Muggles, Witches, Wizards and Yoda

“Learning organizations of the future will be centers where Master Teachers and students study consciousness and practice manifesting ideas into reality.”

~Ríos, Mindful Practice for Social Justice

What would have happened to Harry Potter if he had not attended Hogwarts School of Witches and Wizardry? Hogwarts is the highly selective school based on a magical quill that detects the birth of magical children keeping their names in a large parchment book. There is no admission test because according to J.K. Rowling, “Everyone who shows magical ability before their eleventh birthday will automatically gain a place at Hogwarts; there is no question of not being ‘magical enough’; you are either magical or you are not.”

Harry Potter discovers he is a wizard while living in a very small room under the stairs, in the ordinary, non-magical world of Muggles. It takes a pack of owls, a flurry of acceptance letters and magic to free Harry from his uncle’s grip, who wants to keep Harry from his destiny. Harry’s uncle is terrified of what the child’s powers might bring.

Did J.K. Rowling tap into our greatest desire and our greatest fear with the Harry Potter series? Are we either magical or are we not? What is it about this select group of powerful children who get to study at a magnificent school in a castle that creates widespread delight and fascination all over the world?

According to Dewey, all children are born with powers. He writes:

The only true education comes through the stimulation of a child’s powers. The child’s own instincts and powers furnish the material and give the starting point for all education. 

But, what are these powers exactly? Dewey refers to a child’s natural tendencies and talents and also, to a highly specialized power of plasticity and adjustment, which is the ability to grow and develop, learn from experience, modify actions based on experience and develop habits and dispositions. In other words, the capacity to become something different under external influences. Capacity, according to Dewey, is an ability, a force positively present, that when looked at from a social standpoint, involves a fundamental interdependence.

Yoda_Empire_Strikes_BackYoda, the legendary Jedi Master in the Star War series is known for his deep connection to a force positively present. The teachings of Master Yoda are based on learning how to tap into the force by channeling energy and a training of the mind. What starts out as a seemingly simple mindfulness meditation practice, becomes the capacity to move material objects— in other words, the ability to alter the material world through the power of our mind. Watch this:

Why is taking a break from reality and thinking about Muggles, Witches, Wizards and Yoda important? This week, we have witnessed the unraveling of a scandal amongst the rich and famous for admittance into several top-rate universities. At the same time, in New York City, we are witnessing a full blown battle involving Mayor de Blasio over entrance into eight specialized high schools, centered around the notion of equity. Both cases raise important questions about fairness, merit and the purpose of education.

Perhaps we have got it all wrong. Perhaps we are wasting our energy trying to fix a system that is broken. Visionary Buckminster Fuller said, “You never change things by fighting an existing reality. To change something, build a new model that makes the old model obsolete.”

It is important to take notice of where we focus our attention. Are we channeling our energy to create the schools of the future that serve a higher purpose? Are we taking the  time to look beyond old mental models that have created the current situation? What I see are new schools that are designed to tap into each child’s innate power and potential. They will be open and accessible, magical and fun. They will be led by Master Teachers who will lead us through change and adaptability. There in this vision, I experience a positive force present, and a deep regard for our interdependence.

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Democracy and Education: an introduction to the philosophy of education John Dewey, New York, The Macmillan company, 1916.

My Pedagogic Creed, John Dewey, Journal of the National Education Association, 1929

 

Letting Go and Coming Together

“When we do zazen alone, it is not the same as when we do it with others. To do it alone the result is not so deep. And to continue doing it alone is difficult. But to do zazen with many others is the same as many logs burning.” Zen Teachings of Master Taisen Deshimaru

We can reconcile any difficulties in life with awareness and appreciation of shared human experience, that which comes from the discipline of mindfulness.

I am at a funeral parlor looking at the body of a woman who belonged to my childhood. In the wooden box, she looks petite and empty while in life she filled up the room with noble height and energy. I look around and think, what do I say to the mourning family, and to this group of distant friends and strangers? What words have meaning when no one really knows the association, the level of attachment, the impact she had?

One by one a person gets up to speak. Then the music plays, followed by a lively preacher. It is all so simple now. It is human connection, feelings moving, a communication of spirit. The preacher knows this, for this is his gift, to make us feel connected in this strange and uncomfortable space called death. He knows that we all have something in common, and it is more than our relationship to this woman. I sit real still and open myself to my senses.  I am no longer in my body.

I am at another funeral now with a different woman in the box, older, petite, empty. I am told I am to sit in the front row with the family. I don’t think it is my place to be in the front row but I do as I am told and as the ceremony proceeds, I become her family.

Awareness of shared human experience, that which comes from the discipline of mindfulness, is the beginning of all meaningful and transformative interaction in society. This awareness can only be achieved when we strip away identity, knowledge, language, words that define us, the constructs of our mind that categorize and delineate who we are in relation to each other, and our role in society.

It is difficult to see each individual in our midst, especially those who we have no real attachment to, no association with, no understanding of how we adorn our lives– as family. Family as in equal in value to those closest to us. It is difficult to see others as in need of our love and protection. I think if we can think this way, and be this way more, as in coming together as family, we will be fair and kind and enlightened in our interactions with each other. We would give ourselves permission to reach out more across lines. Why is this so difficult?

