1

“MandalaTime”-ExploringtheMandalaoftheFiveFamilieswithYoung

Children

-EllenBoothChurch

"Survival of humanity depends on educating the hearts of children." His Holiness the Dalai Lama

Howtodoweeducatetheheartsofchildren?Itallbeginsinthecircle...acircleof

children.Teachersofyoungchildrenknowthattheirdaystartswiththegatheringof

children’sinterestsandenergies,creatingacommunityforcollectivesharingand

learningthatlaststhroughouttheday.Thistraditionalpartofeveryearlychildhood

classroomisamoderninterpretationofancient“circles”thathavejoinedpeople

togetherinheart,songandmindforcenturies.Throughouthistory,thecirclehas

beenusedbymanyculturesasaplacetoshareideasonequalgroundthrough

conversation,story,dance,andsong.Giventhisrichhistory,it’snowonderthat

circletimehastraditionallybeenanessentialelementoflearningforyoung

children.ThecircleormandalaisalsoanessentialelementofVajrayanaBuddhism.

ThispaperisdesignedtoofferarationaleforthisbringingtheMandalaoftheFive

Familiestoclasseswithyoungchildren.ItisbasedonVajrayanateachings,thework

ofLamaTsultrimAllioneandcurrentstudiesinbraindevelopment,socialand

emotionallearningandmindfulnessinyoungchildren.Thepaperwillalsooffera

suggestedstructureforclassesandcontent.

MandalaTime

Fromthiscommongroundof“circletime”,teachersofTibetanBuddhismcanexpand

thisconcepttocreate“mandalatime”withchildren.

ThecircleorMandalaisacentralelementofVajrayanaBuddhism.InherCDsetThe

MandalaoftheEnlightenedFeminine,LamaTsultrimAllioneexplainsthemandala

2

andherfirstintroductiontoitinNepal…“Themeaningoftheword“Mandala”in

SanskritissacredcircleandinTibetanit’skilcorewhichmeansthecenterandwhat

movesarounditorwhatspiralsaroundit.TheMandalaisthebasicstructureof

enlightenmentintheTantrictradition.TheMandalaisthearchitectureofenlightened

experience.Itisboththemapforthetransformationofencumberedemotional

patternsintowisdomandavisualexpressionoftheenlighteneddimension.Ibeganto

discoverthateachpartofthiscenterandthefourdirectionshadcertainmeaningsand

representedthetransformationofcertainmindstatesintowisdom.AndthenIbegan

todopracticesthatactuallyinvolvedvisualizingtheMandala,identifyingwithitand

withvariousdifferentenergiesconnectedthesefivedirections,thecenterandthe

four.”[MandalaoftheEnlightenedFemininebyLamaTsultrimAllione-Sounds

True]

Themandala“roadmap”ofawarenessisanexcellenttemplatetosharewithyoung

children.Childrenlearnfirstthroughsymbolsandexperience.Theynoticeshapes

andcolorsintheirenvironment,theystudysignsandsymbolstomakesenseofthe

worldaroundthem…alllongbeforetheycanreadorwrite.Bypresentingthe

mandalatoyoungchildrenweare“speakingtheirlanguage”ofobservationand

explorationandprovidingthemwithconcreteexperienceswiththeseessential

aspectsofpersonality.

Inhisbook,SecretoftheVajraWorld,ReginaldRaysaysthisaboutthemandala,In

the Vajrayana, the most important symbolic language is that of the mandala.

While the symbolism of the mandala is schematic in the telling, it is essential to

realize that what it points to can only be discovered when the mind is free from

theory. Nevertheless, the theory of the mandala can sensitize us to that which

cannot be spoken and cannot be thought. [Secret of the Vajra World by Dr.

Reginald Ray (Shambhala) 2002]

3

This quality of the mind free from theory is “homebase” to young children. They

live with beginners mind and explore images, elements and concepts without

expectation or preconception. Everything is new. Everything is magical and often

surprising. In her instruction of the gaze in the Prajnaparamita meditation, Lama

Tsultrim often uses the suggestion to “be like a young child seeing a temple for the

first time.”…with the look of open amazement. Take a walk with a young child

and you will find that a leaf, a bug, a stick can open an entire world of amazement.

Everything is filled with wonder.

HisHolinessDudjomRinpocheoncesaid:

“Whateverperceptionsarise,youshouldbelikealittlechildgoingintoabeautifully

decoratedtemple;helooks,butgraspingdoesnotenterintohisperceptionatall.You

leaveeverythingfresh,natural,vividandunspoiled.Whenyouleaveeachthinginits

ownstate,thenitsshapedoesn’tchange,itscolordoesn’tfadeanditsglowdoesnot

disappear.Whateverappearsisunstainedbyanygrasping,sothenallthatyou

perceivearisesasthenakedwisdomofRigpa,whichistheindivisibilityofluminosity

andemptiness.”[quotefoundonhttp://www.viewonbuddhism.org/dharma-quotes-

quotations-buddhist/buddha-nature.htm]

Asteachers,wecansupportthisinnatesenseofwonderinchildrenwiththeFive

FamilyMandala.WhilewemightnotbeteachingRigpaorluminousemptiness

directly,wecanprovidechildrenwiththetoolsthatinvitetoexperienceawareness

inwiththeirownopenamazement.

