Christian Meditation for Beginners · 2011-07-13 · participation in Christian Meditation for...

Christian Meditation for Beginners

Christian Meditationfor Beginners

Thomas Zanzig Marilyn Kielbasa, Editor

Saint Mary’s PressTMA Senior High Parish Religion Program

o r i z o n s

Contents

Introduction 7

Optional Orientation SessionAn Invitation to Participate 17

Session 1Getting Started 24

Session 2Resting in God 35

Session 3Life Goes On 44

A Guide for Meditation 55

Nihil Obstat: Rev. William M. Becker, STDCensor Librorum9 May 1995

Imprimatur: †Most Rev. John G. Vlazny, DDBishop of Winona15 May 1995

The nihil obstat and imprimatur are official declarationsthat a book or pamphlet is free of doctrinal or moral er-ror. No implication is contained therein that those whohave granted the nihil obstat or imprimatur agree withthe contents, opinions, or statements expressed.

The publishing team included Joellen Barak Ramer andMary Duerson, copy editors; Lynn Dahdal, productioneditor; Holly Storkel, typesetter; Maurine R. Twait, de-sign consultant and handout designer; Proof Posi-tive/Farrowlyne Associates, Inc., cover designer; WayneAldridge, International Stock, cover photo photogra-pher; Sam Thiewes, illustrator; pre-press, printing, andbinding by the graphics division of Saint Mary’s Press.

The acknowledgements continue on page 81.

Copyright © 1996 by Saint Mary’s Press, ChristianBrothers Publications, 702 Terrace Heights, Winona,MN 55987-1318, www.smp.org. All rights reserved. Permission is granted to reproduce only the materialsintended for distribution to the program participants.No other part of this text may be reproduced by anymeans without the written permission of the publisher.

Printed in the United States of America

Printing: 2

Year: 2002

ISBN 0-88489-361-8

Genuine recycled paper with 10% post-consumer waste. Printed with soy-based ink.E10

An Overview of This Course

In an article entitled “Discovering the Jesus Prayer,”Jim Forest says that “prayer has to do with being intouch with reality, which is to say, in touch withGod who is manifested in everything and everyonearound us. . . . Prayer is being awake. It is life withyour eyes open.”

Many adult Catholics were raised with a muchnarrower understanding of prayer. Prayer is oftenviewed as rigid. But our concept of what prayer canbe is being expanded constantly. Countless bookson prayer and spirituality now fill the shelves ofCatholic bookstores. Many people are working hardat developing their spiritual life, and they are dis-

covering that exploring a variety of prayer formscan be satisfying and even fun.

Prayer can happen in the midst of a worshipingcommunity or when we are alone with our God. Weencounter God in three forms of private prayer. Invocal prayer, or conversation, we speak to God and lis-ten creatively to God’s response. Meditation is a morestructured attempt to get in touch with and reflectmore deliberately on what God is trying to reveal tous about ourself and the mysteries of life. The thirdform of private prayer is contemplation, the state ofsimply yet profoundly resting with God. ChristianMeditation for Beginners invites young people to ex-plore the second of these three ways to personallyencounter God.

Introduction

7

Introduction 9

They may be secure enough in their identity to takean occasional chance at pulling away from thecrowd in order to establish their individuality. Be-cause of this they may be open to new experiences.The future—that is, life beyond high school—is get-ting more imminent, more exciting, and morescary. They may find themselves thinking, writing,talking, worrying, and praying about the future alot more than they did as ninth graders. In their mid-teens adolescents also continue to explore and deep-en the primary relationships in their life—includingtheir relationship with God. They hunger for deep-er relationships and are beginning to deal with thequestions of intimacy.

All of these characteristics of mid-adolescenceare part of the growth process and the developmen-tal context for Christian Meditation for Beginners. Un-fortunately, negative stereotypes about adolescentsalso exist, primarily among adults. Adolescents aretypically characterized as not interested in religion.The mere mention of a course on meditation foryoung people may prompt a skeptical response fromadults. Although it may be true that many youngpeople struggle to find meaning in their experienceof institutional religion, the vast majority of ado-lescents are interested in their personal spirituality.They are profoundly interested in a faith relation-ship with God and in sharing that faith with oth-ers. Perhaps this is best reflected in the marvelousresponse of young people to retreats, to creativeprayer services, and particularly to guided medita-tions as an approach to prayer.

In addition to meeting the hunger of youngpeople for a deeper spirituality, Christian Meditationfor Beginners may appeal to them simply because ofthe topic itself. For many, the idea of meditation is“cool.” They see and hear references to it in thepopular media and generally have a positive atti-tude toward the concept. By situating this course inthe context of a religious education program foradolescents, you can accomplish two tasks: you willincrease their skill at prayer, and you will foster aninseparable link between meditation and Christianprayer.

Finally, as young people mature they continueto look to significant adults in their life for care,support, and guidance in those areas that seem toneed serious attention. Christian Meditation for Be-ginners is an opportunity to introduce the partici-pants to a method of prayer that can enhance theirfaith life now and throughout adulthood.

The Theology of This Course

Prayer can be defined as communication with Godin a relationship of love. Whether formal or infor-mal, private or communal, prayer is necessarily apart of life for every believer. In prayer we experi-ence our deepest self in touch with the deepest di-mensions of life. This is the point at which we aremost fully in touch with what it truly means to behuman. We find and experience God in the mostpersonal and intimate way at this interior level. Ifwe believe in a God who loves us, it is natural towant to open our deepest self to the power and thejoy of that love, a love that is infinite. That connec-tion between God and us is the ultimate goal ofprayer.

Every great religion of the world has its own tra-ditions of prayer. Our Catholic heritage is rich whenit comes to the variety of prayer forms, and a part ofthat history includes a strong tradition of medita-tive prayer. In the early years of the church, womenand men retreated from the hectic pace of everydaylife in order to search for truth and meaning in thesilence of the wilderness. They took as their exam-ples Moses, the prophets, and, of course, Jesus—allof whom had gone into the wilderness to confrontwho they were in the face of God. This led to thetraditions of monasticism that emerged in the earlychurch.

From the beginnings of the church, great mys-tics, theologians, and scholars have had a tremen-dous impact on the prayer life of the people of God.Their writings were often the result of their ownmeditation as well as their experiences of deep con-templative union with God. And their works haveserved as a source of prayer for generations of Chris-tians that have followed. For example, many greatworks on spiritual life written during the late Mid-dle Ages sparked a revival of prayer and meditationin a difficult period in the church’s history. One ofthese works, The Imitation of Christ, by Thomas àKempis, has probably been the most widely readand quoted work, other than the Bible, of the firsttwo thousand years of Christianity. The fifteenth-century English anchoress Julian of Norwich experi-enced powerful revelations from God, which sherecorded in a book called Showings. The next centu-ry produced Ignatius of Loyola, Teresa of Ávila, andJohn of the Cross. The last hundred years have wit-nessed Thérèse of Lisieux, Thomas Merton, KarlRahner, and Anthony de Mello. Many modern writ-ers on spirituality have led the church to new appre-ciation of different forms of meditation, including

The young people in this course are probably fa-miliar with the concept of meditation. They proba-bly experienced different forms of meditative prayerin various courses in level 1 of the Horizons Program.The minicourse Praying All Ways placed meditationin the context of other prayer forms in the life of thechurch. Christian Meditation for Beginners provides theparticipants with a deeper understanding of medi-tation as well as the basic skills to do it. It encouragesthem to make meditative prayer a regular feature oftheir life. The primary focus of this course is on theact of meditating rather than on specific content orthemes. That is, the course is skill centered, focusedon helping the young people develop a personal ap-proach to private meditation that meets their ownspiritual needs. Participants learn to meditate by do-ing it, not by studying it. During this course theyjoin with others to pray together, to learn new tech-niques, to review their experience, and to find peersupport and affirmation.

The basic format of Christian Meditation for Be-ginners is the same as other minicourses in the Hori-zons Program. The course is intended to be taughtas 2-hour sessions presented one a week for threeconsecutive weeks. Two significant differences be-tween Christian Meditation for Beginners and othercourses in the Horizons Program are evident:• First, the participants are asked to work their way

through a series of meditation exercises betweensessions. In other words they are expected to do“homework.” The supplementary exercises givethe participants a chance to practice meditationtechniques learned in the sessions and exploreother possibilities. For this reason participationin Christian Meditation for Beginners must be en-tirely voluntary.

• Second, this course includes a recommended ori-entation session for people who may be interest-ed in participating in the course but want toknow more about it before they sign up. The ori-entation session is considerably shorter than aregular session and is strictly for the purpose ofconveying information about the course. The ori-entation session is one way to ensure voluntaryparticipation in Christian Meditation for Beginners.The course components and the between-sessionexpectations will be described at the orientationsession so that the people who sign up for thecourse will be doing so with their eyes wide open.

The sessions are structured with a group of aboutten participants in mind. In a sense, no minimum

number is required for this course because it is fo-cused on individual meditation rather than groupinteraction. If only a small number of young peopleare committed to taking the course, the nature of theweekly gatherings necessarily changes from groupdiscussion to more personal conversation betweenthe leader and the participants.

