Some images of the festival preparations one day before official opening on Jan 24
Sessions involving the Dalai Lama, Pico Iyer, Victor Chan and other writers in the Buddhist tradition
1. Kinships of Faiths: Finding the Middle Way
The Dalai Lama in conversation with Pico Iyer
His Holiness the 14th Dalai Lama, world-renowned spiritual leader of Tibetan Buddhism, honours the DSC Jaipur Literature Festival with his presence. Winner of the 1989 Nobel Peace Prize, he will engage in an insightful and intimate conversation with writer Pico Iyer.
2. Journeys of the Mind [Readings]
Victor Chan and Kunzang Choden, introduced by Swati Chopra
Victor Chan, co-author of The Wisdom of Compassion with the Dalai Lama, shares behind the scenes stories of compassion and provides insights on meditative practice and the importance of humour, optimism and forgiveness.
Kunzang Choden, internationally renowned Bhutanese writer, reads from her books and brings alive the sights and sounds of her mountainous homeland.
3. If You Meet the Buddha on the Road
Karma Ura, Siddiq Wahid, Victor Chan and Ranjini Obeyesekere in conversation with Nayanjot Lahiri
Karma Ura, Siddiq Wahid, Victor Chan and Ranjini Obeyesekere in conversation with Nayanjot Lahiri will bring their varied experiences and encounters with Buddhism to this insightful exploration of the many paths of the Buddha’s dharma.
4. Women on the Path
Ranjini Obeyesekere, Kunzang Choden and Ani Choying in conversation with Swati Chopra
The female sangha is an ancient tradition in Buddhism. Yet, women’s spirituality within Buddhist theology is marked by deeply ambivalent and sometimes misogynisticattitudes that are being questioned and challenged by new interpretations and understanding. Ranjini Obeyesekere, Kunzang Choden, Ani Choying and Swati Chopra discuss the issues that face women on the spiritual path.
5. The Buddha in Literature
Chandrahas Choudhury, Nadeem Aslam and Ranjini Obeyesekere, introduced by Namita Gokhale
Author and critic Chandrahas Choudhury leads us through an impressionistic medley of writings interpreting the Buddha in literature, with readings by Nadeem Aslam and Ranjini Obeyesekere.
6. The Aesthetics of Impermanence
Benoy Behl introduced by Sujata Chatterji
Photographer, filmmaker and cultural historian Benoy Behl explores the ethical and aesthetic underpinnings of Buddhist art and spiritual practice. In an illustrated talk that spans millennia, he examines Buddhist creative legacy as a celebration of flux and an interrogation of the ephemeral. Introduced by Sujata Chatterji.
7. Jataka Readings
Gagan Gill and Ranjini Obeyesekere, introduced by R. Sivapriya
Acclaimed Hindi poet Gagan Gill speaks of her experiences of carrying 'a buddhist heart in the world' and reads from poems invoking mystical and mundane encounters including some from her collection of poetry, 'Andhere Mein Buddha' (Buddha in the Darkness). Ranjini Obeyesekere reads and discusses her books and the Buddhist themes that illuminate them. The session will be introduced by R. Sivapriya.
May 9 - 11, 2013
Adults who care for and about children:
Educators - teachers, administrators, support workers, superintendents
Mental Health practitioners
MCFD - Mental Health
Out-of-School care providers (Boys & Girls Club, YM/YWCA, Community Centers, Neighbourhood houses, etc)
Yoga community (especially those providing Yoga to children and youth)
Parents, Grand parents
Academics - University Students (education, social work, medicine, etc)
The focus of this conference is How Mindfulness Helps Children Thrive. Mindfulness is often associated with helping children manage worries and stress. But there is a small-but- growing body of scientific research, and evidence from practice that indicates that Mindfulness can foster development of a wider range of social and emotional abilities/competencies as well as improved relationships with others (self awareness in everyday interactions, self regulation in everyday activities, compassion for self, compassion for others).
What do we mean by "Mindfulness"?
We are encouraged by researchers in this field (especially Mark Greenberg http://www.youtube.com/watch?v=R3KXkO7NeG0) to use a broad definition of Mindfulness . Mindfulness includes intrapersonal activities such as sitting meditation, walking meditation, forms of yoga and prayer. But it also includes interpersonal activities such as deep listening, story telling, empathy training, forms of martial arts, contemplative art & music, contemplating nature.
It is also interesting that, over time, Jon Kabat Zinn has broadened his definition of Mindfulness - focusing more on the ethical dimension of mindfulness in everyday life
In 1990 he defined Mindfulness as :
Paying attention in a particular way, on purpose, in the present moment non-judgmentally.