ThemandalaispartoftheTantrateachingsofVajrayanaBuddhism.Therich

experientialqualityoftantrareflectswhatiscalled“bestteachingpractices”inearly

childhood.Studiesshowthatyoungchildrenlearnbestwhenactivelyinvolvedwith

multi-sensory,wholechildexperiences.(SeeMulti-SensoryLearningbelow)Young

childrenlovetoplaypretend,toexpressthemselveswithsoundandcolorand

movement.Thesekeyaspectsofchildhoodarealsocentraltotantricmeditation.

4

LamaTsultrimwrote,Tantrausesthecreativeactofvisualization,soundandmudra

toengageourwholebeingintheprocessofmeditation.Soit’saverycomplete

engagementofallaspectsofourbeing.Inawaywecouldsaythatthedeitiesare

archetypesofenlightenment.Theytrigger,likeanarchetype,certaininternal

experiences.Ifweweretosimplydescribethoseexperiencesinwordswewouldn’t

experiencethesameeffectaswedowhenwevisualizeandembodythosequalities.

Young children learn best when they can identify with some aspect of what they

are learning and experiencing. The visualization and embodiment of mandala

meditation is a natural “doorway” to Buddhist study for young children.

“Educatingthemindwithouteducatingtheheart

isnoeducationatall.”-Aristotle

WhyweneedMandalaTimewithchildren.

Theeducationworldisstartingtolookmorecloselyattheneedforafocusonsocial

emotionallearning.Teachersofchildrenasyoungastwoandthreeyearsold,are

seeingchildrenwithdifficultiesdealingwithemotionsandsocialinteractions.Over

thelast10+yearschildren’seducationhasbeenfocusmostlyoncognitivelearning

andpreparationsfortests.Intheprocess,thebasicsofchildhoodlearningsuchas

outdoorplayinnature,artisticexploration,dramaticplayandopen-endedthinking

havetakenabackseatto“bookknowledge”.Itisn’tworking.Schoolsarenow

lookingtowardsmindfulnessprograms,yogaandmeditationtohelpbalancethe

educationalfocusandmeettheneedsofthewholechild.Theclimateforintroducing

mandalaworkrightnowisbothreceptiveandcurious.

TheDalaiLamahimselfspokebeautifullyaboutthisatarecentHeart-MindSummit

createdbytheDalaiLamaCenterforPeaceandEducation.Heartmindonlineoffered

5

thisinsightfulreviewofhistalk.TheDalaiLamaspokeabouttheimportanceof

educatingtheheartsofchildren.“Ourcareforothersisrichandpowerfulwhenweare

young.Weseenodifferencesbetweenthosearoundusandourselves.Wecarefor

othersaswewouldcareforourselves.”Hebelievesthatsomewheredownthelineas

wegothroughschoolandenteradulthoodwelosethisinnatesenseofcompassion.He

wonderswhy.Hearguesthatinthepast,thisperhapsmadesense.Practically,itmay

haveoncebeenwisetofocusonyourselfratherthanothersasamatterofself-

preservation.ButtheDalaiLamabelievesthatthistimehaspassed.Today,notonlyis

itunnecessarytothinkonlyofyourself–wedon'tfacethesameday-to-daydangers

weoncedid–butitisimperativethatwebuildadeepcaringforothers.”

TheDalaiLamasaysthisbeginsathomeandintheschools.Hebelievesparentsand

educatorshaveauniqueabilitytonurturethepositivehumanqualitieschildrenare

bornwith–affection,senseofcommunity,asenseofsocialresponsibility.

Heknowsitcan'tbedonewithaflipofaswitch,buttheDalaiLamasuggeststhatif

evenonepersontakesthismessageof"educatingtheheart"intohisorhereveryday

life,thenthatonepersoncanturninto10,theninto100andsoon.Hebelievesweall

havethepowertostartthisrippleeffect.TheDalaiLamapaintsapowerfulpicture

whenhesaysthisisnotjustawell-intentionedideal.Itistheveryessenceofthe

"survivalofhumanity".[http://dalailamacenter.org/learn/dalai-lama-survival-

humanity-depends-educating-hearts-children]

SocialEmotionalLearningandtheYoungBrain

Ifyouhaveplayedwithayoungchild,itcanfeellikeyoucanactuallyseethebrainat

work!Youngchildrenareconstantlyobservingtheworldaroundthem,interacting

withitanddevelopingunderstandingsaboutthemselvesandothers.Interestingly,

thecreativeactivitiesofart,music,dramaticplayandnaturestudythatearly

childhoodteachershaveofferedforyearsarenowbeingsupportedwithbrain

research.Wearefindingthatusingthehandsandfingersinafinger-playsong

(mudra)suchasTheItsyBitsySpideractuallystimulatethesamepartsofthebrain

weneedtolearnhowtoread.Wehavelearnedthatplayingpretend(visualization

andembodiment)buildsthecognitiveflexibilityandself-awarenessofemotionsand

6

personality.[PretendPlayandBrainGrowth,TheLinktoLearningandAcademic

SuccessfromTheGesellInstituteofChildDevelopment]Justasbrainstudiesof

meditatorshavesupportedtheimportanceofmeditationforhumanfunctioning,

thesecurrentbrainstudiesandmanyotherssupporttheimportanceofplayand

interactionforyoungchildren.