The first session of Christian Meditation for Begin-ners, “Getting Started,” includes an introduction tothe course and to the other participants. The maintopics covered in the first session are the basics ofprayer and the elements of meditation. In the prayerservice at the conclusion of this session, the youngpeople will sign a contract indicating their intent toparticipate fully in the course, including their will-ingness to meditate between sessions. The mainthemes of the second session, “Resting in God,” andits follow-up exercises include guided meditation,meditating on the Scriptures, and an introductionto the Jesus Prayer. The final session of the course,“Life Goes On,” invites the participants to discernthrough meditation God’s hand in their life by ex-ploring their story and embracing their future.

Though the young people who make the deci-sion to commit to participating in Christian Medita-tion for Beginners may not be able to adequatelyarticulate their thoughts, they know that they wantmore from their relationship with God. They knowthat a relationship with God implies the existenceof a God who is reachable and in touch with eachindividual. They also know that to truly enter intoprayer means to do more than mouth the wordsand hope for some mysterious sign from on high.By committing to participate in this course theyoung people are indicating a willingness to active-ly work at deepening that relationship and explorewhat may be a new form of prayer for them. As theleader of Christian Meditation for Beginners you maybe opening up a whole new world. You are invitingyoung people to experience a real encounter with aliving God, and to do so with their eyes wide open.

Background for This Course

The Adolescent and This Course

Young people in the middle of adolescence may beat a comfortable stage in their development, or atleast moving in that direction. Puberty is no longera new experience but an acknowledged fact of life.

8 Christian Meditation for Beginners

Introduction 11

You may look at the description of this courseand immediately feel some apprehension aboutleading it. Be assured that it takes no special train-ing in meditation to teach this course. Because ofthe materials provided for the participants and thedetailed process outlines in the regular sessions, the course almost leads itself. Reading through thehandout material and reviewing the plans for thesessions should ease most of your fears.

However, a unique qualification is required ofanyone wishing to lead this course—a sincere desireto pray with the participants. That is, the leadershould make the same commitment to meditatingbetween sessions as the participants do. In fact, itwould be good if you would sign a meditation con-tract along with the participants, in the first session.This act would affirm and reflect the ideal that theleader and the participants view themselves as co-learners in this course.

The responsibilities of the leader, other than thecommitment to meditate regularly along with theparticipants, are not substantially different fromthose for other courses in the Horizons Program.Just as in other courses, it will be necessary to pre-pare yourself and the learning environment. Thiscourse will be successful to the degree that you areprepared and can make it come alive for the partic-ipants. The following information is intended tohelp you do that.

Preparing the Learning Environment

The effectiveness of a course such as Christian Med-itation for Beginners depends, in part, on the physicalsurroundings and community environment of thegroup. Adolescents are likely to respond more posi-tively if the space is comfortable and different froma typical school setting and the atmosphere is con-ducive to sharing. Here are two suggestions for de-veloping that type of environment:

Create a good physical atmosphere. You willneed a physically comfortable space with sufficientroom for the participants to move around. Each ses-sion will require the participants to spend sometime meditating. It will be easier for them to resistthe temptation to visit with other participants if theyhave enough room to separate from one another.Comfortable furniture and living-room lighting willhelp create a homey feeling, but straight-back chairswill be helpful during certain meditation activities.The traditional classroom arrangement is the least

desirable situation. If such a room is your only op-tion, try using music, candles, icons, or other senso-ry devices to create a more inviting environment.

Clarify expectations. Though the focus ofChristian Meditation for Beginners is on private med-itation, there will be time for group discussion anddebriefing. At the beginning of the course establishamong the participants an atmosphere of mutualrespect. Stress the importance of listening to oneanother and of refraining from hurtful remarks orput-downs. When necessary remind the participantsof these rules.

Preparing the Material

Before each session read through the session planand try to picture the processes happening in yourgroup. You may need to make some adjustmentsbased on your knowledge of the participants andthe physical setting. Some of the activities will re-quire preparation. This could range from copying a simple list onto newsprint to purchasing specialitems for a particular meditation. Allow yourself ad-equate time to get ready.

All the sessions include brief periods of teacherinput. Some of these are informational, but mostare intended to bring closure to a part of the sessionso that the participants might understand the con-nections between life and faith, between themselvesand God. The session plans offer guidelines for thesebrief talks. Spend time putting these presentationstogether so that they are clear and hold the atten-tion of the participants. Where it is helpful and ap-propriate, do not be afraid to share parts of yourown story with the young people.

Sharing Your Own Story

Every course in Horizons connects elements of theChristian faith with the life experiences of youngpeople. As an adult you have much to share fromyour own life that will be of value to the young people. In addition, as a co-learner in Christian Med-itation for Beginners, your familiarity with the medi-tation exercises can provide significant insights. Yourwillingness to share your experiences will enrich thiscourse. It will also send the message that telling one’spersonal story in the group is okay. When you shareyour experiences with the young people, you showthat you trust them enough to speak from your

those derived from Zen Buddhism and Native Amer-ican and African American spiritualities.

This Course and the Catechism of the Catholic Church

Part 4 of the Catechism of the Catholic Church, titled“Christian Prayer,” is a thorough discussion of prayeras a vital, personal relationship with God that stemsfrom living the mystery of faith. The three expres-sions of prayer—vocal prayer, meditation, and con-templation—are discussed in this section.

The Catechism acknowledges that “there are asmany and varied methods of meditation as thereare spiritual masters. Christians owe it to themselvesto develop the desire to meditate regularly. . . .But a method is only a guide; the important thing isto advance, with the Holy Spirit, along the one wayof prayer: Christ Jesus” (no. 2707).

The next paragraph in the Catechism providesstrong reasons for including meditation as part ofan active, balanced, prayer life: “Meditation engagesthought, imagination, emotion, and desire. This mo-bilization of faculties is necessary in order to deep-en our convictions of faith, prompt the conversionof our heart, and strengthen our will to followChrist” (no. 2708).

The tradition of meditation in the church con-tinues to flourish. Christian Meditation for Beginnersis an opportunity to engage a new generation ofCatholics in this vital form of prayer and to exposethem to the richness of part of our heritage.

This Course and Evangelization

In The Challenge of Catholic Youth Evangelization,evangelization is described as “the initial effort bythe faith community as a whole to proclaim throughword and witness the Good News of the Gospel tothose who have not yet heard or seen it, and thento invite those persons into a relationship with JesusChrist and the community of believers” (NationalFederation for Catholic Youth Ministry [NFCYM], p. 3). Evangelization is also the ongoing witness ofthe community of believers and, as such, the basisand energizing core of all the ministries in thechurch.

The Horizons Program is grounded in a commit-ment to evangelize young people effectively. Eachcourse reflects that commitment in both content

and methodology. All the courses explore the con-nection between the lived experience of the youngperson and Jesus’ proclamation of the Good News.And all the courses employ strategies that activelyengage the whole person, demonstrating that reli-gious education can be not only informative butlife-giving and even fun! In other words the Hori-zons Program tries to be “good news” not just pro-claim the Good News.

Christian Meditation for Beginners is a highly evan-gelizing course in that it offers a direct invitation toyoung people to deepen their relationship with God.The primary purpose of the course is to help youngpeople know God rather than to know about God.There is little information or instruction to stand inthe way of a meaningful encounter. Each person’slife experience is the starting point and provides thecontent and the context of the course. The medita-tion experiences are simply tools to facilitate theseindividual encounters.

Your role as the teacher is primarily one of wit-ness. Your willingness to pray along with the partic-ipants indicates a commitment to be a co-learneralong the journey. Your skill at facilitating discus-sion among the participants and your attention asthey tell their stories will enhance the experiencefor each person. As the leader of Christian Meditationfor Beginners you are an evangelizer to the Gospel ofJesus Christ. That is, you are one who hears theGood News, tells the Good News, and is the GoodNews.

On Teaching This Course

A Video Resource for Teachers

The information presented in this section iden-tifies the elements requiring special considerationwhen leading Christian Meditation for Beginners.The creators of Horizons developed an informa-tive video to prepare teachers to lead any of thecourses in the program. The video is accompa-nied by a guide that summarizes the content ofthe tape, offers additional tips for teaching ado-lescents, and invites the teacher to track her orhis experience with the program.

Both the video for teachers and its compan-ion guide are included in the resources devel-oped for coordinators of the Horizons Program.Contact the program coordinator in your parishfor further information.


Introduction 13

Two Special Components

In addition to the three sessions, Christian Medita-tion for Beginners includes two additional componentsthat make the course unique in the Horizons Pro-gram. These two components were described brieflyin the overview of the course. As the leader keep inmind the following specific considerations:

Orientation Session

Even though the orientation session is optional,you are strongly encouraged to schedule a time be-fore the course begins to conduct this session. Youare also encouraged to invite parents to the orienta-tion.• It gives you an opportunity to emphasize to the

young people and their parents the voluntarynature of the course. Participants who take thecourse due to parental pressure or just because oftheir friends could ruin the experience for therest of the group.

