Principles and Standards
If it is not grounded in non-duality,
it is not mindfulness.
Het Center For Mindfulness publiceerde op hun website een aantal principes en richtlijnen voor iedereen die met mindfulness werkt.
Certain principles are important for effective teaching of the MBSR curriculum and for adhering to its professional standards of practice. A non-exclusive list of essential elements of training programs to develop MBSR teachers would include:
1.The teacher of MBSR teachers him or herself needs to have a longstanding grounding in meditative practices and be a committed student of the dharma, as it is expressed both within the Buddhist meditation traditions and in more mainstream and universal contexts exemplified by MBSR. This has nothing to do with being or not being a Buddhist.
2.MBSR is a vehicle for embodying and transmitting the dharma in a wholly secular and universal idiom. It is a recontextualizing of dharma, not a decontextualizing of it.
3.MBSR instructors need to have their own personal meditation practice and attend retreats in the spirit of "continuing education" and the on going deepening of their practice and understanding.
4.MBSR instructors follow the principle that we never ask more of program participants than we do of ourselves on a daily basis in terms of both formal and informal mindfulness practices. This needs to be the case for teachers of MBSR teachers as well.
5.The teaching of mindfulness is never a matter of merely teaching or operationalizing techniques. Mindfulness is a way of being in a wiser relationship to one's experience, not one particular mental state to be pursued and attained. Thus, the non-instrumental dimensionality of the work and of the practice of mindfulness is the foundation of effective practice and teaching.
6.Teaching MBSR is an opportunity for right livelihood. Thus, it is important to develop fair and non-exploitative pricing structure for both MBSR and for the training of teachers of MBSR.