survival of humanity depends on educating the hearts of children. his ... - tara mandala ·...
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“MandalaTime”-ExploringtheMandalaoftheFiveFamilieswithYoung
Children
-EllenBoothChurch
"Survival of humanity depends on educating the hearts of children." His Holiness the Dalai Lama
Howtodoweeducatetheheartsofchildren?Itallbeginsinthecircle...acircleof
children.Teachersofyoungchildrenknowthattheirdaystartswiththegatheringof
children’sinterestsandenergies,creatingacommunityforcollectivesharingand
learningthatlaststhroughouttheday.Thistraditionalpartofeveryearlychildhood
classroomisamoderninterpretationofancient“circles”thathavejoinedpeople
togetherinheart,songandmindforcenturies.Throughouthistory,thecirclehas
beenusedbymanyculturesasaplacetoshareideasonequalgroundthrough
conversation,story,dance,andsong.Giventhisrichhistory,it’snowonderthat
circletimehastraditionallybeenanessentialelementoflearningforyoung
children.ThecircleormandalaisalsoanessentialelementofVajrayanaBuddhism.
ThispaperisdesignedtoofferarationaleforthisbringingtheMandalaoftheFive
Familiestoclasseswithyoungchildren.ItisbasedonVajrayanateachings,thework
ofLamaTsultrimAllioneandcurrentstudiesinbraindevelopment,socialand
emotionallearningandmindfulnessinyoungchildren.Thepaperwillalsooffera
suggestedstructureforclassesandcontent.
MandalaTime
Fromthiscommongroundof“circletime”,teachersofTibetanBuddhismcanexpand
thisconcepttocreate“mandalatime”withchildren.
ThecircleorMandalaisacentralelementofVajrayanaBuddhism.InherCDsetThe
MandalaoftheEnlightenedFeminine,LamaTsultrimAllioneexplainsthemandala
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andherfirstintroductiontoitinNepal…“Themeaningoftheword“Mandala”in
SanskritissacredcircleandinTibetanit’skilcorewhichmeansthecenterandwhat
movesarounditorwhatspiralsaroundit.TheMandalaisthebasicstructureof
enlightenmentintheTantrictradition.TheMandalaisthearchitectureofenlightened
experience.Itisboththemapforthetransformationofencumberedemotional
patternsintowisdomandavisualexpressionoftheenlighteneddimension.Ibeganto
discoverthateachpartofthiscenterandthefourdirectionshadcertainmeaningsand
representedthetransformationofcertainmindstatesintowisdom.AndthenIbegan
todopracticesthatactuallyinvolvedvisualizingtheMandala,identifyingwithitand
withvariousdifferentenergiesconnectedthesefivedirections,thecenterandthe
four.”[MandalaoftheEnlightenedFemininebyLamaTsultrimAllione-Sounds
True]
Themandala“roadmap”ofawarenessisanexcellenttemplatetosharewithyoung
children.Childrenlearnfirstthroughsymbolsandexperience.Theynoticeshapes
andcolorsintheirenvironment,theystudysignsandsymbolstomakesenseofthe
worldaroundthem…alllongbeforetheycanreadorwrite.Bypresentingthe
mandalatoyoungchildrenweare“speakingtheirlanguage”ofobservationand
explorationandprovidingthemwithconcreteexperienceswiththeseessential
aspectsofpersonality.
Inhisbook,SecretoftheVajraWorld,ReginaldRaysaysthisaboutthemandala,In
the Vajrayana, the most important symbolic language is that of the mandala.
While the symbolism of the mandala is schematic in the telling, it is essential to
realize that what it points to can only be discovered when the mind is free from
theory. Nevertheless, the theory of the mandala can sensitize us to that which
cannot be spoken and cannot be thought. [Secret of the Vajra World by Dr.
Reginald Ray (Shambhala) 2002]
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This quality of the mind free from theory is “homebase” to young children. They
live with beginners mind and explore images, elements and concepts without
expectation or preconception. Everything is new. Everything is magical and often
surprising. In her instruction of the gaze in the Prajnaparamita meditation, Lama
Tsultrim often uses the suggestion to “be like a young child seeing a temple for the
first time.”…with the look of open amazement. Take a walk with a young child
and you will find that a leaf, a bug, a stick can open an entire world of amazement.
Everything is filled with wonder.
HisHolinessDudjomRinpocheoncesaid:
“Whateverperceptionsarise,youshouldbelikealittlechildgoingintoabeautifully
decoratedtemple;helooks,butgraspingdoesnotenterintohisperceptionatall.You
leaveeverythingfresh,natural,vividandunspoiled.Whenyouleaveeachthinginits
ownstate,thenitsshapedoesn’tchange,itscolordoesn’tfadeanditsglowdoesnot
disappear.Whateverappearsisunstainedbyanygrasping,sothenallthatyou
perceivearisesasthenakedwisdomofRigpa,whichistheindivisibilityofluminosity
andemptiness.”[quotefoundonhttp://www.viewonbuddhism.org/dharma-quotes-
quotations-buddhist/buddha-nature.htm]
Asteachers,wecansupportthisinnatesenseofwonderinchildrenwiththeFive
FamilyMandala.WhilewemightnotbeteachingRigpaorluminousemptiness
directly,wecanprovidechildrenwiththetoolsthatinvitetoexperienceawareness
inwiththeirownopenamazement.
