LEARNING SILENCE

or
SPONTANEOUS MEDITATION in
LEARNING SILENCE






2



CONTENTS:
A LIVING STORY.................................................................................................. 3
I SEE YOU, CAN I KNOW YOU? Coloring Book...............................................
20
LEARNING SILENCE or SPONTANEOUS MEDITATION IN LEARNING
SILENCE / instructions/..........................................................................................
41







This Publication contains a story about fourth year students, a coloring book and instructions
to Learning Silence and Spontaneous Meditation.

All characters in this story are fictional
















Author: Marta Gerhtov

Illustrator: ofia Bacskdiov

Translation: Janka Krianov, Peter Koht

Language editor: Belinda Ir

Grafical editor: Norbert Baumann

Dunajsk Streda 2014, Slovakia
3
A LIVING STORY

I. FOURTH YEAR STUDENTS

I promised to tell you a story about children that are just like you.
These kids were a little bit special. J ust like the times they lived in. Each one of them was
different, all together they existed next to each other, yet they were as far away as the sea is
from its shore. Big differences could be found amongst them. From within the group of boys,
there were many differing opinions; all sticking out at crooked angles and resulting in qua-
rrels, fights, anger and malice. As for the girls; one could see appearing slowly some kind of
attempt for survival as they existed in this class full of strange atmospheres. They held on
tight, till the last bell, calling the end of the day. In short; fourth year students in a small
school. J ust like four legs on one chair, we all felt the need for an equilibrium. Me, them, and
the world.

I am your new substitute teacher and I will be teaching you until the end of this school year.
My name is Barbora. I introduced myself strong and sure just like the patron saint of miners.
Without waiting for feedback or reactions, I went through the breakdown of the learning cur-
riculum until the end of May, with them. For J une I planned to do summing up and revision of
the years material. I would have continued with the systematic distribution of tasks and activ-
ities, if it wasnt for the laugh and comments of three experts at the back. Experts in ex-
pressing their own opinions. One of them, Michael, got up from his chair and with a bottle
still in his mouth, he walked past me as if I wasnt there. He was crunching paper cuttings in
his hands whilst marching directly towards the bin by the door, across the entire classroom,
despite all the looks from his classmates and my previous cautionary talk. I stood speechless,
watching his nonchalant movements and as soon as he noticed the tidal wave of attention on
him, he started his own show on a classroom catwalk in front of the blackboard. He was
laughing out loud when; as a result of his uncoordinated movements; in attempting to take his
seat again, the chair fell on the ground and him with it. Of course, this was accompanied by
roaring laughter from everyone in the classroom.
This will result in a notice... I announced.
But Miss, who will get the notice? The chair or Michael? Dear Mrs. Chair, your daughter,
little chair, fell upside down during the lecture and... came a wise crack as Stano took sides
with Michael.
Then ensued a lot of laughter, shocked expressions on girls faces here and there and my pale
look from a poisoned attention... for a little longer I watched all of this with open eyes. Then
shortly before my heart closed, I closed my eyes. Inside myself I wrote an open letter about
the situation to their parents, teachers and friends of the school. All in all, I tried to keep my
balance.
Soon, I continued talking and commanded with a ridiculously loud voice: All of you, sit
down on the carpet, in a circle. NOW! A wave of excitement drowned the laughter and
mockery, what will happen now? It swept everyone away to the carpet at the back of the
classroom. I sat down next to them.
I am going to tell you a story I announced.
What kind of a story? resounded from a number of directions.
I am not going to tell you anything, unless there is complete silence! I left behind me, the
systematic lecturing full of goals and information and set off deep into a mine shaft searching
for a piece of solid ground under foot, that all of us could share.
4
First of all, lets sit with crossed legs, without touching anyone, without touching the wall,
with your back straight, place your hands on the ground, NOW! Half of the class succeeded
in doing so, the other half - boys, waited for the second round, when I had to give them per-
sonal attention and eventually almost everyone was seated You, you will sit here! And you
here! I am in charge of this class! You are in my classroom, I am responsible for this class and
you will be accountable to me, the director and your parents. You represent them and us, your
behavior must correspond.... for some time I was speaking in this manner. Then I changed
the tone of my speech, slowed down and started with the story.
The story I am about to tell you is living. It is a real story. It is a story about children. About
special children. I was slowing down and dragged out the letters within the words.. These
kids had abilities they didnt know about. I continued. I cannot tell you the story until we
get to the first level of the story together... Inhale, exhale... once again, yeees... with each ex-
piration, lets exhale all impatience and restlessness... yeees, once again... and now lets put
our right hand on the top of the head, with a stretched opened palm and keep our left hand on
our lap open palm facing upwards... yeees..., to reach the first level of the story, we have to
ask inside: MY GOODNESS, MY MOTHERLY GOODNESS, PLEASE AWAKEN IN ME
AND PLEASE GIVE ME MY SELF AWARENESS; TRUE KNOWLEDGE ABOUT MY
SELF... lets ask this three times... yeees.... and now lets massage the head by starting to
move the hand to the right, moving it in a circle... lets say inside PLEASE GIVE ME MY
SELF-AWARENESS... yeees... and now lets slowly raise the hand above the head
sloooowly. Yeees and NOW SILENCE for one minute!!! We will remain quiet with our
eyes closed, just observing the space above the head... we observe it with our hand... we ob-
serve... lets bring the hand down and stay in silence one more minute... yeees... this is the
space that we can get to know. Get to know it, know that it exists. NOW! ... Can you feel it?
.... I remained in silence because there was silence. The children with their hands above their
heads were looking for something new. There were no questions.
Soooo... very good I said serenely. You must reach this level if you want to find out more
about this real living story. Their eyes looked at me with surprise; equating the silence just
experienced until someone said:
And what kind of story about children is this? What happened next? Tell us please?
I answered with a question. What did you feel when you got closer to the silence above your
head?
I felt warm above my head. I felt pressure I felt a flow of air I felt cool I didnt feel
anything I was thinking I felt like there is a stone above my head I felt warm they kept
talking before they could forget what it was they felt.
And what about those kids?, came another wave of questions.
The story about the children will continue tomorrow.
But thats not fair! Tell us what happened next!
I cannot; you must first establish yourself at the first level; the first level of the story, that is
excretion: emptying.
Excretion? laughter and grins enveloped the question.
Yes! You must exclude everything that disturbs you, that troubles you, that takes your atten-
tion away from self-awareness... We will continue next time! Now, return to your desks, we
will finish the story once we establish the first level. Accompanied by a whisper from a
couple of boys, everyone took their seats, took out their pens and transcribed a couple of sen-
tences that I had written on the blackboard. Whilst I sat at my desk and watched the children
from the height of my heaven., I put my bare feet on the ground, both hands open, and as if
wrote an open letter to the Universe about it all - NOW!