HarvardUniversitypediatrician,Dr.JackShonkoffsays,“Brainsarebuilt,not

born.”Hegoesontoexplainthat,“Thebrainisoneoftheonlyorgansnotfully

developedatbirth.Mostofthecellsarethere,buttheconnections–thewiringthat

formsthearchitectureisnot.Theseconnectionsdevelopinearlychildhood

throughplay-basedactivitiesandsocialinteraction.Achild’sinteractionswiththe

worlddeterminehowtheseconnections(wiring)areformed,providingeitherastrong

orweakfoundationforallfuturehealthandlearning.”

[http://first2000days.org/first-2000-days/#.Vulzihhgvow]

Throughthevariedactivitiesprovidedin“MandalaTime”session’schildrenare

encouragedtobuildsynapticconnectionsthroughexplorationandinteraction.But

itisnotallaboutthebrain.Itisabouttheheartaswell.

HeartsandMindsTogether

InTibetanBuddhismtheword“bodhicitta”canbedefinedastheawakenedheart

mind.LamaTsultrim’steachingsonMahayanaoncesaid,“MahayanaBuddhismsays

togeneratetheheartofcompassioncalledbodhicitta.Bodhimeansawake,andcitta

meansheart-mind,whichissaidtocenteritselfinourheartchakra.Wemustdevelop

bodhicitta-whichistheessenceofenlightenment-forthebenefitofallbeings.”

Thiswayoflookingatthemindandhearttogetherisessentialtoteachingofyoung

children.Studiesshowtheimportanceofteachingmindsandheartstogether.The

UniversityofBritishColumbia'sHumanEarlyLearningPartnership(HELP)has

conducteda14-yearstudy,whichfound:

7

• Childrenwhodevelopsocialandemotionalskillshavebetterattitudesabout

themselvesandothers,andbettersocialinteractions.

• Childrenwithstrongsocialandemotionalskillsarelessaggressive,can

handledifficultemotions,andtheyhavelowerlevelsofemotionaldistress.

• Wecansuccessfullycreateconditionsinschools,communitiesandfamilies

thatbuildthecapacityofchildrentorecognizetheiremotions,tounderstand

andempathizewithothers,andtomakeconstructivechoices

• Wecanfosterpositivehumanqualitiessuchascompassion,empathyand

confidence,andwecanhelpchildrenmanagedifficultemotionssuchasfear,

hatred,anger,andanxiety.

FIVEDOMAINSOFHEART-MINDWELL-BEING

ThestudyidentifiedmeasuresHeart-Mindwell-beingaccordingtofivepositive

humanqualities,whichareanchoredinevidence-basedresearchrelatedtothe

socialandemotionaldevelopmentofchildren.

• GETS ALONG WITH OTHERS - the ability to form positive and healthy

relationships with peers and adults.

• COMPASSIONATE AND KIND - the ability to be aware of other people's

emotions and a desire to help when a person is in need.

• SOLVES PROBLEMS PEACEFULLY - the ability to behave in a peaceful and

respectful way in a variety of situations and relationships.

• SECURE AND CALM - the ability to take part in daily activities and approach

new situations without being overwhelmed with worries, sadness or anxiety.

• ALERT AND ENGAGED - the ability to stay calm, focused and alert; to

demonstrate self-control and to slow down and think before acting. [http://dalailamacenter.org/programs/heart-mind-index]

Ifwelookatthese“positivehumanqualities”wecanseehowtheseparalleland

supportTibetanBuddhistvaluesofcompassion,self-awarenessandinteraction

8

withinthemandalateachings.Weusethemandalatoseeourselvesandseeothers.

Asweintroducechildrentotheelements,emotionsandwisdomsofthefivefamilies

wesupportthedevelopmentoftheirownawakenedheartmind.

Intheintroductiontomybook“GettingtotheHeartofLearning”(GryphonHouse)I

presenttheconceptoftheimportanceofsocialemotionallearningconnectingthe

heartandmindtogether:

Alllearningissocialemotionallearning.Childrendonotlearnskillsinisolationbut

throughsocialconnectionandinterconnectiontotherealworld…theirworld.Itis

theircuriosityabouttheworldandothersthatstimulatestheirdesiretolearnand

sharewhattheyhavelearned.Wealllearnbestwhenwecareaboutwhatweare

learningandwhomwearelearningitwith.Mindandheartstogether…thereisadirect

linebetweenthetwo.Wethinkwithourmindsandlearnwithourhearts.Andchildren

doitbest.Theylivetheirliveswiththeirheartsandmindsopenandconnected.From

thatuniontheydevelopintopeoplewhoarebalanced,happyandsuccessful.[Getting

totheHeartofLearningByEllenBoothChurchGryphonHouse2015]