ThemandalaispartoftheTantrateachingsofVajrayanaBuddhism.Therich
experientialqualityoftantrareflectswhatiscalled“bestteachingpractices”inearly
childhood.Studiesshowthatyoungchildrenlearnbestwhenactivelyinvolvedwith
multi-sensory,wholechildexperiences.(SeeMulti-SensoryLearningbelow)Young
childrenlovetoplaypretend,toexpressthemselveswithsoundandcolorand
movement.Thesekeyaspectsofchildhoodarealsocentraltotantricmeditation.
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LamaTsultrimwrote,Tantrausesthecreativeactofvisualization,soundandmudra
toengageourwholebeingintheprocessofmeditation.Soit’saverycomplete
engagementofallaspectsofourbeing.Inawaywecouldsaythatthedeitiesare
archetypesofenlightenment.Theytrigger,likeanarchetype,certaininternal
experiences.Ifweweretosimplydescribethoseexperiencesinwordswewouldn’t
experiencethesameeffectaswedowhenwevisualizeandembodythosequalities.
Young children learn best when they can identify with some aspect of what they
are learning and experiencing. The visualization and embodiment of mandala
meditation is a natural “doorway” to Buddhist study for young children.
“Educatingthemindwithouteducatingtheheart
isnoeducationatall.”-Aristotle
WhyweneedMandalaTimewithchildren.
Theeducationworldisstartingtolookmorecloselyattheneedforafocusonsocial
emotionallearning.Teachersofchildrenasyoungastwoandthreeyearsold,are
seeingchildrenwithdifficultiesdealingwithemotionsandsocialinteractions.Over
thelast10+yearschildren’seducationhasbeenfocusmostlyoncognitivelearning
andpreparationsfortests.Intheprocess,thebasicsofchildhoodlearningsuchas
outdoorplayinnature,artisticexploration,dramaticplayandopen-endedthinking
havetakenabackseatto“bookknowledge”.Itisn’tworking.Schoolsarenow
lookingtowardsmindfulnessprograms,yogaandmeditationtohelpbalancethe
educationalfocusandmeettheneedsofthewholechild.Theclimateforintroducing
mandalaworkrightnowisbothreceptiveandcurious.
TheDalaiLamahimselfspokebeautifullyaboutthisatarecentHeart-MindSummit
createdbytheDalaiLamaCenterforPeaceandEducation.Heartmindonlineoffered
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thisinsightfulreviewofhistalk.TheDalaiLamaspokeabouttheimportanceof
educatingtheheartsofchildren.“Ourcareforothersisrichandpowerfulwhenweare
young.Weseenodifferencesbetweenthosearoundusandourselves.Wecarefor
othersaswewouldcareforourselves.”Hebelievesthatsomewheredownthelineas
wegothroughschoolandenteradulthoodwelosethisinnatesenseofcompassion.He
wonderswhy.Hearguesthatinthepast,thisperhapsmadesense.Practically,itmay
haveoncebeenwisetofocusonyourselfratherthanothersasamatterofself-
preservation.ButtheDalaiLamabelievesthatthistimehaspassed.Today,notonlyis
itunnecessarytothinkonlyofyourself–wedon'tfacethesameday-to-daydangers
weoncedid–butitisimperativethatwebuildadeepcaringforothers.”
TheDalaiLamasaysthisbeginsathomeandintheschools.Hebelievesparentsand
educatorshaveauniqueabilitytonurturethepositivehumanqualitieschildrenare
bornwith–affection,senseofcommunity,asenseofsocialresponsibility.
Heknowsitcan'tbedonewithaflipofaswitch,buttheDalaiLamasuggeststhatif
evenonepersontakesthismessageof"educatingtheheart"intohisorhereveryday
life,thenthatonepersoncanturninto10,theninto100andsoon.Hebelievesweall
havethepowertostartthisrippleeffect.TheDalaiLamapaintsapowerfulpicture
whenhesaysthisisnotjustawell-intentionedideal.Itistheveryessenceofthe
"survivalofhumanity".[http://dalailamacenter.org/learn/dalai-lama-survival-
humanity-depends-educating-hearts-children]
SocialEmotionalLearningandtheYoungBrain
Ifyouhaveplayedwithayoungchild,itcanfeellikeyoucanactuallyseethebrainat
work!Youngchildrenareconstantlyobservingtheworldaroundthem,interacting
withitanddevelopingunderstandingsaboutthemselvesandothers.Interestingly,
thecreativeactivitiesofart,music,dramaticplayandnaturestudythatearly
childhoodteachershaveofferedforyearsarenowbeingsupportedwithbrain
research.Wearefindingthatusingthehandsandfingersinafinger-playsong
(mudra)suchasTheItsyBitsySpideractuallystimulatethesamepartsofthebrain
weneedtolearnhowtoread.Wehavelearnedthatplayingpretend(visualization
andembodiment)buildsthecognitiveflexibilityandself-awarenessofemotionsand
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personality.[PretendPlayandBrainGrowth,TheLinktoLearningandAcademic
SuccessfromTheGesellInstituteofChildDevelopment]Justasbrainstudiesof
meditatorshavesupportedtheimportanceofmeditationforhumanfunctioning,
thesecurrentbrainstudiesandmanyotherssupporttheimportanceofplayand
interactionforyoungchildren.