• You can make it clear to the parents and theyoung people that Christian Meditation for Begin-ners will definitely require extra work betweensessions. By doing this you enlist parental sup-port for the participants and assure those whoare serious about the course that they will beamong peers who are equally serious.

• It is hoped that this meditation course will notbe the only option for religious education opento young people in your program. By schedulingthe orientation session before Christian Medita-tion for Beginners and other courses begin, yougive the young people who choose not to takethe course an opportunity to participate in an-other option.

Supplementary Exercises

Participants in the course are expected to work theirway through a minimum number of private medi-tation exercises in between sessions. This expecta-tion should be fully explained at the orientationsession and in any preregistration contact you mighthave with young people who are interested in tak-ing Christian Meditation for Beginners. The success ofthe course depends, in large part, on the willingnessof the participants to explore different meditationtechniques on their own.

For each intervening week of the course, fourmeditation exercises are recommended, to be doneon four different days. Three more exercises are sug-gested for those who want to do more. Each exerciseshould take about 15 minutes. The learner’s booklet,titled A Guide for Meditation, which you will assem-ble from the handout pages and distribute at the firstsession, fully explains these exercises. Time is allot-ted at the end of each of the first two sessions topreview the exercises for the coming week.

Another important element in the supplemen-tary exercises is the preparation that participants areasked to do for the next session. In the learner’sbooklet, the session 1 and 2 exercises are followedby a page entitled Things Worth Sharing. Encouragethe participants to spend 10 to 15 minutes review-ing this page after they have completed their medi-tations each week. As a co-learner in this process,you are encouraged to do the same.

Special Preparation Needs

Learner’s Booklet: A Guide for Meditation

Each person involved in Christian Meditation for Be-ginners will need a copy of the learner’s booklet.Some of the meditation exercises used in the ses-sions and all the supplementary exercises are con-tained in this booklet. The necessary photocopymasters and instructions for making the booklet areat the end of this teaching guide. Before the firstsession set aside some time to make up one bookletfor each person, or arrange to have someone else doit for you. Creating the booklet is not difficult if youcarefully follow the instructions that precede thephotocopy masters.

Permanent Memento

Consider using a religious artifact as a consistentpart of the closing prayer in each session. If youchoose to do so, try to find a crucifix or other arti-fact of a size that makes it functional for group use(i.e., 4 or 5 inches tall) but that is also available in asmaller version. Then at the closing gathering, pre-sent each participant with one of the smaller arti-facts as a permanent memento of this experience. Ifpossible, choose an item—such as a crucifix or a re-ligious medal—that may be worn on a cord aroundthe neck or as a piece of jewelry. This may well betreasured by the participants for years to come.

heart. And without saying it, you also invite themto do the same.

Some commonsense guidelines can help youshare your story in a way that adds to the under-standing of the participants but does not distractthem from their own life story:• Be brief and to the point. Remember, the young

people are there to reflect on their own life sto-ry, not yours.

• Talk about your experiences as an adolescentwithout preaching or moving into the fatal“When I was your age . . .” mode.

• Share only the things that adolescents are emo-tionally prepared to handle.

• Be realistic. Talk about your struggles, triumphs,and growth over the years. Be truthful aboutyour experience with the weekly meditations.This will let the participants know that spiritualgrowth is indeed a process. Do not mislead theminto thinking that adults have all the answers. Itis also unfair to suggest or imply that adoles-cents have no answers.

• Be honest and sincere. The young people will seethrough you if you are not, and your effective-ness as a teacher will be diminished.

Group Meditation

The primary intent of this course is to provide theparticipants with the basic skills of meditation andto encourage them to make meditation a regularfeature of their life. However, we also want to ex-pose them to the joys and benefits of group medita-tion. Each session will include a period of silentgroup meditation. The pattern for this group medi-tation is as follows:• For session 1. Five minutes of silent meditation,

with quiet background music• For session 2. Five minutes with natural sounds

and with the meditators in a different posture• For session 3. Seven minutes without background

music

Each period of silent meditation will begin withsome instructions from the leader and a centeringprocess adapted from Anthony de Mello’s Sadhana:A Way to God.

Leading Guided Meditations

Almost anyone can lead a group through a guidedmeditation, but if you have no experience with thisform of prayer, it will take some practice to be ableto do it effectively. Most “journey prayers,” as theyare sometimes called, begin with a guided process torelax and center the participants so that they canfocus on the exercise. Scripts are provided for everyguided meditation and relaxation process in thiscourse.

When reading a guided meditation or relaxationexercise, speak slowly, calmly, distinctly, and natu-rally. Use the lower part of your voice range; it tendsto be more soothing than the higher registers. Pauseat the appropriate times so that the participantshave time to imagine the scenes or the encounters,or do the tasks you are suggesting.

If you are unsure of your skill, it may help to trythe meditation on other adults or family membersand ask for feedback. Or consider making a tape ofone of the meditations and allowing yourself to beled through the process. If it works for you, it willprobably work for others. If you feel you do nothave the voice quality or the skill to effectively leadyour group through the guided meditations in Chris-tian Meditation for Beginners, ask someone whosevoice you find soothing to record them for you.

Using Music

Some groups are easily distracted by the soundsaround them. Even for those who do not have trou-ble concentrating, music can alter the mood andcontribute to a sense of peace and inner silence.Some of the group meditation exercises in thiscourse specifically prescribe the use of backgroundmusic, but it can be used in other places as well. Forbackground music use slow, soothing instrumentalselections, preferably something that is unrecogniz-able to the group. Labels such as Windham Hill andNarada, which are known for their alternative adult-contemporary recordings, are particularly useful forthis purpose. Some classical music can also help tocreate the type of environment you need. Or use re-cordings of natural sounds, such as those producedby ocean surf or running streams, or those heard inrain forests.


Introduction 15

• Invite an expert in yoga or t’ai chi to do a pre-sentation for the group on the connection be-tween meditation and these Eastern disciplines.Or invite someone to speak about other faithtraditions that rely heavily on meditation, suchas Zen Buddhism.

Family Connections

Parents like to know what their child is learning.They may be particularly interested in knowingabout Christian Meditation for Beginners because sucha course was probably not part of their own experi-ence with religious education. You can pass alongthis information in a variety of ways:• As noted already, consider inviting parents to

the orientation session. Attending it will givethem an idea of what their son or daughter willbe experiencing in the course. Their attendancemay also give you an opportunity to explain theextra support that may be necessary for the par-ticipant to complete the supplementary exer-cises. You can also use this time to explain howfamily members can help the young person byproviding a special place for prayer, by makingsure his or her meditation time is not distracted,by inviting him or her to talk about the differentmeditation experiences, or simply by offering afew words of encouragement and affirmation.

• Hold an orientation session just for parents. Atthis time you could explain the course contentand methods and present the talk on prayer andmeditation from session 1. You could also leadparents through some of the meditation exer-cises outlined in the session plans, such as theexercise on experiencing the senses in session 2or one of the guided meditations. Such an ap-proach will give parents firsthand knowledge ofwhat their son or daughter will be experiencing.It may even whet their appetite for more!

Goals and Objectives in This Course

Why Use Goals and Objectives?

Curriculums take on greater clarity, direction, andpurpose if they are described in terms of their goalsand objectives. This observation is based on a com-

monsense principle: We have a difficult time get-ting somewhere if we do not know where we are go-ing. Educators who design learning experiencesmust identify their destination, as a first step in de-termining how to get there. The statement of goalsand objectives is a practical way to identify the de-sired outcomes for a program.

In the Horizons Program, goals and objectivesare used in the following ways:

Goals. Goals are broad statements of what wewish to accomplish—learning outcomes we hope toachieve. The coordinator’s manual for the HorizonsProgram provides the goals for the entire curricu-lum. Each course within the total program also in-cludes a statement of its goals. The goals often havean idealistic quality, inviting the teacher to reflecton how the course relates to the personal and faithdevelopment of the young people. At the same time,the course goals are realistic, measurable, and at-tainable. As a teacher, at the end of the course, youshould be able to look back and determine if youhave in fact achieved the course goals.

Objectives. Objectives are statements that de-fine how to get to the goals. They name the specifictasks that must be accomplished if the goals are tobe achieved. Each course supplies a clear statementof objectives for each session in the course.

The Goals and Objectives of Christian Meditation for Beginners

Goals

The three goals for this course are as follows:• That the young people develop a knowledge of

and appreciation for meditative prayer• That they learn and practice techniques for en-

tering into meditative prayer more fully and alsofor dealing with common problems associatedwith this prayer style

• That they experience a variety of forms of medi-tative prayer

Objectives

Each session has its own objectives that will help re-alize the three course goals. The objectives of Chris-tian Meditation for Beginners follow:

Optional Recording of Supplementary Exercises

In the second week of supplemental meditations,the young people will continue to explore the tech-niques of guided meditation that you introduced insession 2. They are encouraged to record the in-structions for these meditations before experiencingthem. However, if you have the time and the abilityto do so, it would be helpful to make the recordingsyourself or get another adult to do so. You can prob-ably fit both meditations on one tape. Duplicate thetape and distribute the copies at the end of session 2.

