INTRODUCING MEDITATION TO STUDEN


	INTRODUCING MEDITATION TO STUDENTS
	'THE DEVIOUS APPROACH'


	The bulk of this handout comes from part of a written work project produced by Sue Burton during a Cambridge Yoga Teachers course.

	It seems that sometimes whenever the subject of meditation comes up in a yoga class, that for some people, there is always some sense of unease, reluctance or embarrassment and I feel there is an underlying feeling that people are saying " Oh, that may he alright for you, but I don't think I want to get involved in that ".

	Perhaps this attitude has grown from a perception of meditation arising from the Press ‑ (the Beatles/Maharaji era), or from within some areas of Christianity or the jokey “contemplation of your navel", or the fear of something unknown or mystical.

	The use of the word concentration or even stress management instead of Meditation would meet with a totally different response. Concentration is applicable to all skills and a number of different aspects of life and can be seen to have value in all these areas. It doesn't necessarily have to have a religious connotation or a spiritual association and virtually everyone can understand that an increase in the ability to concentrate is useful. We don't even have to bring in the word Meditation if we feel it will frighten people off. Because of this possible resistance I think in some circumstances a sneaky introductory approach can be used rather than a full frontal !
	The use of the words Concentration, Focus, and Attention as applied to the practice of Asanas and in particular balance and the use of concentration in breathing is a good way bring student into Meditation.

	During relaxation students often say that they have difficulty with:‑

		(a) Falling asleep.
		(b) The mind wandering.

	So in cases like this, the use of simply watching the breath or a development of the Pratyahara technique of passively watching the thoughts are a useful starting point which begins to directs one towards experiencing the basic steps towards meditation techniques which as well as the obvious improvement to relaxation which will give students the experience of mental practice.

	The practice of seated postures can be enhanced and lengthened by the use of basic breath counting with the following recommendations or advice:

		(a) Simply counting the breaths out,
		(b) Don't become intense, keep a passive attitude
		(c) Stick with it, maintain the practice, don't give up!!!

	What the students think they are doing is practising concentration in order to hold the posture longer, whilst what they are really doing is practising sitting in the posture whilst working towards meditation. Gradually through constant use and reference to Concentration in Asanas and particularly in balances the students may come to an understanding of "doing one thing at a time".

	Hopefully when the time is right, i.e. When the students are ready they will ask for discussions of/on Yoga Meditation and the concentration exercises that they have been doing can come out as your way of introducing the techniques into the class. Hopefully they will realise that these techniques are not complicated, that they have already been practising them in their relaxation, posture and breathing work‑outs and perhaps they will begin to see the term Mediation in the whole context of Yoga.

	In all discussions it is important to stress the attitude and not the results. It is a mental discipline and hard work is important, It is not easy initially to concentrate for any length of time and distractions will trouble the mind. It is important that the students know that everyone has these difficulties and all they need to do is to gently bring the mind back to the task.

	It is important to say that in choosing a Meditation (technique) it is vital for it to feel right ‑‑ no one is going to gain from feeling uncomfortable ‑‑‑ what suits one will not always suit another.

	The advice is to work at simple meditations and don't get frustrated. The inclusion of Pratyahara is useful because simply watching the mind is fascinating as well as calming.

	To increase interest the benefits of meditation can he discussed in class ‑ but beware of too much talk. Practical application of concentration will tell the students much more and should of course stimulate their interest into reading and learning more about mediation and meditation techniques.


	*Sue Burton STa. 9,M4 m*