streams. So it’s important to me to uncover my own self, and move from my own center. Instead of from a script or societal expectation.
So two parts, the boundless mystery, and the individual sense, contribution, expression of it. There’s only one Mark, and only one Sicco. But we’re all connected in the deep, that’s our Big and boundless and formless Self (or whatever you want to call it).
100%, yes, it’s our job to be ourselves. We’re irreplaceable.
MF 33 – Simple and Highly Effective Ways to Reduce Destructive Behaviors like Gun Violence and Bullying in Schools using Mindfulness with Laura Bakosh
About Laura Bakosh
Laura obtained a Ph.D. in Transpersonal Psychology from Sofia University and has spent more than five years researching the academic and behavioral effects of mindful-awareness practices on children in k-12 schools. She has a Bachelors Degree in Business fromp Boston College and worked for 20 years in large, multinational companies, including Northern Telecom, EMC and GE. She was trained as a Mindfulness Based Stress Reduction (MBSR) Teacher at the University of Massachusetts Center for Mindfulness and co-developed the audio-guided Inner Explorer Programs. She has had a personal mindful awareness practice for more than 21 years.
Laura discovered the benefits of mindful awareness more than 20 years ago when she was trying to manage the stress of travel and long workdays. While working at GE, Laura had the insight to share her mindful awareness practice with hundreds of fellow employees. Upon seeing the many positive results the daily practice had on performance, creativity, and wellbeing, she realized it would be the perfect fit for education.
The practices can help children navigate the ups and downs of life with resilience, alleviating stress and anxiety, and can help them focus, allowing them to be ‘ready to learn’. — all with compassion, openness, and love. She can hardly wait for the first generation of kids going through this program to reach adulthood! Laura received a Bachelor of Science Degree from Boston College and a Doctoral Degree in Psychology from Sofia University. She was trained as a Mindfulness Based Stress Reduction (MBSR) instructor through the Center for Mindfulness at the University of Massachusetts.
When not working, Laura loves to spend time with family and friends, especially with her husband Rick and son Will. She loves being outside, which is much easier now that she moved from Illinois to Florida, going for a bike ride, running with her dog Scout, kayaking, or playing tennis.
About Inner Explorer
Janice L. Houlihan
Laura Co-Founded Inner Explorer with Janice L. Houlihan. Inner Explorer’s Vision is to inspire people to develop a daily mindful awareness practice, leading to a more compassionate, joyful, healthful, loving and peaceful world. They accomplish this by providing programs and tools, for children and their families worldwide, that inspire a daily mindful awareness practice. This practice will help lead the children and teens towards their highest potential by bolstering academic performance, creativity, social & emotional aptitude and well-being.
Laura Bakosh Interview Transcript
What follows is a summarized partial transcript. Listen to the audio to get the full conversation.
How did you get started with Meditation and Mindfulness?
Laura came to it in 1994 to manage the stress of long hours and travel when working for GE. She felt stressed out very often, not eating and sleeping well, unraveling and reactive.
She started reading about stress reduction, and one of the books was from John Kabat-Zinn, Wherever You Go, There You Are. She found this incredibly eye opening. So then went to a retreat, and became very committed to practicing everyday. Started to notice lots of positive changes. She started feeling better, sleeping better, a lot more calm and level.
She continued to practice, and went to several training classes and retreats. As her colleagues began noticing changes in her, she realized it might help them too. She introduced MBSR to GE in 2001. Lisa Grady, an MBSR instructor created a program called the “Corporate Athlete”. Lisa conducted several retreats for the team and helped them develop a personal practice through audio-guided tapes, and weekly call-in’s. Over time, more and more GE employees asked to be included in the retreat sessions, to the point where they got 100 people to come in on their weekend retreat. The business outcomes were fantastic, higher orders, less employee turnover, and improved culture and collaboration. It transformed the entire team, from 2001-2004.
At the same time, Dr. Richard Davidson and his team at UW-Madison were conducting exciting mindfulness research using functional MRI (fMRI) equipment on the Buddhist monks. The results showed that the brain changes as a result of these practices. In general, the researchers found that there is less reactivity in limbic (fight/flight) system and increased activity in the prefrontal cortex (executive functioning). GE made the fMRI equipment, so there was a tie-in.
Through her own personal practice and the interactions with the team, she realized the biggest challenge is that it’s hard to practice every day. If you go to a seminar, it may be interesting, yet it’s hard to integrate that into your daily life. The practice is simple in that you are just sitting, but it’s not easy because most of us are not used to just “being”. Also, if your work environment doesn’t integrate mindfulness, it is difficult to find the time on your own.
So if the employees that came to these sessions didn’t have that support when they returned to their divisions/departments/teams, they ended up losing the practice.
Laura realized that regular practice is critical to integrating these skills and to realizing the health and well-being benefits. So if you teach them while their young, it’s going to be extremely useful to them when their young, but also for the rest of their lives. So then she decided to leave GE at that time.
She went to the U-Mass teacher training program in MBSR. And went to grad school to further study and evaluate the impact in education. She then began to translate these mindfulness practices designed for adults into language that would be applicable to kids.
In 2011 she co-founded Inner Explorer with Janice Houlihan, to bring daily mindfulness practices into K-12 schools.
I’m curious about the struggles you experienced integrating the mindfulness practice into the GE workplace?
Yes, the key thing is some learning you can get from a seminar, but with mindfulness it is very critical that you practice every day. If you don’t practice it every day, or at least most days, the benefits will be more fleeting and won’t last. It’s similar to brushing your teeth every day, which leads to dental health. Practicing mindfulness every day leads to cognitive health (and physical health)
Your team has to be supported in your practice efforts. In her team, the practice was front and center in people’s mind. We encouraged them to dig in as they felt comfortable. As they did that, they found that it was very useful in their lives, so they embraced it. If you don’t have that kind of structure in your life, it is very hard to fit it in.
Most workplaces didn’t have acceptable policies or ways to do this mindfulness practice every day.
So many people have a hard time fitting this practice in. This is one of the reasons Laura and Janice started this company. Each of the tracks is just 10 minutes, the teacher simply presses play, and participates with the students.
So this program that you created with Inner Explorer, how does this work?