Admittedly, creating such a recording is aboveand beyond the call of duty, but providing tapes forthe participants will enhance the experience of thesecond week for the following reasons:• You can ensure the vocal and technical quality

of the recording. Adolescents at this age, partic-ularly boys, rarely have the vocal control neces-sary to effectively execute a meditation. Beyondthe physical factor, they may not have decent re-cording equipment.

• You help the participants avoid the awkward sit-uation of having to listen to their own voice ontape. One’s own voice can be distracting to a be-ginner in meditation, no matter what age.

• The young people are more likely to actually dothe exercises if the tape is provided. They willhave no excuse not to do them.

This Course and Total Youth Ministry

Additional Youth Ministry Program Suggestions

The Horizons Program includes a manual enti-tled Youth Ministry Strategies: Creative Activities toComplement the Horizons Curriculum. It containsa variety of activities and strategies organizedinto thematic categories and cross-referenced according to the courses in the curriculum. It in-cludes suggestions for shortened and extendedprograms, off-site events, intergenerational gath-erings, parish involvement, and prayer and li-turgical celebrations.

This valuable resource can enhance the youngpeople’s experience of the Horizons Program andhelp your parish fulfill a commitment to totalyouth ministry. Contact your program coordina-tor about the availability of the manual.

Parish Program Connections

A religious education curriculum is, ideally, just onecomponent of a total parish program in which allthose responsible for the formation of young peoplework together with the entire parish to meet the ho-listic needs of youth. Christian Meditation for Begin-ners can be a springboard for connections with otheryouth ministry experiences. You might develop theseconnections by doing the following:• Offer a parallel program for adults or young

adults in the parish. Use Learning to Meditate, athirty-day introduction to the practice of medi-tation, by the author of this course. ChristianMeditation for Beginners is an abbreviated form ofthis program, which was originally designed forolder adolescents and young adults.

In some exceptional situations you might beable to invite parents to actually experience Chris-tian Meditation for Beginners with their child. Hav-ing young people and their parents go throughthe course together could be a powerful witnessof faith for both generations.

• After the participants complete the course, havethem offer an evening of reflection for parentsand other adults in the parish. They could talkabout their experiences with the course, presentsome of their own reflections on prayer, andlead the adults through some of their favoritemeditation exercises.

• Connect each participant with an adult or youngadult in the parish who would be willing toserve as their prayer partner or companion forthe course. This might mean something as sim-ple as keeping that young person in prayer eachday. It could also mean asking the companionand the participant to meet once during each ofthe intervening weeks and once after the end ofthe course to talk about the experience. Provideguidelines for these meetings that include prayerand some focusing questions.


Objectives

• To provide the participants with informationabout the nature, the components, and the pro-cedures of this course

• To provide a preview of the course by engagingthe young people in a basic experience of medi-tation

• To issue an invitation to participate in the course

Session Steps

Note: Determining an exact length of time for thissession is difficult because it depends on the num-ber of participants, whether parents are present, thenumber of questions people ask, and their willing-ness and ability to share and discuss. This sessionmay last only 30 minutes, or it may last an hour ormore.

A. a welcome, introductions, and a mixer (10 to 20minutes)

B. a presentation on the course (10 to 15 minutes)C. a break (5 to 10 minutes)D. a closing prayer (5 to 15 minutes)

An Invitation to Participate

17

OPTIONAL ORIENTATION SESSIONOptional Orientation Session:“An Invitation to Participate”

• To provide the participants with informationabout the nature, the components, and the pro-cedures of this course

• To provide a preview of the course by engagingthe young people in a basic experience of medi-tation

• To issue an invitation to participate in the course

Session 1: “Getting Started”• To establish procedures that will be followed for

all gatherings• To introduce the young people to the basic com-

ponents of effective meditation• To help them become comfortable with the group

dimension of the meditation program

Session 2: “Resting in God”• To reflect on the experiences of the first week of

meditations• To offer the young people a basic introduction

to the technique of guided meditation• To introduce them to centering prayer through

an experience with the Jesus Prayer• To continue providing support for the partici-

pants through group sharing and prayer

Session 3: “Life Goes On”• To reflect on the experience of the second week

of meditations• To offer information on the ways in which God

responds to prayer• To provide opportunities for the young people

to prayerfully reflect on significant moments intheir life

• To bring the course to a satisfying and prayerfulclose

Suggested Resources

de Mello, Anthony. Sadhana: A Way to God. NewYork: Doubleday, 1978. A series of spiritual exer-cises blending the practices of both Eastern andWestern traditions. Many of the techniques andexercises used in this course are based in wholeor in part on this work.

Link, Mark. You: Prayer for Beginners and Those WhoHave Forgotten How. Allen, TX: Argus Commu-nications, 1976. A program for young people. Developed by an experienced high schoolteacher—one who has taught many young peo-ple how to pray.

Meegan, Mary. Climbing the Mountain: A Journey inPrayer. Allen, TX: Argus Communications, 1984.Developed as a course to be used in high schools,this book is based on the author’s many years ofexperience in teaching her students how to pray.

Zanzig, Thomas. Learning to Meditate. Winona, MN:Saint Mary’s Press, 1990. This thirty-day pro-gram is an introduction to the practice of medi-tation for older adolescents and adults. Much ofthe material in Christian Meditation for Beginnersappeared in this resource first.


An Invitation to Participate 19

❑ For step D. Read through the closing prayer anddetermine which elements you want to use.

❑ Determine if you wish to change this session byusing the alternative approach described at theend of this session plan.

Opening Teacher Prayer

Before the session sit quietly in a favorite spot for afew moments or take a walk. Think about these twoquestions:• Why did you agree to lead this course on medi-

tation? Consider your motivations, your ownexperiences with meditative prayer, your knowl-edge of the participants, and any other factorsthat may have contributed to the decision.

• Apart from the stated course goals, what do youpersonally hope to accomplish? What are yourhopes and dreams for this course?

Pray the following Scripture passage:

Everyone who calls on the name of the Lordshall be saved. But . . . how are they to hearabout God without someone to tell them aboutGod? And how are they to proclaim the goodnews of God’s greatness unless they are sent? Asit is written, “How beautiful are the feet of thosewho bring the good news!” (Adapted from Rom.10:13–15)

Conclude with a simple prayer for God’s bless-ings for you and for the young people who will facea moment of decision that could have a profoundimpact on their relationship with God.

Procedure

Welcome, Introductions, and Mixer (10 to 20 minutes)

Depending on the familiarity of the young peoplewith you and with one another, and whether par-ents are present, a formal introduction may not benecessary. If they know you and the other partici-pants, this part of the session can be quite relaxedand informal. If not, or if parents are present, youmay want to go through the process outlined below.

A

Before the session. Prepare a name tag for eachparticipant.

Think about your answer to the question you re-flected on in the opening teacher prayer: What areyour hopes and dreams for this course?

Write the first half of each verse listed below ona separate index card or slip of paper. Write the sec-ond half of each verse on a separate card or slip ofpaper. Include the citation with the second half ofeach verse. You will need enough verses to provideone complete verse for every two participants. Ifyou have more than twenty people attending theorientation session, repeat some of the verses or findother verses in the Scriptures that naturally fall intotwo phrases like the examples given. Or if parentsare present you may want to do a set for parentsand a set for young people on two different colorsof cards.• “‘For where two or three are gathered in my

name, I am there among them’” (Matt. 18:20).• “For everything there is a season, and a time for

every matter under heaven” (Eccles. 3:1).• “Then God said, ‘Let there be light’; and there

was light” (Gen. 1:3).• “The Lord is my shepherd, I shall not want”

(Ps. 23:1).• “‘My soul magnifies the Lord, / and my spirit re-

joices in God my Savior’” (Luke 1:46–47).• “‘Blessed are the peacemakers, for they will be

called children of God’” (Matt. 5:9).• “‘I have set my bow in the clouds, and it shall

be a sign of the covenant between me and theearth’” (Gen. 9:13).

• “‘“Prepare the way of the Lord, / make his pathsstraight”’” (Matt. 3:3).

• “‘I am the bread of life. Whoever comes to mewill never be hungry’” ( John 6:35).

• “If God is for us, who is against us?” (Rom. 8:31).

1. As participants arrive, warmly greet them andgive each person a name tag if you prepared thembefore the session.

2. Welcome the participants to the session.Briefly tell the group about yourself. Then ask theparticipants to introduce themselves, stating theirname, school, and grade—or whatever informationyou think would be appropriate.

