Credit Maxfield Parrish
From an email received March 1, 2015:
It is difficult – impossible, really, to describe what it is like for me to teach meditation.
You know when you speak to an innocent 5-year old child and they ask, “What does that word mean?” and you are able to give them a very good description of what the word means, from your own heart, knowing that eventually they will come up with their own personal context and interpretation with time and experience? It is from that same wisdom, humility, surrender and joy that I teach meditation.
Without my own teachers and practice, I would not be able to guide students.
There is a releasing effort (which is a paradox) when I teach. Some call it “becoming a channel,” a practice of getting “out of the way” to let the Higher thing through, without attachment, with moderation (bramacharya) while doing my very best, staying focused and wanting to lead people through the Yamas and Niyamas to get to the final Niyama, ishwara pranidana: Surrender to the Divine.
My classes have an intended pace. I believe that the way that I speak (my tone and choice of words) and the rhythm with which I instruct affects the heart rate in a therapeutic way. The group becomes unified on a physiological level – much like they would in a more actively physical and synchronized group Yoga class. This style of Yoga that I teach (Raja Yoga) is effective on a more subtle level than the average group Yoga class. This brings us to “meditation,” having withdrawn our senses from the world with the lead-up techniques that I impart.
Teaching Yoga and meditation is a personal practice – though not my sole or primary practice – which I take seriously. My entire lifestyle aims to support the focus that I bring to each class to guide chelas (students) in their own practice. When I eat, what I eat, my sleep hygiene and the quality of my personal relationships all have an effect on how well I can guide students to calmness.