In 2011 he defined Mindfulness as:
An awareness of ones conduct and the quality of ones relationships, inwardly and outwardly in terms of their potential to cause harm are intrinsic elements of the cultivation of Mindfulness.
Mindfulness in everyday life is the ultimate challenge and practice
Goldie Hawn - http://www.thehawnfoundation.org/
Founder of MindUP - a school-based program that integrates Mindfulness into daily life; author of parenting book "10 mindful minutes"
Dr. Kimberly Schonert-Reichl - Associate Professor in the Department of Educational and Counseling Psychology and Special Education at the University of British Columbia., expert on social and emotional learning, researcher, educator
Dr Paul Ekman - http://www.paulekman.com/about-ekman/
Dr. Rob Roeser - http://www.youtube.com/watch?v=QDw8RaVGFJs
Professor of Psychology in the Department of Psychology at Portland State University. Established the Culture and Contemplation in Education Laboratory at Portland State University
Linda Lantieri - http://www.youtube.com/watch?v=pWQGAUi8V0U
Director of The Inner Resilience Program whose mission is to cultivate the inner lives of students, teachers and schools by integrating social and emotional learning with contemplative practice.
Dr. Adele Diamond - http://www.frontiersin.org/video/Adele_Diamond_at_the_Garrison_Institute/1124
Canada Research chair Developmental Cognitive Neuroscience
Jetsun Pema - http://worldschildrensprize.org/jetsun-pema
the younger sister of His Holiness the Dalai Lama, who has dedicated her life to educating Tibetan children in exile.
Roy Henry Vickers - http://www.artcountrycanada.com/vickersbio.htm
Canadian artist , designer, publisher, author. He is a recognized leader in the First Nations community and has worked tirelessly as a spokesperson for recovery from addictions and abuse. In his words “The physical, spiritual, emotional, and intellectual well being of our children should be paramount in the teaching and nurturing of our children.”
(here’s an interesting posting connecting RhV to HHDL; http://butterfliesdragonsandpeace.wordpress.com/2012/08/19/can-we-forget-our-connectedness-and-truly-lead/)
Children & Youth lead mindfulness activities
Artwork and creative contributions by children and youth
“How can we educate
the hearts of children?”
– His Holiness the 14th Dalai Lama
This was what the Dalai Lama asked assembled dignitaries and guests to consider at the 2009 Vancouver Peace Summit. A simple question premised on a provocative idea: Educating the Heart is foundational to preparing children for the 21st Century.
Educating the Heart is of Global Importance:
The basis for his question is provocative because, if true then social and emotional learning of children is as important as core academics in preparing them to respond in compassionate, effective ways to the challenges of our time: conflict, environmental degradation, and limited resources. Interestingly, emerging health, education and neuroscientific research supports this conclusion. A new U.S. study involving 270,000 students who participated in social and emotional learning programs shows multiple benefits: the students’ pro-social behavior improve significantly, they have less emotional distresses such as depression, and their academic achievement goes up by 11 percentile points. Dr. Daniel Siegel, a leading proponent of interpersonal neurobiology, describes it this way: “You can make the argument that the future of the planet depends on social and emotional competencies.”
BC as a model of Educating the Heart:
The social and emotional development of children is the leading edge of education, mental health, and brain development science. BC is at the forefront of this, although the province can be characterized as a collection of islands of social and emotional program activity. The missing ingredient – the need – is a convener to connect the strands of activity such that the level of collaboration, shared practice and research has a transformative influence on the province. In this way, educating the heart will become a core focus for all who engage with children – in every classroom and community – and embedded in education and mental health policy.
Clear Role for the Dalai Lama Center
With a mission to Educate the Heart, the pieces are in place for the Dalai Lama Center to advance BC’s efforts to foster the social and emotional learning of children. The audacious goal is that this province can be an example internationally of how caring communities are raising compassionate children.
The Dalai Lama Center is deploying all its internal and external resources toward this clear and compelling role. Through programs that convene, advise, educate, and apply research we are working with leaders in education, science, politics, government, business and philanthropy who understand the value of social and emotional learning. By using local, regional, national and international connections, the Dalai Lama Center is helping to share evidence-based practice and encourage collaboration. In short, it’s a strategy of supporting, encouraging and leading a rising tide of awareness and action toward educating the hearts of children. We hope that by the time the Dalai Lama visits Vancouver again in October, 2012, the Center will have achieved tangible outcomes in our strategic focus and show the world that BC is indeed at the forefront of educating the whole child.