ExperienceswithintheFiveFamilyMandalacreateasafecontainerforchildrento

exploretheirheartsandmindstogether.Theactivitiesandmeditationsofferedina

MandalaTimeclasshelpchildrentounderstandthedeeplysharedrootsofsangha

fromanearlyage.FromtheopeningIntentionsettingtothesharedMandala

ActivitiesandMeditationtotheendingwiththeFourImmeasurables…childrenwill

feelasenseofacommunitywheretheyareseen,appreciatedandrespected.Inan

articleinTricyclemagazine,ThichNhatHahnsaid,If you have a supportive sangha, it’s easy to nourish your bodhicitta, the seeds of enlightenment. If you don’t have anyone who understands you, who encourages you in the practice of the living dharma, your desire to practice may wither. Your sangha—family, friends, and copractitioners—is the soil, and you are the seed. No matter how vigorous the seed is, if the soil does not provide nourishment, your seed will die. A good sangha is crucial for the practice. Please find a good sangha or help create one.- Thich Nhat Hanh, "The Fertile soil of Sangha"

9

[http://www.tricycle.com/insights/fertile-soil-sangha]

EMPATHY

Whileyoungchildrenareoftenconsideredtooegocentrictodevelopempathyand

compassion,studiesareshowingthatyoungchildrenarecapableofexpressing

empathyandcompassion.InapapertitledTheDevelopmentofEmpathybyNicole

M.McDonald&DanielS.Messinger(UniversityofFlorida)said:Earlytheorists

suggestedthatyoungchildrenweretooegocentricorotherwisenotcognitivelyableto

experienceempathy(Freud1958;Piaget1965).However,amultitudeofstudieshave

providedevidencethatveryyoungchildrenare,infact,capableofdisplayingavariety

ofrathersophisticatedempathyrelatedbehaviors(Zahn-Waxleretal.1979;Zahn-

Waxleretal.1992a;Zahn-Waxleretal.1992b).

Inmy45yearsofteachingyoungchildrenIcansaythatmanychildrenhaveadeep

senseofcaringforothersfromaveryyoungage.Itmightbeafamilymember,apet,

oracharacterinabook…butitdoesexist.Contextisnecessarytoexploreempathy

andcompassionwithyoungchildren.Theycanrelatetoadiscussionabouta

characterinabookorfriendwhoishavingadifficulttime.ThisiswhereMandala

Timediscussionscanbesohelpfultosupportingchildrenexpressingtheirfeelings

andnoticingthefeelingsofothers.SittinginthecircleofMandalaTimechildren

learntolistentoothers,touselanguagetoexpresstheirthoughtsandfeelings,and

restincommunity.Theseareallkeyskillsthatsupportthedevelopmentof

empathy.

InanarticleIwroteforParentandChildMagazineIgiveanexampleofhow

childrencanexpresscompassionandempathy:

Ontheplayground,afewchildrengatheraroundtheteachertotalkaboutafriend

whoseemstobeoutofsorts."MaybeSophieisfeelingsadbecausehermomhadtogo

tothehospital,"declaressix-year-oldTyrone,demonstratingamaturelevelof

awarenessforaclassmate'sfeelings.Five-year-oldReginasuggests:"Imissedmydad

whenhewentawayonatrip."Anothersmallvoiceadds:"Shecouldbescaredtoo.It's

10

scarywhensomeonegoesaway."TheteacherMr.Levine,asks:"Whatcanwedoto

help?WhatwouldmakeyoufeelbetterifyouwereSophie?"

Empathy-theabilitytoidentifywithandunderstandanotherperson'sfeelings,

situation,ormotives-hasitsrootsindiscussionslikethis,whichtakeplacebetweena

smallgroupof“buddingly”awarechildrenandasensitiveteacher.Mr.Levineis

consciousofalltheemotionsinvolvedintheconversationandcarefulnottotryto"fix"

thesituationbytellingthechildrenwhattodo.He'salsocarefulnottodiscounttheir

feelingsbysuggestingthatSophiewillfeelbettersoon.Byacknowledgingchildren's

feelingsandemotions,heisdemonstratingempathywithoutpassingjudgment.His

messageisclear:Emotionsarewelcomeinthisclassandcanbeexpressedand

discussedfreely.[http://www.scholastic.com/teachers/article/ages-stages-

empathy]

Thisapproachtosaying“allemotionsarewelcomehere”correlatestotantraand

theteachingsofthemandala.InSecretoftheVajraWorldReginaldRayofferedthis

thought:EsotericBuddhism(Vajrayana):Inthistraining,practitionersaccept

negativeconceptsandemotionsandtheirsourcesandtransmutethemasenlightened

wisdomandwisdompower.Thisapproachisliketransformingthepoisonofthetree

intoamedicinalpotion.Thisisthepathoftantra(esotericcontinuum)thatmainly

emphasizesrealizingandperfectingtheunionofwisdomandskillfulmeansand

accomplishingthegoalofbenefitsforbothoneselfandotherssimultaneously.[Secret

of the Vajra World by Dr. Reginald Ray (Shambhala) 2002]

Multi-SensoryLearners

Youngchildrenareexplorersandtheyusetheirsensetodoit!Thusmaking

MandalaTimeaparticularlyappropriateavenueforintroducingchildrentothe

beautyofmindfulnessandawareness.Intheearlyyearschildrenaremulti-sensory

intheirapproachtowhatinterestsandfascinatesthem.Theyusethemainsensesof

sight,soundandtouchastheyexploretheworldaroundthem.Whatfascinatesthem

11

most?Oftenitis“Nature”thatchildrenarestartingtobecuriouslyfascinatedin.