3. Randomly distribute the halves of the Scrip-ture verses that you prepared before the session.Have a few Bibles available for those who need tolook up their verses. Tell the participants that each

Special Notes

In order for Christian Meditation for Beginners to besuccessful, the young people must make an informedand free decision to participate. Whether you holdan orientation meeting is your decision, but it ishighly recommended that you do so, as a methodof explaining the basics of the program so the par-ticipants can make that choice. As you prepare forthis orientation session, note these points:

1. If multiple courses are offered simultaneous-ly in your program, it would be a good idea to havethis orientation session before any of the courses be-gin so that participants can choose one of the otheroptions if they feel that they cannot commit to fullparticipation in Christian Meditation for Beginners.

2. So that parents have an idea of what thiscourse is all about and what will be required of theparticipants, consider inviting them to this orienta-tion session. Their knowledge of the components ofthe program is important, and their support and en-couragement for their son or daughter is essential.

On a practical level inviting parents makes goodsense. Most participants in the course will not be ableto provide their own transportation and will haveto rely on parents. This session will not be as long asa regular session and could, in fact, be considerablyshorter. Parents would have to wait for their childanyway.

3. The plan for this orientation session presumesthat the young people attending already knowenough about the course to have their interestpiqued, and simply want to know the details. Thatis, they probably know that Christian Meditation forBeginners is different from other courses in the Hori-zons Program in the sense that it focuses on a high-ly personal prayer form, is less active and interactivethan most other courses, and requires a commitmentto meditate between sessions. They may have learnedthese things in a number of ways:• an explanation of the special nature of Christian

Meditation for Beginners at the end of the corecourse that preceded it

• by talking to you, the program coordinator, oranother adult familiar with the course

• a flyer, letter, or other communication describ-ing the course and its unique characteristics

The purpose of this orientation session is simplyto outline the design and demands of the course.

The ultimate goal is to give the participants enoughinformation to make a decision about whether toreturn for the first session. It is then that they willcommit themselves to participate fully in ChristianMeditation for Beginners. Getting everything out inthe open before the course begins will help theyoung people thoroughly understand what they aregetting involved in before they make that decision.

Preparation

Materials Needed

❑ pens or pencils❑ name tags, if necessary❑ newsprint and markers❑ index cards or slips of paper❑ Bibles❑ a completed copy of handout A, “Christian Med-

itation for Beginners: A Course Description,” foreach participant

❑ at least one assembled learner’s booklet, A Guidefor Meditation

❑ a tape or CD player, and reflective music (op-tional)

❑ refreshments (optional)

Other Necessary Preparations

Prepare to lead this session by doing the followingthings and checking them off as you accomplishthem:❑ For step A. Prepare a name tag for each partici-

pant, if you think it is necessary.❑ For step A. Think about your own expectations,

hopes, and dreams for this course. Prepare topresent your thoughts to the group as part ofthe opening activity.

❑ For step A. Prepare slips of paper or index cardswith various popular Scripture verses, as directedin step A.

❑ For step B. Prepare a presentation on the natureand the components of Christian Meditation forBeginners, incorporating the information onhandout A.

❑ For step B. Make a copy of handout A, fill in theappropriate name(s) and phone number(s), andthen make a copy for each participant.

Q

Q


An Invitation to Participate 21

• Imagine a scene where you are telling Jesus abouthow busy you were this week. What would youtell him?

• Jesus invites you to go away with him and restfor a while. Where would you go? What wouldyou do? What would you say to Jesus when youwent away with him?

4. If you have reflective music available, after 3minutes is up, play the recording. Start with the vol-ume set at zero, then gradually increase the volumeuntil the soft sounds gently fill the room. Allow theparticipants to meditate for another minute or so.

5. Read John 1:43–46, the story of Philip’s invi-tation to Nathanael to go and meet Jesus. Nathanaelis skeptical, but Philip encourages him to “comeand see.”

6. Close by issuing a final invitation to partici-pate in the course, that is, an invitation to “comeand see” how the experience of Christian Meditationfor Beginners can bring them closer to God.

Alternative Approach

For step A. Ask the pairs to talk about theirschedule for a typical week. You might even copy apage from a weekly planning calendar or make upyour own and have the participants fill it out whilethey are waiting for the session to begin. Tie this ac-tivity into your opening remarks by noting thatmost people feel the need to make a space in theirlife for God.

Closing Prayer and Evaluation

Closing Teacher Prayer

Reflect on Jesus’ invitation to the disciples to comeaway and rest. Allow yourself a few moments ofpeaceful silence to do just that. Conclude with aprayer to the Holy Spirit, seeking wisdom for theyoung people as they make their decision to partic-ipate in Christian Meditation for Beginners and guid-ance for yourself as you prepare to lead them.

person has half of a verse from the Scriptures. Thetask is to find the person who has the other half ofthe verse. If parents are present explain that adultswill be paired with other adults and young peoplewith their peers. Explain that the scriptural citationis included for those participants who have the sec-ond half of a verse, and Bibles are available if theyneed help finding the companion phrase. Whenthey find that person, they are to introduce them-selves and then sit down and wait for further in-structions.

4. When all the pairs have been formed, tellthem they have 5 minutes to brainstorm with theirpartner answers to the following sentence starter. • Five words that come to mind when I think of

meditation are . . .

Tell them to write their answers on the back of theirScripture verse.

5. After time is up invite the participants to sharetheir answers with the large group. For future refer-ence you may want to list the answers on newsprintor collect the Scripture verse cards that the partici-pants wrote their answers on.

Presentation: Christian Meditation for Beginners (10 to 15 minutes)

1. Distribute copies of handout A, “ChristianMeditation for Beginners: A Course Description.” Sothat everyone has a common understanding of theword meditation, briefly paraphrase the followingdefinition:• Meditation is a structured attempt to get in

touch with and communicate with God, to cen-ter our heart and thoughts on the Mystery thatis God, and to reflect more deliberately on whatGod is trying to reveal to us about ourself andthe mysteries of life.

2. Give the brief presentation that you preparedon the nature and the components of the course.Have at least one learner’s booklet available fordemonstration purposes.

B

3. Ask if anyone has any questions and respondto them as clearly and specifically as possible. Re-member, it is important that all the participants thor-oughly understand what they are getting involved inbefore they agree to sign a contract to fully partici-pate in Christian Meditation for Beginners. Concludeyour presentation by offering your own thoughts,hopes, and expectations for the course and by an-nouncing the dates and times for the sessions.

Optional Break (5 to 10 minutes)

You may want to break for a few minutes to give theparticipants a chance to socialize and ask you ques-tions they may not have felt comfortable asking in the group discussion. Allow the participants tobrowse through the booklet A Guide for Meditation.Provide refreshments if possible.

Closing Prayer (5 to 15 minutes)

This closing prayer can be a simple reading of theScriptures and a closing invitation, or it can involvesomething more. Based on your experience of thegroup and your perception of the openness of theparticipants to engage in a brief period of medita-tion, design your own prayer experience using all orsome of the following steps. If you have a limitedamount of time, consider cutting steps 2, 3, and 4.

1. Invite the participants to gather in a circleand sit in a comfortable position. Or if you have ad-equate room, invite them to lay down. Then explainthat you will lead them through a prayer that incor-porates some of the meditation techniques they willexplore in greater depth in Christian Meditation forBeginners.

2. Ask the participants to close their eyes andrelax. After a few seconds read Mark 6:30–32. Thispassage tells the story of Jesus and the disciples go-ing away to rest for a while.

3. Invite the participants to be silent for 3 min-utes. Explain that in their silence they are to focuson their own breathing, trying to deepen it until theyfeel relaxed and peaceful. Then lead them throughthe following meditation:

D

C


ChristianMeditationfor Beginners

A COURSE DESCRIPTION

Christian Meditation for Beginners is a course that explores different waysto engage in a prayer form that is both challenging and rewarding. The follow-ing description of the program can help you make a decision about yourwillingness to participate.◆ Three regular sessions. As with other minicourses in the Horizons

Program, Christian Meditation for Beginners has three regular sessions.The primary focus of these sessions is on learning new skills and differenttechniques of meditation. It also presents you with opportunities to talkabout your experiences with different meditation techniques. And finally,during these sessions we gather as believing friends to pray together andshare experiences of God.

◆ Supplementary private meditation exercises. Each participant willreceive a booklet entitled A Guide for Meditation. In addition to somematerial that we will use in the sessions, the booklet contains four recom-mended and three optional meditation exercises for each interveningweek of the course. As part of your commitment to the course, you areexpected to do at least the four recommended exercises in betweensessions 1 and 2 and the four recommended exercises in between ses-sions 2 and 3. Each exercise should take about 15 minutes. You are alsostrongly encouraged to do the optional exercises.

◆ Formal contract. At the end of the first session you will be invited tosign a formal contract. By signing this contract you agree to participatefully in Christian Meditation for Beginners. Your signed contract willalso be signed by some of the leaders in our parish and returned to you at the closing session.

The dates and times for the three regular sessions are listed below:

Session 1:

Session 2:

Session 3:

If you have any questions about Christian Meditation for Beginners, please

call _______________________________________________________________.

