the sikkha project
A community needs a high degree of commonality of practice to make progress together on the path. Sangharakshita, What is the Western Buddhist Order
‘From the moment of a person's first contact with our movement, he or she should be able to discover a balanced approach that is appropriate to them‌ The Karmic work of integration and developing positive emotion, and the Dharmic work of spiritual receptivity, death, and rebirth.’ Bhante, Preface to Initiation into a New Life, 2011
‘The elements of the system‌ from the stage of Integration through to that of Spiritual Rebirth can be seen as the principal elements of the Dharma life at all stages, Indeed, if they are not practised at lower levels it is impossible to engage with them with full success at higher. Subhuti, Initiation into a New Life
The Aim: To develop an integrated training based in Bhante’s presentation of the Dharma, capable of development, including the stages of Integration to Spiritual Rebirth at all levels of our teaching and training.
sikkha 2 aims 1
To discover and share the elements of our system that are taught and practiced most effectively at each level
To identify and fill any gaps
3 To create resources to teach effectively, including content, support on teaching methods, and teacher training
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You’re more likely to lose people by boring them than by challenging them Vadanya, Dharmakata 1
shared conditions
Conditions shared by Sheffield and LBC Focus on ‘one room, one class’ to begin with Vision led, uncompromising Focus on creating a ‘culture’ not just teaching classes Based on Bhante’s presentation of the Dharma Simple structure, collectively held, not a proliferation of structures Council and president aligned with the vision Teachers aligned with vision Teach in teams that share the vision Respond to enthusiasm, take people seriously People encouraged to take on appropriate responsibilities Young people encouraged to take on appropriate responsibilities Being prepared to say things that might be unpopular Committed engagement: attendance, friendship, teachers
sikkha.online
SIKKHA TRAINING IN THE DHARMA
THE SI KKH A PRO JECT The aim of the Sikkha Project is to help develop an integrated, progressive spiritual training in Triratna at every level of experience, from newcomers to the Order; to discover and share how the different elements of our system are taught and practiced most effectively; and to create resources and training to fill any gaps. It’s overseen by Triratna’s International Council. We hope you’ll find some of the resources here helpful.
TH REE IN TRO DUCTO RY COURS ES We are starting at the beginning by offering three introductory courses. They are based on courses from the London Buddhist Centre and the Sheffield Centre in the uk. The courses present all ‘five great stages’ of Triratna’s mandala of practice in accessible and effective ways. They seem to be particularly effective in the number of people who attend them at both centres and who then go on to deeper practice. For each course there are weekly teachers notes, a short video introducing the theme for the week and a talk as it was presented during a course. All of the course material has been revised so it can be used flexibly in different contexts. You can use or adapt the resources as appropriate to your own situation and teaching style. Over time we will be gathering more teaching content from other sources and centres to pass on the most effective Dharma teaching in Triratna, as well as presenting material to help you develop your teaching skills.
LIF E WIT H F ULL AT TENT IO N This eight week course based on Maitreyabandhu’s book, shows how to apply mindfulness ‘to modern times’, looking at day to day mindfulness, mindfulness of body, feelings, mind, nature and art, other people, and ‘insight’. Click here
RAD ICAL DH ARMA Qui nonsed quam harum, sunt odis mollore pelitas piendes ectent eum faccabo rionser ovitiae pudant iminis excerrum quid ut laborro reserit molorei umenima ximporio essiti dersped modis moditatur sitionseque volor moditatquam, tore des re posant aces es cum dollatus et dolenis nim sequibu strumquide consedi gnimet dust.
THE JO URN EY AND T HE GUI DE Qui nonsed quam harum, sunt odis mollore pelitas piendes ectent eum faccabo rionser ovitiae pudant iminis excerrum quid ut laborro reserit molorei umenima ximporio essiti dersped modis moditatur sitionseque volor moditatquam, tore des re posant aces es cum dollatus et dolenis nim sequibu strumquide consedi gnimet dust.
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Stages of training / phase 2
Phase 2 Creating connections with the Dharma within a community. Keeping people engaged and inspired to stay around long enough to make a commitment.
Sangharakshita C L A S S I C S
Sangharakshita The Taste of Freedom
Sangharakshita The Taste of Freedom
Taste of Freedom Mind Reactive and Creative Breaking through to Buddhahood Greater Mandala Bi-tendential Value of Being Going for Refuge Individual, Group and Community + Longer texts Living with Kindness Not About Being Good More diverse voices Taught with support at other centres
meditation
While meditation is, and should be, integrated into dharma teaching, specific skills that many centres have asked for help with. SikkhÄ meditation kula suggest training skilled + experienced Order members in each local situation. Meditation teachers’ retreat at Adhisthana in December 2019. OMs recommended by centres, all UK+ European order members under 45
training
The L B C is piloting a project to mentor other centres Berlin and Dublin have signed up for this first year long process. The aim is that mentored centres then mentor others to reflect on the teaching culture, and pathways for training.
Ratnaguna led teacher training courses in Holland and Germany and two pilot online courses for Order members from Australia + NZ, plan to make available in other Areas. new course to be offered for people who lead study in Americas, online courses for people in group and pioneering situations, and more teaching formats including dharma talks.
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Order Practice Questionnaire
1 Order 2 Practice Questionnaire 3 To help order members reflect on their own practice
To support dialogue about practice in the Order, Especially in chapters and preceptor relationships
To ‘to tell us more about how we practise in the Order, what is helpful and what might help to support a flourishing practice and community’.
the sikkha project