FEBRUARY 19, 2007
INVITING THE SACRED

BRRRR… I don't know about you but January's icy conditions and chilly shivers had me snuggling under cozy blankets, nuzzling up with hot chocolate, good books and lazy winter afternoon naps. Just as seeds incubate in preparation for their burst of growth in spring, the winter of my soul calls me to slow my pace, retreating to
states of rest, introspection and silent replenishment.

During my rare snippets of time outdoors, I became increasingly aware of the countless frost-effected plants
and often wondered how or if they could survive. From a distance, they appeared barren, cold, burnt, fragile, unapproachable and unwelcoming. Yet upon closer inspection, I detected hidden signs of thriving plant life sheltered from the treacherous conditions. Miraculously, and perhaps innately, the upper layers of leaves, branches, and blossoms had unified to form a haven for fresh, new life to flourish. Suddenly I am reminded of
the importance of sacred space where young people's hearts and souls thrive and flourish.

Although many educators pour energy into creatively designing and preparing learning environments, most classrooms I visit are chaotically arranged to fill every nook and cranny with rarely used standards-related data/charts/posters, teacher-designed rules and behavior management systems, along with out-dated displays
of repetitive, nearly identical student art or class work. Amazingly, I have guest taught in classrooms where it was physically impossible for me to interact with students due to the room configuration which had them
packed in like a can of sardines. Far too many classrooms lack windows, plants, pets, and personal space.

The increasing homework demands of younger and younger children who spend longer and longer periods of
time in group settings along with every breathing moment of every school day filled to the max with activities (including extracurricular and after school tutoring) results in frazzled students (as well as frenzied teachers
and frenetic parents). Deficient quietude and scarce voluntary alone time impede our universal needs for
respite, balance, centering, receptivity, self-awareness, and to recharge our spiritual batteries

If the purpose of education is mastering standards or memorizing "stuff" to increase test scores and improve grades then the learning situations described above may be somewhat accommodating. Yet if you view education as a transformative process involving and evolving the whole person (mind, body, spirit) toward experiencing, participating in and contributing to life more fully, creatively, consciously and compassionately, then learning environments need to be designed with the heart and soul in mind. Education that neglects
respect and reverence for inner life deadens the unique potentiality and unfolding personhood of each student.

For the past several weeks I have conducted informal surveys of 3rd, 4th and 5th graders regarding quiet solo time. The results? More than 90% were THRILLED with the prospect of personal space and "freedom time"
(their words) to draw, journal, read, rest, "do nothing", "sit with friends", "think" and simply be more comfortable (Have you ever sat in those little plastic chairs all day???). Not surprisingly, almost every child longed for a nap within the school day.

Perhaps you may recall childhood memories of constructing "time alone" tents with a simple sheet and chairs, climbing trees to view life from a new perspective, or building forts or club houses where you could just hang out, daydream, pretend, experience the fullness of yourself, or fantasize about places and capacities. Children need peaceful, self-directed interactions with their world for unbounded self-discovery, tapping into creativity and
freeing the imagination.

CLASSROOM SANCTUARIES
Sanctuaries are often described as sacred places and/or experiences of transcendence where we are more aware of our divine essence, take loving care of our soul, and feel tranquil or at "home". When creating sanctuaries in learning environments, consider crafting soul-fully, designated havens where YOU (that means
you AND children) can:

Acknowledge, be present to and nurture inner life;
Retreat from over-stimulation, re-align with your true nature and restore peace of mind;
Absorb and reflect newly acquired knowledge and make meaningful connections;
Explore and examine thoughts, feelings, ideals, and values;
Relish in introspection, silence, solitude, meditation, prayer, day-dreaming;
Take pleasure in comforting and connecting activities such as journaling, drawing, gentle movement and stretching, napping, reading, bird-watching, just breathing, listening to nature sounds or soothing instrumental music CDs;
Contemplate photographs, art, poems, quotes or the mysterious questions of life; and
Rest and rejuvenate from excessive demands and constant busyness.

Creating sanctuary space in classrooms is a work of hearts, heads and hands. This could be a classroom interior design project welcoming full student participation and collaboration. You have a classroom of geniuses who would be more than happy to gift you with their brilliant solutions. Be clear about your intentions so that every object and the energy that goes into manifesting sacred space come from conscious choice. Allow the sanctuary to be a rich expression of the unique values your learning community holds sacred for revealing and honoring the highest aspects of themselves. It may take creative re-engineering of the school day and environment to devote the time, space and structures for children to feel part of the greater whole and
experience harmony with their surroundings.

