I Can’t Believe It

I look at the new Graham-Cassidy health care bill that was proposed in the Senate and have trouble believing any politician would propose such legislation at all, let alone four times this year. It is a slightly changed version of previous examples of Republican denial of health care legislation that were unsuccessful, except this time, it gives more power to individual states to determine the final shape health care will take.

 

15 million people could lose their health care immediately under this bill, 32 million by 2027. This does not include all the people whose insurance rates would go up so much that the quality of their lives would be undermined. The bill would destroy the protections against insurance companies denying coverage for people with preexisting conditions, or raising lifetime caps on payments or raising premiums exponentially. It would cut Medicaid. Almost one-half of births in the US and one-half of the people covered by Medicaid are children, 14% are people with disabilities. It would cut funding for Planned Parenthood and change where federal health care funding goes, taking it from blue states to give to red ones. [I don’t even want to get into how Medicare and other social programs are under the gun in this bill and Republican budget plans.]

 

Why propose legislation that is so blatantly wrong, so blatantly opposed to the best interests of most Americans, and do it again and again? Do they actually think it would be good for the country? Or is it, as many have suggested, a cynical political move, an attempt to deliver a promise to their constituents to repeal anything with President Obama’s name on it? Are they doing it to serve the interests of the super rich who pay for their campaigns and whose interests they primarily serve? Do they think if Medicaid is cut, there will be money to enable tax cuts to the wealthy in the budget?

 

If they are doing it because they think it will serve the interests of their constituents, then I’m really confused. I understand that red state politicians and voters might be happy to take money away from blue states. But other than that, people will be hurt by this bill whether they are Republican, Democrat or Independent.

 

I think they are either hiding the intent of the bill or they believe the government has no role to play in delivering or protecting health care—or the health—of people. They believe that the best way to serve others is to do nothing to help them. They believe only if a person can pay for it do they deserve it. They believe the only responsibility each person has regarding others is to protect one’s own self-interest. The only value of others is what they can get for you or how they can serve you. The people who have power and money deserve that power and money. Thus, politicians only have one role—to protect the interests of the rich.

 

This leaves each of us isolated behind a wall of our own imagining, and the only protection we have is the power of the guns we own or control. This is not the sort of nation I support or think most Americans believe in. We’re better than this. We’re not just creatures isolated from others by the way we think of them. When I look within, I find others at the depths of who I am, not as objects to use but as fellow beings I care about and who care about me.

 

Many Republicans have been lying about the Affordable Care Act (Obamacare) for years. They have been saying Obamacare takes away choice, isn’t working and is causing unaffordable rate increases, when in fact it is working (although it needs fixing). There have been rate hikes, but those hikes are below the levels that existed before the ACA. For example, according to a Forbes magazine report on statistics by the US Department of Health and Human Services, premium rate hikes from 2010 to 2015 were below those common in earlier years, especially 2004 to 2010. And the increases that have been observed are partly due to efforts by Republican politicians to cause those rate hikes.

 

How have many Republican politicians tried to undermine the ACA? Let’s go back to 2014-15, to Marco Rubio and other Republicans, who attacked what are called “risk corridor” federal payments. The ACA is meant to cover everyone. One fear of proponents of the ACA was that there would be too many sick people on the roles of insurance companies and too little money from premiums, so the ACA was structured to use federal funds to cover the risks (or “risk corridors”) undertaken by insurance companies. Republicans, however, fought against these payments and in 2014 inserted a provision into a spending bill to reduce the risk payments. Because of these attacks by Rubio and company, only 13% of what insurance companies were expecting was paid in 2015. Insurance companies then had to raise rates to make up for this deficit.

 

President Trump further worked to destabilize the ACA by threatening to withhold subsidies to help poorer Americans pay their premiums. Because of this threat, insurance companies talked about possibly raising premiums.

 

The ACA has been met with distortions and/or lies ever since it was first proposed. We could go back to 2009 and Sarah Palin’s false claims that Democrats were trying to create “death panels” in the new health care law (the ACA) to determine if seniors and the disabled were worthy of care. In recent weeks, there have been claims that Democrats rushed through the ACA without hearings and were just as secretive as Republicans have been in the house and Senate. Wrong. Do your own fact checking (with reliable information data bases).

 

The Republicans, from day one, excluded Democrats from playing a role in crafting any of their 2017 health care bills. They debated behind closed doors and held no hearings. They tried to rush through their bills before the CBO could analyze the legislation or voters organize (although they didn’t succeed in this effort), or sometimes even allow Senators to fully read the bill. They initiated a “reconciliation” process in the Senate that limits debate to 20 hours, limits Democrats from adding any substantive amendments. And instead of the normal procedure, where such major legislation would require 60 votes to pass, they would only need a simple majority to pass their bill.