TheelementsoftheFiveFamilyMandala(space,water,earth,fireandair)areall

fascinatingtochildren.Combinethiswiththefactthatyoungchildrenaremoving

outoftheegocentric“me”stageintoagreaterinterestinthediversityoftheworld

aroundthemandyouhavetheperfectcombinationforMandalaTime.

Youngchildrenusetheirsensesto“think”abouttheirworldandtheirfeelings.

ActivateswiththeMandalaprovidechildrenwithopportunitiestolistenandcreate

sacredsound,visualizeandseetheworldthroughthemandalalensandtouchthe

worldthroughsacredart.Somechildrenarevisually(sight)orientedwhileothers

haveeitheranauditory(sound)ortactile(touch)propensity.Ofcourse,many

childrenuseallthreesensestoexploretheworld.Thesesenseareallessentialfor

masteryoflearningandlife!

TheImportanceofRitual

Weallneedritual.Whetheritisassimpleasourpersonaldailyritualsorthe

beautifullyelaboratevajrayānapracticerituals,theyallspeaktoourmindsand

heartsofawareness.Theritualofsharingactivities,discussionsandmeditation

withinaMandalaTimesessioncelebratesthisimportanthumanneed.

Ritualswithyoungchildrenhelpthemnavigateemotionallyimportantinteractions,

eventsandtransitions.Evensimpledailyritualsandroutinecanadddepthand

meaningtorelationshipsandconnections.Youngchildrenthrivewhentheyknow

andunderstandthesequenceofeventsinaclassorevent.Keepingaclearand

repetitivesequenceoftheMandalaTimeritualshelpschildrenfeelcomfortablein

thegroupandgivethemasenseofplaceandtime.Forexample,startingyour

sessionwithanIntentionandendingwiththeFourImmeasurablessupports

childreninfeelingofsuccessful“ownership”withinthecircle.Thepredictability

andreliableemotionaltoneofMandalaTimeritualsprovidescomforttochildren

andcreatesasafeplacetomanageandexpressfeelings.MandalatimeSongsand

12

movementsencouragechildrentojoininandexpressthemselvesasamemberof

thegroup/sangha.

LamaTsultrimAllionefeelsthatRitualisveryimportant.InherinterviewElephant

Bonestalkedabouttheimportanceofritualandtheprocessofcreatingritualwith

herchildren.“Thisissomethingveryclosetomyheart.Ritualsbreakthroughthe

consciousmindandimpactasubterraneanlayerofthepsyche….Inraisingmy

children,Iinstitutedritualinthefamilyaroundholidaysorotherimportantevents.

Weregularlyheldfamilycouncils,whereweusedatalkingstickandwhoeverheldthe

stickcouldnotbeinterrupted.Weheldcounciltomarksignificantmeetingsand

departures,forexample,whenIleftonpilgrimagetoTibet.Wegathered,andItoldthe

familywhyIwasgoingandspokepersonallytoeachofthem.WhenIreturned,wemet

again,andIrelayedmyjourney,whiletheysharedallthathadoccurredinmy

absence.Forbirthdayswecreatedaritualoflightingthreecandles.Beforelighting

eachcandle,eachpersonspokeaboutthepastyearandthepresentmomentandmade

affirmationsforthefutureyear.Thissimpleactmadeforamoremeaningfulceremony

thantheusualcakeandcandlesalone.”

[http://www.inquiringmind.com/Articles/ElephantBones.html]

IntheMandalaTimesessionsforeachoftheFiveFamilieswecancreateritualto

workwiththeemotions,element,colorandwisdom.Theseritualswillopenthe

doortounderstandingthatpurediscussionorstudycannot.

“Superheroes”and“PowerPlay”andEmbodiment

Inclassrooms,superheroorpowerplaycanbeawayforchildrentodealwiththeir

fears.Youngchildrenareatastagewhentheyarebecomingawareofwhatthey

mightcall“badpeople”intheworld.Evenifyoulimitthingslikenewscastsand

actionmovies,childrenarestillexposedtoviolenceintheworld.Whenthey

participatein“superhero”or“toughguy”playtheyaretryingoutafeelingofpower

inboththeroleoffearsomevillainandconqueringhero.Whileitcanbeupsettingto

seethissortofplay,it’simportanttorememberthatcloselymonitoreddramatic

13

playintheclassroomorhomeisasafearenaforchildrento“tryon”thesedifferent

characteristicsandexperiencefeelingsoffearandstrength.

Forexample,becomingasuperheroinplaycanbepartofchildren'squestforpower

inaworldwheretheyhaveverylittle.Whilewedon'twantchildrentoengagein

powerplayexclusively,itisimportanttorecognizethatactingoutsomeofthese

magicalpowersisnaturalforyoungchildren.

