We begin by reviewing briefly last week's session, including how contemporary practice can expand the traditional focus on ignorance to include contemporary psychological and social perspectives on further dimensions of ignorance, including our initially unconscious social conditioning. We look again briefly at how the Buddha related both to caste and to women's roles in the sangha, and the basic of social conditioning, including how this is related to "in-groups," "out-groups," and "implicit bias." Most of the talk is devoted to suggesting the basic ways that we can explore and transform social conditioning. We focus on the main supports for such practice, including working with groups and guidelines, knowing the history of a particular form of conditoning (we give the examples of gender and race), using different forms of inquiry, mindfulness in meditation and daily life (including being mindful of the judgmental mind, anger, sadness, shame, etc.), the heart practices (including the importance of self-love, compassion, forgiveness, and joy), and other practices, such as involving ritual. The talk is followed by discussion.

We begin by focusing on a fundamental perspective for our practice: How our practice moves from underlying ignorance to wisdom. We look at both the traditional understanding of such ignorance and how contemporary psychological and social perspectives help us to identify further dimensions of ignorance, including our initially unconscious social conditioning. We start by considering how the Buddha related both to caste and to women's roles in the sangha. We then look at the nature of social conditioning, including how this is related to "in-groups" and "out-groups," along with "implicit bias," and ways that our practice can help us see more clearly and ultimately transform our social conditioning.

After some personal stories from Donald about his father, who was a veteran, and about Donald’s experiences growing up at the time of the Vietnam war and being introduced to nonviolence, we explore the three main dimensions of our practice (training in ethics, meditation, and wisdom) related to the holiday. We focus on the ethical teachings about killing and nonviolence, including the complexities of these teachings; the importance of bringing mindfulness to grief, loss, and sadness, and of grounding in kindness, compassion, and love; and the wisdom and insight teachings about seeing the roots of violence. The talk is followed by discussion.

We begin with a review of the nature of samadhi and of samatha practice, in which we develop greater samadhi. Samadhi is understood as a natural quality (including with other species) that we may know through times in which we are deeply immersed and absorbed in an activity, such as being with another, art, music, or sports. Samatha is one of the two main forms of meditation taught by the Buddha, along with insight practice. We also give an overview of how samatha practice deepens, going into some depth on the model of the five jhanic factors, and pointing to the experiences of the first two jhanas (as taught by the Buddha). The talk is followed by discussion.

We review at the beginning the basic instructions for cultivating concentration (samadhi), including attention to posture, a variety of possible areas of focus (with most attention given to the breath, including the technique of practicing with the "three-part breath"), and balancing "not too tight" and "not too loose." We also review the main challenges that can arise in such practice, and how to work with these challenges. Then we practice mostly in silence, with a discussion period at the end of the sitting.

In this overview about developing concentration (samadhi) in our practice, we examine (1) the nature of concentration (or samadhi), including the etymology of the term and how we often find a natural concentration in daily life; (2) its importance in our practice; (3) some ways to practice to develop concentration, and (4) five challenges of such practice and how to work with them. The talk is followed by discussion.

Full instructions are given at the beginning for cultivating concentration (samadhi), including attention to posture, a variety of possible areas of focus (with most attention given to the breath, including on the "three-part breath"), and balancing "not too tight" and "not too loose." Then we practice mostly in silence, with a brief discussion period at the end of the sitting.

Donald explores some of the main themes of his March retreat, connecting these themes to general aspects of our practice. He shares some images of the Spirit Rock land, a group of turkeys, his place of practice and altar in his room, and the bench where he twice a day carried out a kind of ritual "talking to" his parents, who are deceased. He focuses on themes of listening for what calls one in one's practice and his main practices during the retreat: concentration practice, metta practice, the Tibetan practice of tummo (the inner fire) and the life of Milarepa, and awakened awareness. He concludes by speaking of some ways of keeping the retreat going in daily life, and, in preparation for the appearance of the Garbanzo Bean, Donald's clown personality, some on humor and spiritual practice. There is then discussion, including an appearance by Guru Garbanzo Bean responding to some questions, and closing in which we remember and honor Cyndy Gagne, a sangha member who recently passed.

After getting a sense of those present and a self-introduction, there is a guided meditation. We start with a few words on posture and invite a short period to connect with what is alive in one's practice. Then there are instructions for developing samadhi (concentration), followed by several short periods of guidance to cultivate awareness of the energy of the body, to tap into a sense of happiness and perhaps joy, and then a sense of peace. There is then a short period of mindfulness followed by a few minutes of reflection on (1) what is "calling" now in one's life and practice, and (2) how best one can connect formal meditation and daily life.