When designing or reconfiguring space, be mindful of comfort and aware of sensory impact. Diminish
distractions and clear the clutter to provide an aesthetically pleasing arrangement of beauty and meaning. Utilizing soft and nurturing elements may offer a calming and peaceful affect: blankets, comforters, tunnels, pillows, mats, bean bag chairs, seat cushions, stuffed animals, back jacks, wind chimes, aquariums, small water fountains, pets, herbal and house plants, fresh cut flowers, natural or diffused lighting, aromatherapy oils, peaceful music, rock/stone gardens, natural fiber area rugs, slippers from home to slide weary feet into,
journals and assorted writing/drawing instruments, a box for prayers or blessings, battery powered flickering
and flameless candles, or anything else that welcomes relaxation and supports communion with self and the
sacred. To cover walls or bookshelves, you might hang inspirational posters, artwork, poems, photographs, tapestries or a bulletin board to post favorite quotes or thought-provoking questions.

Creating an altar in your sacred space is a wonderful way to symbolically honor key moments, acknowledge important milestones, express gratitude and set into motion aspirations through photographs, statues, cards, crystals, drawings, natural objects (i.e. shells, feathers), religious symbols, etc. Your altar can be a designated shelf, a simple tray or small table covered with a favorite cloth or fabric. Make certain there are opportunities during councils or community circles for students to tell the powerful stories linked with their altar mementos.

Offering physical space and time daily for young people to rest their hearts and ease their minds is essential! This is not a conditional "free time" based on who finishes their work first, homework completion, the quietest group or rewards for academic achievement. Nurturing inner existence and the body's natural rhythms is a necessity for all students regardless of their academic performance, behaviors, actions, or strategies.

Realize that not all children are comfortable with alone time or silence. Many young people are acclimated to
a revved up, buzzed lifestyle and solo time can be scary, overwhelming or boring. I suggest gently easing into sacred time and space in small chunks and responding to student's resistance or hesitations with guidance, kindness and compassion.

By now I imagine your "YES, BUTs…" are firing rockets of excuses. Yet, when students are constantly shifting from class to class, topic to topic, test to test, worksheet to worksheet, or text to text without soft landing pads for meaning making, they are already withdrawing into personal sanctuaries of apathy, boredom and disconnection. Instead, adopt habits of the heart that sustain transformation and connection with the pulse of purpose.

Keep in mind, the most authentic definition of the word education means to bring forth what is present within. If students are never allotted space for presence or "within-ness", to deeply ponder content and enter the sacred realm of self-inquiry, then how can true learning occur? Even writers, artists, and inventors claim solitude as the gateway to creative and productive states. Systematic and regular sanctuaries of quietude optimize
intrapersonal intelligence, nurture creativity, foster self-cultivation, and condition the mind to hear the sweet whispers of wisdom.

I conclude with a quote from Joseph Campbell who so eloquently describes the vitality of sacred space.

Sacred space is a space that is transparent to transcendence, and everything within such a space furnishes a base for meditation, even for the youngest child. When you enter through the door, everything within such a space is symbolic, the whole world is mythologized, and spiritual life is possible. This is a place where you can go and feel safe and bring forth what you are and what you might be. This is the place of creative incubation. At first you might find that nothing happens there. But if you have a sacred place and use it, you will eventually find yourself again and again.

May your lives be overflowing with sacred states of peace, love and joy,
Namaste'
Adrian Reznik

NURTURE NUGGETS

My Life As A Child airs on The Learning Channel (TLC)
Monday, February 26 at 7PM (ET/PT.)

In February 2006, TLC asked children ages 7-12 to submit videos about their lives. Over 400 children
responded, and 20 were selected for the series. Each child was producer, cameraperson and director of his or her segment, taping him or herself for approximately four months each and capturing footage that ultimately formed the six-episode series. Because kids control the cameras while TLC has crafted the series structure,
the series marries the raw and spontaneous realm of user-generated content with quality network production values to give it a look, feel and tone that distinguish it from any other program on television.

In each one-hour episode, children give their unfiltered views on parents, peers and growing up. Frank,
intimate and eye-opening, their perspectives offer powerful insight into the lives of American children in
the 21st century. Some rites of passage stand the test of time, such as playing sports, striving in school, arguing with parents, or getting teased or bullied. But present-day kids also face new challenges: finding
their way in blended families, growing up with same-sex parents, eschewing public schools for home
schooling and more.

Copyright © 2007 Adrian Reznik