Each series (Pre-K- Kindergarten, Elementary School, Middle School, High School) are audio guided, where the first thing the recording (audio stream) says is “closing your eyes”, because we want them going inward. Each series has 90 separate tracks, 10 minutes for most of them, 5 minutes for the youngest kids. Students listen every school day.
We ask the teachers to consider when is the best time during the day is to re-engage the kids. Sometimes it’s early in the morning, sometimes after lunch, sometimes after recess. It depends on the class and the teacher, it’s flexible. The program is streamed into the classroom. The teacher just logs in and plays the program.
We encourage the teachers to participate with the students, so they get a chance for 10 minutes a day to reground themselves. The teachers consistently report to us that it’s their favorite time a day. Because they get a chance to settle.
Teachers are under a lot of challenges. Students report higher and higher levels of stress. We know also that the majority of US students are living in poverty (51% ). Teachers have to meet this stress, anxiety and trauma every day with multiple students. These practices teachers the chance to develop resilience in the face of these challenges.
And do you find in some cases where the class is particularly riled up that the teachers decide to use the meditation audio during those occasions?
Yes, definitely. It’s generally a time when it is difficult to get the student re-engaged. Like coming in from lunch for example. Sometimes it takes students a little longer to get settled. It depends on the student. Once a routine is established, students settle quickly, and over time, (within a few weeks) they will begin reminding the teacher to run the program.
Students are already pretty mindful in the moment. But they don’t operate in an inward sense. They’re not usually digging in to understand what’s going on in their inner world. Once they do, they realize that it feels good. To notice thoughts and emotions coming and going. They start to disconnect from the sense that they are their anger and frustration.
They see anger and frustration coming and going. It’s really healthy for them to separate the thought and the thinker.
Do the students learn this distinction from the audio meditations, in other words, are these narrated instructions in the audio?
Yes, the program follows the MBSR protocol, which has been well studied for the last 25-35 years or so. It’s been very well researched and received very well. We’ve taken that protocol and have created out of that these 90 bite-sized pieces. So yes, the program is guided. Each day different instructions.
The Inner Explorer program then builds. Starts with awareness of breathing, relaxation, moves to physical senses, then thoughts, then emotions, then connection and compassion.
As kids build more and more attention and focus, they can then do it longer and longer. And they can handle more complicated ideas, like noticing emotions come up.
What’s remarkable, is that children start to practice what it feels like to be angry. They for example notice a time that they were angry. They notice the bodily sensations of that emotions. They become familiar with how anger comes up for them. We’re used to reacting in those circumstances.
But in this case they have that momentary awareness, that, “Oh that’s anger, I recognize that sensation”. Giving them that little bit of pause, is giving them a chance to respond. To bring that pre-frontal cortex part of the brain back online.
And that de-escalates it..
Exactly. We’ve done a bunch of research and others have replicated it. Students have a 50% reduction in their behavior problems. Fewer principal office visits, fewer suspensions, fewer incidences of bullying, higher grades higher test scores.
Amazing improvements with a 10 minute a day intervention, very cost-effective too.
So how did you do the research?
There were 3 different research studies conducted with about 1000 children. There was an 8 week study, 10 week study. And then a 27 week study. The first quarter grades were the pre-condition. And then for the next 3 quarters the student went through the intervention. And then the 4th quarter grades were the post-condition. The first study was controlled, meaning some children participated, some didn’t.
The second and third study were randomized controlled. Some of the volunteers (teachers) were randomized into either the control or the intervention condition.
Randomization is considered the gold standard in research, you have more faith in those results, because the teachers didn’t pick to do it, or not do it. They all picked that they wanted to do it, and were then randomized. It avoids self selection bias.
You had an interesting article in Mindful magazine, about the programs that were created to combat bullying in schools. But you explain that these programs were intellectual understanding of bullying. There was a gap between knowing and doing with regards to bullying.
Yes, that’s the thing about listening to a lecture, going to the seminar, or reading the book. We all want to “know” to “check the box”, but with mindfulness, you don’t know it or embody it, until you practice it.
Many studies have shown that people who regularly practice mindfulness have greater sense of self of self awareness, greater sense of resilience, and greater sense of compassion. Those are all well documented outcomes.
If you consider
The bullying triad: the Bully, the victim, and bystander, or witness.
If all children practice mindful awareness, here’s what happens to these three parties.
The victim (suffer in silence, they don’t feel they deserve help)
Mindfulness helps these children become more resilient.
Which means, they’re more likely ask for help
Less likely to become a target.
These things alone will shift the dynamic.
They start to become aware from a deep and profound level who they are, and understand their gift.
They start acting differently, no longer the easy target, they are not their story anymore
90% think bullying think it’s wrong and that they would intervene.
Only 11% actually do intervene.
So it’s a fight flight response, they don’t want to get bullied, they get nervous, they don’t know what to do in that situation. When push comes to shove, they don’t know what to do.
But with mindfulness there is tons of research that people/kids become more compassionate. This part of the brain becomes more active.
They start to act more compassionately, even with people they don’t know. You end up with bystanders that are much more inclined to engage to help, they have this growing sense of compassion.
They’re more wiling to touch base with the victim, if anything give a word of support to the victim or report it, or get someone else to help.
An enlargement of self idea is going on here too right, with the bystander not just thinking of themselves any longer?
When kids practice mindfulness on a regular basis, they shift. You can see it. The kids become more engaged with each other.
All of the people in the triad, are developing all these skills. The bystanders are also becoming more resilient, more willing to not let situations put them down.
Bully’s have all kinds of complicated situations in their backgrounds, that propel them into this role to begin with.
The practice foundation is awareness.
The bully’s are so disconnected from the actions they’re causing, especially with online cyber bullying.
A developing sense of awareness of their own actions are bound to connect them at a different level with their victim.
They’ll be able to understand, my actions have a consequence, they can tune into that more.
As a result of the mindfulness practice, we’ve seen the number of bullying incidences go down.
When I was at GE, the team of adults had bullying going on as well. This cat fighting and backstabbing. Not unusual in a corporate environment.
However, what ended up happening after this mindful practice, it all changed, cohesive, highly loyal team. The team became loyal, the “dream team”. The team was so much changed after the mindfulness practice.
And we see that in the classrooms, the teams become this connected, cohesive unit.