 

In contrast, the ACA was debated in three House committees and two in the Senate. It was subject to hours of bipartisan debate that allowed for amendments. The contents of the bill were provided to members of both parties throughout the debate process. It took nine months to pass and, don’t forget, it was based on a model developed by the conservative Heritage Foundation and pushed by Romney to become policy in Massachusetts. (And if you want another example of Republican distortions of the latest bill, listen to Jimmy Kimmel’s piece on You Tube about his interactions with Senator Cassidy.)

 

The ACA is not perfect and not the best imaginable legislation. It is complex and cumbersome. But millions of people are insured now that wouldn’t have been otherwise. There are now federal protections for individuals with preexisting conditions, for comprehensive coverage, etc, that weren’t there before. And it is clear that Republican politicians have been working to demonize Obamacare or drive up the premiums so more people will lose or dislike their insurance and thus support Republican efforts to repeal it.

 

If you are concerned about health care, about economic freedom or equity, concerned about the wellbeing of family members, neighbors, your business and the future of this country, please speak up. Call your Senators, and especially call Republican Senators and tell them what you think of their bill, write letters, protest in any way you can. Try to wake up their better nature. The health and wellbeing of a majority of Americans is on the line.

 

*Update: Senator John McCain announced today (Friday, 9/22), that he will oppose the bill. One more Republican is needed to stop the legislation (for now).

Some phone numbers to call:

Capito, West Virginia: 202 224 6472

Collins, Maine: 202 224 2523

McCain, Arizona: 202 224 2235. Thank him for coming out against the bill.

Murkowsky, Alaska: 202 224 6665

My Cat Taught Me To Hear the World Speak

Humans have had pets or animal companions for thousands of years. They have protected us, helped feed us and, in times of stress, they have been a source of great comfort. Their non-human minds have confused and fascinated us. They have also taught us a great deal.

 

I was returning home earlier this summer, after a long walk up my hill in a very rural area of New York, when I saw a small animal a hundred yards or more downhill from me. It was black and, at first, I couldn’t tell if it was a large bird, maybe a raven, or one of my three cats. As I got a little closer, and the animal just sat there, I realized it must be my cat Max.

 

I called out to him, and he started up the hill to meet me as I walked down towards him. As he got close, I stopped. He stood up on his back legs and rubbed his head against my hand, as if urging me to pet him, and I couldn’t help but comply. His giving such attention to me led to my opening up to him.

 

I then tried to continue to walk home, but Max made it difficult. He walked a figure eight between my feet, rubbing against me as frequently as he could. Why do cats do this? When he walks with me, it’s as if he is trying to weave a spell that would halt me in my tracks. I stopped to pet him. He sat down and stared off at part of the scene around him. And I did the same. Maybe that’s all he wanted. Maybe he was telling me to slow down, look and listen. Smell the roses.

 

I noticed a dead branch of a maple tree supported by an evergreen. I noticed blackberry bushes, and little wild strawberries. Thirty years ago stately trees lined the road. Then the road crew came with their big machines and devastated the trees, cutting them down so the road could be made wider and the plow could clear away the snow. This, at first, outraged most of us who lived here. Two neighbors chained themselves to their favorite trees. Now, we’re glad the road is plowed and the trees are returning.

 

I listened to the gentle wind, birdcalls, insect cries and it sounded like the world was purring to me. If we give the world a chance, it speaks to us.

 

Not that Max or any cat is “perfect.” There are things he does that make me angry or cringe. But because of him I listen more to what the world around me has to say. Sometimes it purrs. Other times, it cries or rages. I listen because without this land, what was I? For Max, the land, the road, the trees, the other animals were not just part of his home—they were part of who he was.

 

This, this scene all around me—without it, I didn’t exist. Not just that it was part of my identity. My lungs breathe in sky, so when I speak, I speak sky talk. To walk forward, I press back against the earth, so each step I take is the earth walking. One movement of many feet. We humans have such powerful words in our heads we easily lose sight of what nourishes those words. My cat taught me this today. In this day and age of false talk, we need to be reminded of such truths or we might lose it all.

 

In these days of hurricanes and other disasters, I feel fortunate to live in a place where the earth is now gentle⏤and I am distressed seeing what so many have lost, homes and possessions, friends or family, and pets. I know everything can change at any moment. This is even more of a reason to listen, carefully. Even more reason to appreciate what I have and to work to preserve the environment that sustains us all.

Natural and Human Disasters

I had planned to post a more relaxing, reflective blog, but the latest reports from Florida stopped me. The suffering I see on the news is so powerful that I can almost know what it is like for my own home and life to be threatened. I feel my heart beating more quickly, thoughts race, and the world seems darker, like the storm clouds are racing towards me, not Florida.

 

This is made worse by hearing about the fires on the West coast and memories of Hurricane Harvey in Texas and Louisiana. It is made worse by the political and social disasters, of the hate riot in Charlottesville, and the human disaster, the prejudices, shortsightedness, lack of empathy and caring expressed by the President’s response to Charlottesville, his actions to end DACA, and his first trip to Texas after Harvey. It can feel like the earth itself has lost its center, weeping one minute, angry the next. And yet here, right now, in central New York, it is cool and beautiful.

