The MBWP curriculum is grounded on the belief that research, practice, and philosophical inquiry all contribute to developing meaningful, relevant, and ethical frameworks for teaching and practicing mindfulness. Therefore, ours is an evolving curriculum, responsive to the needs of students, sensitive to context, and open to change and exploration.
MBWP emphasizes four primary areas of skill development:
(d) intentional action.
For each of these areas, we provide media and readings, guide group and individual practices, and facilitate structured planning and reflection. Our sequence of topics and practices have been thoughtfully organized to cultivate growth in multiple domains, providing students with opportunities to engage with mindfulness based on personalized needs and aspirations.
The initial stages of MBWP are focused on developing physiological regulation and embodied grounding as a means of aiding meditative practice and artistic expression. Working with our breath and bodies helps to calm our nervous system, facilitating our ability to anchor our awareness in the present moment.
During the middle stages of the curriculum, concentration and awareness are cultivated through mindful and deliberate exploration of our senses, emotions, and patterns of thought, leading to greater clarity, stability, and equanimity.
As we non-judgmentally examine our habitual ways of feeling, thinking, and acting, we gain insight into how our perceptions color reality, giving us the opportunity to let go of unfruitful ways of experiencing and responding to ourselves and others. We then work on reframing our experiences such that they are aligned with our personal values.
During the final stages of MBWP training, after reducing our reactivity through mindful awareness, we develop the capacity to act intentionally in the world, using our experiences, aspirations, values, and ethics as a compass for wise and compassionate action.