HarvardUniversitypediatrician,Dr.JackShonkoffsays,“Brainsarebuilt,not
born.”Hegoesontoexplainthat,“Thebrainisoneoftheonlyorgansnotfully
developedatbirth.Mostofthecellsarethere,buttheconnections–thewiringthat
formsthearchitectureisnot.Theseconnectionsdevelopinearlychildhood
throughplay-basedactivitiesandsocialinteraction.Achild’sinteractionswiththe
worlddeterminehowtheseconnections(wiring)areformed,providingeitherastrong
orweakfoundationforallfuturehealthandlearning.”
[http://first2000days.org/first-2000-days/#.Vulzihhgvow]
Throughthevariedactivitiesprovidedin“MandalaTime”session’schildrenare
encouragedtobuildsynapticconnectionsthroughexplorationandinteraction.But
itisnotallaboutthebrain.Itisabouttheheartaswell.
HeartsandMindsTogether
InTibetanBuddhismtheword“bodhicitta”canbedefinedastheawakenedheart
mind.LamaTsultrim’steachingsonMahayanaoncesaid,“MahayanaBuddhismsays
togeneratetheheartofcompassioncalledbodhicitta.Bodhimeansawake,andcitta
meansheart-mind,whichissaidtocenteritselfinourheartchakra.Wemustdevelop
bodhicitta-whichistheessenceofenlightenment-forthebenefitofallbeings.”
Thiswayoflookingatthemindandhearttogetherisessentialtoteachingofyoung
children.Studiesshowtheimportanceofteachingmindsandheartstogether.The
UniversityofBritishColumbia'sHumanEarlyLearningPartnership(HELP)has
conducteda14-yearstudy,whichfound:
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• Childrenwhodevelopsocialandemotionalskillshavebetterattitudesabout
themselvesandothers,andbettersocialinteractions.
• Childrenwithstrongsocialandemotionalskillsarelessaggressive,can
handledifficultemotions,andtheyhavelowerlevelsofemotionaldistress.
• Wecansuccessfullycreateconditionsinschools,communitiesandfamilies
thatbuildthecapacityofchildrentorecognizetheiremotions,tounderstand
andempathizewithothers,andtomakeconstructivechoices
• Wecanfosterpositivehumanqualitiessuchascompassion,empathyand
confidence,andwecanhelpchildrenmanagedifficultemotionssuchasfear,
hatred,anger,andanxiety.
FIVEDOMAINSOFHEART-MINDWELL-BEING
ThestudyidentifiedmeasuresHeart-Mindwell-beingaccordingtofivepositive
humanqualities,whichareanchoredinevidence-basedresearchrelatedtothe
socialandemotionaldevelopmentofchildren.
• GETS ALONG WITH OTHERS - the ability to form positive and healthy
relationships with peers and adults.
• COMPASSIONATE AND KIND - the ability to be aware of other people's
emotions and a desire to help when a person is in need.
• SOLVES PROBLEMS PEACEFULLY - the ability to behave in a peaceful and
respectful way in a variety of situations and relationships.
• SECURE AND CALM - the ability to take part in daily activities and approach
new situations without being overwhelmed with worries, sadness or anxiety.
• ALERT AND ENGAGED - the ability to stay calm, focused and alert; to
demonstrate self-control and to slow down and think before acting. [http://dalailamacenter.org/programs/heart-mind-index]
Ifwelookatthese“positivehumanqualities”wecanseehowtheseparalleland
supportTibetanBuddhistvaluesofcompassion,self-awarenessandinteraction
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withinthemandalateachings.Weusethemandalatoseeourselvesandseeothers.
Asweintroducechildrentotheelements,emotionsandwisdomsofthefivefamilies
wesupportthedevelopmentoftheirownawakenedheartmind.