5
We returned to Learning Silence at every possible occasion, not systematically, but deep into
the mine shaft of inner self, through the heart. We talked about the pelvic plexus, about meta-
bolism that goes on in cells. That waste products are passed out from the body through the
urine, that kidneys are dark-red colored filters of all the blood that they purify. That urine
consists of water, salts and a special ingredient: urea that is created in the liver. That a healthy
adult person secretes during his life approximately 41,000 liters of urine and our digestive
system is 9 meters long.
It is the mother Earth that purifies us, nourishes us and feeds us and our behavior is reflected
in the attention on natural things. We learned that our behavior can be seen from the depths of
this Earth and that there is something here that constantly monitors, supports and corrects us.
We could see that this life is a school in which we are both students and teachers at the same
time.
I continued with the themes offered by the kids or from the situations which arose. They
themselves posed questions as well as solutions, they enjoyed helping others, or being con-
fronted. It was dynamic and living.
In short, the goal was clear: to find in them the desire for self-knowledge and to work for the
good of their inner self .


MOTHERLY ENERGY INSIDE ME, PLEASE GIVE ME WISDOM AND TRUTH


II. LAND ON THE HORIZON

Now, everyone get up from your seats, I am going to change where you sit. With this an-
nouncement, I had started an attack on silence.
Why? Hey! Finally! Nooo! I want to sit with Kate! And I want to sit in front!
Can I sit at the back? I want to sit with Aleeesh! Miss, may I sit with Oliver? There was
no end to their requirements. I mounted all my antennae and sensors, switched on lights and
reflectors, and set off in search of tranquil shores for this restless, overflowing sea of fourth
years. I must admit, this move paid off. I seated all uneasy boys directly in front of me, right
into the spotlight, in front of the classroom, at the head of the adventurous expedition of
fourth years. Amongst them I interweaved the best of female students that got the royal per-
mission and right to positively influence our knights and gentlemen directly and first hand,
whenever they see fit. If only you could have seen the girls condescending, yet nurturing ap-
6
proach; difficult to describe; responsibility in action. I changed their seating order each time
they disturbed, sometimes more than once a day, until they established a better attention and
concentration. And to make it a little harder for them, I connected all three rows and thus
created four long desks behind which they sat closely next to each other, one next to another,
a pupil next to another pupil; just like a chain with an anchor, which I could throw overboard
and knew it will fall to the bottom of the ocean and dock there. After these changes, it wasnt
so easy any longer to put their feet on the desk, or to not tidy up their lunch, to take too much
space whilst writing, disturb when reading, or belch during counting. The anchor had reached
the bottom.
Miss, can I tell you a joke?
First finish writing the answers in the exercise book. I urged.
I have finished already.
The others are still writing. When the last one finishes and you all have put away all your
things nicely in your schoolbags, you can tell the joke.
But that will be after the bell rings.
Its up to you. I resigned. Ok, everyone, hurry up with the writing, understood? We will be
telling jokes. As fast as a lightening strikes, all copybooks were closed and put away. The
schoolbags cracked under a siege of pencil cases.
Miss, it is red and it is round. What is it? Do you give in? Stankos eyes glittered. Of
course its an apple. And it is red, round and it starts with a letter U. What is it? Do you give
in? Glittered all eyes in the classroom. Unbelievable; apple again! We laughed and it was
time to show them some juggling with oranges. TOMORROW.

TODAY. Where is your attention? I raised my voice at Martin, who mocked Gabriel.
Whilst reading the book The J ungle Book by Rudyard Kipling, Gabriel stammered, stum-
bled, made up his own words and frowned at the world; because, he had to be seen in this
way. He wasnt doing very well. I stopped him and asked to keep pointing his finger at what
was being read because he would continue in a short while again. Then I read a chunk of text
myself, just to trigger their attention, captivate and immerse them into the story. When we
could feel the smell of the Indian J ungle under our noses, he resumed reading and then anoth-
er student and then me again for a short while, then again another troublesome one .... It
worked. In this way, we managed to have read many books within a couple of months, we
learned to keep the attention a little bit longer on something that they were interested in and
they started to like. Gabriels reading skills improved and with each completed book he felt
some regret that the collective journey through the pages was once more over. In Gabriel was
the soul of an adventurer.

Where is your attention? What are you doing? What is your attention on? Can you see your-
self? Some of the most common questions used, when trying to save concentration; as it
swirls around the classroom. We all sat down in a circle for a lesson of silence.
Miss, I was sad when my mum was upset and then my parents had an argument announced
a childs voice, so vulnerable in that moment, but she wasnt alone. Instantly, many an ear
tuned in the reception on their internal transmitters. I pointed out that many parents do not
always know how to handle such situations.
It is good for you to anchor yourself in such moments simply by sitting down on the
ground, placing your hands on the carpet and releasing the sorrows to the Mother Earth. Ask
this element for help. Weve tried this, you know how to do it. Now Ill show you how to re-
lax the left side of our bodies, which can become sad, tearful, or lazy. All right? Keep your
left hand with the palm facing upward on your lap and place your right hand on the ground
with the palm facing downward... MOTHER EARTH, PLEASE, PURIFY THE LEFT
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SIDE OF MY BODY AND REMOVE ALL MY BAD HABITS AND BAD MEMORIES.
Reflect on this until you slowly calm down and begin to relax... One minute of silence
please.... yeees, very good. If the sun shines on your palm, you can ask for the cleansing also
from the light.

If you want to relieve the right side of your body, you must ask the air element for the clean-
sing: AIR, I GIVE YOU ALL MY WORRIES, ANGER AND PROBLEMS TO BE
SOLVED. I DO NOT DO ANYTHING ANY MORE ALL IS DONE BY MOTHERLY
ENERGY IN THE ELEMENTS. Do this with your right hand on the lap and with your left
hand raised up with an open palm facing behind you... inhale, exhale... silence please... very
good. Observe the space above your head... . You can do this each time you need to calm
down quickly.

Miss, I was trying Learning Silence in my room and then my dog, Benny came and he
wanted to play but I kept training and tried to remain quiet. And I managed to do so for a long
time. It was quite fun to watch the dog. And to watch myself. But then I had to go to wash
him because he knocked down a compote jar and had pieces of fur covered with sticky fruit
juice.
Hmm, nice. You have a new experience. Yes and cleansing is necessary. If you yourself
were to put your feet into water or were to drink clean water with a request for cleansing; it
would happen. Water is a strong element, it is contained everywhere in us and around us and
it cleanses and washes us out. Ether on the other hand allows for the transmission of informa-
tion across distances. We can use it to help us keep our communication clean. J ust by looking
above us into the sky, see how much space is there. Even without using the elements It is
enough to liberate yourself by forgiving; forgiving all your thoughts and the peace and help
can be delivered. Our feet felt numb from too much sitting on the ground, so we sat on the
chairs again. Nicely next to each other, somehow lighter and at the same time deeper.
It is clear and sharp and it starts with the letter A, what is it? I started the riddle this time.
Apple echoed from the classroom.
No Attention. Be careful so it doesnt roll away!




8

III. THE FIRE OF CREATIVITY

Deep in the mine a light lit up. It was needed to get to know TAO, a bit of aesthetics and ob-
servation. We could start digging. What we found were semiprecious stones, minerals, coal,
silver and also gold. Missing were only pushcarts to load the goods into.