HowdoesthisworkwiththeMandalaTimeconcept?ItisinLamaTsultrim’swork

withtheMandalathatparticipantsuseembodimentasameansforexperiencing

boththeencumberedandwisdomstateofawareness.InherMandalaofthe

EnlightenedFeminineCDshestates:“OneofthemainthingsthatenteredBuddhism

withTantrawastheMandalaandthenwithintheMandalawerevariousdeities…You

mayhaveseenTibetanscrollpaintingswithvariouskindsoffiguresonthem.Some

mightbeapeacefulBuddha,somemightbeaverystrangelookingcreaturewithall

kindsofheadsandarmsandsomemightbeadancingfemalefigure.Therearemany,

manyformsofdeitiesthatoccurwithintheTibetanpantheon.Andit’simportanttounderstandthattheseentities,orthesebeings,arereallyrepresentationsofourown

innerpotentialforenlightenment….Alltheformsaresymbolicofthetransformation

ofobstructedpatterns,ofobstructedemotionintotheinnatepotentialfor

enlightenment.Andthevariousforms,andsymbolsandaccoutermentsofthedeities

haveasignificanceasthisrepresentationofourowninnatepotential.”[MandalaoftheEnlightenedFemininebyLamaTsultrimAllione-SoundsTrue]

Perhapsthekeywordsinthisquoteare“transformation”and“potential”.Thisis

whatchildrendoinpowerplay.Theyareexperimentingwiththetransformationof

apersonality,anemotionoractionandtheyexperiencethepotentialtobethe

“hero”.Guidedmeditations,dancemovement,artanddramaticplayarekey

elementsofMandalaTime.Theseactivitiesinvitechildrentoexperiencethemselves

transformintojnannasattavas-wisdombeings.

14

Creating“MandalaTime”ClassesforChildrenandFamilies

“Playisthehighestexpressionofhumandevelopmentinchildhood,

foritaloneisthefreeexpressionofwhatisinachild’s

soul.”–FrederickFroebel,1926,FatherofKindergarten

SuggestionsforCreatingMandalaTimeSessions

MandalaTimegatheringsorclassescanprovidetheopportunityforyoungchildren

toexploretheirheartandmindthroughsensoryactivitieswiththeelements,guided

meditations,embodimentactivitiesandthearts.Asmulti-sensorylearners,children

learnthroughexplorationandembodiment.Theyusealloftheirsensetodevelopan

understandingofthemselvesandtheelementsoftheseenandunseenworld.The

MandalaoftheFiveFamiliesprovidestheperfecteducational,physical,emotional

andspiritualarchitectureforchildrentoexploretheirownpsychethoughplayand

reflection.

AsTibetanBuddhistteachersandparentswecanusethestructureofthemandala

asaguideforcreatingMandalaMeditationClassesandactivitiesforchildren.These

classgatheringscouldbe“ParentandChildclasses”fortheyoungestchildrenor

“Children’sclasses”forchildrenoverfouryearsofage.Inthe“ParentandChild”

classesthechildrenwhoarethreeandyoungerwouldsharetheactivitiesandtime

sidebysidewithatreasuredadult.Childrenwhoarefour,fiveandsixyearsoldcan

meetwiththeteacher(orteachers)andexploreactivitiesinasmallgroup.

TheMandalaisSacredSpace

“Yoursacredspaceiswhereyoucanfindyourselfagainandagainandagain.”-

JosephCampbell

15

Asenseofspaceisanimportantaspectofallprogramsandclasssettingsforyoung

children.Studieshaveshownthatthecolors,spaceandarrangementofaroomcan

haveastrongimpactonthechildrenwhoinhabittheplace.Earlychildhood

educatorsknowtheimportanceofclear,uncluttered,visuallyattractivespacethat

createsasenseofsanctityandsafetyforchildren.MandalaTimesettingscanusethe

structureandbeautyofthemandalatocreatejustthistypeofsacredspacefor

children.

Onesuggestionistocreateacentralcircularmandalaforchildrentositaround.This

encourageschildrentositinacirclewithasensethatnooneisleftout.Alarge

roundtableclothcanserveasthe“base”tocreatethecenterand

fourdirectionsofthemandala.Clothsquaresortrianglesofthe

fivecolorscansetuponthecentralclothtocreatethemandala

directions.

Hereisoneexampleusingflowersforeachsectionofthemandala.

>>>

Thisexampleusessquarestocreatethecenterandfourdirections.

Candles(eitherelectricorreal)canbeplaceineachofthefivedirectionsand

becomeapartoftheintentionsettingceremony.AsthegroupstudiestheMandala

togetherthedifferentobjectsthatrelatetotheelementofeachsectionofthe

mandalacanbeaddedtothealtar.Childrencanalsocollectandcontributestones

16

andothersacreditemstothemandala.Ifanystatuesand/orthangkasoftheBuddha

areavailable,thesecanbeaddedtocreateasenseofsacredspaceintheroom.

SuggestedLearningStructure

InarecentLion’sRoararticleHisHolinesstheDalaiLamatalksaboutthe

importanceofBuddhistcentersbecomingplacesoflearning.Hesaid,“Itwouldbe

betterif[Buddhistcenters]werenotonlytemplesforworship,butcentersof

learning,”

Clickhereforthefullarticle:http://www.lionsroar.com/dalai-lama-

urging/?utm_source=Lion%27s+Roar+Newsletter&utm_campaign=7daca857d0-

LR_Weekly_Mar_14_20163_14_2016&utm_medium=email&utm_term=0_1988ee44b2-7daca857d0-

21261261&goal=0_1988ee44b2-7daca857d0-21261261

Howdowedothat?Weofferprogramsforfamiliesandchildren!Oneofthebest

waystostructureaprogramistoprovideaseriesofclassesbasedontheFive

FamilyMandala.