Wonderful. Especially now, this is so relevant, with these school shootings. I can see how mindfulness programs in school would also have a beneficial effect on school shootings. School shootings, the perpetrators feel alienated and disconnected, and so they seek attention in a very negative way. I can see how mindful programs would de-escalate would make them feel more connected, rather than less connected.
Yeah, I have a story about that. Here in Florida, we have an after school program for girls at-risk, Girls Inc. They inspire all girls to be strong, smart, and bold through enrichment programming like finance, business, leadership. The idea is to give these girls a chance at a better life.
There was one girl who’d been going for some 5 years, a girl who was so difficult. She was violent, mean, she stole, was angry, and unhelpful. Literally the antithesis of what they were trying to promote as an organization. But they wouldn’t give up on a child. So the staff had meetings every 2/3 weeks for 5 years, to figure out a new plan to try to reach this girl. They’d been trying everything to help her. This girl has a traumatic life, both parents in jail, lives with aunt in a chaotic household, health issues, diabetic, a challenged girl in many ways.
One morning after 8 weeks of the running a daily mindfulness program, this girl was voted unanimously “Girl of the month”. And the Executive Director read through the comments, from the students and staff, she couldn’t believe what she was reading. They said this girl was “helpful, kind, goes out of her way, caring, team player” etc. It’s as if she found herself for the first time, at just 12 years old.
Children from really challenging environments don’t know how to process what is happening to them. They don’t have the tools, and don’t know where to turn. Sometimes, the people who are supposed to be taking care of them are not able. The result is mental and physical health disorders, destructive and bullying behaviors, poor academic performance and often, engagement in the juvenile justice system.
So when you give them the chance to dig deeply, into whatever their essence is. Most often what’s there is really good. They just have to tap into that, and start to trust what’s there.
They then emerge from this beautiful amazing place, and they’re unstoppable. These former bully’s become these forces of good, positive momentum. We see this all the time.
That’s amazing, the transformation of a bully into a force for good!
Yes, it’s the regular practice that’s so important. Once they get that habit, it’s fantastic, and they love it. But it takes a little time to develop this practice.
How much time is involved?
We have a sense. Broadly, the littler kids the pre-KK, elementary. Within a week, week-and-a-half the kids are used to it. Teacher just hits the button and go. It’s also easier to fit it in those age-ranges, because the kids are in the same room usually throughout the day. The teacher can fit it in easier.
In the older grades, middle and high school, it’s a bit more challenging, because the courses are typically 45 minutes, so harder to fit in 10 minutes. But it can be fit into the study hour or home room type thing. The other thing is that with those ages, it takes a little longer before the pre teens and teens get the sense that this is helping them. They don’t immediately feel a difference, so they question it. So it might take 3 weeks or so.
So we guide the teachers to not give up, even if there’s push back initially.
Most students who get deeply engaged in it, do so because they really can feel a profound difference.
And if they did it in earlier grades, then the transition must be even smoother? Yes.
Do they continue to practice mindfulness once they leave school?
Yes, we know that 40-50% of the students bring their mindfulness practices home and teach someone in their household. They can see the stress that their families are under, not just families in poverty. All families have lots of stress. So they bring it home to teach their siblings and parents. So they have lots of students ask Laura and Janice if they could make an at-home program for the people in the households.
Ideally, we try to give them the skills and the tools through the Inner Explorer program. Our program is nice and easy, it’s guided. But they also mention in the program that, “Hey you can do this at home!” Try this at home. Because not everyone needs or wants the guidance, or guided meditation. They don’t need the guidance once they’re experienced with mindfulness. Some just want to sit at home, and do some of the practices at home. We’d love for every child to do these practices at home. The world would change.
Where do you see this mindfulness in schools development 5-10 years from now? With all the recent gun violence and other violence, folks talk all about controlling violence, and mental institutions, however, I think what your doing is much better, taking care of the root problem, rather than treating the symptoms.
What would be fantastic for us, would be to have the awareness, educators and parents need to be aware. Programs like ours and others are very cost effective, easy to implement, and can literally transform classrooms and schools today! We ought to be doing this everywhere.
There’s no reason why every school shouldn’t run a program like this.
It’s not just the academic and behavioral improvements. But there’s also health and well-being improvements. They reduce depression, anxiety, all kinds of mental health issues. This has been documented.
1 in 5 kids has a mental health disorder that inhibits their ability to succeed in school. Kids today report so much stress, which is linked to other disease states and immune system dysfunctions. This stuff is simple, and yet, I don’t know what we’re all waiting for.
We’re trying to reach 1 million children by 2019. There’s 55 million kids in this country. We’ve served close to 15.000 children so far that are practicing mindfulness every day. We’re not doing it fast enough. It’s all about funding and all. But we’re working on it.
I think it just needs to hit critical mass, and it will go quickly.
Exactly, we’re working on our systems, to make them easy to scale and robust. Streaming, and that the price point per classroom is low enough that it’s a strong value proposition for schools (The cost of the Inner Explorer program is now $100 per classroom for a one year license.* International rates differ). And that we’re ready when they’re ready.
Yes, it comes back to employers, saving sick leave and other costs by investing in a mindfulness program.
Yes, it is hard to get people to do this in the workplace as initiatives. So if we get these children to do mindfulness through school, we’ve improved the likelihood, that the habit will be developed and will be solid by the time they’re adults. And we wouldn’t even need a mindfulness workplace program for adults. Because it will already be done.
Yes, one generation should be able to do it.
Yes, that’s what we believe as well. It’s exciting work!
Mindfulness in Schools and Education with Alan Brown
Alan Brown is a Dean at Grace Church School in New York City, where he also leads the 9th-12th grade mindfulness program as well as the parent mindfulness program. Alan has taught in both public and private settings as a humanities instructor, and has worked with many other schools andp districts as a trainer for GLSEN (the Gay Lesbian Straight Education Network). In addition to his academic degrees in the humanities from Johns Hopkins University and the University of Chicago and a Fulbright Fellowship to Italy, Alan holds additional certifications in teaching mindfulness, positive psychology, and yoga. He works with schools as well as with families to help bring mindfulness into the lives of youth and their caregivers.
What follows is a summarized transcript. Listen to the audio to get the full conversation.
Interview with Alan Brown
How did you get started with a meditation practice (Mindfulness Schools recommended I talk with you)
Alan got started by way of his Yoga practice and Yoga teacher training, in which he started to get more familiar with meditation through a sitting component. He got more familiar then with the contemplative practice.