Intheintroductiontomybook“GettingtotheHeartofLearning”(GryphonHouse)I
presenttheconceptoftheimportanceofsocialemotionallearningconnectingthe
heartandmindtogether:
Alllearningissocialemotionallearning.Childrendonotlearnskillsinisolationbut
throughsocialconnectionandinterconnectiontotherealworld…theirworld.Itis
theircuriosityabouttheworldandothersthatstimulatestheirdesiretolearnand
sharewhattheyhavelearned.Wealllearnbestwhenwecareaboutwhatweare
learningandwhomwearelearningitwith.Mindandheartstogether…thereisadirect
linebetweenthetwo.Wethinkwithourmindsandlearnwithourhearts.Andchildren
doitbest.Theylivetheirliveswiththeirheartsandmindsopenandconnected.From
thatuniontheydevelopintopeoplewhoarebalanced,happyandsuccessful.[Getting
totheHeartofLearningByEllenBoothChurchGryphonHouse2015]
ExperienceswithintheFiveFamilyMandalacreateasafecontainerforchildrento
exploretheirheartsandmindstogether.Theactivitiesandmeditationsofferedina
MandalaTimeclasshelpchildrentounderstandthedeeplysharedrootsofsangha
fromanearlyage.FromtheopeningIntentionsettingtothesharedMandala
ActivitiesandMeditationtotheendingwiththeFourImmeasurables…childrenwill
feelasenseofacommunitywheretheyareseen,appreciatedandrespected.Inan
articleinTricyclemagazine,ThichNhatHahnsaid,If you have a supportive sangha, it’s easy to nourish your bodhicitta, the seeds of enlightenment. If you don’t have anyone who understands you, who encourages you in the practice of the living dharma, your desire to practice may wither. Your sangha—family, friends, and copractitioners—is the soil, and you are the seed. No matter how vigorous the seed is, if the soil does not provide nourishment, your seed will die. A good sangha is crucial for the practice. Please find a good sangha or help create one.- Thich Nhat Hanh, "The Fertile soil of Sangha"
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[http://www.tricycle.com/insights/fertile-soil-sangha]
EMPATHY
Whileyoungchildrenareoftenconsideredtooegocentrictodevelopempathyand
compassion,studiesareshowingthatyoungchildrenarecapableofexpressing
empathyandcompassion.InapapertitledTheDevelopmentofEmpathybyNicole
M.McDonald&DanielS.Messinger(UniversityofFlorida)said:Earlytheorists
suggestedthatyoungchildrenweretooegocentricorotherwisenotcognitivelyableto
experienceempathy(Freud1958;Piaget1965).However,amultitudeofstudieshave
providedevidencethatveryyoungchildrenare,infact,capableofdisplayingavariety
ofrathersophisticatedempathyrelatedbehaviors(Zahn-Waxleretal.1979;Zahn-
Waxleretal.1992a;Zahn-Waxleretal.1992b).
Inmy45yearsofteachingyoungchildrenIcansaythatmanychildrenhaveadeep
senseofcaringforothersfromaveryyoungage.Itmightbeafamilymember,apet,
oracharacterinabook…butitdoesexist.Contextisnecessarytoexploreempathy
andcompassionwithyoungchildren.Theycanrelatetoadiscussionabouta
characterinabookorfriendwhoishavingadifficulttime.ThisiswhereMandala
Timediscussionscanbesohelpfultosupportingchildrenexpressingtheirfeelings
andnoticingthefeelingsofothers.SittinginthecircleofMandalaTimechildren
learntolistentoothers,touselanguagetoexpresstheirthoughtsandfeelings,and
restincommunity.Theseareallkeyskillsthatsupportthedevelopmentof
empathy.
InanarticleIwroteforParentandChildMagazineIgiveanexampleofhow
childrencanexpresscompassionandempathy:
Ontheplayground,afewchildrengatheraroundtheteachertotalkaboutafriend
whoseemstobeoutofsorts."MaybeSophieisfeelingsadbecausehermomhadtogo
tothehospital,"declaressix-year-oldTyrone,demonstratingamaturelevelof
awarenessforaclassmate'sfeelings.Five-year-oldReginasuggests:"Imissedmydad
whenhewentawayonatrip."Anothersmallvoiceadds:"Shecouldbescaredtoo.It's
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scarywhensomeonegoesaway."TheteacherMr.Levine,asks:"Whatcanwedoto
help?WhatwouldmakeyoufeelbetterifyouwereSophie?"
Empathy-theabilitytoidentifywithandunderstandanotherperson'sfeelings,
situation,ormotives-hasitsrootsindiscussionslikethis,whichtakeplacebetweena
smallgroupof“buddingly”awarechildrenandasensitiveteacher.Mr.Levineis
consciousofalltheemotionsinvolvedintheconversationandcarefulnottotryto"fix"
thesituationbytellingthechildrenwhattodo.He'salsocarefulnottodiscounttheir
feelingsbysuggestingthatSophiewillfeelbettersoon.Byacknowledgingchildren's
feelingsandemotions,heisdemonstratingempathywithoutpassingjudgment.His
messageisclear:Emotionsarewelcomeinthisclassandcanbeexpressedand
discussedfreely.[http://www.scholastic.com/teachers/article/ages-stages-
empathy]
Thisapproachtosaying“allemotionsarewelcomehere”correlatestotantraand
theteachingsofthemandala.InSecretoftheVajraWorldReginaldRayofferedthis
thought:EsotericBuddhism(Vajrayana):Inthistraining,practitionersaccept
negativeconceptsandemotionsandtheirsourcesandtransmutethemasenlightened
wisdomandwisdompower.Thisapproachisliketransformingthepoisonofthetree
intoamedicinalpotion.Thisisthepathoftantra(esotericcontinuum)thatmainly
emphasizesrealizingandperfectingtheunionofwisdomandskillfulmeansand
accomplishingthegoalofbenefitsforbothoneselfandotherssimultaneously.[Secret
of the Vajra World by Dr. Reginald Ray (Shambhala) 2002]
Multi-SensoryLearners
Youngchildrenareexplorersandtheyusetheirsensetodoit!Thusmaking
MandalaTimeaparticularlyappropriateavenueforintroducingchildrentothe
beautyofmindfulnessandawareness.Intheearlyyearschildrenaremulti-sensory
intheirapproachtowhatinterestsandfascinatesthem.Theyusethemainsensesof
sight,soundandtouchastheyexploretheworldaroundthem.Whatfascinatesthem
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most?Oftenitis“Nature”thatchildrenarestartingtobecuriouslyfascinatedin.
