The Four Noble Truths of intimate relationships

http://www.wildmind.org/blogs/on-practice/the-four-noble-truths-of-intimate-relationships

The Four Noble Truths of intimate relationships

December 21, 2015 

 Bodhipaksa

Because the Buddha was a celibate monk, there can be a tendency for us to see intimate relationships as a distraction or hindrance to the spiritual life. But the Buddha himself described marriage as potentially a source of great happiness.

UPAYA: Rohatsu 2015 Talks 1-6 : Miracle of Each Moment

http://us9.campaign-archive2.com/?u=6b52ef25342e3408ae4f12d65&id=87a9996565&e=16ce74c530

UPAYA: Rohatsu 2015 Talks 1-6 : Miracle of Each Moment

A new Settlement : religion and Belief in Schools

http://faithdebates.org.uk/wp-content/uploads/2015/06/A-New-Settlement-for-Religion-and-Belief-in-schools.pdf

A new Settlement : religion and Belief in Schools

by Charles Clarke and Linda Woodhead 

Living with Difference: Community, Diversity and the Common Good

http://www.corab.org.uk/

Living with Difference: Community, Diversity and the Common Good

The report of the Commission on Religion and Belief in British Public Life, convened by the Woolf Institute and chaired by Baroness Butler-Sloss.
It is titled "Living with Difference: Community, Diversity and the Common Good".

RE for REal report and Recommendations

http://www.gold.ac.uk/faithsunit/reforreal/

In a context of deep religious illiteracy in the UK, RE for REal explores the role of schools in equipping young people with the knowledge and skills to engage effectively with religion and belief diversity, in schools, in their communities, in future workplaces and in wider social contexts.

The project analyses the views of pupils, parents and teachers in secondary education and of employers, on what school leavers need to know about religion and belief in relation to the current religion and belief landscape, as evidenced in research and current educational policy.

It builds on the Religious Education Council’s A Review of Religious Education in England (2013) by providing a new evidence-base to support and facilitate continuing national discussions. By engaging protagonists in the field in a cycle of reflective analysis, it will further stimulate and facilitate wider debate around the future role and shape of RE in schools.

Below, you will find supporting documents to accompany our recent study:

Full report (PDF download)

Executive summary (PDF download)

Recommendations (PDF download)

RE for REal brings together views on what children need to know and understand about religion with research evidence on the real religious landscape and explores the gaps between the two. It is unique in that it will bring together key groups of influence to create a forum in which to discuss how to align these two in future policy and planning for schools.

Secular Buddhist Association : Basic Meditation Instructions

http://secularbuddhism.org/meditation-support/basic-meditation-instructions/

Secular Buddhist Association : Basic Meditation Instructions

Mindfulness: Helping Youth Learn to Feel Emotions and Choose Their Behavior

http://youthtoday.org/2015/11/mindfulness-helping-youth-learn-to-feel-emotions-and-choose-their-behavior/

Mindfulness: Helping Youth Learn to Feel Emotions and Choose Their Behavior

By Lynne Anderson

Holistic Life Foundation instructors Michelle Lee (left) and Jazmine Blackwell lead students through an exercise during an after-school yoga and meditation program at Lillie May Carroll Jackson Charter School. The instructors told the girls to pull the "weight of the room" toward them and push it back away from them.

Tricycle : Ma Moune blog by Pamela Gayle White

http://www.tricycle.com/blog/ma-moune

Ma Moune : 

How a writer met her faithful companion

Pamela Gayle White, October 06, 2015

http://www.tricycle.com/blog/special-bond

A Special Bond: 

I'm grateful for my eye-catching dog, even when I'm not. 

http://www.tricycle.com/blog/aware-assumption

Aware of Assumption

It takes a conscious effort to recognize the extent we project our motives, weaknesses, and qualities on to our selves—and our pets.