At the time he was working in high schools, he was then teaching in a particular high-anxiety, high stress high achieving school population. He realized this makes so much sense, both in terms of how he was feeling, he found himself craving a lot more stillness. And of course with the kids spinning their wheels and going nuts and feeling this would be helpful practice for them too.
It wasn’t really until he wanted to share this practice with his students that he felt he had to learn to deepen his own practice first.
Just out of curiosity, what type of yoga were you practicing?
Vinyasa Yoga (also called flow or “breath-synchronized movement”)
So you were already doing an already more deep type of yoga practice then say power yoga.
Yes, in his practice although 100% movement based, it was already contemplative, and exploring the inner landscape.
Were there aha moments, or particular experiences that you had that convinced you what direction to go next with this?
In terms of what he’s doing now, for Alan who loves teaching. With mindful schools he did their yearlong training program. And their yearlong program really emphasizes the teacher’s personal practice as an intervention in the school.
The notion that your presence, your ability to be non-reactive, to find calm, and show up in that way for your colleagues, peers, the people you work with, talking to, is already something of importance already. That was huge for Alan.
So his first Aha moment in his first retreat, they weren’t allowed to talk about the kids. When they came out of silence. The premise was, let’s just talk about our personal practice. As caregivers and educators, they’re really in a rush to talk about how this will work in a classroom, or how you can do this with other people. You can’t poor from an empty cup.
That was a big moment for him, and continues to resonate as his sort of philosophical alignment to what he’s doing. You bring a calm and steady presence first. Then I can also share our practice with you. But that comes from a place of trying to create a certain energy in my own person, in the room, and work from there.
Yes, like Ghandi said, you have to “Be that change” first if you want to affect others .
So then when you got to this meditation practice, how did you end up utilizing “Mindful Schools”?
His interest at the time was with stress specifically. Working with a population with 11-12th graders that he teaches and works with, getting ready to go to college. All this cultural baggage associated with this stage, the amount of uncertainty and anxiety. The heaviness of judgement and expectation that they’re feeling. Wanting to help these folks out. Dragging themselves to the ground at what cost?
So in his own life, this is something that was very powerful, how does he share that.
How could he as an educator create some sense of perspective, some sense of space, a greater sense of ease with what is going on (for these stressed kids about to go to college)?
That was the motivation. Ironically that was what deepened Alan’s own practice. Luckily. It was motivated out of the interest to teach them, but he had a lot more to learn more himself.
In terms those stress and expectation, what do you see as the biggest stressors?
When he first began this work, both public and private settings, urban and suburban settings. At that time I would have said that it was the actual pressure of applying to college. As far as his interactions in the school and classroom setting.
Nowadays the trend towards the smart phone has become a bigger stressor. The anxiety of missing out, the FOMO, fear of missing out. Kids are not alone in this, adults too. The extend of this, like texting while showering, or sleeping next to your head. The ability to have not any moment to yourself, to not have any moment of stillness. Those maybe extremes. But the norm is that their attention, our attention is pulled in so many different directions, without the ability to recover. To have stillness, the ability to be able to hear yourself think, or even hear yourself not think. That is the bigger and more pressing issue as he sees it now.
The fragmented attention, the attention span keeps getting shorter and shorter.
Yeah, it’s very hard. When you create the conditions to not have those pressures on them. Like in a classroom where you even collect the mobile devices where you let them rest for a while. The first time he became an administrator, started doing detentions. Surprisingly, the number of kids that actually thanked him for an hour (of detention) without their device, it was like Wow!
This detention is not the thing that you want to come to! But they actually got a lot done, so they wanted to come back the next week voluntarily for an hour of detention!
That was very telling for Alan. That this (space, not being connected to your devices and distractions) is something that you are actually seeking. Its something that you have a hard time creating for yourself. But when the adults around you impose this on to you, you have to go away from your device, so you can’t respond to your friends AND parents texting is also a common occurrence throughout the day.
It keeps the brain in kind of that stress mode, it needs to be constantly at the ready, constantly ready for stimulus. This stimulus which is constant.
Which makes it really hard to delve into something, to concentrate for a chunk of time.. Yes.
So the kids have to get permission to un-tether, they have to learn to give themselves permission to unplug for a while?
Yes, that’s exactly right. It’s really hard for teens in particular. They’re developmentally where the social world matter so much, that’s appropriate, that’s how it goes in those years. Figuring out who they are, and how they are in terms of their peers, families, individuating from their parents and families, and come into their own. Not a negative, but that makes it that much harder for them to be away from this thing that connects them at all moments to the social network, that is so powerful and so all-important.
So yeah, when there is that permission to put the always-connected devices away, it is for many folks a sigh of relief, there is this nice exhale. I can just be here, I don’t have to be anywhere else.
How do you implement this mindfulness practice in the classroom?
For starters for some classes actually need their devices, otherwise they go away. You remember your notes better when you write them by hand. Let’s put everything away so we can be right here. Then yes, we do begin with something that is contemplative. Usually it is silence, it depends also on the time of day. Right after lunch movement is much more helpful, or they’ll fall asleep. They don’t get much sleep to begin with.
Alan usually invites a student to lead us into the practice. For example:
The “5 finger meditation”
Which is to meet one finger to your palm of the opposite hand. And as you breathe in, you trace up the pinkie, breathe out, and come back down. And then as you breathe in, you come up the forefinger, and back down. And so on and so forth, and then we switch hands. There’s something really nice and tactile about this practice, you just follow the finger along the palm. There’s movement involved without being too much of a big deal, no extra noise or anything special involved. By the time you’re finished you’ve taken 10 nice slow breaths, you’re likely to have arrived!
Also have a bell, it’s an easy and fun one for kids to lead. We just listen to the bell for 1-3 times. Even an 18 year old feels great leading with the bell. We have a schedule who gets to ring the bell.
So that way you’re helping them invest take ownership of this ritual.
Yes, right, and every class has a slightly different personality. And every room is different, it’s a little bit of trial and error. Usually the group responds to something. They feel, how can I get the teacher off topic, to not teach us. This is something students love to do, getting the teacher off track, off topic. They’re feeling like awesome, I got the teacher to not teach! What they don’t realize that those 3 minutes spent doing a meditation, makes them better at the things we’re going to do. We’re now able to do more, rather than less.