We finished math's exercises. I told them their homework and they wrote it into their exercise
books. I often still needed to check that it had been written down. We were left with some
time for cleansing our minds, I let the children go and rest on the carpet for a while.
Since you are sitting on the ground with a straight backs... I sat down next to them and they
also sat up, we will do a bit of massage. Lets start with the head, using your fingertips start
massaging the area above the forehead, then slowly move around the crown of the head, then
behind the ears and neck. Lets repeat this a second time and a third time; excellent. Lets
place our right hand on the top of our head again, this time well request: MOTHERLY
ENERGY, PLEASE MAKE MY SELF-AWARENESS MORE FIRM. Slowly, lets raise
the right hand high above the head... and watch this space... take the hand down and stay
without any thoughts for as long as you can... if a thought comes, lets just forgive it. Inside,
we can thank for finding this peace. NOW lets place the right hand on the lower part of the
abdomen, on the left hand side of your body and ask: PLEASE GIVE ME THE PURE
KNOWLEDGE, THE TRUTH.. one minute of silence. Now swap the hands with your left
hand on the lower part of the abdomen, on the right hand side of your body, ask: MOTHER-
LY ENERGY, PLEASE TAKE AWAY ALL MY THOUGHTS... one minute of silence
please. Lets move the hand to the lower part of the abdomen in the middle ... PLEASE
GIVE ME PURE CREATIVITY... lets forgive all the incoming thoughts... and stay in cur-
ing serenity of silence... excellent... you can give yourself a bandhan!
What should we give ourselves? Spoke a sweet, gentle, weak but freshly rested voice of a
child.
Ah... I forgot to tell you about a bandhan... it is a cape that when worn, nothing can make
you unhappy and nobody can fool you. It is a protection for your energy system. It is a living
cape! I said and triumphantly tucked up my sleeves. Here, lets do it together:

BANDHAN: With your left hand the supporting hand raise your motherly energy your
goodness from below, from the spot on which you sit on the ground, up along the spine.
Continue up the centre of your body. The right hand; the hand of action, encircles this energy
at each energy centre/plexus. We have seven of those. Up above the head we tie a knot with
this energy and we repeat the whole thing again three times. With complete attention inside.
Then around the body, with the right hand, evenly from the left side up around the head and
down the right side and then BACK, (like a rainbow). By gathering the layers of energy
vibrations evenly, we create a protective coat around the body. Seven times... It is good to
keep this space pure.

Now the well known question echoed again. When will you continue with that living story
about children? Yeah, when will you tell us the story? I wasnt able to come up with any
answer, there was no thought. Nothing... J ust a SILENCE.... And they want from me a story
that is happening right now. I just sat there quietly until the bell rang. The children went to eat
their lunch. I stayed sitting there... for a bit longer...
The bell rang again announcing the beginning of Nature class. I continued on from the last
time. In a body of an adult human being, there are approximately 206 bones that support it.
The skeleton protects the inside organs from injuries, it forms a sort of a cover. We have a
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number of these covers, subtle ones invisible - as well. The spine consists of 24 vertebrae
that are placed one on top of the other. The spine forms an axis for the organism, through
which passes a spinal cord. Muscles are attached to the vertebrae; they also form a cover. We
are full of many working organs, some of which are sensory, all are made from gross and sub-
tle elements, so that we can understand and know ourselves completely. All together, it makes
more sense... . I inhaled deeply and, tomorrow, bring with you, your tooth brush and tooth
paste! For a moment, the space was engulfed by a zen-like silence.

What? I beg your pardon, what should we bring? Twins Petra and Pavla raised their eye-
brows with a surprise.
Bring your tooth brush and tooth paste. I repeated the sentence with a calm smile.
Stano was on the attack: We should bring our toothpaste and toothbrush. And dont forget to
bring also your teeth! Because we do not bring our teeth with us most of the time. Followed
a huge laugh. Shall I bring my grandmas dentures? he continued. With this I had to stop
them mid-sentence and explain that we do not need to look at the remains of food on each
others teeth. That our teeth are also part of ourselves and it is necessary to keep this space
clean... that thinking and feeling go hand in hand... that beautiful qualities and capabilities that
we have will not shine if we wont take care of them. After this we routinely brushed our teeth
at the sink in the classroom, in groups, each day after lunch.

They were amazing. First it was four of them playing together in the school playground: Ga-
briel, Stano, Oliver and Martin. They began to invent a game with levels. At the beginning
they argued and debated, each one of them wanted to be the leader, no-one wanted to carry
out tasks, everyone wanted to manage and none wanted to enjoy the whole process. Taking on
the MATERNAL role model, I had to intervene and assure them of their qualities. The best
ones need to be at the begging as well as at the end; the best of all must go there, equally
gifted. Gabriel and Stano automatically distributed their scope in a majestic grandeur accord-
ing to their own excellence. The seam of fire that stood between them was extinguished. Then
the fire of creativity started to blaze.
We have to pass through several levels of difficulty. Gabriel began to construct the game
We will run from the bushes and the space between the school and the caretakers garage
will be the section with crocodiles. There we must jump from small islands onto the backs of
crocodiles and then fast back onto the little islands.
The instructions were clear. With Gabriel in the lead and the equally capable Stano at the
back, gradually, other children were joining in the game. I have never seen such a compact
class before. All the girls left their catwalk strolls and nest of robins forgotten somewhere in
the bushes and worked through the level game together with the boys. Martin also joined
the best football player in class, Michael: a promising botanist, Kristian: a sought after artist,
Ondre: an aviator, Teo: player of handball and a skilled mechanic, Ales and Richard ....... eve-
ryone from the class joined in. Prompt and accommodating solutions were given to any disa-
greements or problems. They played out different situations and created new worlds and le-
vels. A section of the fence made of a concrete base and a metal frame above, turned into tree-
tops that they had to traverse. At the same time, the whole group was being attacked by herds
of monkeys and Gabriel pioneered the route, sought and cast out the best trails through the
jungle. Stano at the tail of the expedition protected the girls from the attacks by herds of mon-
keys. The children in the middle of the venture kept overtaking each other, they passed each
other cargo, and helped one another scramble back and forth. When they successfully com-
pleted this level, they raised the level of difficulty and had to sail through the entire football
pitch in groups on wooden logs that the sea washed up ashore. The next level represented
crossing grassed area full of snakes and lizards. It was a beautiful game. They kept at it one
10
whole season. They played for hours, with a variety of alterations, they were rested and hap-
py. I wished I could play with them. Their imagination, understanding and love running free.
In those times it was me who played Learning Silence. In reality it was a meditation.



IV. UNDERCURRENTS AND WAVES ON THE SURFACE

Miss, my Daddy and I, bought a fish for our aquarium, yesterday in town. A piranha. The
little creature made a whole in the plastic bag and the water started to leak from the bag onto
the back seat of our car.
Really? The piranha bit through the plastic bag? I asked Richard first incredulously-serious
and then with laughter in my heart.
Yeeees! Seriously! continued Richard convincingly. The poor little creature. I then slipped
it into a plastic lunch box; poor little one; it wallowed in a bit of water and breathed loudly,
opening its muzzle. Poor little creature. Then we were stopped by the police but when we
showed them our dying fish, they let us go. By then we all grinned happily at Richard. He
has a good heart and was so simple. With his best friend Ales; they were mischievous. We
could hear the undercurrents of his pure soul in the waves of his story about his desires for
saving the life of an aquarium fish. We all sat down on the carpet forming a circle. They
talked about aquariums, about fish in the sea, and about attention, that was sharp and getting
sharper... about the mind that was developing, getting subtler and subtler... until the todays
level of humanity. That hand in hand with the development of life in the sea and then on the
earth, our mind and life were also being developed and so too were human beings.