TheelementsoftheFiveFamilyMandala(space,water,earth,fireandair)areall
fascinatingtochildren.Combinethiswiththefactthatyoungchildrenaremoving
outoftheegocentric“me”stageintoagreaterinterestinthediversityoftheworld
aroundthemandyouhavetheperfectcombinationforMandalaTime.
Youngchildrenusetheirsensesto“think”abouttheirworldandtheirfeelings.
ActivateswiththeMandalaprovidechildrenwithopportunitiestolistenandcreate
sacredsound,visualizeandseetheworldthroughthemandalalensandtouchthe
worldthroughsacredart.Somechildrenarevisually(sight)orientedwhileothers
haveeitheranauditory(sound)ortactile(touch)propensity.Ofcourse,many
childrenuseallthreesensestoexploretheworld.Thesesenseareallessentialfor
masteryoflearningandlife!
TheImportanceofRitual
Weallneedritual.Whetheritisassimpleasourpersonaldailyritualsorthe
beautifullyelaboratevajrayānapracticerituals,theyallspeaktoourmindsand
heartsofawareness.Theritualofsharingactivities,discussionsandmeditation
withinaMandalaTimesessioncelebratesthisimportanthumanneed.
Ritualswithyoungchildrenhelpthemnavigateemotionallyimportantinteractions,
eventsandtransitions.Evensimpledailyritualsandroutinecanadddepthand
meaningtorelationshipsandconnections.Youngchildrenthrivewhentheyknow
andunderstandthesequenceofeventsinaclassorevent.Keepingaclearand
repetitivesequenceoftheMandalaTimeritualshelpschildrenfeelcomfortablein
thegroupandgivethemasenseofplaceandtime.Forexample,startingyour
sessionwithanIntentionandendingwiththeFourImmeasurablessupports
childreninfeelingofsuccessful“ownership”withinthecircle.Thepredictability
andreliableemotionaltoneofMandalaTimeritualsprovidescomforttochildren
andcreatesasafeplacetomanageandexpressfeelings.MandalatimeSongsand
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movementsencouragechildrentojoininandexpressthemselvesasamemberof
thegroup/sangha.
LamaTsultrimAllionefeelsthatRitualisveryimportant.InherinterviewElephant
Bonestalkedabouttheimportanceofritualandtheprocessofcreatingritualwith
herchildren.“Thisissomethingveryclosetomyheart.Ritualsbreakthroughthe
consciousmindandimpactasubterraneanlayerofthepsyche….Inraisingmy
children,Iinstitutedritualinthefamilyaroundholidaysorotherimportantevents.
Weregularlyheldfamilycouncils,whereweusedatalkingstickandwhoeverheldthe
stickcouldnotbeinterrupted.Weheldcounciltomarksignificantmeetingsand
departures,forexample,whenIleftonpilgrimagetoTibet.Wegathered,andItoldthe
familywhyIwasgoingandspokepersonallytoeachofthem.WhenIreturned,wemet
again,andIrelayedmyjourney,whiletheysharedallthathadoccurredinmy
absence.Forbirthdayswecreatedaritualoflightingthreecandles.Beforelighting
eachcandle,eachpersonspokeaboutthepastyearandthepresentmomentandmade
affirmationsforthefutureyear.Thissimpleactmadeforamoremeaningfulceremony
thantheusualcakeandcandlesalone.”
[http://www.inquiringmind.com/Articles/ElephantBones.html]
IntheMandalaTimesessionsforeachoftheFiveFamilieswecancreateritualto
workwiththeemotions,element,colorandwisdom.Theseritualswillopenthe
doortounderstandingthatpurediscussionorstudycannot.
“Superheroes”and“PowerPlay”andEmbodiment
Inclassrooms,superheroorpowerplaycanbeawayforchildrentodealwiththeir
fears.Youngchildrenareatastagewhentheyarebecomingawareofwhatthey
mightcall“badpeople”intheworld.Evenifyoulimitthingslikenewscastsand
actionmovies,childrenarestillexposedtoviolenceintheworld.Whenthey
participatein“superhero”or“toughguy”playtheyaretryingoutafeelingofpower
inboththeroleoffearsomevillainandconqueringhero.Whileitcanbeupsettingto
seethissortofplay,it’simportanttorememberthatcloselymonitoreddramatic
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playintheclassroomorhomeisasafearenaforchildrento“tryon”thesedifferent
characteristicsandexperiencefeelingsoffearandstrength.
Forexample,becomingasuperheroinplaycanbepartofchildren'squestforpower
inaworldwheretheyhaveverylittle.Whilewedon'twantchildrentoengagein
powerplayexclusively,itisimportanttorecognizethatactingoutsomeofthese
magicalpowersisnaturalforyoungchildren.
