Guidelines for teachers leading students in Meditative Prayer Library... · Contemplative Prayer in...
2
S i l e n c e S t i l l n e s s S i m p l i c i t y L e a d i n g M e d i t a tiv e P r a y e r w i t h S t u de n t s Preparing the Space While a quiet, natural seng away from the noise and distracons of the busyness of school life is oſten considered a prerequisite for meditaon, a basic principle of meditave prayer is that we need to create silent, interior moments with God within the busy pace of our daily acvies. In schools, the classroom is the most obvious and basic sacred space and simple meditave prayer can occur with students seated at their tables, desks or on the floor. It only requires a sll, silent atmosphere in the classroom, regardless of what is happening elsewhere. It is desirable, however, to have a number of other sacred spaces, elsewhere - for example, a prayer garden, prayer room, chapel or local Church. The purpose of creang a sacred space for meditave prayer using symbolic acons, mats, candles, prayer circles, bells or images, is to establish, in the minds of the students, that they are entering a sacred me or space, where they invited to raise their hearts and minds to God. Preparing the Body Silence and sllness are uncommon in the crowded lives of students. Human beings are born with the capacity for both contemplaon and acon. However, the trend in modern, Western cultures seems to be to bombard us all, from an early age with noise, smulus and a message to keep busy. For many students, their interior lives are just as noisy and acve as their outer world, while they struggle to cope with feelings of anxiety and stress. The reality is that many students may not be able to recognise and give expression to their need for sllness and silence. At first they may feel uncomfortable in the silence. However, research has shown that children, young people and adults crave mes of intenonal silence and sllness in their lives. Given the opportunity to experience regular mes of silence and sllness, they soon become aware of the benefits. Students need to be taught the skills and pracces of relaxing the body, keeping eyes closed, centered breathing, recitaon of mantras, being silent and sll. Some students are more open to and ready for such pracces than others. Paence and consideraon of others is essenal. It will be a journey and progressing slowly and starng small are good strategies. Teachers may need to use music, digital and printed texts, listening and awareness exercises, “quiet acvies” such as reading and journaling, colouring and sketching, relaxaon and calming acvies as means of slowing and calming students in preparaon for meditave prayer. As a preparaon for meditave prayer, it can be helpful to relax the muscles of the body using simple exercises such as tensing and relaxing. Another way to help with preparing the body is to consciously listen for sounds and name them in the mind. This technique can help students to ignore distracons and become more aenve and seled. Simple breathing techniques can assist students to calm their bodies and sll their minds so that they can meditate prayerfully. Finding the Time Staff and students within a Catholic school should have opportunies to engage in prayer on a daily basis. (Guidelines for the Religious Life of the School p.31.) Schools are encouraged to provide and engage in a variety of experiences in prayer and to work towards a balanced prayer life by embracing meditave and contemplave prayer as well as vocal prayer. It is recommended that schools look at a predictable daily paern for calling students to prayer so that prayer isn’t solely a morning event. There are mes in the school day that fit easily with this: for example, before and aſter breaks, at the beginning or end of a lesson or period, at transion mes and most importantly at the end of the day as a me for thanksgiving and reflecon. These mes fit well with mes of simply placing ourselves in Gods’ presence by being silent and sll. By both planning for and taking unplanned opportunies for sacred pauses throughout the day or the lesson, schools can help students to establish a paern of prayer that will extend into their adult lives. Times of silence can also be introduced and incorporated into whole school gatherings such as assemblies, celebraons or liturgies. Guidelines for teachers leading students in Meditative Prayer... BE informed... • Know about or begin to learn about meditave prayer. You don’t have to be an expert, but be prepared to give it a go and ask people to help you along the way. Be confident and don’t be afraid to let your students know that you are on a prayer journey as well. Teach the basic skills relang to silence and sllness and gently lead students to be familiar with the sequence and the purpose of meditave prayer. Students will respond much more posively if they know about meditave prayer. This is a slow process, a journey and you will need to take small steps with your students and your own formaon. BE a reflective prayer leader... • Be inclusive and accepng of where students are on the journey. Be