Apart from the inner organs, man has in the body also subtle centers: invisible wheels of
energy or chakras, which store beautiful qualities That each energy center controls corres-
ponding organs and has respective qualities. We found coral, amethyst, emerald, ruby, sap-
phire, diamond. We found gemstones and also pushcarts on which to load this freight.
With the right hand under the left ribcage and with the left hand on our lap we can ask:
MOTHERLY ENERGY PLEASE MAKE ME A CONTENT AND GENEROUS PER-
SON. ENLIGHTEN IN ME THE WISDOM AND KNOWLEDGE... let the desire and
vibrations work on this place... very good... and now lets swap our hands: The left hand goes
under the right ribcage, the right hand stays palm facing upward on our lap. Lets pray: MY
INNER MOTHERLY ENERGY, PLEASE STRENGTHEN MY ATTENTION. MAKE
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ME A DIGNIFIED HUMAN BEING... we forgive our thoughts and remained in the silence
of our own satisfaction... lets slowly move the left hand on to the belly button... one minute
of silence please.

We all took our seats by the desks to eat our break. Christian looked at me from under one
eyebrow and with a foxy smile of a soul mate, spat out a question: Miss, look what I have.
He carefully raised the lid of his lunch box and with a raised eyebrow he pointed at a sand-
wich that was in there. Raising the eyebrows in response, I sized up the sandwich as some-
thing fantastically sacredly prepared. I unpacked my sandwich with grated carrot, Ales un-
packed his sandwich, Nicol hers, Teo his, Hanka hers.... and Richard his chocolate big as
two school kids' livers together with two school kids' gall bladders. Quietly I watched what
would happen. When the big foil was open and the chocolate laid there in its full glory, his
eyes sparkled and his taste buds started to rattle. Richard chipped away a bar of chocolate and
quickly put it in his mouth. Once, twice, third time, blissfully and complacently reaching for
more... I couldnt withstand it any longer.
Richard, are you eating your break?
Yeaah! Sounded his answer.
And what are you eating?
He immediately started to lift the foil with his fingers trying to cover the chocolate with it I
got it from my mom! So what? I can eat whatever I want! Alesh and Oliver came running
together. With a question in their eyes, and the sentence on their lips: I would like some too...
It was decided.
The digestive system consists of oral cavity, pharynx, esophagus, stomach, intestines, liver,
gall bladder and pancreas. Before the food gets digested, it remains in the digestive tract for
12 to 48 hours. The duration of digestion and also the quality of health depends on what we
eat. The liver is the organ that burns and eliminates all the poisons in the body. And if we
overdo it with too much chocolate, fats, sausages, eggs, cream cheese or spices... the work of
this chemical factory is doubled, tripled... it is unable to process it in time... an excess heat is
created as a result of which it is unable to process the psychological and emotional poisons...
and an imbalance is in the world. The undercurrents flow and turn out waves of nervousness,
anger and malice. Sooo. In the liver there is the home of our attention. You can choose! Im-
balance and anger or concentration and joy!
Ok, so Ill share the chocolate. Giving pieces of the cacao mass to Oliver and Alesh. In an
instant a few more boys leaped towards Richard reaching out for chocolate. After the last
piece was gone, we agreed that they will bring healthier food for their break; fruits, vegeta-
bles... and I would have a chat about it with their moms at a parents meeting. Over and out!

12

V. MOTHERS DAY

We were all sitting on the chairs at our desks, barefoot, with our right hand on the heart and
left hand on the lap. MY OWN GOOD, I AM THE PURE SPIRIT, PURE LOVE, PURE
MERCY, PLEASE MAKE ME COURAGEOUS, STRENGTHEN IN ME THE RE-
SPONSIBILITY FOR GETTING TO KNOW MY SELF. ... Lets breathe slowly... now
put your right hand on top of the head and repeat the request... lets massage our scalp turning
it clockwise (when we look from above)... and lets slowly raise the hand above the head...
remaining with complete attention in the state without thoughts... lets put our hands down...
one minute of silence please...
What did you feel?
Christian: I felt some air in the middle above the head.
Gabriel: An airy link., Kate: As if my hand was placed on the air..., Stano: ...some sort
of airy tube..., Peter: ... as if there was a stone., Oliver: ... as if above me was an air cur-
rent., Sona: I rested nicely.
I left them doing nothing for a bit longer and then we continued with classroom time .

The human heart makes, during one day and night, approximately 12,000 beats. It is a special,
hollow muscle that continuously contracts and relaxes without any conscious effort. It is the
home of our spirit which sets in motion the whole autonomous nervous system. Deoxygenated
blood comes to the right side of the heart as if to the seat of father from where it travels to
the lungs for oxygen . Oxygenated blood returns to the left side of the heart as if to the seat
of mother and distributes oxygen, vitamins and nutrients via a mothers blood circuit to the
organs and tissues. Interesting, isnt it? And worth respecting! To show our love the right
way, well rehearse a play for Mothers day. Would you like to? I asked.
Yes! Yees Noooo Yes Oh, I dont know! Yes... .
Well, we can talk about it later. Now open your exercise books and lets write something. I
announced, the next activity.

Miss, I will not write into my exercise book during classroom time any more! Thats over!
announced Alesh. He laid down his hands on his laps, stretched his legs under the desk and
rested his body provocatively on the arm of his chair.
Sorry, that was my mistake, open your pupils book. Everyone. Youll write there an invita-
tion for your parents to come for parents meeting. This, also Alesh wrote.

Many parents were curious, impatient, expectant but also kind. Mr. Moment stated in front of
everyone that: finally, someones working with the kids; and gets results. When I come here,
it is quiet, my child at home looks forward to going to school, often we prepare for classes
together and I can see that Sonya is enjoying it; a long awaited change. Our tall and slim
school deputy director also heard this as she was sitting there. She smiled, winked at me and I
could continue. I talked about catching up with missed lessons due to repeated substituting of
the previous teacher. I talked about grades, about childrens behaviour, about lessons in si-
lence that help them as well as myself, about the many books we had read, about interactive
games and relationships, about chocolate and theatre. I talked; as if with kids, about beauty
and goodness in them, about stories that we had experienced together. It was so real that many
parents remained in the classroom even after the end of parents meeting, they wanted more
of that moment, of that atmosphere, of information, of love. Such a small, silent Christmas.
NOW.
13


