Metta Bhavanabhavana Loving-Kindnessloving-Kindness Meditationmeditation Ven
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Sample Scripts for Using Puppets to Talk with Children About Feelings
Sample Scripts for Puppets and Teachers Talking with Children During the Coronavirus In these 6 video clips with the Incredible Years puppets, Carolyn Webster-Stratton the developer of the Incredible Years programs talks to the child puppets about their feelings. She encourages the child puppets to share their feelings in response to the Covid-19 virus and helps them remember times when they have felt nervous or lonely or afraid in the past and how they have learned to cope with those uncomfortable feelings in order to feel safe, less bored, patient, fair, less lonely and brave. Teachers can share these video clips with other children and by pausing the clip when the puppet is talking about particular uncomfortable feelings such as boredom, nervousness, unfairness, loneliness, and feeling unsafe. When the child puppet shares ways to cope with these feelings the teacher can encourage their students to share their solutions for ways they can think and behave to feel better. Teachers and parents may also watch these vignettes to learn ways they can use puppets themselves with their children to address their specific feelings. Since children ages 4-8 years are cognitively in what Piaget calls the pre-operational stage of cognitive brain development, the use of pretend and imaginative play can be a powerful way of helping children to talk about their feelings and for learning ways to not only manage any uncomfortable feelings but also ways to manage their behavior responses in healthy ways. Hot Tip: With puppets you can open the door to helping children talk about their feelings or to write stories about or draw pictures about their experiences. -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
25 Positive Emotions in Human-Product Interactions
ORIGINAL ARTICLE Faces of Product Pleasure: 25 Positive Emotions in Human-Product Interactions Pieter M. A. Desmet Delft University of Technology, Faculty of Industrial Design Engineering, Delft, The Netherlands The study of user emotions is hindered by the absence of a clear overview of what positive emotions can be experienced in human- product interactions. Existing typologies are either too concise or too comprehensive, including less than five or hundreds of positive emotions, respectively. To overcome this hindrance, this paper introduces a basic set of 25 positive emotion types that represent the general repertoire of positive human emotions. The set was developed with a componential analysis of 150 positive emotion words. A questionnaire study that explored how and when each of the 25 emotions are experienced in human-product interactions resulted in a collection of 729 example cases. On the basis of these cases, six main sources of positive emotions in human-product interactions are proposed. By providing a fine-grained yet concise vocabulary of positive emotions that people can experience in response to product design, the typology aims to facilitate both research and design activities. The implications and limitations of the set are discussed, and some future research steps are proposed. Keywords – Emotion-Driven Design, Positive Emotions, Questionnaire Research. Relevance to Design Practice – Positive emotions differ both in how they are evoked and in how they influence usage behaviour. Designers can use the set of 25 positive emotions to develop their emotional granularity and to specify design intentions in terms of emotional impact. Citation: Desmet, P. M. A. (2012). Faces of product pleasure: 25 positive emotions in human-product interactions. -
Happy to Help? a Systematic Review and Meta-Analysis of the Effects of Performing Acts of Kindness on the Well-Being of the Acto
Happy to help? A systematic review and meta-analysis of the effects of performing acts of kindness on the well-being of the actor Oliver Scott Curry ([email protected]) Lee Rowland Sally Zlotowitz John McAlaney Harvey Whitehouse September 2016 Abstract Does being kind make you happy? Recent advances in the behavioural sciences have provided a number of explanations of human social, cooperative and altruistic behaviour. These theories predict that people will be ‘happy to help’ family, friends, community members, spouses, and even strangers under some conditions. As a preliminary test of whether and to what extent these predictions are supported by the existing literature, here we conduct a systematic review and meta-analysis of the experimental evidence that kindness interventions (for example, performing ’random acts of kindness’) boost subjective well-being. Our initial search of the literature identifies 376 articles; of which 19 (21 studies) meet the inclusion criteria (total N=2,685). We find that the overall effect of kindness on well-being is small-to-medium (d = 0.38). There is also some indication of publication bias – lower quality studies tended to find larger effects – suggesting that the true effect size may be smaller still (0.31 ≤ d ≤ 0.34). We also find that the design and methodological limitations of existing studies preclude the testing of specific theories of kindness. We recommend that future research: distinguish between the effects of kindness to specific categories of people (for example, family, friends, strangers); take kindness- specific individual differences into account; and consider a wider range of distal outcome measures. -
