If you’re wondering what mindfulness is really about

Mindfulness is really about love. Love and creativity. I know these are foolish, simple words for me to say these days, but sometimes it’s the oldest, most overused picture book in the library that speaks the truth, generation after generation.

When we choose the practice of mindfulness coupled with a daily, contemplative discipline like meditation, we are cultivating our capacity to love. Mindfulness is love in action, so to speak. Learning to love yourself and love others. It is really very simple.

The three essential components of mindfulness are Time, Space and Energy. Mindfulness education is about learning the function and interrelationship between each of these three alchemies.

Time. When we give anything in life a regular dose of sanctioned time, we communicate value, concern, and care. We spend time with those we love, we spend time with our life’s work. The amount of time we give or receive radically transforms our perspective. Over time we grow old and wise. When we are present, time is eternity.

Space. When we provide ample space for something unknown to exist, we are opening the door of possibility. When we are full or constrained whether it be physically or in thought, there is no room for novelty and expansion. When we declutter the space, starting with our mind, we are inviting the whole world in.

Energy. Life requires energy. We learn to metabolize energy wisely in order to survive. Choosing a natural source of energy is best, because it does not cause harm to others or the planet. Through sustained focus and understanding the field of energy vibrations that connect us to the earth and each other, we increase our potential.

Mindfulness is about putting these natural components to work for us. It is a very equitable practice because we are all equipped! We can observe how this formula is applied in life situations and in nature. We can apply these elements to how we design learning for children. We can give the gift of time to our students. We can create space by sitting in silence. We can guide children to become aware of energy and point out how we often communicate with each other without saying anything.

In mindfulness programs in education, we don’t often hear that we are learning how to put love into action. We’ve been socialized to believe that love is too subjective, immaterial, and non-academic. Do we really need love to teach and learn mathematics? Do we need love to succeed ? Yet, when we look past all the mystery, we see that in every exceptional school, in every exceptional family, love is put into action. Love for oneself,  love for others, love for the planet. How we take care of ourselves, and each other and how we use knowledge to make sure our world is healthy, happy and sustainable is central to everything!

A teacher says “I love my students.” What is she saying exactly? Do we question her integrity? Do we think she is lacking in judgment and right selectivity? Perhaps love has made her biased and now she cannot assess her students accurately. These are all important questions.

Mindfulness can be a self serving, egotistical practice when we get absorbed in it. It is possible to lose clarity and balance, even when we are feeling “the love.” This is all part of the human condition and the universe is very clever! So, yes, we must be careful and vigilant about our mindfulness practice. We need to question what we are doing, for whom and how our actions demonstrate love in action. We must remain innocent and open to feedback.

I recommend that we make a commitment to a guided contemplative practice, such as meditation.  Apply the discipline of silent reflection regularly to your life and allow your  mindfulness practice in education to evolve and grow with your own awareness. Share your practice with others so that you can see yourself through someone else’s eyes. That is why we need each other, so we can see our world as one whole.

We can lead our mindfulness work with this understanding– that mindfulness is about love and creativity. Sometimes foolish, simple words are what we need.

love

 

 

 

Mindfulness Starts at Home. Then Social Justice

“The way to experience newness, is to realize that this moment, this very point in your life, is always the occasion. So the consideration of where you are, and what you are, on the spot, is very important. That is one reason that your family situation, your domestic everyday life is so important. You should regard your home as sacred, as a golden opportunity to experience newness.” 

~Chögyam Trungpa

In the past, I traveled a lot for work. I enjoyed being on the road. I felt free. I had meals prepared for me and the cleaning was taken care of by a staff I could not see. I focused on my work, my thinking, my Self, my needs. I loved my work so I thought this is what it means to be happy. Even when my neck started hurting and my back ached from too much traveling, I accepted it, as part of business.

When my work contract ended, I found myself stuck at home. It was hard to adjust. Even though I was writing and job hunting, my daily routine featured shopping, cleaning, carpooling, cooking, care taking, walking alone. I became the master of our home. I noticed every lint, every dropping. I bought mop heads and knew when my neighbors were coming and going.

Domestic life felt oppressive and ordinary. I don’t remember when it happened, but I remember feeling I had lost my identity.

I felt disconnected from the world. I felt unseen. Less useful suddenly.

People around me seemed to be working on important projects, teaching and traveling, attending conferences, fighting for social justice, saving the planet.

One day, in my research, I came across a Buddhist writer and philosopher Chögyam Trungpa. He wrote about how mindfulness and building an enlightened society start at home. I found this very hard to understand. And even harder to put into practice.

How can shopping, washing the dishes enlighten me, make me feel at peace, make me happy? How can my life at home, with my family, cultivate world peace?

It has been almost two years living a home life. I have learned that mindfulness requires discipline, time and trust. I read and reread, read and reread wisdom writings and traditions and practice meditation and contemplation daily. I join a Sangha occassionally but mostly it’s just me, on an island, listening and grappling with the now, and the very, very ordinary reality.

It has taken me a long time to find calm. And even calm is temporary. I have begun to see how patience and compassion does grow. Awareness of the details matter. I find that in every wrong, I have been there. And the wrongs that I am still unaware, repeat over and over again until I see myself in them, and then I am sad again realizing that all along, I am the misfit, that we are all misfits, and shy of it, and that I am the carrier of every wrong, of every pain and how can I do better?  Understanding and forgiveness is in the Self first, and then knowing that you are the mirror image of every human being, and then multiply that by society.

What is a detail? Each detail is a small view of the bigger picture of the world. Like discovering the simplicity and complexity of a snowflake. One single snowflake in the world of snow. Think about that.

Now, with all this time and space around me, I think about those years on the road. Eating and living in hotels. People cooking and cleaning and taking care me so that I could be an intellectual, thinking and busy.

In some strange way, I have found new meaning for the words, social justice, freedom and fairness. Thinking about how sometimes it is time to say, “Now, it is your turn.” or “Now, it is my turn.”

My turn to make life easier for other people, like my husband and children. Every day they have to go out there to work, commuting on the train. They work, go to school, navigate the real world— which is too often callous and cold and too busy to be sensitive to their needs.

I am beginning to think differently about not having and suffering. About waiting. About what we value in life and society. How we assign worth and status to some jobs, how the traditional woman’s work in the home, is never valued enough. How we need to be compassionate and careful in our treatment of others, who are busy or not busy enough.

How sometimes we have to live it and breathe it before we understand desolation, anxiety, hunger, despair, forgiving.

Isn’t this mindfulness and its relationship to social justice—when we become aware of who we are, outside our role, our helplessness, our vulnerability, and that wheel of fortune turning and turning? Where it stops nobody knows. Isn’t that the beginning of compassion and treating each other with dignity?

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