HowdoesthisworkwiththeMandalaTimeconcept?ItisinLamaTsultrim’swork
withtheMandalathatparticipantsuseembodimentasameansforexperiencing
boththeencumberedandwisdomstateofawareness.InherMandalaofthe
EnlightenedFeminineCDshestates:“OneofthemainthingsthatenteredBuddhism
withTantrawastheMandalaandthenwithintheMandalawerevariousdeities…You
mayhaveseenTibetanscrollpaintingswithvariouskindsoffiguresonthem.Some
mightbeapeacefulBuddha,somemightbeaverystrangelookingcreaturewithall
kindsofheadsandarmsandsomemightbeadancingfemalefigure.Therearemany,
manyformsofdeitiesthatoccurwithintheTibetanpantheon.Andit’simportanttounderstandthattheseentities,orthesebeings,arereallyrepresentationsofourown
innerpotentialforenlightenment….Alltheformsaresymbolicofthetransformation
ofobstructedpatterns,ofobstructedemotionintotheinnatepotentialfor
enlightenment.Andthevariousforms,andsymbolsandaccoutermentsofthedeities
haveasignificanceasthisrepresentationofourowninnatepotential.”[MandalaoftheEnlightenedFemininebyLamaTsultrimAllione-SoundsTrue]
Perhapsthekeywordsinthisquoteare“transformation”and“potential”.Thisis
whatchildrendoinpowerplay.Theyareexperimentingwiththetransformationof
apersonality,anemotionoractionandtheyexperiencethepotentialtobethe
“hero”.Guidedmeditations,dancemovement,artanddramaticplayarekey
elementsofMandalaTime.Theseactivitiesinvitechildrentoexperiencethemselves
transformintojnannasattavas-wisdombeings.
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Creating“MandalaTime”ClassesforChildrenandFamilies
“Playisthehighestexpressionofhumandevelopmentinchildhood,
foritaloneisthefreeexpressionofwhatisinachild’s
soul.”–FrederickFroebel,1926,FatherofKindergarten
SuggestionsforCreatingMandalaTimeSessions
MandalaTimegatheringsorclassescanprovidetheopportunityforyoungchildren
toexploretheirheartandmindthroughsensoryactivitieswiththeelements,guided
meditations,embodimentactivitiesandthearts.Asmulti-sensorylearners,children
learnthroughexplorationandembodiment.Theyusealloftheirsensetodevelopan
understandingofthemselvesandtheelementsoftheseenandunseenworld.The
MandalaoftheFiveFamiliesprovidestheperfecteducational,physical,emotional
andspiritualarchitectureforchildrentoexploretheirownpsychethoughplayand
reflection.
AsTibetanBuddhistteachersandparentswecanusethestructureofthemandala
asaguideforcreatingMandalaMeditationClassesandactivitiesforchildren.These
classgatheringscouldbe“ParentandChildclasses”fortheyoungestchildrenor
“Children’sclasses”forchildrenoverfouryearsofage.Inthe“ParentandChild”
classesthechildrenwhoarethreeandyoungerwouldsharetheactivitiesandtime
sidebysidewithatreasuredadult.Childrenwhoarefour,fiveandsixyearsoldcan
meetwiththeteacher(orteachers)andexploreactivitiesinasmallgroup.
TheMandalaisSacredSpace
“Yoursacredspaceiswhereyoucanfindyourselfagainandagainandagain.”-
JosephCampbell
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Asenseofspaceisanimportantaspectofallprogramsandclasssettingsforyoung
children.Studieshaveshownthatthecolors,spaceandarrangementofaroomcan
haveastrongimpactonthechildrenwhoinhabittheplace.Earlychildhood
educatorsknowtheimportanceofclear,uncluttered,visuallyattractivespacethat
createsasenseofsanctityandsafetyforchildren.MandalaTimesettingscanusethe
structureandbeautyofthemandalatocreatejustthistypeofsacredspacefor
children.
Onesuggestionistocreateacentralcircularmandalaforchildrentositaround.This
encourageschildrentositinacirclewithasensethatnooneisleftout.Alarge
roundtableclothcanserveasthe“base”tocreatethecenterand
fourdirectionsofthemandala.Clothsquaresortrianglesofthe
fivecolorscansetuponthecentralclothtocreatethemandala
directions.
Hereisoneexampleusingflowersforeachsectionofthemandala.
>>>
Thisexampleusessquarestocreatethecenterandfourdirections.
Candles(eitherelectricorreal)canbeplaceineachofthefivedirectionsand
becomeapartoftheintentionsettingceremony.AsthegroupstudiestheMandala
togetherthedifferentobjectsthatrelatetotheelementofeachsectionofthe
mandalacanbeaddedtothealtar.Childrencanalsocollectandcontributestones
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andothersacreditemstothemandala.Ifanystatuesand/orthangkasoftheBuddha
areavailable,thesecanbeaddedtocreateasenseofsacredspaceintheroom.
SuggestedLearningStructure
InarecentLion’sRoararticleHisHolinesstheDalaiLamatalksaboutthe
importanceofBuddhistcentersbecomingplacesoflearning.Hesaid,“Itwouldbe
betterif[Buddhistcenters]werenotonlytemplesforworship,butcentersof
learning,”
Clickhereforthefullarticle:http://www.lionsroar.com/dalai-lama-
urging/?utm_source=Lion%27s+Roar+Newsletter&utm_campaign=7daca857d0-
LR_Weekly_Mar_14_20163_14_2016&utm_medium=email&utm_term=0_1988ee44b2-7daca857d0-
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Howdowedothat?Weofferprogramsforfamiliesandchildren!Oneofthebest
waystostructureaprogramistoprovideaseriesofclassesbasedontheFive
FamilyMandala.
