Walking the Labyrinth

My students drew a labyrinth and walked it as part of our study of Meaning from A Whole New Mind. The original intent was to create our own labyrinth experience. We got several more lessons in the bargain.

Observations from the students:

  • It took us less than two class periods to draw. We used a pattern the kids found on the interwebs.
  • The location of a labyrinth is important — our noisy parking lot, for example, isn’t conducive to meditation.
  • Our labyrinth had 7 rings, a number that’s meaningful in many traditions.
  • By freeing your mind from low-level decisions (“which way do I turn?”), you’re free to think higher order thoughts, which is why a labyrinth aids meditation.
  • The kids mentioned wanting to draw a labyrinth in some public place (with chalk, of course) for others to enjoy.

Drawing the labyrinth was a bit of an exercise in geometry. The driveway was only so wide — so how do you fit 8 equally-spaced circles in the space? I provided the students with sidewalk chalk and a length of rope as a compass.

The class received an unintentional lesson in impermanence when it started raining less than an hour after we finished.