Student Testimonials

“In a traditional education program we learn a number of valuable techniques. In this program we also learn how to not only know ourselves, but our students.”—a public elementary teacher

“This [online] course has been like an orchestrated study for the teacher, to familiarize different aspects of oneself as teacher, to be in one's own skin, classroom, space, interacting with students, touching into body, feeling, perceptions, emotions…. The course was a gift in experiencing my interconnectedness with other teachers; their familiar and similar challenges, fears, joys and hopes. I have experienced greater community.”—a teacher in higher education

“I have so much stress in my life these days, but I rarely consider this course work part of that. There may be pressure to get readings, papers and posts done on time, but overall I have found solace in these discussions, in our community here. I'm going to really miss our group.” —private tutor

“I feel like this class has helped me to finally find the balance in my work and writing between facts, personal experience and intellectual opinions. . . . I have also found that this semester, I have really begun taking my learning into the classroom. I can see a strong difference in . . . my ability to handle stress, and difficult teaching situations . . . My heart is more open, and my students are more closely connected to me and each other.”—a pre-k teacher

“Despite the rigor and intensity of the program, the discussions we all have been part of have given me inspiration, comfort and joy.” —a high school teacher

Teacher transformation

“My own learning has been turned inward and outward and generally upside down with this program. I have always loved learning, but it is as if I am just figuring out why. I never knew that learning was so communal; but I have learned so much from [the students and faculty] that I never would have found by myself or the books we read. . . . I value the good intentions that this community shares, the love of the ‘subject’ and the ability to go everywhere when it is needed.”—a public elementary teacher

“I have been absolutely thrilled to be part of Naropa for these few years, and I would jump at the chance to be part of it again in whatever capacity you and others deem appropriate. Your support of my involvement has meant a lot to me—from opening up your program to my research, and then to my own learning . . . I am a changed person as a result of my time with you and the other faculty and students, and I have you to thank for the opportunities to explore both my ‘inner and outer selves’ in the attempt to bring them into an alignment that feels all-at-once both personal and communal.”—a higher education professional enrichment student

“There is a healing and openness in this program I have never felt anywhere else. It is the kind of community Parker Palmer describes in The Courage to Teach as ‘inviting diversity, embracing ambiguity, welcoming creative conflict, practicing honesty, experiencing humility, and becoming FREE.’”—a public school secondary music teacher

“I can already see things [from meditation practice] that I am taking ‘off the cushion.’ Like simply being able to sit through longer presentations or conversations and sustain a better presence, to having more of an understanding of what is going on with my own internal dialogue when engaging with a student or colleague.” —a high school counselor

A nonprogram student from Singapore who teaches in a “Sunday school” in a Buddhist monastery wrote this after taking an introductory online course: “ After studying this course, I noticed that I am more connected to my heart. Also, my thoughts are more organized, and I am better able to express myself.”

Classroom transformation

“I am a teacher. My thesis is not the most amazing thing ever written but it has changed my classroom. That makes all the difference to my students. Each day I go to school I fear loss of life for my students’ parents. One child told me ‘Mrs. C. your room is like a vacation from the war.’” —a teacher at a military base

“I want to share with you part of my evaluation written by the principal at my school this year .... I have Naropa to thank for most of the evaluation. It has really changed my classroom... She writes ‘Watching you made me realize that one of the reasons you are such an outstanding teacher is because you are so present every minute that you are teaching. Your intense focus on what is happening in that moment is so apparent, as is your delight in your students and your music. The combination is very powerful and exciting!’”—an elementary choral teacher

“Truly, the Naropa program has changed me as a teacher and challenged me to try new initiatives with my kids. I do not think I would have ever opened to these ideas had it not been for our program so I am exceedingly grateful to all [my] teachers and fellow classmates for bringing me to this path.”—a public elementary librarian

“It’s hard to explain, but years ago I couldn't have done all these things the way I am doing them now. Even though not perfectly, they happen. This is not to say that I don't feel overwhelmed at times—very. But I realize . . . that the practices and techniques I am learning with the Naropa program are what is helping this new attitude to evolve and to cope with the hard moments.” —a high school foreign language teacher

“I am not the greatest paper writer in the world … but my classroom is changing. I wanted to thank you. Today, we dropped pebbles in water to watch the rings as they formed. Then we became the water. I dropped a bean bag in the room’s middle and we moved out as the water with grace and ease. We listened to music, serious music, until we discovered just the right melody to accompany our newly discovered ballet. Then, putting it all together, we danced. Bach would have been proud. Often, lately I catch myself in class thinking ‘They are actually paying me to have this much fun.’ It is a great thing you have provided me. The journey is hard for me. With each paper I am ready to drop out of school. But, my lesson plans. Now that is where I sing. Thanks so much for new eyes.”
—an elementary music teacher

Nonsectarian

“I was reflecting about my journey with Naropa and all I have learned about another spiritual practice besides the one I have practiced for the past twelve years. Some times I have been confused as to which path to follow, which practice to engage in, or whose book to read. But, it has always surprised me to see how interconnected it all is. And I have learned that I don't have to give up on the practices that are dear to my heart .... It has been a very expansive and enlightening journey.” —middle school teacher

“I had a lot of concerns myself when I went to [the summer retreat] last year. My own practice falls into the concentrative type meditation while the Shambhala Buddhist Naropa community tends to employ the receptive type meditation… Fortunately I was assigned a meditation instructor, and we spoke in depth about this issue (and continue to as well.) He has been very supportive of me and other students who meditate differently than the Naropa community. So during the summer program I meditated my own way, even while in the group… Bottom line: There seems to be room within the Naropa community to practice according to our own individual needs and styles.” —director of a small educational program

“The words of Rabbi Zalman Schachter-Shalomi during our last Community class reflect the way we learn at Naropa. This way leads to everyone’s self-transformation. ‘When we teach the Torah we don't say I am going to teach you. We say let's learn together.’ This relationship of connection that occurs when we learn together is sacred. During this summer I have experienced this sacredness in many ways. The way teachers and students share insights in class in open dialogue. The moments of silence we allow during discussions to make space for listening and being heard. The bowing before and after activities encourages respect and welcomes everyone's wisdom to be shared. The way teachers pause as they talk, noticing the surroundings, encourages us to be present. The honesty and gentleness of the teachers encourages us to question our preconceptions and be open to come out of our comfort zones. This atmosphere encourages trust and openness.” —a secondary public school teacher

“I have to tell you that two of the books from our summer reading are fabulous discoveries for me. I would not have read these books without your direction, due to my own racial and spiritual prejudices.”—a teacher in higher education

Community

“For me, the public education system in which I work can be quite oppressive. The time constraints, schedule, workload and emphasis on departmentalization can make teaching very isolating. This year for me is especially challenging, and I don't take much time to connect with the other teachers, which is so important for building community. However, I do feel that the online Naropa Community constantly expands my understanding and awareness of who I am in relation to others. It expands my knowledge on the different topics we share in the discussions, putting things in perspective and helping me connect with a common wisdom. This gives me confidence to venture into my individual journey. The trust I feel helps alleviate my fears of opening to the group. I appreciate how well everyone listens regardless of what I present. Being in this community I still experience loneliness—it is part of the journey—but, paradoxically, I don't feel alone.” —a high school teacher

“I have really enjoyed this class, well, this program, most wonderfully. I know I still have a semester left, but as our main courses are completed, I would like to thank you for such an important and beautiful program. I don't think I would have continued my path to being a teacher if I had not been a part of such a welcoming, encouraging and honest group.” —an outdoor education teacher