परिवश में जो भी प्राकृतिक ध्वनियां हैं उनको सुनना, प्रकृति का अवलोकन करना एवं इससे मस्तिष्क में होने वाली प्रतिक्रिया का तटस्थता के साथ अवलोकन करना; जो कि स्वस्थ मस्तिष्क के पोषण का आधार है। मस्तिष्क के स्वस्थ होने से हम दैनिक जीवन में आने वाली स्थिति एवं भावनाओं को यथारूप समझ पाते हैं और इसी से हमारी सही समझ विकसित होती है।
with all of us co-learners sitting silently for at least one hour, not out of requirement, but rather on our own accord. We sit in the open to listen to whatever sounds come from the space around us as well as those inside ourselves. We listen without choosing, without judgement or censorship, not concentrating our attention on any particular sound, but being aware of all sounds. As we listen, we also watch the mind when it strays away from listening into a drift of loosely associated thoughts and feelings and images, or wants to drift into sleep or dreams. This same activity is repeated in the evening time before dinner and for some before sleep as well.
the entirety of what is going on both within one’s surroundings as well as inward, provides an opportunity for one to gain a greater understanding of oneself, as well as the affect they have on others and the environment around them. Participants learn to gain astute awareness of the truth of reality in the present moment as well as the physical affects (sensations) of one’s emotions, before hastily reacting to issues or troubling situations much less clinging to pleasurable or enjoyable situations, so that they can learn to live life in harmonious relationships with one another.
holistically supporting our co-learners’ capacity for concentration, as well as their ability to grasp a deeper comprehension of each subject at hand. Furthermore our co-learners are more able to maintain an overall sense of calmness in a variety of challenging situations as well as general mindfulness in and out of the classroom.
By cultivating our own inner witness, we are able to observe our emotions as they arise with the vivek (discernment) needed to take appropriate action, rather than rash reactions, in most difficult or uncomfortable situations.
Each co-learner, with the support of the entire silent household, can take the opportunity to sit quietly with oneself, inside or in the nature. On these silent days we follow our typical daily routine, with the exception of organized class activities. Otherwise, however we are encouraged to meditate, we are all allowed to draw, write, read, play instruments, and explore our curiosities freely.
A mind needs to be nurtured to be able to perceive through the senses clearly, to be able to observe things, people, and situations as they truly are. This occurs only through obtaining stillness in the body and silence in the mind. On the contrary, a mind which observes through its clutter of thoughts and conditioning from outside influences, has no silent space to receive or perceive reality as it is, much less be in creative empathy with life as it unfolds in each moment. One, who is preoccupied in the mind, cannot even listen to much less appreciate natural sounds like the call of a bird or the wind among leaves.