VI. HOW TO GET OUT OF THE MAZE?

Kate scuttled towards me; May I tell you a joke?.
You may.
A teacher gets to heaven and the saint asks her: What is it? The teacher answers:
Shouldnt it be who is it?!
Laughing together, we gathered by the door and I escorted the children to the computer room
in the school basement. One student was missing. I left them with a responsible teacher and
went to look for the stray lamb. Back in the classroom a furious Michael lay curled up on the
carpet, tearfully holding his wrist, as if in the last throes of a battle with adversity... . I
watched him for a while and then approached him, stood him up and moved his attention
elsewhere.
Help me with the books. I asked him directly and headed for the shelf with the books, as if
to not pay him attention. It should not be like this here. Who did this? I repeated the ques-
tion. I dragged the magnet of attention towards the spilled water, near the books. Michael,
quickly bring me the towel that is by the sink, before everything gets soaked and destroyed
here, please... hurry up! I encouraged him with my voice. He hesitated a little and then
brought the towel and returned to the sink to wash his face and the hand. I was wiping the
shelf, listening to the splashing of water with one ear and with another ear to the loud inhales
and exhales that indicated the completion of a battle for his life. After a while he approached
me and raised his hand with resignation. He showed me his wrist.
Miss, please put a tissue here and Ill tape it on.
I put the tissue on the wrist of his scratched hand and attached it with a plaster saying:
This is destruction. You can be very constructive. You can do many interesting things. Why
dont you grow in it?
Because my parents want a divorce, we might move away from here, I have a grade four
from everything and no one wants to play with me. Everyone mocks me... .
You can be better than that. Find what is constructive! I grabbed his hand, turned it and
pointed with my finger at the scratched wrist:
This is destruction. I remained silent for a while. And it is on your left wrist that indi-
cates feelings of failure. You can be pure goodness. Youve experienced that! A direct look
showed brown eyes, fair skin and brown hair, with a childs soul and unsure relationships.
Together, we slowly left for the computer room. Quietly he listened to the lecture. I sat behind
14
him and let everything die away... . What was left was the silence between us, like between a
word and the full stop at the end of a sentence. YESTERDAY.

The ear is an organ of hearing and balance. Sound waves come to the membrane of the ear-
drum. The eardrum starts to oscillate and transfers the vibrations to three small bones: mal-
leus, incus and stapes, located in the middle ear. The auditory nerve transmits impulses from
the inner ear to the brain. Also in the ear there is a maze, an organ of balance that tells us
about the position of the head.

TODAY Michael came with these words:
Miss, look, I have another sample for the herbarium.
Behind transparent covers lived their herbary . It was a dried collection; artichokes, a vanilla
pod, a cocoa leaf etc each stuck on paper and with a short precise description and some small
drawings. The principal collector, botanist and explorer of Amazonian forests was Michael:
10 years old with disheveled hair.
So? How is it going? I asked.
Well he did not really want to talk about it we will not sell the house. I can show you my
room. Look, here is the desk, computer, here are my DVDs, books about primeval forests, on
the bed is my dog and cat, there is moms study room... he was showing me photos on his
phone. And my dad enrolled me for horse riding lessons, I already had the first one. Excel-
lent! I added with one breath.
A human being has two lungs. Left and right. These two parts of lung are not equally sized,
the right side is bigger. In the lungs, tracheae branch into bronchi and bronchioles, and end up
in alveoli. The tissue reminds us of a sponge. Thanks to this the lungs are capable of reducing
and enlarging their capacity.
Standing up with legs slightly apart we hold our hands together behind our backs, raise them
slightly, straighten up, take a deep breath in, hold your breath. Count to 12. I was speaking
calmly placidly to these sixteen fourth year students.
Exhale after the count of twelve and then repeat this deep breathing exercise 3-4 more times.
If you can, keep your attention lightly above the head.
NOW place your right hand on the left hand side of your throat, head turned slightly to the
right... and desire... MOTHERLY ENERGY, I AM NOT GUILTY, I AM MY PURE
SELF, NOT THE PAST, FEELINGS AND THOUGHTS... I AM NOT GUILTY... one
minute of silence please.



15
VII. BROTHER AND SISTER

Blond haired Emma delivered news:
Did you know that a crow was pecking pieces of meat out of our dog J immys bone from
lunch? She was not at all afraid of him. It stayed there for sooo long pecking...
She was interrupted by Hanna:
Well, your J immy is already a retired soldier and is blind on one eye. My Mum on the oth-
er hand bought us a little puppy terrier. It is so sweet.
Emma didnt let go: Now you have to train him well so he listens to orders! You must be
very strict with him!
Hanna added with uncertainty: Sometimes I am also angry at him!
Well, you have to train dogs within one year continued Michael. Our cat J ulian is so well
trained that if some food is outside of his bowl, he wont eat it, he snubs at it.
We all laughed and I entered the discussion.
And how about the horses? Do you train them?
Ehm, my horse already dragged me around. I slipped and hung by one leg upside down, he
dragged me for quite a while.
What? Some of us marveled at this and laughed.
You should have selected end of game and pressed STOP! laughed Oliver.
Hmmm, thats easy to say. resonated Michaels answer, as they succeeded in equating reali-
ty with the virtual world.
Miss, did you know that the T-shirt I am wearing right now, and also this skirt have adult
sizes already??? whispered Petra with a mysterious smile I got them from my sister! As if
a small apple was telling to a big apple tree in an enormous apple orchard its new story about
ripening.

Miss, I have to tell you something. Stano started mystically. He leaned over my desk. I
found out that Veronika is into me. Should I tell her I know about it?
I leaned towards Stano and slowly his brown face and his smile chilled.
Do-not-dare! Sounded my answer.
Surprised, his look slowly went pale.
Would you like to know what I found out? I gave an open ended question.
Whaaat??? Again the question open ended. Stano held his breath.
That Alexandra, Diana, Martina and also third grader Victoria like you as well.
A big stone fell from his self-confidence down to the ground with a bang. Stano could safely
breath in.
I know. And thats the problem. What should I do?
You have two options. If you told even one of them, I continued, the other four will be
jealous and youll split my team such an amazing team.
A long pause and an acknowledgement showed by Stanos head nodding, all added to the se-
riousness of the situation.
Or the second option is: you will become like a brother to each one of them. BRO, brother,
older brother and gentleman. And they will all love you! I triumphantly offered the solution.
And my class will remain intact. As if I made a tactful decision. Stano left with a slow, ref-
lective walk towards his desk. During the last class of the day, he was still serious and pen-
sive. Two days later he came back to me with a solution.
Miss, I think you were right, the second option will be better. Please dont tell anyone. I have
made my decision. He went away and was no longer serious. Instead, he had both an esteem
and humility. He was shy a little and bubbled with laughter.

16
The brain and spinal cord form the central nervous system that is the governing centre of our
body. In the brain, there are located, centers that govern our speech, touching, seeing, smel-
ling, hearing and movement of the body, behavior and emotions. In the spinal cord, there are
many nervous cells that transmit and receive impulses from the whole body to the brain and
the other way round. If we were to measure the whole length of nerves, it would be about 75
kilometers.

Afterwards, sitting again on the carpet forming a circle, we talked about the recent reactions
to certain situations in the classroom, then we gave ourselves a bandhan and placed our right
hands on the forehead and asked for forgiveness of our thoughts, whether stupid, funny, good
or bad. I FORGIVE EVERYONE AND I FORGIVE MYSELF... slowly inhale and ex-
hale... lets put the right hand on the top of the head... yeees... and ask for forgiveness... please
forgive me as I forgive others... raise the hand slowly... bring it down onto the lap and remain
within your silence... if any thoughts come, forgive them... one minute of silence please.
NOW.


