Dharma vs Buddhadharma at a Buddhist School
Posted on03 Oct 2024
In this article Noa Jones draws a distinction between the dharma that naturally arises in every day life, regardless of identity, and the Buddhadharma that is taught more explicitly from the cannon.
Generating Tara
Posted on02 Oct 2024
Students generate their own innate love and compassion and imagine it manifesting as an energy ball that they can visualize shaping it into a Green Tara figure. Through this they are introduced to the possibility that Tara is always close by because she is none other than their own loving-kindness energy.
My Bodhisattva Art Project
Posted on02 Oct 2024
An art project with worksheets for students to design their own bodhisattvas
MWE Guiding Principles: A Way of Being in the World
Posted on29 Sep 2024
These nine principles are Middle Way Education’s north star, the highest level of intended student outcomes.
MWE Principles – Tibetan Translation
Posted on27 Sep 2024
The nine big ideas, the north star of the Middle Way Education model, now translated into Tibetan.
Some Thoughts on Teaching About Mind
Posted on08 Aug 2024
A medium-length article by Jackie Rushforth Mitchell about the delicate subject of the mind and how to introduce it to young people.
Sit with Me Song
Posted on26 Feb 2024
Gillian Eames, the preschool teacher at the Middle Way School in New York, put music to Carolyn Kanjuro's book Sit With Me. The song teaches the seven points of meditation posture.
The Lunar New Year Song: Wood Dragon Year
Posted on09 Feb 2024
Downloadable audio and lyrics. Middle Way Education commissioned composer Harry Einhorn to develop this Lunar New Year celebration song, adding a new verse every year, one for each animal of asian astrology.
Shugen Roshi on Equanimity, Emotions, and Walking Meditation
Posted on25 Jan 2024
This video recording (1hr) is of Shugen Roshi's talk at the Middle Way School in January 2024. Shugen sat with students and parents to talk about impermanence, one of Middle Way Education’s core units of inquiry. He focussed on the importance of cultivating equanimity in the context of recognizing the impermanent, always-changing quality of all things. He also fielded questions from parents and students, who wanted to know things like “how did the Buddha have fun?”