Handout A: Permission to reproduce this handout for program use is granted. 23

Evaluation

Take a few moments after the orientation session to evaluate how it went.Think about the following questions and write your thoughts in the spacesprovided, for future reference:

1. What really worked well in this session?

2. What would make this session better next time?

3. What other thoughts do you have about the design, the flow, and the re-sults of the session?


✒

Getting Started 25

Background for the Teacher

Though the concept of meditation is probably fa-miliar to the participants, the actual practice of med-itative prayer could be a new experience for them.They may be a little unsure and somewhat appre-hensive about what they have gotten themselvesinto! But these are young people who are curiousabout the topic. They chose to take Christian Medi-tation for Beginners, knowing that it would require asignificant personal commitment. In other words,you are dealing with a motivated group of peoplewho probably do not need to be convinced that thiscourse will be interesting and could be beneficial tothem. In fact, they will be eager to get into medita-tion exercises as soon as possible. It is important totake advantage of their initial enthusiasm.

The purpose of this first session is primarily toset the stage, that is, to provide a context where ef-fective meditation can happen, in addition to lead-ing the participants through some simple exercises.The basic questions of when, where, why, and howwill be answered. In the process, hopefully, some ofthe participants’ initial apprehensions will be de-fused, and they will approach the supplementaryexercises for the coming week with a sense of confi-dence.

The session plan is written with the presumptionthat an orientation session was held. Still, as withother courses in the Horizons Program, the sessionbegins with brief introductions. Even though thetopic of Christian Meditation for Beginners is highlypersonal, the young people must be familiar enoughwith one another to comfortably enter into groupdiscussions about their meditation experiences. Af-ter the introductions, the participants get right intothe topic by experiencing a meditation as the open-ing prayer. A short presentation on prayer and med-itation is the only teacher input for the session. Thisis followed by an exercise in which the participantsdiscuss and experience some of the elements ofprayer, such as place and posture. The session closeswith a prayer service in which the young people areinvited to sign a formal contract, indicating theirpersonal commitment to fully participate in Chris-tian Meditation for Beginners. As a co-learner in thecourse, you are encouraged to do the same.

Even though the participants are coming to youwith an attitude of openness, this first session is stillimportant to maintaining that outlook. Young peo-ple who sense that the atmosphere is cold and im-personal will not be as open to new experiences.

Therefore, perhaps the most important thing youcan do to get ready for this session is to prepare aspace that is comfortable, warm, inviting, and con-ducive to this unique prayer form.

Preparation

Materials Needed

❑ name tags❑ newsprint and markers❑ masking tape❑ a copy of the learner’s booklet, A Guide for Medi-

tation, for each participant❑ straight-back chairs, such as sturdy folding

chairs or stacking chairs (optional)❑ a tape or CD player, and reflective music❑ blank paper❑ a copy of handout 1–A, “Meditation Contract,”

for each participant❑ a pen for each participant❑ a Bible, candles, and other desired elements for

the closing prayer service❑ matches

Other Necessary Preparations

Prepare to lead this session by doing the followingthings and checking them off as you accomplishthem:❑ For step A. Copy onto newsprint the sentence

starters from step A.❑ For step B. Practice the centering meditation, as

directed in step B.❑ For step C. Reproduce on newsprint the diagram

in step B.❑ For step C. Prepare to give the presentation on

prayer in your own words.❑ For step D. List on newsprint the phrases from

step D.❑ For step D. Prepare to give the presentation on

the elements of prayer in your own words.❑ For step F. Practice the various options for prayer

postures outlined in the session plan.❑ For step G. Read through the supplementary ex-

ercises for the coming week.

Q

Q

Objectives

• To establish procedures that will be followed forall gatherings

• To introduce the young people to the basic com-ponents of effective meditation

• To help them become comfortable with thegroup dimension of the meditation program

Session Steps

A. an introduction to the course (20 minutes)B. an opening prayer and meditation experience

(10 minutes)C. a presentation on prayer (10 minutes)D. a discussion exercise on the elements of prayer

(15 minutes)E. a break (10 minutes)F. an experience of the elements of prayer (25 min-

utes)G. a preview of supplementary exercises (15 min-

utes)H. contracting and closing prayer (15 minutes)

Getting Started

24

SESSION 1

Getting Started 27

2. Gather the participants in a circle. Explainthat for group meditation, it is advisable that all theparticipants assume the same prayer posture as asign of their unity. Decide on a posture that will becomfortable for everyone and instruct the group toassume that position. Some possibilities include sit-ting in a straight-back chair, lying down, sittingcross-legged in a circle, or sitting upright against ahard surface.

3. After the participants are settled in their prayerposture, begin playing the reflective music softly.Lead the participants through the following center-ing exercise. The ellipses indicate a pause in the in-structions.

• Close your eyes, and take a moment to relaxyour body. Identify any part of your body thatseems particularly tense. Tighten the muscles inthat part of your body, become conscious of thetension there and then allow the muscles to re-lax. . . .

Now become aware of your breathing. . . .Spend a minute or two steadying the rate ofyour breathing and deepening it. . . . Nowimagine that the air you are breathing in ischarged with the power and the presence ofGod. . . . Think of the air as an immenseocean that surrounds you . . . an ocean heavi-ly colored with God’s presence and God’s being.. . . While you draw the air into your lungs,you are drawing God in as well. . . .

As you exhale, imagine that you are breath-ing out all your distractions, your concerns,your fears, your negative feelings. . . . Imaginethat you see your whole body becoming radiantand alive through this process of breathing inGod’s life-giving Spirit and breathing out allthose things that keep you from being one withGod. . . . Rest in the peace of God’s lovingpresence. (Adapted from de Mello, Sadhana, pp. 36–37)

4. When you have finished leading the partici-pants through the centering exercise, allow them tomeditate for a minute or two longer. Then gentlyinvite the participants to thank God in their heartfor this time of prayer.

5. Briefly process the experience of group medi-tation with the participants. Ask them to freelyshare how they felt during the meditation or howthey feel now after it. Invite suggestions from themon how you might change the experience next time.

Presentation: Prayer (10 minutes)

Before the session. Reproduce onto newsprint thediagram below:

Prepare to give the presentation on prayer in yourown words. The information covered in this presen-tation is basic to understanding meditation as a formof prayer. Keep it brief and to the point, but if timeallows, add anecdotes and examples from your ownexperience to make the presentation come alive.

1. You may want to begin by assuring the par-ticipants that this will be one of the few times inthe entire course that you will be talking “at them,”but that this is necessary in order to cover a lot ofinformation as quickly as possible. Explain that youwill be talking about prayer as different forms ofcommunication with God. Then express the follow-ing ideas in your own words:• Defining prayer is difficult because there are so

many different definitions. As children we mayhave been told that prayer is simply talking toGod. One of the problems with such a defini-tion is that it seems one-sided; it sounds as if weare doing all the work, all the talking.

• Prayer can be defined as communication withGod in a relationship of love. The word commu-nication implies a unity between persons, a give-and-take kind of sharing. The word relationshipextends the notion of communication. Prayer ismore than mouthing words and hoping forsome mysterious sign from on high. A relation-ship with God implies the existence of a Godwho is reachable, who is in touch with us.

• Real prayer must be founded on the firm convic-tion that God cares enough about us to want tocommunicate with us. It is the nature of all loveto want to share with another person. If we be-lieve that God loves us, then that love demandssimilar expression. If we do not believe thatthere is a God who loves us, the whole idea ofprayer becomes foolish. In prayer we experienceour deepest self in touch with the deepest di-mensions of life.

COpening Teacher Prayer

Before the first session take a few moments to gath-er your thoughts and center yourself. Read the versefrom Psalm 46 a few times, deepening your breatheach time until you feel relaxed and focused. Thenallow yourself a few moments to simply “be still” inthe presence of God.

“Be still, and know that I am God!” (Ps. 46:10)

Conclude with a simple prayer for God’s grace orthe following invocation as you face this new be-ginning:

Breath of Life, move in me.Power of Life, be with me.Spirit of Life, flow from me.Amen.

Procedure

Introduction and Expectations (20 minutes)

Before the session. Copy onto newsprint the fol-lowing sentence starters:• I hope that in this course we will . . .• Some rules we should follow in order for this

course to be successful are . . .

1. As the participants arrive make sure each per-son is introduced to the others and allow for somesmall talk. Gather the participants and introduceyourself if they do not know you. Then ask them tore-introduce themselves to the rest of the group bystating their name and briefly answering the fol-lowing questions: • When and where was the last time you were qui-

et and alone with your thoughts for more than aminute or two? What time of day was it?

• What attracted you to this course?

2. Ask the participants to think about how theywould complete the phrase “Meditation is . . .”Give them a few seconds to come up with an an-swer, then ask for feedback. Their answers mighttouch on definitions, stereotypes, or impressions of the art of meditation. It is not necessary for every-one to give an answer, but get as many people in-

A

volved in the discussion as possible. Explain thatyou will offer a definition of meditation later in thesession.

3. If you chose not to use the orientation ses-sion, present a description of the program. Allowtime for questions, then proceed with the openingprayer.