VIII. EVERYONE ON THE SCENE PLEASE!

The whole play was to have been about mother, motherly energy, about presenting the posi-
tion of mother in history, about correction and nourishment. For our Mums. We chose An-
cient Greek Myths & Legends by Eduard Petishka we went through the whole book in pre-
vious classes and selected three stories out of it. We altered the stories and put together a
play based on these. All the children from the class participated in the play; all were gods and
goddesses, demigods, the whole family of creation; as if a part and parcel of Gods will... as
if a new dimension of CONSCIOUSNESS and PERCEPTION, and not only a visual under-
standing!

Light reflected from any object we see, breaks on the cornea, passes through the pupil and
then gets focused by the lens. The retina contains millions of light and color sensitive cells
and after the impact of light on the retina, an inverted image of the object appears. The sensi-
tive retina cells transform the image into nervous impulses that are transferred via the optical
nerve to the brain. In the optical centre these impulses are processed and a person senses the
image in its normal position.

I called my dad but he did not answer the phone. With fear in her eyes Sonya reported. I
have to call my mom now to call my dad saying not to call me. Because if he calls me during
17
the play, that will be so embarrassing! Sonja was on the edge of tears due to nervousness
about performing, the possibility of making mistakes and the feeling that her parents might
not make it to the performance... it was overwhelming.
That would be probably embarrassing, if the phone rings whilst you are on stage, playing
Pallas Athena. Daddy calls, daddy calls, daddy calls... J ust switch off the phone, will you!
rebuked Paula. She rolled her eyes, extended both her hands with palms facing upwards and
gesticulating thus, Paula cautioned Sonya with care and a mothers love. After all, you are
playing Athena who jumped out of Zeuss head and gave him the knowledge. You are impor-
tant! Right now you are the most important. Like mothers care and love. Everything revolves
around you..
Teo played Zeus lord of heaven and earth. (Indra in Indian mythology) Hera was played by
Simona. Aphrodite: the goddess of beauty and love, was played by Paula. Apolo: the keeper
of the order, light and poetry, (just like Ram in Indian mythology), was played by Ondre.
Hermes: the messenger of gods, was Christian. Aiolos: the ruler of wind was Oliver. Hestia:
the goddess of home, fireplace and fire, was Peta. Earth goddess: Demeter: was played by
Hanna. Prometheus: Oliver. Pandora: Katya. Europe: Emma. Poseidon: the ruler of oceans
was played by Martin. In short, everyone was on the scene and everything revolved around
Pallas Athena. Athena, played by Sonya represented evolution, strength and protection.
Around this motherly energy that creates and sustains, all of them were standing on the stage
as if in a question of whether the planet Earth can carry all seven milliard of people in the
world. For three acts, they acted and were amazing. Vibrations were falling on all the drums
deep inside of us and sent out sounds of joy to the whole body and the whole cosmos. One
could feel reality.
A field trip to a lake by the village had the aroma of grains. The green shrubs and vegetation
near to the water lured the children to play and their games, which were in full swing now.
Groups of girls scattered somewhere towards a haystack; others were cleaning the river bank
from rubbish and some others were sitting on blankets in the shade and contentedly munching
their snacks. From the boys however, there was a suspicious silence. Only the rustling of
reeds gave away their secret reconnaissance, their escapes and captures or their spying posts.
After a while the whole group of boys brought Michael, Oliver and Daniel into captivity.
Miss, this is really serious! Gabo spoke first, this indignant voice assembled all as if an au-
dience. Girls came running first, then the gym teacher and other teachers. We all stood there
in a circle subltly creating hyper dimensional fields of carbon.
We hid behind the shrubs spying on the three boys and then we saw that Daniel and Michael
were killing a frog. Oliver was with them too. They were throwing stones at it. Alesh was also
standing there but joined us after he spotted us. I sneaked closer but they already noticed
Alesh. So... we managed to scare away the frogs and make the boys captive.
Immediately after the end of Gabos accusation, Michael defended himself with a confession.
I confess, I got persuaded to kill frogs. With his head hanging low he promised not to do it
again. Likewise Daniel and Oliver promised.
We sat down with the children in the shade by the lake, that rippled with a motionless sereni-
ty. We were all contemplating the moments we had spent together when someone said sud-
denly:
When will you finish telling us that story, Miss? You promised. I slowly inhaled and then
exhaled.
That story died away already. You are that story! One could hear the squeaking of opening
doors to those mines deep inside their hearts. I told you I continued in a low voice that
Ill continue the story when you establish yourselves at the first level. The first part of the sto-
ry just finished. I have watched anger, guilt, deceit and also ridicule leaving you all. I have
seen how you want to become better.
18
You said that those children had special abilities Michael said reproachingly as he sat down
next to me.
Abilities? Now you are like this lake. You can become like the ocean. Youll wash yourself,
replenish yourself and fill with living water everyone who will need it. IT IS A LIVING
STORY ABOUT YOU. Respect yourself. With your heart.
We sat without movement for a while longer and watched the serene lake of unending truth
inside of us. Speechless, we only managed to talk the talk of love. We remained sitting by the
lake side filled with inner peace... we stayed for a bit longer... just a bit longer.
Now the fourth graders will show you how they practice Learning Silence. I explained to a
group of children in the after school lecture on drugs. The fourth graders formed a line in
front of the blackboard and demonstrated how to release an overloaded sympathetic nervous
system.
The parasympathetic nervous system which is governed by our spirit, is awakened with one
simple question. I announced. Open your left hand out with palm facing upwards, as if you
were asking for something. Place your right hand on the crown of the head. Massage the scalp
turning it clockwise from above and deep from your soul ask: MOTHERLY ENERGY,
PLEASE, GIVE ME MY SELF-REALISATION!... repeat it inside a few more times...
slowly raise your right hand high up above your head... put the hand down open on the lap
and remain silent without any thoughts please... NOW.
19



20







I SEE YOU,
CAN I KNOW YOU.
/colouring book for school children/







21


With right hand on your head
and left hand open palm up
on your lap we whole
heartedly wish: Motherly
energy please give me self-
knowledge.
Slowly raise your right hand
above your head. Notice and
feel this space on the palms
and overhead.
22

Matka Zem odovzdvam ti
vetky problmy. Upevni vo
mne mdros prosm.
Rozvi vo mne silu
nevinnosti, cnost a
rados.
Unravel in me the powers of
innocence, virtue and joy
Mother Earth I offer to you
all problems. Strenghten in
me wisdom, please.
23




It is clear and sharp and it
starts with the letter A,
what is it?
/noitnetta/
To guide our own Motherly
energy to its highest state in
our full awareness =
meditation brings peace,
healing, strength and joy. We
want to have, or we want to
be? That is the question!
24





































Bandhan: High above the
head carefully, tie up tightly
the pure desire. Once, twice,
three times.
Bandhan: Like a rainbow we
make seven arches around
our body.
Bandhan: Raise the motherly ener-
gy, three times with your left hand
from the lower part of your belly
upwards following the route of the
spine. Turn your right hand around
this as it passes each energy cen-
tre/plexus.
25








From the pelvic plexus (our
first nerve bundle) up to the
subtle centre above the head,
all should be kept clean.
Thoughtless awareness:
peace and quiet.
Bandhan: It activates the
protection of our inner subtle
system. We must respect his
path.
26