Bhavana Vandana
BhavanaBhavana VVandaanda BookBook ofof DevotionDevotion Compiled by H. Gunaratana Mahathera HAN DD ET U 'S B B O RY eOK LIBRA E-mail: [email protected] Web site: www.buddhanet.net Buddha Dharma Education Association Inc. Bhàvanà Vandanà Book of Devotion Compiled By H. Gunaratana Mahathera Bhàvanà Society Meditation Center Bhàvanà Vandanà Book of Devotion Compiled By H. Gunaratana Mahathera Copyright © 1990 by Bhàvanà Society All rights reserved R D : T C B B E F R F, , H C S. R. S T T R.O.C. T: () F: () T O C P ......................................................................................................................... iixx P ........................................................................................ x I ....................................................................................................... H .......................................................................... O V A ................................. T W S ........................................................................... F I V ................................................ S D ............................................ F U ....................................................... – F P ........................................................................................... Tisaraõa and Uposatha Sīla .............................................................................. R R P ............................ Pañcasīla ............................................................................................................................... -
ABSTRACT Title of Dissertation
ABSTRACT Title of Dissertation: DIFFERENCE AMONGST YOUR OWN: THE LIVED EXPERIENCES OF LOW-INCOME AFRICAN- AMERICAN STUDENTS AND THEIR ENCOUNTERS WITH CLASS WITHIN ELITE HISTORICALLY BLACK COLLEGE (HBCU) ENVIRONMENTS Steve Derrick Mobley, Jr. Doctor of Philosophy, 2015 Dissertation directed by: Professor Noah D. Drezner, Department of Counseling, Higher Education, and Special Education Professor Francine H. Hultgren, Department of Teaching and Learning, Policy and Leadership The subtle and deeply impactful nuances of Black intra-racial social class differences that manifest amongst students who attend historically Black colleges (HBCU) has remained untouched and understudied in higher-education scholarship. In this phenomenological study, I explore how low-income African-American students encounter social class within elite HBCU environments. The men and women in this study graduated between the years of 2001 and 2010. Contemporary HBCU student experiences are underscored and reveal great tension between self, community, and place. The philosophical works of Martin Heidegger, Hans-Georg Gadamer and Edward Casey are joined with the voices of Black scholars including W.E.B. DuBois, Audre Lorde, Frantz Fanon, bell hooks, and Toni Morrison to provide critical context for the phenomenon being studied. Max van Manen’s key phenomenological insights also provide a methodological foundation for the study. My co-researchers encountered significant shifts and evolved within their oppressed identities during their undergraduate years. During their undergraduate years they felt a difference amongst their own that they still reconcile today. The participants within this study endured feelings of alienation, wonder, and even confusion within their distinct higher education environments. This study concludes with phenomenological insights for myriad educational stakeholders that include higher educational researchers, higher education practitioners, families, and students. -
Not-So Random Acts of Kindness: a Guide to Intentional Kindness in the Classroom