aware that some students will find meditave prayer difficult. Be prepared to keep at it and take the good with the not so good. Reflect on experiences and BE prepared to make changes if necessary. Be prepared to walk with them, to invite them to parcipate and to leave the real work up to God. St Paul says, prayer is the work of the spirit. We do not even know how to pray as we ought, but the Spirit intercedes for us. (Rom 8:26) BE clear and consistent... • Communicate clear expectaons and set students up for success. Build a culture in the classroom and school which supports and encourages meditave prayer and invite them into the discipline of meditave prayer. Establish predictable and consistent paerns and signals for transioning from classroom acvity to a readiness for meditave prayer. Be posive and supporve, but remember to be explicit about how students are to act appropriately and be respecul of others. Lastly be aware that all of this doesn’t happen overnight and is a journey that requires consistency and persistence; paence and flexibility; hope and above all, love. Acknowledgements The authors of this resource gratefully acknowledge the work of Lawrence Freeman OSB in Chrisan meditaon: your daily pracce and Coming home: a guide to teaching Chrisan meditaon to children by Ernie Chrise. Acknowledgement is also given to material drawn from New Diconary of Catholic Spirituality edited by Michael Downey, Libreria Editroce Vacana: Catechism of the Catholic Church published by St Paul Publicaons and to Religious Educaon Guidelines for the Religious Life of the School published by Catholic Educaon, Archdiocese of Brisbane. G u i d e l i n e s f o r C a t h o l i c a n d E c u m e n i c a l S c h o o l s
Transcript of Guidelines for teachers leading students in Meditative Prayer Library... · Contemplative Prayer in...
Silence Stillness Simplicity
Leading Meditative Prayer with Students
Preparing the SpaceWhile a quiet, natural setting away from the noise and distractions of the busyness of school life is often considered a prerequisite for meditation, a basic principle of meditative prayer is that we need to create silent, interior moments with God within the busy pace of our daily activities. In schools, the classroom is the most obvious and basic sacred space and simple meditative prayer can occur with students seated at their tables, desks or on the floor. It only requires a still, silent atmosphere in the classroom, regardless of what is happening elsewhere. It is desirable, however, to have a number of other sacred spaces, elsewhere - for example, a prayer garden, prayer room, chapel or local Church. The purpose of creating a sacred space for meditative prayer using symbolic actions, mats, candles, prayer circles, bells or images, is to establish, in the minds of the students, that they are entering a sacred time or space, where they invited to raise their hearts and minds to God.
Preparing the BodySilence and stillness are uncommon in the crowded lives of students. Human beings are born with the capacity for both contemplation and action. However, the trend in modern, Western cultures seems to be to bombard us all, from an early age with noise, stimulus and a message to keep busy. For many students, their interior lives are just as noisy and active as their outer world, while they struggle to cope with feelings of anxiety and stress.
The reality is that many students may not be able to recognise and give expression to their need for stillness and silence. At first they may feel uncomfortable in the silence. However, research has shown that children, young people and adults crave times of intentional silence and stillness in their lives. Given the opportunity to experience regular times of silence and stillness, they soon become aware of the benefits.
Students need to be taught the skills and practices of relaxing the body, keeping eyes closed, centered breathing, recitation of mantras, being silent and still. Some students are more open to and ready for such practices than others. Patience and consideration of others is essential. It will be a journey and progressing slowly and starting small are good strategies.
Teachers may need to use music, digital and printed texts, listening and awareness exercises, “quiet activities” such as reading and journaling, colouring and sketching, relaxation and calming activities as means of slowing and calming students in preparation for meditative prayer. As a preparation for meditative prayer, it can be helpful to relax the muscles of the body using simple exercises such as tensing and relaxing. Another way to help with preparing the body is to consciously listen for sounds and name them in the mind. This technique can help students to ignore distractions and become more attentive and settled. Simple breathing techniques can assist students to calm their bodies and still their minds so that they can meditate prayerfully.
Finding the TimeStaff and students within a Catholic school should have opportunities to engage in prayer on a daily basis. (Guidelines for the Religious Life of the School p.31.)