Ask for self-control and
peace
The undercurrents flow and
turn out waves of.......
27






Help me strengthen my re-
sponsibility, care, and confi-
dence
The liver clears all toxins
in the body. Physically,
mentally and emotionally.
Please give me pure atten-
tion.
28






This is school! In it we
are students and teach-
ers at the same time.
I wish for internal inte-
gration and harmony
29






By regularly repeating
the state of meditation
we strengthen our bal-
ance
Everything is a play
30






How to get out of the maze?
Enter exit game and press
STOP. You are not guilty
Ear: sound waves hit the ear
drum and vibrate the three
small bones (malleus, incus
and stapes) The auditory
nerve carries impulses from
the inner ear to the brain
31






Strengthen your peaceful
state without thoughts or
doubts.
Allow yourself to grow
beyond all your condition-
ings.
32





Now you are playing Athena -
caring, protective and loving.
Millions of cells sensitive to
light say: Make me a caring
and manage things well.
33




















Motherly energy, thank you
for self-realisation.
1. Mooladhara chakra
2. Swadhistana chakra
3. Nabhi chakra
4. Anahata chakra
5. Visshudhi chakra
6. Agnya chakra
7. Sahasrara chakra
34
SPONTANEOUS MEDITATION IN
LEARNING SILENCE
instructions/notes

1. INTRODUCTION

Learning Silence creates the atmosphere for Spontaneous Meditation. These instructions con-
tain a description of, and preparation for the implementation of both.

The health status of todays population corresponds to the awareness of and adherence to
moral and ethical principles within the society.

This publication is dedicated to parents, teachers, children and students, of all ages. It will en-
able you to use Spontaneous Meditation techniques in a playful manner in the management of
stress, tension, moods and conflicts. Children and adults alike will gain mental clarity confi-
dence and the ability to discriminate wright from wrong.

The instructions are drafted for children and adults together.

We believe that by using Spontaneous Meditation we can walk the path of patience, serenity
and truth.


2. METHODOLOGY OF SPONTANEOUS MEDITATION AND LEARN-
ING SILENCE

Spontaneous Meditation is achievable through mental silence a state without thoughts that
leads us to a spontaneous awareness of the self. Through activation of our own goodness the
maternal principle we can achieve integration with our inner personality. The result is
achievement of inner balance, a higher state of consciousness and inner joy.

Learning Silence contains both the preparation and application phase of Spontaneous Medita-
tion. It creates a suitable condition for the practising of spontaneous meditation, for applying
the balance, the knowledge and for other aspects of interpersonal relationships.

Timewise this Spontaneous Meditation technique is very flexible. It can be incorporated into
any activity or subject, whenever its necessary to synchronize and focus the attention on the
present moment.

The speed and regularity of Learning Silence depends on the need of the class for clarification
and strengthening of the experience of truth. Learning Silence can be applied in any subject
or activity that induces reactions in interpersonal attitudes or mental conditions.

We will describe both terms in parallel: Spontaneous Meditation and Learning Silence.

35
For the first application of Spontaneous Meditation its beneficial to prepare the environment
and properly and accurately inform the students about the upcoming activity. The preparation
phase consists of the adequate motivation of students and an introduction of the underlying
theme for Learning Silence.

The procedure of Spontaneous Meditation is as follows:
We sit comfortably and take off our shoes. Take a deep breath in, then slowly breath out and
repeat several times. Placing our left hand, palm upwards on our left lap and our right hand is
on our heart, we monitor our breathing. After a while, quietly inside we say a few positive
statements or affirmations so as to activate the maternal energy. We move our right hand on
top of the head where we again say a couple of positive affirmations. In a relaxed state we
slowly raise our hand above our head and observe the sensation in all our fingers. We rein-
force the mental silence and thoughtless awareness by a short meditation. Meditation means
experiencing thoughtless awareness with full consciousness.

The next stage of Learning Silence is the application stage. The now concentrated and fully
relaxed child is able to understand its own personality, to work on self-development and per-
form activities of daily life. Furthermore in applying Learning Silence the development of
self-awareness through self massage, mental clearing, hygiene, vibrational and environmental
perception, occurs.


3. PREPARATION FOR SPONTANEOUS MEDIATION DURING
LEARNING SILENCE

Definitions: spontaneous meditative state =mental silence =natural state of mind =were atten-
tion passes from acting (having) to being.

Conceptual map:

I am
Past Present Future
Emotions Reality Rationality
Wishes Growth Activity
Emotional Intelligence EQ Spiritual intelligence SQ Intellectual Intelligence IQ
Attachment Self-assessment Ignorance
Pessimism Trust Optimism


Generalization:
By means of Spontaneous Meditation one enters the space between thoughts; as a result of the
awakening of the intrinsic maternal energy. Spontaneous Meditation effectively serves the
human being in integration, evolution and as a healing instrument for stress and tension relief.

Diagnostics:
Diagnostics can be done in two different ways. Firstly, we determine the students knowledge
of the chosen theme, through discussion, questions, observation of situations, moods, and be-
36
haviour. Secondly, the inner diagnostics is performed within Spontaneous Meditation by abil-
ity to perceive and distinguish vibrations their consciousness of and growth in vibratory
awareness.

Teaching Spontaneous Meditation:
In Learning Silence the natural insertion of Spontaneous Meditation into curricular demands
is assumed and a time space for relaxation methods and mental cleansing is created.

Learning Silence includes preparation and application:
The preparation phase can be used for achieving calmness, quietness and reducing undesirable
behaviour. For example: 5 minute self-massage, other physical exercises, reading of a short
motivation story, or a guided conversation about, these can be used depending on the need
and appropriateness.

The application phase is determined by shifting concentration into creativity. It encompasses
focusing on the curricular demand or understanding and processing the obstacle in the way of
that demand.
The teacher will be working with their knowledge of physiology, ethics and environmental in-
formation. The knowledge of human physiology enables naming of facts and phenomenon
precisely. Enlightened principles of morality and ethics of humanism are easily accessible and
clear due to Spontaneous Meditation. An individual is familiar with the basic human body ter-
minology which allows him to explore new concepts and integrate more subtle elements.

Spontaneous Meditation lies in awakening the persons own residual maternal energy so that
through mental silence this energy is given space for self-awareness and self-knowledge. By
practising of Spontaneous Meditation and retaining a meditational approach, principles of mo-
rality and truth are forged within the personality. The individual considers his stance and reac-
tions clearly, and his joy and ability to perceive and understand grows.

The Aim:
The aim is to create the ability for self-control within the space of mental silence via a medita-
tional attitude and self-assessment. Self-assessment does not mean comparing the individual
with another individual, but assessing the individuals own energy status in the central nervous
system, their vibratory perception. The child is able to recognise negative behaviour and stress
whether their own or others, and be free from its own reactions.

Affective part:
The individual will be able to distinguish (and name) negative behaviour from positive.

Psycho-motive part:
The individual can create a habit for using the meditational state when solving problems.

Cognitive part:
The individual can contribute to mental relaxation via focusing the attention on the self for a
short period of time.