If the young people participated in the orienta-tion session, ask them if they have any further ques-tions about the program. Respond to their questionsas clearly and specifically as possible. Then dividethe participants into pairs or small groups. Displaythe newsprint that you prepared before the sessionand tell the groups to brainstorm their answers tothe sentence starters about expectations and rules.Share the results with the large group.

4. Give each person a copy of the Guide for Med-itation and explain that it will be used in all threesessions of the course, as well as for the exercises inbetween sessions. Allow a minute for the participantsto browse through the booklet. Tell them to writetheir name and phone number on the back cover.Call their attention to the blank pages at the end ofthe guide, labeled “Odds and Ends.” Explain thatthese pages are for their notes and reflections.

Opening Prayer and Meditation Experience (10 minutes)

Before the session. Practice the centering medita-tion so that you can read it in a tone that is un-hurried, clear, smooth, and relaxing. Consult the introduction to the course for directions on leadingguided meditations.

1. Explain to the participants that each sessionincludes a period of silent group meditation. Theprocedure changes from one gathering to the next.The pattern for group meditation is as follows:• For session 1. Five minutes of silent meditation,

with quiet background music to help alleviatetension

• For session 2. Five minutes with natural soundsand with the meditators in a different posture

• For session 3. Seven minutes without backgroundmusic

B


Getting Started 29

• An appropriate time of day for the individual. Every-one has his or her own biological clock, a kind ofbuilt-in system that makes some people morningpeople and others, night owls. Effective medita-tion requires that a person be alert and aware ofthe surroundings. Another goal for this week isfor each person to determine his or her own besttime.

• The proper posture. Through the centuries mas-ters of meditation have discovered a variety ofphysical postures that are conducive to medita-tion. In order to meditate effectively each per-son must decide which posture is best for her orhim.

• The ability to center through relaxation and deepbreathing. Relaxation and deep breathing aretwo basic meditation techniques that help peo-ple get in touch with their center in preparationfor communication with God. Various centeringapproaches will be practiced throughout thiscourse.

• An awareness of and openness to God. In manyways awareness of the presence of God is both agoal and a by-product of all the other elementsof meditation. This awareness also includes theability to listen to God, to comprehend whatGod is revealing in prayer.

Invite questions, particularly if you sense thatsome of the young people are confused by any ofthis information. Tell the participants that after thebreak they will begin exploring these elements ofmeditative prayer to help them discern their per-sonal preferences.

Break (10 minutes)

During the break. Choose four participants toread passages from the Scriptures during the closingprayer. Allow them to read over their assigned verses.

Exercise: Experiencing theElements of Prayer (25 minutes)

During this time you will lead the participantsthrough focused reflection and discussion on threeof the basic elements of prayer—place, time, andposture. The goal is to provide them with the kindof general information that will make their firstweek with the program an enjoyable experience.You will introduce them to options for each of the

F

E

three elements, which they are to consider on theirown or, if necessary, discuss with the group. Theyare then to make some initial decisions about howthey as individuals will deal with these elements asthey begin their meditations.

1. Point out the page at the beginning of theirbooklet, A Guide for Meditation, that includes a spaceto jot down notes about their own preferences asthey begin to make decisions about their own med-itation style.

2. Ask the young people to recall their answersto the questions you asked at the beginning of thesession: When and where was the last time theywere quiet and alone with their thoughts for morethan a minute or two? What time of day was it?Point out that they may have already begun to de-termine their preferred style for meditation and ex-plain that for the next few minutes you will bediscussing the various elements and asking them tothink about their own preferences for place, time,and posture.

Selecting a place for prayer. Express in your ownwords the following ideas about selecting a place forprayer:• Certainly, many options are available with re-

gard to the place for prayer. In fact, the possibili-ties are unlimited in the sense that one can prayin virtually any place. However, it stands to rea-son that some places are more conducive toprayer than others. Among the more popular arethe following:❍ a bedroom located in a part of the house

where some privacy is possible❍ a room of the house that is available for dec-

orating in a way conducive to prayer, for ex-ample, with low lighting and candles

❍ a natural setting, such as a forest, a creek, ora hilltop. Nearly all geographical areas havesome place—even a public park or the roof ofan apartment building—that at certain times(with the obvious limitations of weather) of-fer an appropriate environment for medita-tion.

❍ a chapel or a church—options that are per-haps not as obvious as one might imagine.We tend to think of churches as reserved forpublic, communal worship rather than forprivate prayer. Yet few places inspire privateprayer more than a beautiful church.

2. For the next part of your presentation, referto the diagram of concentric circles that you pre-pared before the session. Continue by paraphrasingthe following ideas:• The two sets of concentric circles represent two

individuals. The outer circle represents our con-tact with the physical world: the ground we walkon, the trees we bump into, the strangers we passwithout a word. The next circle represents thefirst level of personal relationships—the level onwhich people move beyond just physical contactand begin to develop communication and friend-ship with others. Finally, the interior circle repre-sents our contact with the dimension of life thatis most interior and mysterious. It is at this inte-rior level that ultimately we find and experienceGod in the most personal and intimate way.

• It is also at the interior or innermost level thatpeople are most personally and intimately intouch with others, demonstrated by the lineconnecting the center circles. It is in the experi-ence of love that we can relate on the level ofour center, our deepest self. It is also on this lev-el of love that we become one with God.

• Many contemporary writers in spirituality usethe term centering for that action or activity ofgetting in touch with our deepest self. Basicallythat is what is being referred to here—the processor experience of being in touch with our owncenter.

3. Explain that there are almost as many differ-ent forms of prayer as there are definitions of it. Themany forms of private prayer—as distinct fromcommunal prayer like the Mass—can be summa-rized under three categories. Describe the followingin your own words:• Conversation. Simply speaking to God and lis-

tening creatively (something that is essential toall conversation) to God’s response

• Meditation. A more structured attempt to get intouch with and communicate with God, to cen-ter our heart and thoughts on the Mystery thatis God, and to reflect more deliberately on whatGod is trying to reveal to us about ourself andthe mysteries of life

• Contemplation. What some writers call “restingin God,” the experience of not needing words,not consciously analyzing or reflecting on thereality of God but simply yet profoundly being inGod

Discussion Exercise: Elements of Prayer (15 minutes)

This exercise introduces the young people to thethree basic elements of prayer—place, time, and pos-ture—and the options available for each. The par-ticipants can begin to make some decisions aboutpersonal preferences in each of these areas.

Before the session. List on newsprint the follow-ing phrases:• an appropriate place• an appropriate time of day• the proper posture• an ability to center• an awareness of and openness to God

Prepare to give a presentation on the elementsof prayer in your own words.

1. Divide the participants into three smallergroups. Assign each group one of the following ele-ments of prayer: place, time, and posture. Tell themthat they have 5 minutes to come up with three ex-amples of that element that are conducive to medi-tation, and three situations involving that elementthat would make meditation difficult. You may wantto give examples such as the following: a quiet roomis a good place to meditate; a rock concert is not.Provide blank paper and pens and ask someone ineach group to take notes.

2. After 5 minutes ask the participants to sharethe results of their discussion. Some of the sugges-tions may be rather humorous and may add somelevity to an otherwise subdued session. Welcomethese suggestions just as any others.

3. Display the newsprint list of the elements ofprayer that you prepared before the session. Notethat the participants have already begun to explorethe first three elements on the list, that is, the phys-ical necessities for effective meditation. The last twoelements are the mental necessities. Present the fiveelements by explaining the following points in yourown words:• An appropriate place. When friends need to talk,

they need privacy, an environment that helpsthem relax and focus on each other. The sameneed exists in meditation. One goal for this weekis for each person to create their own sacredspace in which to practice meditating.

D


Getting Started 31

3. Close this experience of elements of prayerby noting that the other two elements identified—centering techniques and listening to God—will beexperienced and discussed throughout the program.As usual, allow for any questions that participantsmay want to ask.

Preview of SupplementaryExercises (15 minutes)

Before the session. Read through the recommend-ed and optional meditations for the coming week.Jot down any additional information that you feelmight be helpful for the participants, given yourunderstanding of their needs.

1. Remind the participants of the supplemen-tary component to Christian Meditation for Beginnersthat involves doing some work on their own in be-tween sessions. They are expected to go through therecommended meditation exercises on four differ-ent days between this session and the next one.Note that optional exercises are also included forthose who want to do more.

2. Ask the participants to turn to the supple-mentary exercises in their booklet, beginning onpage 9. Point out that the meditations are organizedinto two sections, one for each of the first two sessions. Each section begins with introductorycomments and then presents four recommended ex-ercises and three optional exercises. Tell the youngpeople to find each section. Ask them to read theintroductory comments fo week 1 as part of theirfirst day of meditating in the coming week.

3. Go through each recommended and option-al meditation with the group, allowing the partici-pants to ask questions if they need to. Point out thelimited journal writing that accompanies some ofthe exercises. Strongly encourage them to go be-yond the four recommended exercises and do theoptional ones as well.