Schools are encouraged to provide and engage in a variety of experiences in prayer and to work towards a balanced prayer life by embracing meditative and contemplative prayer as well as vocal prayer. It is recommended that schools look at a predictable daily pattern for calling students to prayer so that prayer isn’t solely a morning event. There are times in the school day that fit easily with this: for example, before and after breaks, at the beginning or end of a lesson or period, at transition times and most importantly at the end of the day as a time for thanksgiving and reflection. These times fit well with times of simply placing ourselves in Gods’ presence by being silent and still. By both planning for and taking unplanned opportunities for sacred pauses throughout the day or the lesson, schools can help students to establish a pattern of prayer that will extend into their adult lives. Times of silence can also be introduced and incorporated into whole school gatherings such as assemblies, celebrations or liturgies.
Guidelines for teachers leading students in Meditative Prayer...
BE informed...•Know about or begin to learn about meditative prayer. You don’t have to be an expert, but be prepared to give it a go and ask people to help you along the way. Be confident and don’t be afraid to let your students know that you are on a prayer journey as well.
Teach the basic skills relating to silence and stillness and gently lead students to be familiar with the sequence and the purpose of meditative prayer. Students will respond much more positively if they know about meditative prayer. This is a slow process, a journey and you will need to take small steps with your students and your own formation.
BE a reflective prayer leader...•Be inclusive and accepting of where students are on the journey. Be aware that some students will find meditative prayer difficult. Be prepared to keep at it and take the good with the not so good. Reflect on experiences and BE prepared to make changes if necessary. Be prepared to walk with them, to invite them to participate and to leave the real work up to God. St Paul says, prayer is the work of the spirit. We do not even know how to pray as we ought, but the Spirit intercedes for us. (Rom 8:26)
BE clear and consistent...•Communicate clear expectations and set students up for success. Build a culture in the classroom and school which supports and encourages meditative prayer and invite them into the discipline of meditative prayer. Establish predictable and consistent patterns and signals for transitioning from classroom activity to a readiness for meditative prayer. Be positive and supportive, but remember to be explicit about how students are to act appropriately and be respectful of others.
Lastly be aware that all of this doesn’t happen overnight and is a journey that requires consistency and persistence; patience and flexibility; hope and above all, love.
Acknowledgements
The authors of this resource gratefully acknowledge the work of Lawrence Freeman OSB in Christian meditation: your daily practice and Coming home: a guide to teaching Christian meditation to children by Ernie Christie. Acknowledgement is also given to material drawn from New Dictionary of Catholic Spirituality edited by Michael Downey, Libreria Editroce Vaticana: Catechism of the Catholic Church published by St Paul Publications and to Religious Education Guidelines for the Religious Life of the School published by Catholic Education, Archdiocese of Brisbane.
Guidelines for Catholic and Ecumenical Schools
Meditative and Contemplative Prayer in Catholic SchoolsSince Vatican II, the Church has been exploring ways to recover the practices of meditative prayer. Meditative and contemplative prayer is not the privilege of monks or religious communities. It is prayer that all are invited to embrace.
There are many and varied practices in the Christian tradition that can be identified as forms of meditative prayer. Meditative prayer engages thought, imagination, emotion, and desire and its various forms can lead us to closer union with God (Contemplation).
A method is only a guide; the important thing is to advance, with the Holy Spirit, along the one way of prayer: Christ Jesus. (CCC2707)
The Guidelines for the Religious Life of the School (Brisbane Catholic Education, 2008) recommend that teachers immerse students in diverse experiences of prayer and provide opportunities for students to engage with different approaches to meditative prayer.
In recent times, the practice of meditation has become popular in all schools. Many school communities have begun the journey of introducing their students to times of silence and stillness to prepare them to enter into and experience forms of meditative and contemplative prayer. Students of all ages are capable of using meditative prayer practices and value this expression of prayer.
What is the distinction between Meditation and Meditative Prayer?It is important that in this context, a distinction be made between forms of meditation as practised in contemporary secular and other religious contexts and meditation as an expression of Christian Prayer.