In the context of educational methods its possible to apply the informational-receptive con-
cept and experimental teaching concept. With informational-receptive methods we see the
presentation of ready information. With the experimental methods one seeks solutions, moni-
tors the results and confronts them in a group. We develop perception and alertness.
37

Educational resources:
Material resources are: classroom, Learning Silence methodology notes, PC, CD, DVD, basic
things for personal hygiene and creative activities.

Non-material resources:
Know-how of Spontaneous Meditation, methodology of Spontaneous Meditation, teaching
awareness and ability.


4. METHODICAL PROCEDURE

Methodical procedure of self-realisation phase meditation:
a) We sit down comfortably on a chair or the floor and put our hands down with palms
facing towards the floor. We take a deep breath in and slowly out. We repeat this sev-
eral times and begin to relax. We put our left hand on the left lap, palm facing upwards
and put our right hand on our heart. We ask ourselves a question: Can I feel my own
inner goodness? (focusing our attention on the heart and breathing)

b) We move our right hand on the left lower abdomen and say: Please show me the truth
(with our attention on self-realisation, self-knowledge)

c) Our right hand is moved slightly upwards to the upper abdomen and we say: I know
self-control (attention on the spot beneath the right hand)

d) With the hand on our heart we repeat: I am inner goodness (we focus our attention to
our heart)

e) We place our right hand to the left side of the neck and say: I am not guilty

f) With the right hand on our forehead we say: I forgive everyone and myself (we focus
our attention to the spot beneath the hand, breath slowly, we forgive and let everything
go away)

g) With the right hand on the back of the head we say: Please forgive

h) Putting the right palm pressed on top of our head we express our wish: Please inner
motherly energy, give me self-realization, give me the knowledge about my self. (we
can massage the scalp clockwise for a while)

i) We raise our right hand above the head and check. After a while we return our right
hand to the right lap, palm upwards and stay in mental silence in a state without
thoughts. We rest in silence and relax completely. If the thoughts keep coming we for-
give them so that they dont disturb us, and the non-verbal communication between our
maternal energy and our consciousness can continue.

38

5. FORMATIVE ASPECTS

1 Learning Silence is a follow-up to any previous education in the art of listening and imple-
menting: conducting interviews, quizzes, dramatisation, observation, approach to others,
physical exercises, appreciation, experimentation. It gives the educational possibility to spec-
ify vibratory perception - feeling, perception and differentiation of vibrations - as the finest in-
strument of diagnostics.

2 In order to ensure individual treatment; confidence and group communication is required.
The teachers competence in empathy and compassion ensures a smooth transition from the
stories of the Learning Silence to Spontaneous Meditation. Subsequently self-assessment is
applied to the processes of self-knowledge, communication and creativity .

3 Regular recurrent Spontaneous Meditation and Learning Silence during the school year, for a
few minutes by checking the inner space provides autonomy and self-education and creates a
lifelong habit of self-knowledge. Daily repeating Learning Silence in appropriate activities and
gradually in group work , will prevent the accumulation of stress and conflict and ensure a
healthy environment.

4 To work with Spontaneous Meditation and Learning Silence it is necessary to adhere to the
principles of freedom of choice and self-knowledge. The sharing of positive social relations
and self-regulation combined with hygiene, good habits and adequate internal and external in-
tegration can be achieved by understanding and respecting yourself and your perceptions. Such
growth of an individual or group mirrors an adequate perception of reality.

Assessment methods :
Assessing individuals or groups involved in Spontaneous Meditation is on the one hand, an
internal matter and on the other hand, an external matter.
Informal assessment is based on the observing of day to day behaviour by the teacher, other
teachers, parents, special education teachers etc. which is used for external evaluation.

In the form of internal evaluation we monitor the practical ability for Spontaneous Meditation.
The individual confronts the idea of their own perceptions through their central nervous system
within a short time period. Even the evaluation of the whole group can be done by vibrational
assessment.
Watching the relative performance of students or groups takes place more or less continuously.
It should be emphasised, however, that comparison does not take place in terms of competi-
tiveness.

The essential feature of the survey results is a formative assessment, where, thanks to feed-
back, diagnosing errors or difficulties, seeing the condition of the child, we are able to detect
and remove defects, highlight strengths and positive behaviour and perception. Thanks to this
assessment both awareness and consciousness of integration occurs.

Educational options :
Spontaneous Meditation enables us to bring the attention of the child, or a whole group of chil-
dren towards permanent ethical values through enjoyable pursuits. Attention is the key point
of looking at oneself with optimism - a constructive understanding of your consciousness.
Spontaneous Meditation takes the form of thoughtless awareness but within full consciousness.
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Education is a social phenomenon and in terms of philosophy has many dimensions: anthropo-
logical, epistemological, ethical, axiological etc. The relating of theory and practice, in educa-
tion allows us to quickly achieve and develop ethical values through spontaneous meditation.

From the Latin, "educare" means to educate, cultivate or train someone in something. A
teacher is taken into the realm of "self-awareness" where an individual is confronted with its
own attitude to things or situations and gains distance from this disturbance. This area of edu-
cation is supported by a very short Spontaneous Meditation of only 1-5 minutes.

Family upbringing affects the child in the long term, directly and naturally. The rate, intensity
and difficulty of any stimulants reflects in the child at different intensities. Group work with
Learning Silence acts as a catalyst for ventilating of and reflecting on negative experiences and
strengthening ethical values of humanism.

All experiences, whether individual, family, group, or within the sphere of spontaneous medi-
tation are subject to the free, autonomous decision-making process of the child . Emotional in-
telligence naturally develops, which opens up a new state of mind. Thanks to Learning Silence
we receive the skill to work with self-knowledge at our own optimum state of being. The
meditative state is fully awake, distinctive and calming .

Organization of lessons:
Arrangement of the lesson depends on whether we are working with specific individuals, indi-
vidual instruction, or with a group of students. Using project learning the students apply spon-
taneous meditation in their free time at home and the feedback provided show peace and satis-
faction, ability of manage stress, independence and creativity in the environment where they
are.

Timetable teaching units:
Each Learning Silence class consists of a preparatory phase, spontaneous meditation and ap-
plication phase.

The preparatory phase incorporates a motivational part, a relaxing part, such as a relaxing
physical exercise or self massage and the length of the preparatory phase depends on the atten-
tion of the students.

Spontaneous Meditation, takes some minutes, depending on the concentration and stamina of
the students.

The application phase allows for peace and concentration during activities.

Despite preparation and application, the timetable needs to be adaptable to the needs of teach-
ers and children so that can be counted about 3-10 minutes on the Learning Silence at any
time. These minutes can be inserted into the lesson, in school activities before any activity
where you need to be focused and creative.
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6. COMMENTS

From the result of Spontaneous Meditation for adults and children around the world, we can
mention the research of Dr. Umesh C. Rai , an internationally recognised physician from India,
who presented a simple but scientifically proven meditation method known as Sahaja Yoga.

Literary publication of interest: Silence your mind from Dr Ramesh Manocha, which includes
new rational views on meditation.
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Prepared by: ofia Bacskdiov, Marta Gerhrtov

www.SahadzaJ oga.sk
www.J ogaMeditacia.sk
iro.silvester@gmail.com