4. Draw attention to the page marked ThingsWorth Sharing for week 1. Note that before the nextsession, they should spend a little time jottingdown their answers to those questions. This pagewill be the basis of discussion at the beginning ofthe next session.

G

Contracting and Closing Prayer (15 minutes)

The closing prayer service is also a commitment ser-vice. During this time you will be asking the youngpeople to sign a formal contract indicating theirwillingness to participate fully in Christian Medita-tion for Beginners. If you made it clear all along thatparticipation in this course must be entirely volun-tary, this is also a time to allow those who have de-cided that they cannot fulfill the requirements tobow out gracefully. This option is especially neces-sary if no orientation session was held.

To guide the closing prayer for this session, youmay wish to sit on the floor behind a table, such asa coffee table, with the participants gathered aboutyou on the floor. Have a candle or two, a religiousartifact such as a crucifix, and a Bible on the table.You may want to play the same reflective musicthat you used for the opening period of meditation.

Before the session. Make a copy of handout 1–A,“Meditation Contract,” for each participant. Con-sider copying the contract onto parchment or cer-tificate paper to give the young people a sense of itsimportance.

In a Bible, mark the following scriptural pas-sages. At break time, choose four participants toread the passages in the order in which they are list-ed and allow them a minute or two to look overtheir assigned verses.• Mark 1:35• Matt. 7:7–11• John 11:41–42• Matt. 26:36–39

1. Distribute a copy of the contract to each par-ticipant. Make sure they have a pen with which tosign it, but ask them to put it aside for the moment.

Begin the prayer service by recalling Jesus’ prom-ise: “‘For where two or three are gathered togetherin my name, I am there among them’” (Matt. 18:20).Then say a short spontaneous prayer of your own,calling to mind the presence of God and asking theSpirit to be with the group, both during this time ofcommitment to the course as well as throughoutthe next two weeks of prayer and meditation.

2. Tell the participants that as in all other areasof Christian life, Jesus is our model for prayer. Askthem to listen to selected passages from the Scrip-tures, which reflect the primary role prayer played

HNext, ask the participants to take a moment toreflect on all the places for prayer that are reason-ably available to them, that is, places they can ex-pect to have easy access to on a daily basis. Forexample, they probably should not choose their par-ish church unless they live near it.

Tell the participants to turn to page 6 of theirbooklet, where the options are listed. After a minuteor so, ask them to make an initial decision aboutwhere they will begin to meditate and check thatbox. Invite participants to share their choices withthe rest of the group.

As an aside, explain that in the directions for thesupplemental meditations in the learner’s booklet,the presumption is that they will be meditating in aspecial space in their house, one that they will beable to prepare just for this purpose. In fact, the firstmeditation period is devoted to creating such aspace. Acknowledge that on occasion they may de-cide to meditate somewhere else.

Selecting a time for prayer. Express the followingideas about selecting a time for prayer in your ownwords:• Although the Scriptures tell us to pray always,

some times of the day may seem more con-ducive to prayer than others. Two times tradi-tionally preferred for prayer are early morning orlate at night, just before bedtime. Yet some indi-viduals may find both of these times unworkable;for instance, the person who takes hours to wakeup or the one who passes out as soon as he or shegets near a bed. For such people, a time at mid-day may work best, perhaps stopping briefly atchurch on their way home from school. Or theymight find that the time immediately after sup-per is appropriate for prayer—just before study-ing or finishing some household chores—whenthey can be alone without feeling uncomfortableabout it.

Again, provide a minute or two for reflection,and then ask the participants to jot down the timeof day they initially feel will be best for their medi-tation periods. Invite them to share their answerswith the rest of the group.

Encourage the young people to practice with dif-ferent times of the day during the supplementalmeditation exercises during the week. However, ifthey are already convinced that a particular time isbest for them, tell them they should feel free tostick with that throughout the week.

Selecting a posture for prayer. During this part ofthe discussion, the participants actively engage ineach posture described. They will be able to practiceeach posture only for a minute or two, but thisshould be enough time for them to come to an ini-tial decision on which posture they prefer.

Tell the participants that experts in meditationhave identified at least five basic physical posturesthat are best suited for meditation. As you describeeach posture, ask them to practice it for 1 minute.Note that they may keep their eyes open but direct-ed straight ahead, opened only slightly, or closedcompletely. They will have to experiment to findwhich way works best for them. The five posturesare the following:• Kneel with the back straight and the hands fold-

ed in front of the body, the hands resting onsomething—perhaps a chair or couch—to givesupport and aid balance.

• Kneel, but allow the body to relax with the but-tocks resting on the heels of the feet. The backremains straight, and the hands are allowed torest on the thighs, often with the palms turnedupward in a gesture of openness to God.

• Sit in a firm, straight-backed chair, the upperbody erect, the feet together and firmly on thefloor, the hands gently resting on the lap, withthe palms facing upward. [You will need to pro-vide appropriate chairs for this posture; sturdystacking or folding chairs will work well.] Somepeople prefer to sit on the edge of the chair rath-er than with their back against the back of thechair.

• Recline on the floor, either on the back or thebelly, but in such a way that you feel relaxed yetattentive. The body should be straight, the legsnot crossed, and the hands in a relaxed butprayerful position. [For obvious reasons this pos-ture is the most likely to induce sleep.]

• Sit on the floor in the famous lotus position: thelegs folded close to the body, the back straight—perhaps held so against a wall—the hands restingon the knees with upraised palms. Most peoplecan only do a modified version of this posture,as they do not normally have the flexibility toassume the traditional version.

After the participants have experienced all fivepostures, ask them to find the list of these positionsin their booklet. They should then rank these pos-tures in terms of their apparent effectiveness forthem, admitting that they will need practice beforemaking a final decision. The participants should thenchoose the posture they want to start with this week.


Getting Started 33

Evaluation

Take a few moments after the session to evaluate how it went. Think about thefollowing questions and write your thoughts in the spaces provided for futurereference:

1. What really worked well in this session?

2. What would make this session better next time?

3. What would you change about the environment?

✒in Jesus’ life. Tell the young people who volunteeredto read the passages to do so at this time, in order,slowly and prayerfully.

3. After the readings put the following com-ments in your own words:• One of the goals for anyone who seriously wants

a relationship with God is to learn to pray withthe same conviction of God’s love that Jesushad. But such prayer takes work. Like any skill,meditation takes real effort and practice. If thisprogram is to be effective, each person mustmake a firm commitment to themselves, to God,and to other participants. That is the purpose ofthe contract.

4. Read through the contract aloud, asking theparticipants to read along. When you are done in-vite them to spend a moment in silent prayer, ask-ing God to help them live out the commitmentthey are about to make. When they feel ready theparticipants should sign their contract. Make it clearthat those who do not think they can commit tofull participation in Christian Meditation for Begin-ners should sign at the bottom of the page.

After all have made their decision, invite themto slowly come forward to present their contract bylaying it on the table or next to the Bible. You maywish to shake each person’s hand at this time as an-other sign of the commitment you are making toone another. If the group is small enough, considerinviting the signer to shake hands with every person in the group. Remember to sign a contractyourself.

5. Close the service by asking everyone to sharethe prayer that Jesus taught us, the Lord’s Prayer.You may wish to join hands for the prayer.

Note: Remind the participants to bring theirbooklet to the next session.

Alternative Approaches

After reading through the session plan, you maychoose to do some things differently or make addi-tions to an activity. Consider your time first, andthen these alternative approaches:

For step A. If an orientation was not held, con-sider using the mixer activity in step A of the orien-tation session. After simple introductions use theScripture verse mixer and then the word associationexercise from the orientation. Continue with thetwo questions listed in the introduction step of thissession plan and the brainstorming on the sentencestarter “Meditation is. . . .” Also consider using thesuggestion in the Alternative Approaches section ofthe orientation session.

Note, however, that if you choose to expand thisopening step, you may need to make some adjust-ments in the rest of the schedule.

For step G. Consider asking for volunteers topreview the supplementary exercises for the secondweek. Assign each volunteer one or more of the rec-ommended exercises. Include the optional exercisesif you have enough volunteers. Ask them to readthrough the exercise and be ready to describe it tothe rest of the participants at the next session.

Before the next session. Send postcards re-minding participants to bring their Guide for Medi-tation to the next session. Also, suggest that theyspend a few minutes looking at the Things WorthSharing page before the session.

Closing Prayer and Evaluation

Closing Teacher Prayer

Recall the verse from Psalm 46 that you prayed atthe beginning of this session: “‘Be still, and knowthat I am God!’” (46:10). Once again, allow yourselfa few moments of peaceful silence to consciously“be still” in the presence of God. Conclude with thefollowing prayer:

Silent God, I treasure this time now ending,the time of exploration,the time of joyful chatter,the time of silent prayer.Go with me now, as I return to the flow of

daily life. Prepare me for what I shall find, forwhat is to come, and be with me as I return tothe crowded and noisy crossroads of my life.Amen.


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Christian Meditation for Beginners · 2011-07-13 · participation in Christian Meditation for...

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