“MandalaTime”ActivitiesSequenceandContent
• Exploring the Mandala
ThestructureoftheMandalaActivitiescanstartwithafocusontheconceptof
theMandala.Childrencanbeintroducedtothemanyformsofmandalasfrom
differentcultures,inartandinnature.Aspartofthissectionchildrenwill
experimentwithcreatingmandalaswithvariousartmaterials,naturewalksand
naturalcreations,andmovement.
• Meeting the Five Families
Once children have a sense of the mandala and its structure and use, we can
introduce them to the five families. The best way to do this is with guided
meditations. Lama Tsultrim’s guided meditation on meeting the Dakinis in the
“Mandala of the Enlightened Feminine CD” set can serve as a guide for creating
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this meditation. It would need to be shorter for young children but the beautiful
process of embodiment through visualization is perfect for young children. These
gatherings can also introduce the different Buddhas or Dakinis and what they
represent.
• The Center and the Four Directions
ThenextsectionoftheMandalaTimeclasssequencecanincludeaspecificfocus
oneachofthedirectionsofthemandala.Startinginthecenter,theleaderwould
introducethespecificqualitiesofeachofthesectionsofthemandala.Thiswould
beofferedoverseveralweekstimesothatchildrenhaveanopportunityto
explorethespecificelement,emotion,wisdomwiththeArts.Attheendofthis
piece,pleasefindachartoftheattributesofthemandala.Thiscanbeusedfor
creatingactivitiesforeachofthefivefamilies.
• Gifting
GiftingisatraditionalpartoftheMandalastudyofferedtoadults.Attheendof
each“familystudy”theparticipantsaregivenagifttorepresentthefamilyand
element.Inthepastthesehavealwaysincludeditemsthatcanbeusedtocreate
analtarathome.Forexample,TheBuddhaFamilygiftisusuallythefivecandles
thatwillcreatethesacred“space”ofthemandala.IntheVajraFamilythegiftisa
blueglassthatisusedforthe“water”offering.TheRatnaFamilygiftis
sometimesaplantorasandbasedincenseholderfor“earth”.Thefiregiftfor
PadmaFamilyisusuallyaboxofmatcheswithasymbolofthepadmadeity.The
Karmafamilygifthasbeenprayerflagstorepresentwindorwindchimes.
Thesegiftswouldhavetobemodifiedforyoungchildrenbutthisisquite
possible.Forexamplethecandleholderscanhavebatterycandlesforsafetyand
thefiregiftcoulda“warm”glassredheart.
AVajraExample.
• Water Changes: When children are exploring the East and the element of Water
they can experiment with changing the changeable nature of water through
exploring flow, blockage, heat, steam, and ice.
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• Water Art: Children can also experience water by working with watercolors on
wet and dry paper. Painting on frozen paper can provide an interesting new
dimension for seeing how water changes.
• Water Field Trip: A field trip to a body of water could provide a wonderful
opportunity to experience mirror-like wisdom.
• Circle Discussions: In early childhood there is a technique called The Magic
Circle ( a book by Gerry Dunne, Ph.D.) that creates a simple format for children
to discuss the “tough stuff.” There are specific guidelines for creating a safe
container for sharing as well as very focused “sentence starters” that can be used
to get the discussion started. This technique can be perfectly adapted to the
Mandala Time discussions.
• Seed Syllable Meditations: Simple, short meditations for children can be a part of
each Mandala Time gathering. Children can learn to work with the sound of seed
syllables as part of this section. The seed syllable for each family will be
introduced and offered.
• Guided Meditations: Also short guided meditations for each of the five families
will be offered in a similar way as the full mandala guided meditation. These too
will be based on the guided mandala meditations of Lama Tsultrim Allione.
• Closing Ritual: At the end of each family study there would be a closing ritual for
children to experience. They can dress in the colors, dance and “meet the wisdom
being”, make an offering and receive their gift.
ASimpleClassRitualStructure
Apredictableclassstructurehelpschildrenanticipatetheclasselementsandfeel
comfortableinthesession.Therecanbevarietywithinthestructurebutasimple
structurewillcreateasenseofsafetyandknowingforchildren.Dependingonthe
ageofthechildren,youmaywanttohavechildrenenterthesacredmandalaspace
insilenceandfindaseatinthecircle.Withyoungchildrenitisbettokeepthe
“circletime”shortandvaried.Thiswillholdtheirattention.SwitchingtoanActivity
Timethatincludesart,science,naturewillhelpchildrenstayfocused.Thenending
withareturntotheMandalacirclewillcreateapredictablesequence.
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PotentialMandalaTimeClassSequence
• Enter in Silence
• Start with an Intention
• Lighting the Candles Ritual - short meditation using seed syllables
• Discussion/Teaching
• Activity Time - Art, science, nature, etc.
• Return to the Circle (mandala) - discuss the activity
• Guided Meditation
• End with saying the Four Immeasurables for all beings
TheFiveFamilyMandalaAttributesforCurriculumPlanningCentralLocation~BUDDHAFamily
Color: Whitebody~bluelightradianceSymbol: WheelElement: Space/EtherSense: MindBody/ClothingType: Soft,slightlyplumprelaxedbody.
