By redesigned, I mean that the core teachings of Recollective Awareness have not changed, only the emphasis has shifted. For instance, a shift from mainly teaching the practice in small groups to working mostly with individuals is not new, as I have been doing that since the inception of this approach to meditation, but changing to that emphasis affects how meditation is taught in significant ways. It moves this practice away from the peer-group model that has dominated it for the past decade toward a person-centered model.
Other shifts of emphasis are as follows:
- More emphasis on exploration of meditative experiences and concepts in the interviews in contrast to a reliance on descriptive interview questions.
- More emphasis on using the student’s own language, concepts, and belief systems instead of supplying language, concepts, and a “correct” belief system.
- More emphasis on the inclusion of generative practices (not as techniques, but as timely instructions and experiments) and less emphasis on being receptive all the time. (Receptivity remains the core meditative process, but even so, is not to be held onto).
- More emphasis on the long-term development of samadhi (tranquil states).
- More emphasis on the recognition of subtle qualities and states of mind.
- An emphasis on the way one relates to unacceptable thoughts and emotions.
- An emphasis on detecting what has been lying outside of awareness.
- An emphasis on inner transformational processes that occur through meditation and how such processes can be supported and nurtured.
- An emphasis on the struggles of conscience to form moral and ethical understandings and choices.