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On August 22, we welcomed our new SGTI students into the exciting dimension of interfaith/interspiritual guidance. Eleven individuals joined us in Chicago for a sumptuous week of learning and day pilgrimages to various holy houses. They came from around the U.S. and Canada, embracing many different religious, spiritual and ethical persuasions.  One of the highlights was a pilgrimage to the Hindu Temple of Greater Chicago. We experienced a wonderful tour by a senior member of this community and witnessed devotional practice happening in each of the two temples. The above photo was taken on the grounds in front of a memorial to Swami Vivekananda, who is best known as introducing Hinduism to the West in 1893 at the first Parliament of the World's Religions held in Chicago. He was the first "ambassador" of interfaith connection and addressed Parliament attendees as "brothers and sisters," something quite unheard of back in the day. We also took part in a Shabbat Service at Anshe Emet Synagogue, the 3rd oldest synagogue in Chicago. At the Midwest Buddhist Temple we participated in their Sunday morning Family Service and met with Rev. Ron who compassionately (and with great humor) guided us through the framework of Shin Buddhism.  Our new community of SGTI learners also benefitted from their classroom studies—the interspirituality of Br. Wayne Teasdale and interfaith spiritual direction through the lenses of Rabbi Howard Addison. We often played games together at night and laughed a lot, we ate Lou Malnatis' famous Chicago pizza, and appreciated the beauty of the Lake Michigan shoreline.
What a glorious week it was and we feel blessed to be journeying with such deep and compassionate people who desire to serve as spiritual directors/companions/guides, offering their unconditional, compassionate presence to others.
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 At the Spiritual Guidance Training Institute, we include listening practices and techniques in each of our modules. One of the ways we practice deepening our listening is to reflect on how we are doing with our own listening in various contexts. During our spring residential institute, our students spent some time one-on-one with a peer and discussed a relevant topic for the day’s theme. After the discussion, we met back together and asked, “What did you notice about your listening?”
The following include paraphrases of some of our students’ responses: • I noticed my body and what I do with it while listening. • As I was listening to the story, I was thinking that I knew the end to the story, so I didn’t fully listen in the moment. • I felt a need to want to affirm their theory. • I felt distracted by the listening techniques. • I was wondering where my eyes go when I am listening. This list is not an exhaustive list, but a collection of responses that represent a range of thoughts or feelings that emerge while we are listening. Being able to name some of them is a way to first acknowledge the transient nature of our thoughts and feelings and then to let them go so we can be fully present with our companion. By offering our attention to the person in front of us, or on the other end of a phone/Zoom/Skype call, we engage in the practice of companionship. We not only getin touch with the sacred in another and in ourselves, but we also touch the sacred in another and in ourselves. And that may be one of the greatest gifts we can offer another. The Spiritual Guidance Institute recently spent a fabulous week together at our spring residential institute. We camped out at the Cenacle Center, a wonderfully hospitable retreat center on the northside of Chicago. The week’s activities were quite varied: We incorporated teachings on development and the enneagram, practiced deep listening with our unique methodology Pure Presence, had a day of silence, ate community meals together, met with a Cenacle sister, and visited the Hindu Temple in Lemont, an Ash Wednesday service at a Presbyterian church, IMAN (Inner-city Muslim Action Network), and a Muslim/Christian dialogue dinner. It was a week to remember! We feel grateful to our students for the productive conversations and presence during the week. And we are grateful to our friends who hosted us and shared their sacred stories with us. Our next cohort will begin in August 2019. An interfaith immersion experience like this could be yours! Learn more.  The mystic and philosopher, Pierre Teilhard de Chardin, famously said, “We are not human beings having a spiritual experience. We are spiritual beings having a human experience.” When we pursue the spiritual life, we pursue the human life. What does it mean to be human? And, what does it mean for a child to be human? In this essay, I suggest how parents’ understanding and practice of the zone of proximal development (ZPD) and scaffolding enable children to be and become more human.
Lev Vygotsky defined the ZPD as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers". The ZPD is significant when a skill may be too difficult to grasp on their own. In this zone, the adult or peer provides guidance, support, and/or encouragement to the child, which helps them operate at a higher level within the zone. The adult or peer is constantly modifying the task in order for the child to amplify understanding. While Vygotsky never used the term scaffolding, David Wood, Jerome Bruner, and Gail Ross define scaffolding as a process "that enables a child or novice to solve a task or achieve a goal that would be beyond [their] unassisted efforts." Scaffolding entails activities facilitated by an adult or peer (e.g. modeling, making meaning of seemingly insignificant actions, or breaking down a task into smaller tasks, to name a few) that support the child in the ZPD. The goal is for the child to be able to complete the task on their own. Both the ZPD and scaffolding promote knowledge and understanding for the child. The ZPD and scaffolding also provide a way for children to make ethical choices and ask questions about their existence. Adults and peers can engage in conversations with children that invite them to answer the how and why questions children have and make meaning of them. At a Parliament of World’s Religions breakfast last week week, I learned about the interreligious organization Spiritual Playdate, where facilitators create opportunities for dialogue between adult and child around spiritual issues. Together, they “explore and discover beliefs…”. Exploration and discovery are very different than monologues by adults about what a child ought to believe. The emphasis is more on being and becoming than believing, belonging, or behaving (to borrow a phrase from Elizabeth Drescher’s Choosing Our Religion). Within trusting and safe environments and relationships, children try on new and different identities and behaviors; they question their values, preferences, and motives; and they explore and discover what it means to be human. The concepts of the ZPD and scaffolding offer insights into why we can’t be neutral, non-participating adults when it comes to nurturing the humanness of children. Rather, we can join them in their exploration and play, encourage their curiosity, and listen deeply to their questions. Jeanette Banashak, PHD, EdD. We are pleased to announce that SGTI and co-founder, Jeanette Banashak, is currently featured in "Voyage Chicago." You can read the article in its entirety here. http://voyagechicago.com/interview/meet-jeanette-banashak-spiritual-guidance-training-institute-north-side-also-online/  SGTI is pleased to announce a wonderful opportunity for you to learn about what it means to be "interspiritually" present as you companion others. Interspiritually Present: |
About this blogDeepening the understanding, practice and importance of spiritual companionship across traditions. 
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