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The Obstacle is the Way: Mindfulness in Action

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The Obstacle is the Way: Mindfulness in Action

“The obstacle on the path becomes the path. Never forget, within every obstacle is an opportunity to practice.”
— Marcus Aurelius

This phrase from the Stoic philosopher Marcus Aurelius has inspired generations of thinkers, leaders, and practitioners. At first glance, it may seem counterintuitive: how can the difficulties, frustrations, and challenges we encounter become the very thing that guides us forward? Yet this idea resonates profoundly with mindfulness practice, particularly for Mindfulness Now teachers and the participants they support.

Obstacles as Invitations to Presence

Mindfulness teaches us to notice what arises in each moment—pleasant, unpleasant, or neutral—without judgment or resistance. Challenges are inevitable: thoughts that won’t settle, physical discomfort, difficult emotions, or external disruptions. Marcus Aurelius’ insight reminds us that these very obstacles are the fuel for our practice.

For teachers, this principle is essential: the difficulties encountered in teaching—managing a diverse group, handling unexpected questions, or navigating moments of tension—become opportunities to model mindfulness in real time. The obstacle is not a failure; it is the classroom.

 

Embodiment of Mindfulness

When teachers embody mindfulness, they show participants what is possible. Accepting obstacles, staying present, and responding with curiosity rather than reactivity becomes a live demonstration of practice. The obstacle—the disruptive thought, the challenging participant, the uncertainty in session planning—becomes a chance to cultivate patience, compassion, and equanimity.

In this way, teachers are not just sharing content; they are sharing a lived experience of mindfulness. Participants see that mindfulness is not about escaping life’s difficulties, but engaging with them fully and skillfully.

Obstacles Shape the Teaching

Every challenge encountered in a session or programme is a mirror. It shows where participants (and teachers) are holding tension, resisting reality, or avoiding discomfort. A question that seems off-topic, a participant who struggles to focus, or an unexpected scheduling issue—all are microcosms of life’s larger challenges.

Mindfulness Now teachers can use these moments to:

  • Pause and model presence

  • Reflect on how to guide the group with openness

  • Offer participants practical ways to engage with difficulty without judgment

These moments deepen learning. The obstacle is the teaching.

Obstacles as Learning Opportunities for Participants

Participants on the Mindfulness Now programme also encounter obstacles: wandering minds, self-critical thoughts, or emotional resistance. Using Marcus Aurelius’ insight, these challenges are not setbacks but essential elements of the journey.

Encouraging participants to notice obstacles, breathe into them, and explore them with curiosity helps them:

  • Recognize habitual patterns of resistance

  • Develop resilience and patience

  • Understand that mindfulness is about engaging fully with life, not escaping it

Each obstacle becomes a doorway to self-understanding, presence, and acceptance.

The Circle of Practice

For Mindfulness Now teachers, the principle “the obstacle is the way” creates a virtuous circle:

  1. Teachers meet challenges with mindfulness.

  2. Participants observe and learn through this embodied example.

  3. Participants engage with their own obstacles as part of practice.

  4. The entire learning environment deepens, showing that mindfulness is not a technique but a lived, shared process.

In other words, the very difficulties that might seem like barriers are, in fact, the curriculum.

Bringing It Into Your Practice

  • Notice the obstacle: When difficulty arises, pause and observe what is happening inside and around you.

  • Investigate with curiosity: Ask what this situation can teach you, or what opportunity it presents.

  • Respond skillfully: Choose your action from a place of clarity rather than reaction.

  • Reflect on learning: Consider how this challenge informs both your practice and your teaching.

By embracing the obstacles, we transform challenges into the core of our practice. As Marcus Aurelius reminds us, “The impediment to action advances action. What stands in the way becomes the way.”

For Mindfulness Now teachers and participants alike, obstacles are not interruptions—they are the heart of mindfulness itself. Each challenge is an invitation to embody presence, share the teaching authentically, and support others in discovering that even difficulty can be a path forward.

