R  E  S  O  U   R  C  E  S

Much of the material in this sections is the result of time I have spent with young people, students and teachers. It is generally written with those who teach Buddhism - or 'life related' studies - in mind. However, under the title 'teachers' I readily include parents, and much of this material can be used as part of family and personal 'spiritual' explorations. Ideally we are all both teachers and students and this material can be used by . . . well, anyone. Just for fun. There are links under RESOURCES but each section is an independent collection of activities and ideas. There is specific information for those who teach in For Teachers.

For many, when study or practice involves to much sitting in silence or too much passive listening, the mind nods off. There can be a need to 'do' something - to engage in some activity; ideally related to one's practice, to the Buddha's teaching. This is not right or wrong - just that the area of awareness (the 'meditation object') needs to be tailored to suit each situation or temperament. Finding ways of investigating this teaching through activity can be a challenge. Too much, or undirected activity, and the process becomes just another 'entertainment' situation. Not enough, or unclear direction, and the energetic or untrained mind will become bored, restless or distracted. The thought behind this section is the same as all the others - to lead the mind to a still, focussed space, to understanding, to insight.

While we have bodies there will always be activity (if only breathing, digestion, etc) and whatever the nature of one's investigation of Truth, being able to develop this process in relation to activity is crucial. Life is enormously varied and integrating theoretical and formal practice into all life situations has to be part of the spiritual path. The trick is finding the balance: if the mind is fuzzy - 'nodding off' - it needs something 'big' - more solid, tangible - to wake it up. If it is getting too fragmented or losing awareness perspective then it needs something 'sharp' - one pointed - to bring it into focus. Both scenarios are aimed to bring the mind back into full awareness in the present moment.