Meditation is a discipline, a collection of physical and mental skills, that requires constant practice and persistence over a lifetime. Meditation is used in many cultures and belief systems.
Across time and place, Christians have adopted and adapted many of these skills and practices to help them live an authentically Christian life of prayer and service.
While some of the practices are similar, there are important differences between meditation and Meditative Prayer. Meditation can be used as a tool for self improvement, attaining material success, building resilience and finding inner peace and calm, without any reference to God as revealed in Jesus Christ. Meditative prayer is a spiritual discipline or exercise specifically intended to lead us to inner stillness and the state of being with and in God. Lawrence Freeman calls it “the work of meditation”. He states that Jesus Christ must be at the centre of meditative prayer; he is the Way to God, the Truth and the Life (John 14:6)
Catholic and Ecumenical schools need to be aware of this distinction and be very clear as to the purpose and intent of their meditative practices. They are called to give a religious voice to the practice of meditation and to draw from the richness of the Catholic Christian tradition.
WHAT IS PRAYER?WHAT IS PRAYER?Prayer is at the heart of life in a Catholic school and has the potential to nourish the spiritual growth of all members of a school community. Schools draw on the richness of the Catholic tradition, the wider Christian tradition and their own particular charism to nurture the prayer life and spiritual formation of students. (Guidelines for the Religious Life of the School, p.30)
The Catechism of the Catholic Church identifies three expressions of prayer: vocal prayer, meditative prayer, and contemplative prayer. It states that Christians owe it to themselves to develop the desire to meditate regularly and that the end purpose of all forms and types of prayer is contemplation; where we rest comfortably and peacefully in the God who comes to be with us and to dwell in us (CCC 2707-2709).
All forms of vocal and meditative prayer are intended to lead us to contemplation, which is, fixing our attention on Jesus, (CCC 2715). We can say prayers. We can do meditation. In contemplative prayer the focus is on simply being because in contemplative prayer, God comes to us and we rest in the presence of God. Vocal and Meditative prayer can form us for and open us to, the gift of being contemplative.
The purpose of this statement is to reaffirm the place of vocal, meditative and contemplative prayer as part of the Catholic Christian tradition and to offer ideas for expressions of prayer beyond vocal prayer. It endorses and supports the practice of meditative and contemplative prayer already occurring in Catholic schools within the Archdiocese of Brisbane and aims to be a point of reference and guidance for all school communities seeking to enrich the prayer life of students, staff and parents in accordance with the Brisbane Catholic Education School Cyclical Review (Component 1.3 Prayer and Worship).
Some practices of meditative prayer drawn from the Christian tradition include:
•Centering prayer using breathing
•Centering prayer using a mantra
•Guided meditation and visualisation
•Christian Meditation
•Guided meditation using images and/or music
•Benedictine Lectio Divina (Sacred Reading)
•Ignatian Scripture Meditation
•Augustinian Scripture Meditation
•Franciscan Scripture Meditation
•The Prayer of the Examen
•Reflective Journalling/sketching
•The Rosary
•Labyrinths
•Mandalas
Why Meditative Prayer?Meditative prayer combines the benefits of meditation and the gift of prayer to nurture our body, mind and spirit. It can assist by:
slowing down busy minds and bodies improving concentration and attentiveness helping students to cope with stress and anxiety leading students to the art of mindfulness and being present to the moment developing a sense of inner peace and calm creating an awareness of a deeper sense of God’s presence in silence and stillness opening hearts to experience the gift of contemplation , a total praising of God and a sense of
oneness with the whole of creation.
Preparing Students for Meditative PrayerMeditative Prayer is a prayer form that uses silence and stillness to assist participants to raise their hearts and minds to God. There are three considerations related to the practice of meditative prayer in a classroom or school setting.
Preparing the space Preparing the body and mindFinding the time
Be
still
and
kno
w t
hat
I am
God
Ps
46:
10 We
prog
ress
by
stop
ping
M
eist
er E
ckha
rt
There is nothing so much like God as silence
Meister Eckhart