Further reading and resources

  • Marcus Aurelius — “The impediment to action advances action. What stands in the way becomes the way.” Goodreads+2TheCollector+2

  • The Obstacle Is the Way by Ryan Holiday — Examines this Stoic idea in depth and its application in modern life. Donald J. Robertson+2Farnam Street+2

  • “The Obstacle Becomes the Way” (Medium article) — Explores how challenges can become the pathway rather than a barrier. Medium

  • “What Stands in the Way Becomes the Way” (Shortform summary) — A concise explanation of how the quote can be applied in everyday contexts. Shortform

  • “5 Quotes from Marcus Aurelius’ Meditations Explained” — Gives broader context for the original quote and other related Stoic principles. TheCollector

  • “This Is The Most Common Obstacle” (Daily Stoic) — Demonstrates how the principle shows up in ordinary life, not just in big heroic moments. Daily Stoic

Mindfulness Through Stories: Simple Tales with Deep Lessons for mindfulness teachers

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Mindfulness Through Stories: Simple Tales with Deep Lessons

Ideal for mindfulness teachers, stories have a unique way of teaching what words alone cannot. In mindfulness teaching, metaphors and parables often help us to grasp deeper principles in a way our minds can really absorb. For those new to mindfulness—or even seasoned practitioners—a short story can reveal insights about presence, acceptance, and perspective. Here are a few stories that illustrate the heart of mindfulness practice.

1. The Man Who Said Yes
A man asked a Buddhist monk, “How do you find peace?” The monk replied simply: “I say yes. To everything that happens, I say yes.”

Most of our suffering comes from resisting life as it is. When we learn to accept life’s flow, even when things are difficult, we step into a form of inner power. In mindfulness, this is called non-resistance: allowing life to unfold rather than constantly pushing against it.

2. The Girl at the River
Two monks arrived at a river where a young woman needed help crossing. The older monk carried her across, despite their vows. Later, the junior monk struggled with the act in his mind. The older monk said, “Brother, I set her down on the other side of the river. Why are you still carrying her?”

This story reminds us that mindfulness involves letting go—of past events, regrets, and mental clutter. Holding on to what is already done only prolongs suffering.

3. The Crystal Cup
A Zen master cherished a crystal cup and reminded himself daily, “This cup is already broken.” When it finally shattered, he calmly said, “Ah. Yes. Let’s begin.”

Mindfulness teaches us to embrace impermanence. Life is a constant flow of gain and loss. By practicing acceptance, we meet change with calm rather than anxiety.

4. The Farmer’s Horse
A farmer’s horse ran away. Neighbors called it bad luck, but the farmer said, “Maybe.” The horse returned with another wild horse. Then the farmer’s son broke his leg. When the army came to conscript young men, they passed over the son.

The story illustrates the mindfulness principle of non-judgment: we cannot know the true consequences of events as they unfold. By staying present and observing without labeling life as good or bad, we cultivate clarity and peace.

5. The Bottomless Bucket
A wealthy man challenged suitors to fill a bottomless bucket with water. Most gave up, but one persistent man succeeded through steady effort.

Mindfulness practice is much the same: progress may feel slow or invisible, but persistence in small, consistent actions leads to transformation over time.

 

6. The Tea
A young man sought the greatest tea from a Zen master. Obsessed with the “perfect” cup, he missed the act of drinking itself. The master explained that the present moment, not the end goal, is what matters.

Mindfulness is not about achieving perfection; it is about fully inhabiting the present. Even small, ordinary moments contain richness if we are aware and attentive.

7. The Bowl
A monk asked his teacher how to begin his practice. The teacher replied: “Have you eaten your rice porridge?” The monk said yes. The teacher said: “Then wash your bowl.”

Mindfulness can be simple. Presence is found in everyday actions—washing a bowl, walking, or simply breathing. It is the doing itself that teaches us.

These stories, while simple, carry deep meaning. They show us that mindfulness is about presence, acceptance, patience, and perspective. Sharing such tales in teaching programmes can help beginners relate abstract principles to everyday life. They are metaphors for living mindfully: small reminders that life is happening now, and we are invited to notice, accept, and engage with it fully.

Stories like these are more than just entertainment—they are invitations to wake up, breathe, and see life as it is, one moment at a time.

Further reading and resources

Links for the individual stories
Additional References

Ungloving Ourselves: A Reflection on Mark Nepo’s Wisdom for Mindfulness and Compassion Teachers

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Ungloving Ourselves: A Reflection on Mark Nepo’s Wisdom for Mindfulness and Compassion Teachers

In this reflection inspired by poet and philosopher Mark Nepo, we explore what it means to “unlove” ourselves — to take off the layers of protection that keep us from truly feeling life. This teaching offers a powerful lens for mindfulness and compassion teachers, reminding us that authenticity, vulnerability, and presence are at the heart of our work.

Recently, I came across a passage from Mark Nepo’s The Book of Awakening that stopped me in my tracks. It speaks with such tenderness and truth about our shared human tendency to protect ourselves — and the cost of doing so.

