Karuna Educator’s Path

Becoming a Karuna Teacher & Mentor

The primary objective of KEP is to prepare Karuna Graduates to become teachers and mentors to future Karuna Training program participants. Joining KEP does not guarantee you a place on the Karuna Faculty. However, it does guarantee you will experience a deepening sense of connection with the Karuna teachings, practices, and community.

KEP is also a place for current teachers to practice Karuna methods and hone their skills such as polishing the jewel—a core Karuna faculty skill.

A key element of KEP is an introduction to nervous system education and practices to help us become a more trauma-informed community.

Components of KEP

KEP is structured to meet twice per month. One meeting per month will be an extended check-in for the group. The other meeting is reserved for learning and practicing Karuna presentation skills.

Requirements for joining KEP

Graduated from Karuna Grad Training
Desire to hold and facilitate Karuna methods, with some thoughtful exploration of your desire to become a mentor or teacher.
Willingness to review one's challenges openly in the cohort and transmute them into wisdom.
Ongoing work in refining Karuna skills in community.

Requirements for joining KEP

Graduate of the Karuna Basic and Graduate training, having completed both 25-hour and 75-hour practicums and made presentations, or possessing a degree from Naropa University Masters in Contemplative Psychology Program.
Possess a solid allegiance to meditation practice experience, as taught in Karuna Training.
Demonstrate theoretical background in Contemplative Psychology principles as taught in Karuna Training and a commitment to deepening contemplative psychology methods and terminology.
Demonstrated experience in facilitation, leadership, therapeutic, healing, teaching, and process experience, with an established desire to work with others and demonstrated competence in applying Karuna methodology.
Works collaboratively in a team setting, is transparent in personal processes, and receives feedback on their growth areas.
Demonstrates willingness to accompany people on the designated weekends and beyond by following people through a cohort from start to end, mentoring students, spending time on unpaid planning meetings, and being responsive on email.
Demonstrates flexibility with roles, including setting up and taking down mandalas, buying supplies, and facilitating when needed; approaching the job by seeing what needs to be done and rising to the occasion.
People who are processed enough not to take their process into the middle of the participants but to take personal issues to the appropriate staff container.
Demonstrates commitment to working with issues of racism and willingness to investigate one’s own conditioned biases transparently in the faculty role.
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