Volume 7, Number 2, November 2015 pp 49-62 www.um.edu.mt/cres/ijee Not-so Random Acts of Kindness: A Guide to Intentional Kindness in the Classroom 1 John-Tyler Binfet Faculty of Education, University of British Columbia, Okanagan, Canada Much has been written about random acts of kindness – acts performed spontaneously and often to strangers. The topic of kindness and the benefits arising from performing kind acts holds both empirical and applied interest in the fields of education and psychology. Encouraging students to reflect upon and perform intentional acts of kindness develops perspective-taking, increased social membership, and a structured way of encouraging kindness within the school context. This paper provides an overview of kindness research and argues for the need to promote intentional acts of kindness by providing a framework for teachers to support students in the performance of intentional kindness. Keywords: kindness, kindness definitions, teaching, social and emotional learning, positive education First submission 10 th August 2015; Accepted for publication 15 th October 2015. Introduction “The self is not something ready-made, but something in continuous formation through choice of action.” (Dewey, 1916, p. 351). Even more than honesty, gratitude, or hope, the trait of kindness is identified as one of the top-ranking character strengths valued in Western society (Karris & Craighead, 2012; Park, Peterson, & Seligman, 2004). When parents are asked what they wish for their children, ‘being good’ or ‘being kind’ is consistently indicated to be a top trait (Diener & Lucas, 2004; Seligman, Ernst, Gillham, Reivich, & Linkins, 2009; Wang & Tamis-LeMonda, 2003). Although kindness and other elements of a child’s behavior was often seen as something solely within the purview of parents and the moral authority of religion, increasingly, the mandate of schools has broadened beyond a unique focus on the promotion of core academic abilities to 1 Corresponding author. -
Social Values in the Metta Sutta
Social Values in the Metta Sutta Bhante Bokanoruwe Dewananda SOCIAL VALUES IN THE METTA SUTTA. Copyright © by Bhante Bokanoruwe Dewananda. All rights reserved. Printed in Sri-Lanka. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of breif quotations embodied in critical articles and reviews. All inquiries regarding this book are welcome. Contact: Dr.B.Dewananda (0094-11-2791197) Those who wish to contribute towards the printing of Dhamma materials are cordially welcome. For inquiries, please send us an email: [email protected] Book and Cover Design by: Ruvan Chintaka ISBN: First Edition: March 2017 Let's bring Aurora (Sun Beams) of peace to every corner of the world by practicing loving-kindness very sincerely, because that is what is lacking in the modern society of the world. This, humble work of mine is dedicated with a devotion filled mind to my beloved parents, who brought me into this world, all Dhamma teachers who paved the way for the Buddhist Monastic Order and all supporters who did so much to bring this to completion --- Bhante Bokanoruwe Dewananda Contents Foreword 2 Introduction 4 1 Metta Sutta- Discourse on Loving Kindness 6 2 The Concise Meaning of the Metta Sutta 8 3 What is Meditation? 11 4 The Reason for Preaching the Metta Sutta 20 5 Terminology of Words in the Sutta 23 6 Values of the Karaniya Metta Sutta 66 7 Some Important Canonical Notes that Support the Values of Loving-Kindness 87 8 Techniques for Practicing Loving Kindness 102 9 The Benevolent Profits of Loving Kindness 125 Glossary of the Metta Sutta 134 1 SOCIAL VALUES IN THE METTA SUTTA FOREWORD am so blessed to have been asked by Bhante I Dewananda to write the foreword for his book. -
Satipatthana Sutta
Satipatthana Sutta Four Foundations of Mindfulness Original Instructions for Training in Mindfulness Meditation Compiled by Stephen Procter “Bhikkhus, this is the direct way; for the purification of beings, the overcoming of sorrow and lamentation, the dissolving of pain and grief, the fulfilment of the Noble Path & realisation of Nibbana, namely, these Four Foundations of Mindfulness”. The Buddha Mindfulness of Body within Body 1) Some Notes on Interpretation Page 1 2) The Satipatthana Sutta Page 2 3) Mindfulness of Body Section Page 3 4) Mindfulness of Posture Section Page 6 5) Relationship to Body Section Page 8 Mindfulness of Feeling within Feelings 1) Mindfulness of Feeling Section Page 11 Mindfulness of Mind within Mind 1) Mindfulness of Mind Section Page 13 Mindfulness of Dhamma within Dhammas 1) The Five Hindrances Page 15 2) The Five Clung-to Aggregates Page 18 3) Six Internal & External Sense Bases Page 19 4) Seven Factors of Awakening Page 21 5) Four Noble Truths Page 24 6) Noble Eightfold Path (see note on inclusion) Page 25 7) The Buddha’s Assurance Page 28 Satipatthana Sutta Lists 1) Lists from the Satipatthana Sutta Page 29 Satipatthana Sutta: Four Foundations of Mindfulness Original Instructions for Training in Mindfulness Meditation Compiled by Stephen Procter Stephen Procter Meditation in The Shire NSW, Sydney Australia, 2232 Email: [email protected] Phone: 0466 531 023 Website: http://www.meditationintheshire.com.au 1st Edition Published (Jan 2019) For free distribution only Notes on this compilation. This guide has been published in order to offer students of MIDL a clear and non-gender specific version of the Satipatthana Sutta so that they can be informed and inspired in training Satipatthana Vipassana Bhavana. -
BHĀVANĀ VANDANĀ Devotions for Meditation