“We waste so much energy trying to cover up who we are when beneath every attitude is the want to be loved, and beneath every anger is a wound to be healed and beneath every sadness is the fear that there will not be enough time.

When we hesitate in being direct, we unknowingly slip something on, some added layer of protection that keeps us from feeling the world, and often that thin covering is the beginning of a loneliness which, if not put down, diminishes our chances of joy.

It’s like wearing gloves every time we touch something, and then, forgetting we chose to put them on, we complain that nothing feels quite real. Our challenge each day is not to get dressed to face the world but to unglove ourselves so that the doorknob feels cold and the car handle feels wet and the kiss goodbye feels like the lips of another being, soft and unrepeatable.”
— Mark Nepo, The Book of Awakening

The layers we wear

As mindfulness and compassion teachers, we often guide others to “be with what is,” to soften around experience, and to notice how resistance shows up in the body and mind. Yet this passage reminds us that we too wear invisible “gloves” — layers of protection that can keep us safe but also separate.

These gloves might be subtle: the professional persona we adopt when teaching, the desire to appear calm or wise, or the quiet fear that we must have all the answers. Beneath these layers, as Nepo reminds us, lie universal human longings — to be loved, to be safe, to have enough time. Mindfulness practice invites us to see these tender places clearly, without judgment, and to gently begin the process of “ungloving” ourselves — becoming real, authentic, and available to life as it is.

The courage to feel fully

The metaphor of the glove is a beautiful one for mindfulness. When we “wear gloves,” our contact with experience is dulled — we go through the motions of living, but we’re slightly removed from the raw immediacy of it all. Mindfulness asks us to take off the gloves, to allow the cold, wet, and soft textures of life to reach us directly.

In compassion practice, this openness becomes an act of courage. It’s not about exposing ourselves recklessly, but about meeting our own vulnerability — and the vulnerability of others — with gentleness. Compassion doesn’t mean fixing or rescuing; it means being willing to stay present, to touch the world with bare hands and an open heart.

Teaching as a practice of ungloving

For teachers of mindfulness and compassion, Nepo’s words hold a deep invitation. Teaching itself can be an act of ungloving — of showing up as a real human being, not as a polished instructor. When we model authenticity, honesty, and presence, we create a safe space for our participants to do the same.

In our teaching groups, sharing this quote could open a rich discussion about vulnerability in teaching. What “gloves” do we find ourselves putting on when we teach? How do we protect ourselves from discomfort, uncertainty, or emotional exposure? And what might it look like to gently take those gloves off — to teach from a place of grounded openness, where real connection can happen?

Living ungloved

Mark Nepo’s wisdom reminds us that mindfulness and compassion are not about striving to become a better version of ourselves, but about uncovering what is already here — the tender, unprotected, beautifully human heart.

To live “ungloved” is to live awake.
To teach “ungloved” is to model aliveness.
And to practice in this way — both in our personal lives and our teaching — is to remember, again and again, that the world is waiting to be felt.

Further reading and resources

For readers who wish to explore these themes further:

Mindfulness Supervision

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Mindfulness Supervision at the UK College of Mindfulness Meditation

A Supportive Space for Growth, Reflection and Connection

At the UK College of Mindfulness Meditation, we believe that supervision is much more than a professional requirement — it’s a living, breathing part of the mindfulness journey. It’s a space of warmth, curiosity, and compassion, where teachers and trainees can pause, reflect, and reconnect with the heart of their practice.

Mindfulness supervision offers time to explore both the joys and challenges of teaching, to deepen understanding, and to nurture the integrity that underpins good mindfulness practice. It supports teachers in bringing authenticity and awareness into their work — and into their lives.

Find out more

What Mindfulness Supervision Means to Us

Supervision is a regular, collaborative relationship between supervisor and supervisee, built on trust and shared intention. Together, they explore the supervisee’s teaching experiences, reflect on personal practice, and consider how mindfulness flows through both their work and daily life.

This process helps teachers to:

  • Stay grounded and authentic in their teaching.

  • Reflect on their development in a safe, supportive space.

  • Maintain good practice and ethical awareness.

  • Strengthen the bridge between personal mindfulness practice and professional teaching.

In every supervision relationship, our goal is to nurture confidence, compassion, and clarity — helping teachers grow in both skill and self-understanding.

 

The People Behind the Practice

Our supervisors are at the heart of what we do. Each one brings a wealth of experience, depth of practice, and genuine care for the people they support. All are:

  • Experienced mindfulness teachers, having taught at least 10 full 8-week courses over a minimum of three years.

