niques helped us reach the Northern California playoffs, an unprecedented achievement in the school’s athletic history. These youth are learning the attention skills they need to succeed in today’s fast-paced, multitasking world. With practice, students are also learning emotional balance and new ways to feel connected to their communities. The most vital result I see is a new baseline of peaceful- ness evident in these young people’s minds and bodies. Mindfulness offers a general sense of well-being that all other skills for learning and produc- tivity can build on.


True Education


The word education comes from the Latin roots ex, “from within,” and duco, “to guide.” Thus, education originally meant to draw out, to guide a student in unfolding the wisdom that is inherently within each person, at any age. This is a fundamentally different approach than the conven- tional educational paradigm that approaches students from the outside in and from the top down. In using what I call the “fire hose” method of learning, spewing information at students and penaliz- ing them when they can’t retain what the powers-that-be deem important, we make the mistake of assuming what each child should be, instead of seeing them as they already are. Think of how different each of our own lives would have been if parents, teachers and other mentors helped us learn to become the person we were inherently meant to be.


This approach requires us all to discover and utilize our own mindful- ness. When parents ask me, “What is the best mindfulness technique to teach my children?” my answer is always, “Your own mindfulness.” Our own mindfulness is already present within us; it’s not something we need to create.


Notice all of your thoughts in this moment: your doubts and interests, as well as sensations. Simply become aware of phenomena, without judg-


natural awakenings February 2011 15


ment or preference. The natural capacity to open up in the present moment to everything that is happen- ing within and around us is mindful- ness, an open, intentional, non-judg- mental awareness.


When we embody mindfulness practices, we become a living ex- ample to the children in our lives. If you are interested in learning how to bring mindfulness practices to youth, begin by offering it to yourself. Join a mindfulness group, do some read- ing or even better, finish reading right now, let your eyes close, check in to your body and let go into this present moment.


Daniel Rechtschaffen, MA, a pioneer- ing trainer in his field, helps implement mindfulness-based curricula in schools and organiza- tions. Collaborations include the Mind Body Awareness Project, Mindful Schools and Mindfulness Without Borders. He also convenes an annual Mindfulness in Education conference and teacher training at Omega Institute. He has a private psychotherapy practice in Oakland as a marriage and family therapy intern. Visit MindfulChildren.com and NowCounseling.com, and search eomega.org.


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