I see a child sitting on the carpet building a tall structure out of wooden blocks. There she is again on a beach erecting a sand castle. I see the shock and sadness that envelopes her when the tower topples over. What does she do now, with this emptiness, this hole that is left in place of her creation? What does she have to learn in this process?

There is a swift pain and sadness when we first learn about letting go. We want the tower or the castle to stay on forever. It is so beautiful and we enjoyed building it. And yet, when it is knocked over by time, a passerby, or an unexpected tide, we are required to see things differently. It is the great encounter with the silence that lies between then and now, the precise moment in which one must decide, shall I start again on my own or walk away in search of solace and company? And on and on it goes.

When we talk about the practice of mindfulness and we share a deep desire for a more just and enlightened society, we are talking about knocking down our towers and castles, and allowing the tenderness of heart, and loss to come into our lives, to see the emptiness and futility of holding onto earthly creations. They are all folly and temporary besides, and to be able to look into that open space in time, just when the castle has fallen and we are left suspended, deciding what to do and where to go, it is there we search for new possibility and belonging.

Herein lies the difficulty and promise of letting go and coming together.

Teaching Freedom with Limits

The Vietnamese monk and master teacher, Thich Nhat Hanh wrote: “It is an illusion that we are free…”

Koan: A statement, a saying, an act or gesture that can bring to an understanding of the truth. Also, a tool used to educate a disciple.

In my early morning sleep, I had this dream. I had arrived ten minutes late to my lecture and found two students entwined on a chair. They were in love. One had a shaven head, torn denim jeans and scruff. Their posture didn’t alarm me, but I had to think quickly how to untangle them. I knew that if I mishandled the situation, they would not engage fully in the lesson. With a light but firm voice, I told one to get off, and I gestured to a nearby chair. I said, setting limits defines you, gives you character and identity. It does not mean you do not love or that you are not free; it simply reveals who you are and how you express your individuality. Let me show you, I said.

I walked to the front of the room and found a large, piece of white construction paper and a pair of scissors. By this point, the young man had moved to his own chair and was listening intently. I held the construction paper up for everyone to see. This paper is blank and free of any writing or drawing, I said. It is completely open to possibility. It is beautiful, yes, to look at a blank sheet of paper like this, like a canvas with infinite, creative potential? Now, let us see what happens.

With the scissors, I began to cut into the paper. Slowly and with great care and precision, I carved out a figure of a man, with long arms and legs and broad shoulders. When I was done, I held up the cutout for the whole room to see. He too is beautiful, isn’t he? A unique and curious character has been born, and he is looking for a name to call himself. You see what I have done here? Without the limits I have imposed upon this blank sheet, carving out form with precise snips, this bold, young man would not exist. He would remain invisible and unnoticed.

It is right to experience freedom without limits in meditation. That is why the practice is essential. In the real world, however, in the material world, we define ourselves, and make our mark. In other words, we learn we are ‘cut out’ to give meaning and definition to human existence. Invisibility is good, yes, and so is partaking with others. Setting limits and applying discipline help us share spaces and adapt to social situations. When we do it mindfully, with consciousness, we are not losing freedom, or authenticity. We are still very much beautiful and simple, like that open canvas. We are just sharing it with others. In this way, we can learn from them. In this way, we discover happiness.

In order to explore this concept of Freedom with Limits further, I encourage you to try this activity with a small, professional learning community.

Shared Freedom Activity
Purpose: To explore the notion of freedom with limits; to increase awareness of how we adapt ourselves in group situations
Overview: A group of three people simultaneously cut out an image of themselves onto one piece of paper
  1. You will need a large piece of construction paper, scissors for each person, a timer and a group of three people
    • Sit comfortably in a circle, close enough for each person to hold the paper
  2. Have someone volunteer to be the timekeeper, and go over the instructions
    • Each person will cut out a full-length image of themselves, working at the same time
    • Do not let the cut-outs fall out of the paper. In other words, there should be one whole paper design holding the figures in place at the end
  3. Before starting, take a few minutes to contemplate the intention of the activity: Shared Freedom. Set the timer for 3 min
    • An intention directs your attention and energy to an outcome. The outcome is typically a disposition, virtue or state of being
    • Sometimes, we connect an intention to a particular problem we want to solve, such as how to resolve a conflict with a student, boss or colleague. An intention of this nature would take the form of a statement such as “By contemplating shared freedom, I can learn how to work more effectively with my team.”
  4. Each person picks up the scissors at the same time and starts cutting. Set the timer for 10 min.
  5. After the timer goes off, reflect individually in writing, or discuss with the group the following questions:
    • How did it feel to engage in this activity?
    • What challenges did you encounter?
    • How did you negotiate with each other?
    • How did the end product turn out?
    • What did you learn about the nature of freedom with limits?

*A portion of this post, as well as the format, was adapted from my forthcoming book, Mindful Practice for Social Justice: A Guide for Educators and Professional Learning Communities, Routledge, April, 2019.

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References

Deshimaru, T. (1996) Sit: Zen Teachings of Master Taisen Deshimaru, Hohm Press, p. 317

Thich Nhat Hanh, The Four Layers of Consciousness, The Lions Roar, Dec. 26, 2018 https://www.lionsroar.com/the-four-layers-of-consciousness/