  • Proficient and assessed teachers, often using frameworks such as the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC).

  • Ongoing practitioners, who continue to teach mindfulness courses alongside their supervisory work.

This ensures that every supervisee is guided by someone who truly lives and breathes mindfulness — not only as a professional skill but as a way of being.

The Spirit of Supervision

Supervision at the UK College follows an enquiry-led approach — one rooted in mindfulness itself. Sessions are reflective, compassionate and open, encouraging supervisees to explore their experiences rather than seek quick answers.

Through this process, supervisors help teachers to:

  • Discover new insights into their teaching.

  • Identify areas of strength and growth.

  • Reconnect with the intentions behind their work.

  • Hold challenges with awareness and kindness.

Our supervisors draw on their own practice and presence to create a space that is safe, non-judgmental and gently challenging — the kind of environment where real learning and transformation can unfold.

 

Commitment to Depth and Integrity

To ensure the highest quality of supervision, our supervisors are continuously developing their own practice. Each one:

  • Takes part in regular supervision of supervision.

  • Attends annual retreats, often 7–14 days in duration, to deepen practice and presence.

  • Keeps up to date with the latest research and evidence in mindfulness and supervision.

  • Engages in ongoing study, reading and reflection, often guided by experienced mindfulness teachers.

This commitment to ongoing development ensures that supervision within the College remains rooted, evolving, and aligned with both tradition and modern understanding.

 

Working with Compassion and Ethics

Our supervisors approach every relationship with warmth, respect and integrity. They are skilled in balancing the educational, supportive and ethical aspects of supervision — helping teachers feel both safe and stretched.

They offer:

  • Honest, constructive feedback that supports growth.

  • Clear boundaries and professionalism.

  • Sensitivity to diversity and individual experience.

  • A deep understanding of how personal mindfulness practice informs professional life.

When supervision includes clinical contexts, we ensure that clinical responsibility remains clearly defined and, where appropriate, supported by a separate clinical supervisor.

Book Group Supervsion

Quality and Care at Every Level

The UK College of Mindfulness Meditation is proud to uphold a culture of quality, reflection, and compassion. We take care to ensure that all supervision offered through the College reflects the same standards of authenticity and integrity that define our teacher training.

We do this through:

  • Careful selection, training, and mentoring of supervisors.

  • Peer reflection and team dialogue to share learning and ensure consistency.

  • Regular review and continuing professional development (CPD).

Our approach ensures that every supervision relationship — whether for a new trainee or an experienced teacher — is supportive, ethical, and deeply aligned with the heart of mindfulness.

 

Supporting You on Your Teaching Journey

Supervision is where mindfulness teaching truly takes root — where practice meets experience, and understanding grows from reflection.

Whether you’re beginning your teaching journey or refining your skills after years of experience, our supervision team is here to walk alongside you.

At the UK College of Mindfulness Meditation, supervision is not just guidance — it’s a shared mindfulness journey. A chance to stay connected, stay inspired, and continue growing in presence and compassion.

 

Train to be a Mindfulness Practitioner

The 10 Attitudes of Compassion – Embracing the Yin and Yang of Compassionate Practice

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The 10 Attitudes of Compassion

Balancing the Yin and Yang of Compassionate Practice

The 10 Attitudes of Compassion were developed by Madeleine Agnew and Nick Cooke as a core teaching element within the CFW (Compassion Focused Wellbeing) Programme. Designed to support participants in exploring the deeper foundations of compassionate living, these attitudes act as guiding principles—helping us both cultivate compassion and recognise it as a natural capacity already present within us.

Just as mindfulness has its attitudes, compassion too has its inner qualities—some gentle and soothing (Yin), others protective and powerful (Yang). To live compassionately is to learn how to hold both energies in balance: the softness that allows us to feel, and the strength that empowers us to act.

Like planting seeds in fertile soil, we begin by consciously nurturing these attitudes—practising kindness, building courage, learning to connect, and so on. At first, they may feel intentional, deliberate, even effortful. But over time, something subtle begins to shift. These attitudes stop feeling like things we’re trying to do and instead become qualities that rise naturally from within us—the fruits of a compassionate way of being.

In this way, the attitudes serve a dual purpose:

  • They guide us—helping us develop inner resilience, tenderness, and wisdom.

  • They reflect our growth—emerging effortlessly as signs of a compassionate heart in motion.