“MandalaTime”ActivitiesSequenceandContent

• Exploring the Mandala

ThestructureoftheMandalaActivitiescanstartwithafocusontheconceptof

theMandala.Childrencanbeintroducedtothemanyformsofmandalasfrom

differentcultures,inartandinnature.Aspartofthissectionchildrenwill

experimentwithcreatingmandalaswithvariousartmaterials,naturewalksand

naturalcreations,andmovement.

• Meeting the Five Families

Once children have a sense of the mandala and its structure and use, we can

introduce them to the five families. The best way to do this is with guided

meditations. Lama Tsultrim’s guided meditation on meeting the Dakinis in the

“Mandala of the Enlightened Feminine CD” set can serve as a guide for creating

17

this meditation. It would need to be shorter for young children but the beautiful

process of embodiment through visualization is perfect for young children. These

gatherings can also introduce the different Buddhas or Dakinis and what they

represent.

• The Center and the Four Directions

ThenextsectionoftheMandalaTimeclasssequencecanincludeaspecificfocus

oneachofthedirectionsofthemandala.Startinginthecenter,theleaderwould

introducethespecificqualitiesofeachofthesectionsofthemandala.Thiswould

beofferedoverseveralweekstimesothatchildrenhaveanopportunityto

explorethespecificelement,emotion,wisdomwiththeArts.Attheendofthis

piece,pleasefindachartoftheattributesofthemandala.Thiscanbeusedfor

creatingactivitiesforeachofthefivefamilies.

• Gifting

GiftingisatraditionalpartoftheMandalastudyofferedtoadults.Attheendof

each“familystudy”theparticipantsaregivenagifttorepresentthefamilyand

element.Inthepastthesehavealwaysincludeditemsthatcanbeusedtocreate

analtarathome.Forexample,TheBuddhaFamilygiftisusuallythefivecandles

thatwillcreatethesacred“space”ofthemandala.IntheVajraFamilythegiftisa

blueglassthatisusedforthe“water”offering.TheRatnaFamilygiftis

sometimesaplantorasandbasedincenseholderfor“earth”.Thefiregiftfor

PadmaFamilyisusuallyaboxofmatcheswithasymbolofthepadmadeity.The

Karmafamilygifthasbeenprayerflagstorepresentwindorwindchimes.

Thesegiftswouldhavetobemodifiedforyoungchildrenbutthisisquite

possible.Forexamplethecandleholderscanhavebatterycandlesforsafetyand

thefiregiftcoulda“warm”glassredheart.

AVajraExample.

• Water Changes: When children are exploring the East and the element of Water

they can experiment with changing the changeable nature of water through

exploring flow, blockage, heat, steam, and ice.

18

• Water Art: Children can also experience water by working with watercolors on

wet and dry paper. Painting on frozen paper can provide an interesting new

dimension for seeing how water changes.

• Water Field Trip: A field trip to a body of water could provide a wonderful

opportunity to experience mirror-like wisdom.

• Circle Discussions: In early childhood there is a technique called The Magic

Circle ( a book by Gerry Dunne, Ph.D.) that creates a simple format for children

to discuss the “tough stuff.” There are specific guidelines for creating a safe

container for sharing as well as very focused “sentence starters” that can be used

to get the discussion started. This technique can be perfectly adapted to the

Mandala Time discussions.

• Seed Syllable Meditations: Simple, short meditations for children can be a part of

each Mandala Time gathering. Children can learn to work with the sound of seed

syllables as part of this section. The seed syllable for each family will be

introduced and offered.

• Guided Meditations: Also short guided meditations for each of the five families

will be offered in a similar way as the full mandala guided meditation. These too

will be based on the guided mandala meditations of Lama Tsultrim Allione.

• Closing Ritual: At the end of each family study there would be a closing ritual for

children to experience. They can dress in the colors, dance and “meet the wisdom

being”, make an offering and receive their gift.

ASimpleClassRitualStructure

Apredictableclassstructurehelpschildrenanticipatetheclasselementsandfeel

comfortableinthesession.Therecanbevarietywithinthestructurebutasimple

structurewillcreateasenseofsafetyandknowingforchildren.Dependingonthe

ageofthechildren,youmaywanttohavechildrenenterthesacredmandalaspace

insilenceandfindaseatinthecircle.Withyoungchildrenitisbettokeepthe

“circletime”shortandvaried.Thiswillholdtheirattention.SwitchingtoanActivity

Timethatincludesart,science,naturewillhelpchildrenstayfocused.Thenending

withareturntotheMandalacirclewillcreateapredictablesequence.

19

PotentialMandalaTimeClassSequence

• Enter in Silence

• Start with an Intention

• Lighting the Candles Ritual - short meditation using seed syllables

• Discussion/Teaching

• Activity Time - Art, science, nature, etc.

• Return to the Circle (mandala) - discuss the activity

• Guided Meditation

• End with saying the Four Immeasurables for all beings

TheFiveFamilyMandalaAttributesforCurriculumPlanningCentralLocation~BUDDHAFamily

Color: Whitebody~bluelightradianceSymbol: WheelElement: Space/EtherSense: MindBody/ClothingType: Soft,slightlyplumprelaxedbody.

