Introduction to Mindfulness_349810_bookemon_ebook.pdf Coaching and Practising Mindfulness | Page 174

‘progression’ through the inquiry; better to see the ‘circles’ as a map
for the teacher.
(iii) teaching of themes conveys understanding of underpinning
theoretical principles
Jung’s well known quote is apt here – “Learn your theories as well as
you can, but put them aside when you touch the miracle of the living
soul” (Contributions to Analytical Psychology, 1928). The
mindfulness-based teaching process is designed generally to convey
the themes implicitly (through an experiential process of personal
discovery) rather than explicitly (through a conceptual process of
understanding principles and rationales). The challenge for the
mindfulness-based teacher is to know the underpinning theoretical
principles thoroughly so that they can inform direction and emphasis
within this implicit teaching process, and so that they are readily
available for occasional moments of brief didactic teaching.
The majority of the material for exploration within the group is
generated by the participants rather than by the teacher – but it is also
the teacher’s responsibility to bring in carefully chosen material to
inform and add context and understanding to the processes that are
under exploration.
(iv) teaching skills – teaching is concise, clear, participatory, playful,
alive, responsive, and makes skilful use of teaching aids
o Concise and clear – the teaching crystallises key processes in an
accessible manner.
o Participatory – the teaching process draws on all ways in which
human beings experience – thinking, sensing and feeling – and
aims to engage all these elements within participants during the
teaching.
o Didactic teaching is based on material drawn from direct
experience; experience of participants is invited in relation to
material offered. As much material as possible is drawn out of the
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