Introduction to Mindfulness_349810_bookemon_ebook.pdf Coaching and Practising Mindfulness | Page 143

conveyed through the teacher’s capacity to honour and inhabit the
process of unfolding within the class without moving towards
premature explanation or synthesis; or moving into a mode of
problem solving or conceptualising.
- Acceptance – the teacher embodies a willingness to see things as
they actually are in the present moment, and offers a way of opening
to and being with the reality of things without struggling to change
them. The teacher models accepting self, others and experience with
an attitude of friendliness.
- Letting go – the inquiry process nurtures the development of an
ability to stay present and acknowledge the arising and passing of
experience such as thoughts and emotions without becoming
entangled in the content of it. The mindfulness-based teaching
process puts a particular emphasis on coming to know our
conditioned tendency hold onto the pleasant, ignore the neutral, and
reject the unpleasant, and to see the ways in which this perpetuates
our difficulties. The teacher works with letting go of expectations and
of needing to guide the process towards a particular outcome, having
no agenda other than exploring and understanding the actuality of
participants’ experience in each moment
In addition to these qualities, Kabat-Zinn (1990) also describes the
energy and motivation that is brought to mindfulness practice as
‘commitment, self discipline and intentionality’ – the development of
perseverance and resolve to stay with the process of investigation of
personal experience.
Intentionality is a key area that the teacher is embodying within the
teaching process.
Intentionality: In order to set the stage for this particular form of
experiential learning, a certain sort of intention and purpose needs to
be cultivated.

142