It’s a worthwhile investment in the actual stuff of teaching.
What are you finding to be the most effective with the teens in terms of their minds going off wandering. you already mentioned tactile meditations, and using sounds, like the bell.
In Alan’s own teaching, humanities classes, English, History and Philosophy. And also teach specifically to the 9th and 10th grade, he teaches specifically mindfulness. So they’re already familiar with these practices. In terms what is most effective in mindfulness practice, it’s not just one thing that is most useful.
At the beginning of class or just for a quick calm down activity, for Alan the finger to palm meditation works best for him. It’s not for everyone, but has the widest appeal as he has practiced it.
At the beginning when I talk to kids, about mindfulness. I tell them, you can see it as a buffet, he as the teacher provides lots of exercises. Try them all, so you can you know how they feel and taste, and hopefully one or two of these sticks out the most for you. And that will be different to everyone. Even how you breathe, where do you pay attention when you’re breathing. Do you feel it in your nose, mouth, belly, etc. That sensation is going to be different for everyone of us.
We all have different ways of learning. Just as you have different learning styles, we all have different things that will hold our attention, different things to be mindful off, or to use as an anchor, use as a practice. None is more right than anything else.
Do you find some of the students taking these mindfulness/meditation techniques, and taking them for example home, where there might be a stressful situation?
Yes, that’s the most gratifying. To hear when, where, and how these kids are using this in their lives. For example, a kid uses mindful breathing before a test put down their pen, and took a couple deep breaths, and then they were able to come back to the test, and on track again, and do better on their tests. Or a student had a swim meet, and beforehand closed their eyes, visualized what they were going to do, and took some breaths before their test.
So they are actually applying this. And he talks about this in class. But if you’re able to use this in your life, like one student the other day struggled with acting out in school, as a symptom of conflict at home. This was upsetting the family, but the student could do this in family when arguing. The student realized their feelings and behavior or how he chose to react about it, are two different things. And this is better for me, as I was getting myself into trouble. So Alan was blown away by that, that the students had these insights and were able to make those connections.
Very trans formative…
Yes, in teaching social and emotional learning, we want students to name their experience, but then what do you do with that? In the world of social-emotional education, we spent a lot of time talking about emotional intelligence. Being able to identify your inner landscape, which is a huge first step. But then what do I do about that. If I then able to create a behavioral change, something that I do differently. That is where mindfulness is a often a very helpful tool for kids. It’s a great addition to the social emotional toolbox for teachers.
Like education is not the filling of a pail, but the lightening of a fire, and Aristotle’s quote about education without educating the heart is no education at all..The approach your school and yourself are doing, is much more about integration, instead of compartmentalization.
That’s right. And something that I try to emphasize, when he works with teachers. It’s great that we have our classrooms and this content that we want to deliver. The students are not just content receivers. They show up as a whole person, they bring their whole person to class. If that’s an argument from lunch time carrying over, or nerves about the game afterwards. All of that is sitting at that desk, trying to learn history or trying to learn physics. The more we can provide the space and the tools to deal with one aspect of their lives, and be successful. It does carry over. It is one integrated whole at the end of the day, or at least better integrated, if we help them.
You’re also helping them see learning as a joy, rather than as a means to get to the next level, or piece of paper, etc.
I would hope so, that’s I think what all teachers aim for. The real gold, the way you know you’re successful is you’ve created a lifelong learner. I don’t delude myself into thinking student remember even a minority of what was taught in a semester. If there are skills that you learned with us, that to me is a much more important gift. Because you’ll go on to learn in much greater depth the things you’ll need in your career. Have we provided you the capacity to learn them. There are certain academic skills, other skills, but then there are the life skills you need to learn to just be a human being. To show up in a room of people.
One of the things his head of school said, “I’ll be able to measure the success of this project by whether or not there is Joy in our students”.
Wow, very different by measuring success only by scores!
Yes, measuring by scores is not bad, we need those numbers, they’re helpful for understanding. But when you reduce a person to just test scores or transcript, it ignores so much of their experience, most of it.
It’s very limited. What are some of the other benefits, for example conflict resolution. Some of the other things you’ve noticed, since you’ve implemented this mindfulness life skill.
Yes, another hat Alan wears is great Dean, which means being the primary administrator. Which includes discipline. Teaching mindfulness doesn’t automatically make difficult moments go away, it’s a toolbox to navigate or deal with problems differently.
Teens who are already particularly impulsive. He tells the teens, you’ve got another 10 years before your pre-frontal cortex is fully grown. They need some more time before their good judgment kicks in, compared to those of us adults. But yes, the ability after the fact, when they realize the decision they made wasn’t the greatest.
The ability for them after the fact even, after they’ve realized they made a decision that wasn’t the greatest. The ability to stop, slow down, and figure out, how did that happen. To see what just happened, what did they feel about that, what do I do about that. So often , that impulsivity comes at the cost of any self-knowledge.
I’ll watch kids get into an argument or scuffle, and it’s so it’s over, so they could say, here is what led me to that. And I realize that is the moment I should have probably made a different decision. The truth is, these same kids, without this practice, may not even been able to name that, which just happened. So they would not have been able to do it differently next time.
Part of this is just becoming aware of our triggers, our habits, and all of the ways we’re used to doing things impulsively, without thinking, doing them mindlessly.
When you have an awareness, of , “Oh, this is what got me to this behavior, that I definitely don’t want to repeat, or this poor behavior”. Here’s what I’m going to do next time, being able to figure out, next time I have this trigger, I notice this habit, here’s what I can do. So it doesn’t go down this same road.
Yes, that road can lead to some totally different direction 50 years from now, if the teen didn’t have this consciousness, awareness and attention.
Yes, very powerful to watch kids. And as an administrator, watching them through 3-4 grades, I remember how this went in 9th grade, and 10th grade, and seeing how they’re making different choices.
Where do you see this practice going, inserting it from kindergarten all the way into higher education, so it is not easily cast aside?
Alan does see some of his pre-school colleagues doing this as well. There have been some attempts and interest at researching how this is being incorporated in pre- K through 12 schools. It’s a difficult thing.
His sense is that more elementary school classrooms are already doing it, because those schools are already charged with social-emotional learning. One of the things you learn in kindergarten is how to sit still. It’s not unique to kindergartners to need to learn to sit still.
