From Jemma Jacobs:
I don’t want to be shy about the idea of a soul. This idea of a soul is in Judaism, Christianity, Islam, Hindusim and many more. I love seeing how un-shy children and teens are to think about and discuss the idea. But the truth is that there is so much that I’m not okay about. I’m not okay about hearing about teenagers in my extended family with anxiety, insecurities, suicidal thoughts. I’m not okay with the research that shows how happiness levels decline in teenage years. My background and experience in secondary teaching, and also in leading a national peer education project for a youth charity, has shown me there is so much positive work being done to support children and young people. At the same time, I am aware of a deep sense that children and young people are not taught how to connect with their breath, their awareness, their hearts and their bodies, and those of others with respect and honouring, slowness and presence. And so, I am founding an interfaith organisation called FancyAChange:Peace to offer children and young people experiences of internal peacefulness, greater self worth and honouring for themselves and others.
I hope that if religion was developed for anything, it was developed to be helpful for people! Or at least, that is my interest in religion. How can it make life more beautiful? How can it be helpful and in service to people - to their hearts, to their happiness, to their sense of peacefulness. I know there is a lot of helpful and poetic information in all religions that can be supportive for people.
When facilitating meditation and awareness sessions for young people, one of my favourite activities is to ask them to notice whether they keep the same thoughts in their head, as they ruffle a zig zag shape through their hair. The truth is that once any of us get deep into a felt experience, the words come later. For many of us on a religious and/or spiritual path, we learn through experience which methods and pathways have given us an experience of peacefulness and know because of that experience that there is such thing as peacefulness and it is possible for us to feel it. I’d like to give as many children and young people as possible a way to find more choiceful awareness about their relationship with their minds and thinking, with their hearts and to tune in and care for their bodies, with a range of take home and memorable methods that work for them. The importance of time for quiet reflection and connection with oneself needs championing. In addition, an experience of this peace is a resource that can be recalled and practised as life continues, and the experience of peace in a community setting is invaluable.
At WCF’s symposium on spirituality, the striking points for me were that a consistent 30% of people across faiths and of none have had spiritual experiences (but often embarrassed to discuss them), that religion can help anchor a spiritual experience and that spirituality is often brought in and valued more at the coal face of life, eg in hospice care or psychiatry, where the focus is on finding what is helpful for people. We know that young people also need help, and that spirituality and meditation can be helpful.
The classroom can become an experimental lab to explore peacefulness. Through a non-dogmatic interfaith lens and accessible and fun activities, pupils can explore ways to experience peacefulness and self-reflection and to discuss their own responses to comforting and beautiful teachings from world religions on the Soul and on peace.
For the benefit of the wider community, bringing the teaching of meditation and self-awareness into the interfaith arena is a beautiful and invaluable opportunity to role model people of faith standing together in peacefulness and kindness in front of young people in their formative years.
So are you shy? Or do you want to talk about the soul with me and how we can offer these experiences to young people.
Blog by Jemma Jacobs
Contact email: firstname.lastname@example.org
Jemma Jacobs enjoys teaching meditation in schools and also to adults, worked for ten years on a range of exciting national projects at Girlguiding, including peer education, and is a qualified secondary school teacher. In her spare time she can be found walking her doggie and making homemade sweets.