BHĀVANĀ VANDANĀ Devotions for Meditation Compiled by Bhante Henepola Gunaratana Bhāvanā Society Acknowledgments The new edition of this book benefited greatly from the kind help of Bhikkhu Bishokirti, Bhikkhu Bodhi, Anthony Iocono, John Kelly, Bhikkhu Khemaratana, Kathy Love, Martha McWilliams, Bhikkhunī Sobhanā, and Steve Sonnefeld. Previous editions benefited from the help of Hal Barron, Bhikkhu Bodhi, Margo Born, Bhikkhu Dhammaratana, Mark DuRose, Douglas Imbrogno, Chris Jones, Samanera Kheminda, Marcia Kirkpatrick, Dr. N. K. G. Mendes, Bhikkhu Rāhula, Libby Reid, Samanera Rohana (Rick Jones), Bhikkhu Sona, Bhikkhunī Sucintā, Bhikkhunī Sudhammā, and Upasika Sumanā (Eva Hill). I express my sincere thanks and gratitude to them. Portions of this book appeared earlier in the Vandanā book compiled by Bhikkhu Bodhi and me for use at the Washington Buddhist Vihāra. We also acknowledge with thanks the use of the resources cited at the end of this book, as well as Pāli Chanting with Translation, Vandanā and Vat Pirith, Mirror of the Dhamma, Toward Peace (compiled in Sri Lanka), and the Book of Chants (compiled in Thailand). The diacritics used in the Vandanā book follow the standards established by the Pāli Text Society. Bhante Henepola Gunaratana Bhāvanā Society Rt. 1, Box 218-3, High View, WV 26808 USA Tel: (304) 856-3241 Fax: (304) 856-2111 Email: [email protected] Website: www.bhavanasociety.org Bhāvanā Vandanā. Revised Edition Copyright @2008 by Bhāvanā Society. This book may be copied or reprinted for free distribution without permission -
Mindfulness and Loving-Kindness
MINDFULNESS AND LOVING-KINDNESS Sharon Salzberg Mindfulness, as the word is commonly used in contemporary meditation teaching, refers to both being aware of our present moment’s experience, and relating to that experience without grasping, aversion or delusion. All three habitual tendencies distort our perception of what is happening, and lead us to futile and misguided efforts to deny or control our experience. Loving-kindness is a quality of the heart that recognizes how connected we all are. Loving-kindness is essentially a form of inclusiveness of caring, rather than categorizing others in terms of those whom we care for and those who can be easily excluded, ignored or disdained. Any reduction in our tendency to fall into attachment, aversion or delusion helps refine and expand the force of loving-kindness. A deepening of insight will inevitably include seeing how all of our lives are inextricably interconnected. The diminishing of grasping, aversion and delusion and the increase in insight are both reasons mindfulness naturally leads us to greater loving-kindness. In contemporary meditation teaching, the word mindfulness is used in several different ways—as meaning the act of recollecting, as being present, and very commonly, as a kind of compound which in Pali, the language of the original Buddhist texts, would be sati-sampajan˜n˜a, or awareness and clear comprehension combined. One way of seeing this is to say that mindfulness is a relational process— mindfulness is not just knowing what is happening, such as ‘In this moment I am hearing a sound.’ Being mindful is knowing that we are hearing a sound in a certain way, that is, hearing it free of grasping, aversion and delusion. -
Anatta (Non-Self) [1]
ANATTA (NON-SELF) [1] by Ajahn Brahmavamso Namo Tassa Bhagavato Arahato Samma Sambuddhassa Sabbe Sankhara Anicca - Sabbe Sankhara Dukkha - Sabbe Dhamma Anatta "All conditioned things are impermanent. All conditioned things are suffering. All dhammas (all things conditioned and unconditioned) are anatta". These are the three basic factors of all existence. It is in order to penetrate these truths that we practice the Noble Eightfold Path. We equip our minds with power through the abandoning of the five hindrances [2]; then we can actually uncover these truths by experiencing the deep states of meditation. In fact, once one of these three basic characteristics of existence (ti-lakkhana) is seen in its fullness one will also see the other two in their fullness. As the Buddha said, "What is impermanent, subject to change, is suffering, and that by its very nature cannot be taken to be 'me', 'mine', or a 'self'. Whatever is taken to be a self will cause suffering" (SN 22, 59)[3]. In fact, the permanent happiness of a self is impossible. The Buddha's teaching on anatta (non-self) is deep and profound because it challenges something very basic to our assumptions about life. The Buddha talked about avijja (delusion) being the root cause of all problems, of all rebirths, the root cause of defilements. He explained what avijja is through the teaching of the vipallasas (the perversions or distortions of view, thought and perception). Namely, the vipallasas say that by view, thought and perception we take what is dukkha to be sukha (happiness); we take what is impermanent to be permanent; we take what is not beautiful (asubha) to be beautiful (subha); and we take what is anatta to be atta, a self (AN 4, 49).