We don’t teach those things (how to sit still) in high school, although we probably should! It turns out that even though they live in different bodies, we make assumptions that they can do that. It’s an easier map onto the elementary classroom. So folks who teach in a mode of responsive classroom, which allows for classroom meeting time, using a bell etc. I happen to think it is an easy in for middle and high school as well for all the reasons talked about above. If anything just for learning outcomes. The productivity aspect to it.
Which of course isn’t the only reason to do it. There is significant debate and conversation around using mindfulness for those kinds of outcomes. And if that is the doorway that this comes through, then great.
To the larger question about where we’re going with this as an education system with this. Because the undeniable increase in distractions, all the devices, stimuli, increased pace of all those things.
I do think we’re seeing a movement a larger trend towards needing to teach attention, provide stillness, and quiet. It wouldn’t surprise Alan, if this 10 years from now, this become just the standard. There is a tremendous interest in it. And most teachers really are thinking along these lines. I wish I know how to …and it’s a lot of those things that mindfulness provides for those kids.
There is one caveat about this, there is some concern of mindfulness as a tool for classroom management, and compliance. I want to teach you this thing, so that you’ll shut up, and do what I say. And I would see that as a mis-use of mindfulness.
But it hasn’t been Alan’s experience in working with teachers, that this has been the approach.
Yeah, that’s the kind of thing that would happen if the teacher doesn’t really understand what it’s about, and so use it only as an external tool.
Yeah, and folks in this community who are trying to bring this work forward, are sensitive to that. The very clear philosophical orientation is towards teacher practice first, even if no one got any farther than learning mindfulness for themselves, that would be a tremendous victory I think in education.
To get into any mindful schools class, you must have first pass through the gateway either already have a mindfulness practice of your own, know what this is in your body, or of going through a mindfulness fundamentals course first. We’d never stick someone into a classroom to teach the cello, who know how to play the cello first.
Yeah, you got to practice what you preach..
Was there any issue you see with folks from Judeo-Christian traditions, like the parents being concerned about inserting mindfulness (with it’s Buddhist influence) into the curriculum?
In different settings, different approaches makes sense. Usually in schools with a faith background, usually, there is already more space for this. Because the topic of spirituality is already on the table, we’re not necessarily afraid of contemplative time, contemplative practice. Schools that have prayer or silence as part of their day, are more likely to be open to this practice.
For us we are affiliated with the episcopal church, we’re a school for children of all faiths, or no faith. We don’t specifically teach in the same way as other faith schools, that said, in terms of religious influence.
My strong belief, is that mindfulness is not a religious practice perse. Mindfulness specifically involves a set of human practices. What it means to exist in a human body, and this human mind and brain. And the space and stillness that we really need to find. In the way that science is starting to back up, with some conclusiveness.
It’s really pointing us in a direction that says, we really do need to provide ourselves space and stillness. Here’s what happens when we do. That is an innate human quality, an innate capacity to have self knowledge. To see one’s own thoughts and experience. To feel the sensations in one’s body.
There can be a spiritual layer to that, that is quite profound. But that has or should necessarily be taught in a school setting.
I’m teaching stillness, silence, self knowledge, the ability to be aware of what is going on in your own immediate experience. What comes out of that, is totally up to the student. I don’t use the Tibetan singing bowl for example, which has a more cultural reference. We teach all religions, but yes, it is not his personal goal to teach Buddhism.
You explain it really well, it’s space and having room to breath, self knowledge, that’s the human experience, not any religious domain.
And all religions have some aspect of contemplative practice. So really what we’re doing it’s not religious. For those who are concerned about religion at all, what we’re doing is not religious. For those concerned about their own religious tradition, I think this is found in most all of them.
One of his colleagues is an orthodox Jew, and was cautious at first, concerned about how this would work with her religion. How does this work with her own faith practices. She had some trepidation. But she found a number of Jewish organizations, like the JCC in Manhattan is teaching MBSR (mindfulness based stress reduction). Including with a faith bend, if that is what you’re looking for.
Its back to that idea, whatever door you come in through, or go through and into. This is a practice that is there for folks.
If any parent or teacher would like to see mindfulness practice implemented in their own schools, how can they go about this?
His affiliation is with Mindful Schools, mindfulschools.org. This is a great starting place, but there are many good organizations bringing this into schools. Just even raising the question in your school, “why are we not doing/teaching this?” It’s helpful to my child. Is there an opportunity for my child to learn and get exposed to this.
Is there an opportunity for mindful parenting? Mindfulness in parenting is a for sure a great companion skill. If your child is learning this at school, then you can speak the same language if you as a parent do it as well.
For teachers same thing, talk to the department chair, administrator, principal, professional development person. See if there is some openness to this. The benefits that this might provide are so many.
Lead with the benefits, and the intention of doing good for the kids, faculty, parents, whatever the population is.
People are certainly more open to hearing this, investigating this. Folks want solutions for some of the real challenges we’re seeing with our children.
http://zazensuite.com – Tour of Zazensuite Meditation and Mindfulness Timer for Android or iPhone. A short tour of what you can do with this meditation and mindfulness app.
In this Periscope session, I show you:
How to change the meditation timer settings.
How to set the timer to go off at however many minutes you select. How you can also use 4 different kinds of bell sounds for the free version of the app.
How to set the timer to ring a bell at a certain time of the day that you select, like an alarm.
How to set the timer to go off every so many minutes, like a mindfulness bell.
How to set the meditation timer to go off randomly, like say 3 times per hour after a random amount of minutes go by.
In this episode I offer some thoughts on what it means to me to meditate and how it brings about a stillness and settling of mind. I also mention this imprint (Guidepost; Inscription) of Silent Illumination (Shikantaza or Just Sitting) which is recited in some Zen meditation practice centers.
The Imprint of Silent illumination
Silent and serene, one forgets all words:
Clear and vivid, it appears before you.
When one realizes, time has no limits.
When felt deeply, life becomes vibrant.
Singularly illuminating is this bright awareness;
Full of wonder is the pure illumination:
Dew in the moonlight, a river of stars,
Snow-covered pines, clouds hovering on mountain peaks.
In darkness, it glows with brightness;
In shadows, it shines with a splendid light.
