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Caverly Morgan

Caverly Morgan

 

Caverly is a meditation teacher, nonprofit leader, and visionary. She is the Founder and Guiding Teacher of Presence Collective, dedicated to igniting personal transformation and collective awakening. She is also the Founder and Guiding Teacher of Peace in Schools — a nonprofit which created the nation's first for-credit mindfulness class in public high schools. Peace in Schools is pioneering new depths in mindfulness education through teaching youth as well as training educators.

Caverly blends the original spirit of Zen with a modern nondual approach. Her practice began in 1995 and has included eight years of training in a silent Zen monastery. She has been teaching contemplative practice since 2001.

Caverly leads meditation retreats, workshops, and online classes internationally. She has been a teacher and presenter at the Science and Nonduality Conference, 1440 Multiversity, Sangha Live, Esalen, the Mind and Life International Symposium for Contemplative Research, Buddha at the Gas Pump, Open Circle, the New York Zen Center of Contemplative Care, and many more.

Caverly speaks publicly at conferences on topics including contemplative practice, social entrepreneurship, authentic leadership, and mindfulness education, and has been featured in publications such as Mindful Magazine and The New York Times. Caverly’s children’s book, A Kid’s Book About Mindfulness, is now available for order.

Presencecollective.org

Peaceinschools.org

caverlymorgan.org

 

 

Website: https://www.caverlymorgan.org/


Teachings

  • October 4th 2020Liberation Now: From the Progressive Path to Direct Experience
    In a progressive path approach to practice, we sometimes fall for the idea that liberation is in the future.
     
    We are conditioned to believe that we must end thinking, master practices, meditate for years, and purify our minds. Without realizing it, our beliefs maintain the conditioning that stands in the way of our direct realization. 
     
    Rather than turning the attention outward to various objects of practice--mantras, counting the breath, focusing on sound--what changes when we cultivate our effortless capacity to rest the attention in Awareness? 
     
    What changes as we practice inquiry into the nature of consciousness? 
     
    And how might this approach to practice support our recognition of what’s inherent rather than feed our conditioned tendency to strive?

 

 

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