LikesbillowysoftclothingSeason: WinterTime: Notimeofday=TotalityofEverythingLandscape: BigSkyCountry,openexpansesShape: Dot,circleSeedSyllable: BAM(dakini)OM(Buddha)EncumberedPattern:Confusion,deliberateignorance,depression,procrastinating,nesting,givingup,spacingout,overlyserious,waitingforthingstobedifferent,passivity,denial,forgetful,overlyaccommodating,immobilizedWorries:spacesoutratherthanworryingWisdomState:Dharmadhatu-AllEncompassingCognizance
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Theunionofemptinessandcompassion,thequalityofopennessandspaciousness,sky-likeawarenessoftotality
IntheEAST~VAJRAFamily
Color: Bluebody~whitelightradianceSymbol: VajraElement: Water(Allisnotsolid)SensePerception: SightBody/ClothingType: Thin,hardbodywitheyeslikewaterymirrors.Likes
simplelinesandsolidcolorsSeason: LateAutumn Time: DawnLandscape: RuggedMountains,icyriversShape: circleSeedSyllable: HA(dakini)HUNG(Buddha)EncumberedPattern:Fear,sharpness,anger,coveringallterritory,excessiveprecision,overintellectualizing,physicalcoldness,austerity,overanalyzing,convolutedlogic,fearofemotionalintimacy,needtobe“right”Worries:gettingitright,knowingitallWisdomState:Mirror-LikeWisdom-self-reflectioninallactions,reflectingwhatISwithoutjudgment,seeingconsciousnessasahugemirror…clear,vastwithnoself-clinging
IntheSOUTH~RATNAFamily
Color: Yellowbody~goldenlightSymbol: JewelElement: EarthSense: SmellandTasteBody/ClothingType: Large,generousstatuesque.Lovesbrightcolors,prints
andbigjewelrySeason: EarlyAutumn Time: HighNoonLandscape: Jungle,FertileValleysShape: Square
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SeedSyllable:RI(dakini)TRAM(Buddha)EncumberedPattern:Pride,invasiveness,insistingonloveandnurturance,consuminghunger,needtobenoticed,overbearing,selfpity,namedropping,consumerism,feelingsofinadequacycoveredwitharroganceandπbravado.Worries: aboutpoverty(nothingiseverenough)WisdomState:WisdomofEquanimity~thefundamentalqualityofequality.EnrichingPresence,agoodsenseofhumor.Adeep,fulfillingrelationshipwiththeearth...Noneedforanythingelse
IntheWEST~PADMAFamily
Color: RubyredSymbol: LotusElement: FIRESense: Hearing Body/ClothingType: Perfectlyproportionedbody,balanced,athleticor
seductive.LikessoftorseductiveclothingSeason: SpringTime: Dusk,SunsetLandscape: Soft,rollinghills,MossyglensShape: UpwardpointingTriangleSeedSyllable: NI(dakini)HRI(Buddha)EncumberedPattern:Craving,compulsiveseduction,desireforunion,suction,senseofinsignificancewhichonethinkswoulddisappearifthe"rightperson/object"couldbemagnetized,misusedempathicintensity.Manipulatingothers(andevents)toservetheego,needingothersfeedbacktoexistWorries:boredom,stability,andrejection
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WisdomState:DiscriminatingAwarenessWisdom~Magneticwithoutmanipulation,self-contained,seeingthefinepointsofthings,intuitive,goodcommunicator,balanced,abletomakeappropriatejudgmentsforthegoodofall
IntheNORTH~KARMAFamily
Color: GreenSymbol: SwordElement: AIRChakra: ThroatSense: Touch Body/ClothingType: Wispy,thin,speedybody.Seeininprofile,Always
Moving.Likessheer,flowing,airyclothing,longskirts&scarves
Season: Summer Time: MidnightLandscape: Windyplaces,complicatedlandscapesShape: HalfCircleSeedSyllable:SA(dakini)AH(Buddha)EncumberedPattern:Competitiveness,defensiveness,speediness,overlyambitious,paranoidcomparisonwithothers,avoidanceofheartbreakbystayingfree,workaholic,jealousyfedbyenvyWorries: Abouteverythingnotgettingdone,notbeingsuperiortoothersWisdomState:AllAccomplishingWisdom~“TheFlowratherthantheForce”,self-existingenergy,effortlessness,automaticfulfillment,knowingallwillgetdoneinitsrighttime,trustingtheflow,synchronicityAnEndingNotefromEllenIamgratefultomyteacher,LamaTsultrimAllioneforhermandalawork,meditationandmulti-dimensionalstudy.Ithaschangedmylife.Idedicateanymeritfromthisworktoherwithaheartfullofgratitude.IhavebeencreatingMandalaclassseriesforadultsformanyyears.AsanearlychildhoodeducatorithasbeenmydreamtocombinewhatIknowabouttheMandalaandwhatIknowaboutyoungchildren.Ihopethisworkisagoodstartto
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bringingthisdreamtofruition.IhaveseenthepowerofLamaTsultrim’smandalaworkandmeditations.Livesareilluminated,heartsareopenedandalife-longmapcreated.Maythisworkbeofferedforthewelfareofallchildrenandtheirloved-ones.MayLamaTsultrim’sworkcontinuetoflourishandmayallbeingshavehappinessandthecausesofhappiness.EllenBoothChurch(YesheChöepel)