LikesbillowysoftclothingSeason: WinterTime: Notimeofday=TotalityofEverythingLandscape: BigSkyCountry,openexpansesShape: Dot,circleSeedSyllable: BAM(dakini)OM(Buddha)EncumberedPattern:Confusion,deliberateignorance,depression,procrastinating,nesting,givingup,spacingout,overlyserious,waitingforthingstobedifferent,passivity,denial,forgetful,overlyaccommodating,immobilizedWorries:spacesoutratherthanworryingWisdomState:Dharmadhatu-AllEncompassingCognizance

20

Theunionofemptinessandcompassion,thequalityofopennessandspaciousness,sky-likeawarenessoftotality

IntheEAST~VAJRAFamily

Color: Bluebody~whitelightradianceSymbol: VajraElement: Water(Allisnotsolid)SensePerception: SightBody/ClothingType: Thin,hardbodywitheyeslikewaterymirrors.Likes

simplelinesandsolidcolorsSeason: LateAutumn Time: DawnLandscape: RuggedMountains,icyriversShape: circleSeedSyllable: HA(dakini)HUNG(Buddha)EncumberedPattern:Fear,sharpness,anger,coveringallterritory,excessiveprecision,overintellectualizing,physicalcoldness,austerity,overanalyzing,convolutedlogic,fearofemotionalintimacy,needtobe“right”Worries:gettingitright,knowingitallWisdomState:Mirror-LikeWisdom-self-reflectioninallactions,reflectingwhatISwithoutjudgment,seeingconsciousnessasahugemirror…clear,vastwithnoself-clinging

IntheSOUTH~RATNAFamily

Color: Yellowbody~goldenlightSymbol: JewelElement: EarthSense: SmellandTasteBody/ClothingType: Large,generousstatuesque.Lovesbrightcolors,prints

andbigjewelrySeason: EarlyAutumn Time: HighNoonLandscape: Jungle,FertileValleysShape: Square

21

SeedSyllable:RI(dakini)TRAM(Buddha)EncumberedPattern:Pride,invasiveness,insistingonloveandnurturance,consuminghunger,needtobenoticed,overbearing,selfpity,namedropping,consumerism,feelingsofinadequacycoveredwitharroganceandπbravado.Worries: aboutpoverty(nothingiseverenough)WisdomState:WisdomofEquanimity~thefundamentalqualityofequality.EnrichingPresence,agoodsenseofhumor.Adeep,fulfillingrelationshipwiththeearth...Noneedforanythingelse

IntheWEST~PADMAFamily

Color: RubyredSymbol: LotusElement: FIRESense: Hearing Body/ClothingType: Perfectlyproportionedbody,balanced,athleticor

seductive.LikessoftorseductiveclothingSeason: SpringTime: Dusk,SunsetLandscape: Soft,rollinghills,MossyglensShape: UpwardpointingTriangleSeedSyllable: NI(dakini)HRI(Buddha)EncumberedPattern:Craving,compulsiveseduction,desireforunion,suction,senseofinsignificancewhichonethinkswoulddisappearifthe"rightperson/object"couldbemagnetized,misusedempathicintensity.Manipulatingothers(andevents)toservetheego,needingothersfeedbacktoexistWorries:boredom,stability,andrejection

22

WisdomState:DiscriminatingAwarenessWisdom~Magneticwithoutmanipulation,self-contained,seeingthefinepointsofthings,intuitive,goodcommunicator,balanced,abletomakeappropriatejudgmentsforthegoodofall

IntheNORTH~KARMAFamily

Color: GreenSymbol: SwordElement: AIRChakra: ThroatSense: Touch Body/ClothingType: Wispy,thin,speedybody.Seeininprofile,Always

Moving.Likessheer,flowing,airyclothing,longskirts&scarves

Season: Summer Time: MidnightLandscape: Windyplaces,complicatedlandscapesShape: HalfCircleSeedSyllable:SA(dakini)AH(Buddha)EncumberedPattern:Competitiveness,defensiveness,speediness,overlyambitious,paranoidcomparisonwithothers,avoidanceofheartbreakbystayingfree,workaholic,jealousyfedbyenvyWorries: Abouteverythingnotgettingdone,notbeingsuperiortoothersWisdomState:AllAccomplishingWisdom~“TheFlowratherthantheForce”,self-existingenergy,effortlessness,automaticfulfillment,knowingallwillgetdoneinitsrighttime,trustingtheflow,synchronicityAnEndingNotefromEllenIamgratefultomyteacher,LamaTsultrimAllioneforhermandalawork,meditationandmulti-dimensionalstudy.Ithaschangedmylife.Idedicateanymeritfromthisworktoherwithaheartfullofgratitude.IhavebeencreatingMandalaclassseriesforadultsformanyyears.AsanearlychildhoodeducatorithasbeenmydreamtocombinewhatIknowabouttheMandalaandwhatIknowaboutyoungchildren.Ihopethisworkisagoodstartto

23

bringingthisdreamtofruition.IhaveseenthepowerofLamaTsultrim’smandalaworkandmeditations.Livesareilluminated,heartsareopenedandalife-longmapcreated.Maythisworkbeofferedforthewelfareofallchildrenandtheirloved-ones.MayLamaTsultrim’sworkcontinuetoflourishandmayallbeingshavehappinessandthecausesofhappiness.EllenBoothChurch(YesheChöepel)