Like the dream of a crane flying in the frosty mist,
Like the clear water reaching the autumn sky,
Endless eons dissolve into nothingness,
Each indistinguishable from the other.
In this brightness all striving is forgotten.
What is this wonder? Alertly seeing through confusion
Is the way of silent illumination and the origin of subtle radiance.
Vision penetrating into radiance is weaving gold on a jade loom.
Subject and object influence each other.
Light and darkness are mutually dependent.
(In the audio Youtube clip below you can hear what happens when gigantic cumulonimbus clouds start to build up that will have thunder and lightening as well. Normally we think of thunder sounds after lightening, but in this case, out here in the desert, this rumbling thunder sound can come just from the friction of cloud building) The episode ending has a shorter clip of this sound. Below you can listen to the sound for 8 hours!)
There is neither mind nor world to rely on,
Yet the two mutually interact.
Drink the medicine of correct views,
Beat the poison-smeared drum.
When they interact silence and illumination are complete;
Killing and bringing to life is a choice to make.
At last, through the gate, one emerges.
The fruit has ripened on the branch.
Only this Silence is the ultimate teaching;
Only this Illumination, the universal response.
The teaching, not heard with the ears,
And the response is without effort.
Throughout the universe all things glisten,
And each expounds the Dharma.
They attest to each other,
And accord in dialog responding in perfect harmony.
But when illumination is without stillness,
Then distinctions will be seen and harshness will arrive.
If within stillness brightness is lost,
All will become wasteful and dull.
When Silent Illumination is complete,
The lotus will blossom, the dreamer will awaken.
The hundred streams flow to the ocean,
The thousand mountains face the highest peak.
Like geese preferring milk to water,
Like bees gathering the choicest pollen,
When Silent Illumination reaches the ultimate,
It penetrates from the most subtle to the greatest.
I embody the original tradition of my lineage:
The body, sunyata and the arms, mudra.
From the beginningless to endless, only one task,
though expressed in 10,000 shapes and forms.
The basic matter of our line
hits the mark straight and true.
Pass this on in all directions
without a wish for gain.
This is the practice called Silent Illumination.
By Hongzhi Zhengjue; translated by Sheng Yen; adapted by Mountain Lamp
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Interview with Amanda Gilbert – Meditation and Mindfulness Research
Amanda Gilbert is the Executive Director for the Sugar Stress Environment and Weight Center and a Clinical Research Coordinator for the Aging Metabolism and Emotions Center at the University California, San Francisco. Her work focuses on conducting and implementing clinical research in meditation, mindfulness and mindfulness-based stress reduction, as well as examining how these restorative health behaviors affect our minds and biology.
As a long-term meditation practitioner, she draws on years of personal meditation experience and training to advocate for the life-changing effects of a daily meditation practice.
In addition to conducting clinical research on meditation, she is a meditation teacher to those looking to learn and start a daily meditation practice through one-on-one individualized sessions where she connects contemplative science to daily practice. Her mission is to support as many people as possible in experiencing optimum daily well-being through meditation and mindfulness.
Note: This is a summary (not a full transcript) of the interview. Listen to the audio above to get the full interview.
How did you get started with meditation?
Many start a meditation practice for health reasons, or dealing with stress, or getting curious. And some start to meditate from a religious point of view. And also it is for some about cultivating meaning.
For Amanda it was about healing, physically, mentally, and spiritually from challenges she went through as a young adult. She’s been in the health and wellness field for a long time.
Perhaps there is something more. She wants to connect with herself, her intuition, her inner knowledge, her heart, and higher self. The path for Amanda has been cultivating a meditation and mindfulness practice.
Was there something, an event or moment that triggered this?
Amanda has had her moments to that were beautiful opportunities to shift, to have a breakthrough. To set yourself on a different path. For her it was more of a life path. Many books on self growth, meditation and self development. And really all the information was pointing her to meditation path.
Also, Amanda was exposed to great teachers in the medical world. One of her first teachers was Deepak Chopra. He has a book called, “Quantum Healing”. She was given that book during a breakdown leading to breakthrough period in her life.
When you approach it through biology, it really speaks to the effects and power, and outcomes of a meditation practice. So she started reading a lot of literature on what a meditation practice can do for us physically, mentally, emotionally, psychologically, and spiritually. All this reading led her down a path of a meditation practice.
What particular practice did you start with?
Amanda started with mantra based practice in 2009. Earlier she was exposed to many other meditation and mindfulness practices, her undergraduate degree was in holistic health and wellness. But she got serious about doing a daily practice. That is when it clicked for her.
The mantra practice is powerful practice for a novice. Reason is that the mantra is a way for our minds to focus on. Translates as mind-vehicle. It’s a word, similar to in and out, in breathing techniques. By combining with Sanskrit it can be meaningful.
The mantra based practices are a way for beginners to develop a strong practice. She can see that through her research and teaching meditation position.
Would you say that the mantra practice is an attention practice just like paying attention to your breath practice?
Yes, we are focusing on an object of attention. So that object of attention is the breath, or the mantra. It is intentionally placing the focus on that object.
Saying from the Buddha: You can place your attention on the object of focus, just like you focus your attention gently on a flower.
In meditation we are growing our attention/focus muscles. We are cultivating those muscles.
Did you notice any particular benefit that stood out from this mantra practice that was trans-formative, and encouraged you to continue practicing after that?
It allowed my mind to focus on something, something for it to chew on during her 30 minute morning and evening meditation. It allowed me to meditate. All of the fruits of meditation happen in those moments between the thoughts. In that space, that stillness, silence between thoughts. Between the ego having it’s way, having it’s ability to be behind the wheel, running the show.
So the benefits and outcomes are in the moments between our thoughts.
She have a tendency of an overactive mind, which was one her first barriers, or obstacles in a meditation practice. I’m just thinking, thinking. A huge string of thoughts, huge mind wanderings.
Having a mantra to focus on having my mind focus on, was the key to allowing her the freedom to move beyond thought. To move in the space and stillness of meditation.
And a way to anchor you into the present..A lot of us have mind-wanderings, like 50% of the day the average person is mentally wandering.
Yes, very much so. One of the top outcomes that we’re seeing through the lens of research, is a decrease in rumination and decrease mind wandering. And an increase in focus and attention. This can be seen through measuring the participants subjective, psychological experience of a meditation training, as well as seeing this in the areas of the brain.