Just as mindfulness deepens through its attitudes, compassion matures through these qualities, revealing both the Yin (soft, receptive, nurturing) and the Yang (strong, protective, active) expressions of the compassionate life. True compassion is not one or the other—it is the dance between both.

To live compassionately is to learn how to hold both energies in balance: the softness that allows us to feel, and the strength that empowers us to act.

1. Courage – Yang

Recognising suffering takes bravery. Turning towards rather than away is the first step of compassion. Courage is not the absence of fear; it is the willingness to stay present with vulnerability, both in ourselves and others. It’s often the beginning of the compassionate journey.

2. Kindness – Yin

Kindness is the heartbeat of compassion, though it is often underestimated in its power. Soft, quiet, and nourishing, kindness allows us to meet pain with warmth rather than harshness. It is a gesture of care, whether expressed outwardly to others or inwardly towards ourselves.

3. Connection – Yin

Compassion awakens when we feel connected—to our inner experience and to the shared humanity of others. Through authentic connection and compassionate listening, we create safe spaces where suffering can be witnessed rather than hidden. Connection reminds us: we are not alone in this.

4. Wisdom – Yin & Yang

Wisdom helps us discern compassionate action from reaction. It invites reflection, self-honesty, and awareness. As Paul Gilbert reminds us, “Compassion without wisdom may be misguided, and courage without wisdom can become reckless.” Wisdom helps us act with clarity and integrity.

5. Assertiveness – Yang

Compassion is not passive. Assertiveness is its fierce expression—the willingness to set boundaries, speak truth, and honour our own needs without aggression. Assertive compassion says, “I matter too. I am worthy of care.” It protects what is sacred within us.

6. Tolerance – Yin

Tolerance is the spaciousness to hold discomfort, difference and uncertainty without immediate judgment or rejection. It is more than endurance—it is an active willingness to stay open-hearted, allowing growth and greater understanding to emerge.

7. Action – Yang

Compassion calls us not only to feel but to respond. Action is compassion in motion—a step, however small, towards easing suffering. Yet compassionate action is thoughtful, guided by kindness and wisdom rather than urgency or guilt.

8. Forgiveness – Yin

Forgiveness softens the grip of resentment and self-criticism. It does not deny harm but creates space for healing. Through forgiveness, we release the armour of blame and open the door to freedom, both for ourselves and others.

9. Love – Yin & Yang

Love lives at the centre of compassion. It is both gentle and strong, tender and courageous. To love compassionately is to recognise the worth and dignity of all beings, including ourselves. Love invites us to hold suffering not with pity, but with reverence and care.

10. Gratitude – Yin

Gratitude is the art of noticing. Even amidst pain, it invites us to acknowledge what is still nourishing, beautiful, or steady. Gratitude rewires us towards balance, reminding us that alongside struggle, there is still grace.

Become a Teacher of Compassion Focused Wellbeing

For mindfulness teachers looking to integrate compassion more formally into their work, the Compassion Focused Wellbeing (CFW) teacher training programme is an excellent next step.

Created by Nick Cooke and Madeleine Agnew, this UK-based accredited course combines the latest insights from Compassion Focused Therapy (CFT), Mindful Self-Compassion (MSC), and the Mindfulness Now programme (which blends MBSR and MBCT). It’s trauma-informed, research-based, and incredibly practical.

Graduates become part of a growing community of licensed and accredited CFW teachers, equipped to deliver compassion-focused courses, retreats, and one-to-one sessions.

Find out more

Living the Attitudes

These attitudes are not fixed traits but living practices—qualities that grow with time, intention and self-reflection. Some days, compassion asks us to soften. Other days, it asks us to rise. To walk the compassionate path is to continually dance between Yin and Yang—between gentle acceptance and empowered action.

Ready to Learn More?

Explore the Compassion Focused Wellbeing Teacher Training with the UK College of Mindfulness Meditation and take your mindfulness teaching to the next level.

Useful Links & References

  • CFW Compassion Focused Wellbeing https://mindfulnessnow.org.uk/compassion-focused-wellbeing/

  • Paul Gilbert – The Compassionate Mind

  • Dr. Kristin Neff – Fierce Self-Compassion

  • www.compassionatemind.co.uk

  • www.chrisgermer.com

  • www.centerformsc.org (Mindful Self-Compassion resources)

  • TED Talk: The Power of Vulnerability – Brené Brown

  • Neff, K. (2003). Self-Compassion: An Alternative Conceptualization of a Healthy Attitude Toward One