We’re seeing areas of the brain light up, that are more focused on attention, and executive functioning. We’re seeing better neuroplasticity in the brain due to meditation and mindfulness practice.
Explain neuroplasticity a little bit more.
Yes, that is the ability for your brain to change, and to start new behaviors, patterns, new ways of decision making. Cultivating new neural network pathways in your brain in order to have different behaviors and different experiences in your life.
This can be really helpful with destructive mind and habit patterns, such as depression or other destructive thought patterns right?
Very much so. That’s really what we’re seeing. The beauty of mindfulness research is that it allows you to see the changes in the brain and in the body. Past research has been focused on the brain. Those who are in the diagnosis of depression or PTSD, or any neurologically and psychologically based depression oriented diagnosis. We are able to see a shift in the brain and cognitive functioning. Also we’re seeing in the last 5 or 10 years or so a big change in the body. More recent research is focused on the body and biology.
What that looks like is:
The effects of mindfulness and meditation on inflammation, gene expression, heart rate, blood pressure, cortisol, sleeping, eating habits. And of course your cell health, and cell aging. which is getting down into the minutiae of the mitochondria in the cells of your bodies.
What particular aspect of that research excites you the most right now?
Amanda’s favorite study was conducted by the center for investigating healthy minds with Richard Davidson in Madison, Wisconsin. Did anything change from an inflammatory marker standpoint, from just 8 hours of mindfulness training. They found that yes! You have a decreased expression of pro-inflammatory genes from just one day of meditation and mindfulness.
Amanda and colleagues at UCSF, have just published and presenting a study of theirs. They found that a highly stressed population of maternal caregivers mothers of autistic children who went through 12 weeks of mindfulness training, increased their total sleep time by 34 minutes by the end of the 12 week mindfulness based intervention.
And as we all know, sleep is one of the top pillars of health and resilience. Your days will be substantially better with sleep. So mindfulness and meditation do affect our biological circadian rhythms as well. Very exiting findings.
Can you measure quality of sleep as well?
Sleep disruption is how we measure quality of sleep. But it was really the total amount of sleep time. This group actually started to go to bed earlier as well. And how often do we tell ourselves we’re going to bed earlier, but then we don’t follow through it. But this group was able to shift their bed time to earlier, thus benefiting their sleep as well. What we’re able to say then, is that having a meditation or mindfulness practice is able to encourage better health behaviors.
Any meditation tips for those listening who have sleep problems?
Yes, part of our population we’re able to see through our mindfulness mobile app, were doing some practices, body scans, loving kindness meditations and mindfulness practices. Ranging from 3-20 minutes. What we can think about is how can we reduce our stress before going to sleep? Is that sitting and breathing for 3 minutes, or guided meditation for 20 minutes. Or just having a moment of consciousness around how am I able reduce my stress, to turn off the executive functioning. That drive for the day. How am I able to settle the body?
My own practice is actually able to slow down. Amanda loves breathing meditations in the evening. Primarily morning meditation practice. But at night it is great to just slow down, or switch it up, like with a guided meditation. Whatever it takes to get a more restful and de-stressing experience.
You mention morning meditation and the importance of it. This affects the evenings as well. So this sets the pace for the rest of the day right?
Yes, when she goes to sleep at night, Amanda looks forward to the next morning practice. Meditation has changed her life, since she started meditating in 2009. Now the practice is second nature for me in the morning. I get up, have a sip of tea, or lemon water. Then she’s goes into practice minimally for 20 minutes, and more on other days. And then again in the evenings I actually look forward to this morning routine. It’s another sign that a consistent meditation practice can affect all other areas of life.
Has there been research to explore what the optimal times are for the most fruits of meditation?
That is Amanda’s own personal research interest. In the Vedanta ancient text they recommend at least 20 minutes each morning. And in primordial sound meditation they recommend 30 minutes, because it takes the body 15 minutes to biologically and physically settle down. Then you are actually able to meditate, once your body is in a rhythm of the breath. So these ancient practices figured it out a long time ago, without the hard nosed sciences.
TM also recommends a twice a day practice of 20 minutes as well. There was also studies where they found it through heart rate after 25 minutes. This is where the meditation research field is going. Her hope is to see the field honing in on the types of practice, the amounts of minutes of practice to see the shift in well-being. And to have individual tailoring to see what works best for each individual. We all have our own stories on what brought us to meditation. So there is that individual tailoring that scientists can hone in and take a look at.
And what about the benefits to mini-meditation?
Yes, that is mindfulness. Amanda likes to differentiate between formal practice (20 or 30 minutes of sitting), and moments of mindfulness. Being able to connect to our breaths, those are to her moments of mindfulness. And also outcomes of our formal meditation practice. You can actually cultivate a stronger connection to these mindful moments. During our meditation practice, we hone in on our home energy. That’s the feeling of our hearts, essentially we’re going home to our Self. You getting to know yourself so much better during those moments of contemplative reflection.
That shows up in moments during the day, where you have choice of how you respond to situations. You end up avoiding stress reactions.
So it benefits each other, and mutually reinforces each other then.
You also a study about vacation vs retreat. Because a retreat is really going home, settling even deeper than a 25 minute meditation.
Yes, I love this study. That study showed us a number of things, which can be applied to our own practices. 2 out of 3 of the study groups were new meditators, with zero meditation practice. We randomized half the group in a vacation group, and the other half as a meditation retreat at the Chopra center of well-being.
What we found was that novice meditators who went through the meditation retreat, 10 months later showed greater psychological well-being. Decrease of negative affect, decrease in overall negative experiences during that day.
Instead of just going on vacation, but if you go in and learn the life affirming tools of a meditation practice, then you see more long-term effects in your life. The vacation effect wears off. It’s just like buying a new car, within 2 months the joy has worn off.
The second finding was that we had a 3rd group who already had 6 months or more experience with meditation. This group was already more healthy psychologically and physically, so what we find is that the power is in the practice. We see that with experienced long-term meditators, that you will be able to see the effects and outcomes of a daily meditation practice.
So you could say a retreat is more trans-formative, as compared to a vacation, which is more of a recharge.
Yes, exactly. That is one of my favorite studies to reference.
Amanda’s hope is to get as many people as possible to meditate as possible. Her mission is to support as many people as possible in experiencing optimum daily well-being through meditation and mindfulness.
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