 

These physical hurricanes make the greed and shortsightedness crystal clear. Before Harvey, the Washington Post and other reputable news organizations reported that the President proposed cutting funding for FEMA, for long term preparedness for disasters; for HUD, which helps rebuild homes, parks, and hospitals; the National Weather Service, which forecasts extreme storms; and NOAA (National Oceanic and Atmospheric Administration), which does crucial research and applies that research to help coastal residents prepare for disasters. In the middle of August, he signed an executive order which, along with other things, rolled back standards set by President Obama requiring that federal infrastructure projects take climate change into account. During the election, he claimed, in a debate with Hillary Clinton, that global warming was a myth perpetuated by China. Despite denying later on that he said this, he still nominated climate change denier Scott Pruitt to head the EPA.

 

And all along, the number and severity of weather disasters have been increasing. According to NOAA, the number of weather-related disasters which caused a billion dollars or more in damage have increased from 5.5 per year, starting in 1980; then for the last 5 years of this study, 2012-2016, the average was 10.6. This year might exceed that. Yet, despite his denials and his proposed cuts to government services, he says to the people of Houston that he cares about their well-being. His supporters, like Rush Limbaugh, even say that the press is hyping, exaggerating the dangers of Irma “to advance [a] climate agenda” and create panic in order to sell products. And then he leaves Florida.

 

Other Republicans say “don’t bring up Global Warming” during a hurricane, don’t politicize the suffering from these natural events. I agree that our first priority should be safety. But after that, understanding why the number of natural disasters are increasing is crucial to preparing for and creating policies to slow down our deteriorating climate. We must take into account how the increased temperature and water vapor over the Caribbean and Gulf, due to Global Warming, are adding fuel to the storms. To ignore global warming is like saying don’t take facts into consideration when you think. It is like the President and his cohorts are saying: Don’t think rationally. Don’t care about others. Don’t consider the implications of our policies.

 

The timing of these hurricanes, after so many other human hurricanes and disasters, makes crystal clear just how lacking in foresight, empathy, and understanding, just how delusional these politicians are. They themselves are a hurricane wind trying to devastate the economic stability and the remnants of political power that remain in the hands of the poor and middle class. As investigative journalist Naomi Klein pointed out, they are using natural, corporate and politician-created forms of disaster to get us to feel fear and accept or ignore policies that we would never accept otherwise. But hurricanes devastate the world for everyone.

 

So, please. We all have to help the people of Florida, Louisiana and Texas in any way we can. But the best way to help them long term, and help us all, is to learn all we can of the science of global warming. Practice compassion and mindfulness to keep our thinking as clear as possible. Call out politicians to stop the policies based on hate, short-term greed, and denial of science. Give the EPA back to scientists who know what they’re doing. Give to environmental organizations and those working to end this disaster of an administration. Vote, Demonstrate. Join with others who are caring people. To recover long term from these physical disasters we will have to put aside differences and work together to end this political disaster.

Living and Teaching In This Age of Anxiety and Threat

How do you teach when so many people feel and are threatened and the federal government is controlled by people who do not have your well-being in mind? How would growing up in this age, with this minority-elected President, influence your children? If you’re a parent, you might be thinking about this question too often. If you’re a child in a public school, a person of color, a recent immigrant, an LGBT, Muslim or a Jewish person, female, a person who believes in civil rights, a free press, or a democrat—the list of who might be threatened is almost endless. How do you teach?

 

What children will primarily learn from today’s political situation is more dependent on the understanding, creativity, and empathy shown by a teacher’s response, by all of our responses, than by the situation itself. Your response educates the child in what is possible, in what it means to be a human being. A person becomes a bully, not a clown or a desperate person, not only by his or her actions but how others respond to their actions. Your response is your freedom. Schools can begin with programs against bullying and increasing the understanding and practice of empathy; teach social-emotional skills.

 

In November of 2015, I wrote a blog about facing terror. In a way, what I said then is relevant now. I asked: “How do you talk with your children, or if you are a teacher, with your students, about… any acts of terror and violence, [or the new administration] or whenever something dreadful happens and you feel frightened or pissed off?  You might feel numb, scared, mute. You might want to cry out for revenge, or cry out to stop the killing. All understandable. All emotion is understandable. But what do you do with it? And how do you teach your children or students about it?”

 

“This is a complex question and I think answering it needs to be part of the discussion in families and in the curriculum. There are at least two directions this can take. One is teaching children how to face emergencies. The other dimension is helping students learn about the situation and learn about the attacks, what led to them and what might be done to prevent further violence.”

 

“First, I suggest starting by feeling and hearing what is going on in yourself. You have to be honest and willing to face uncomfortable feelings and look deeply into your own ways of thinking. To get out of the way of a thrown object you have to first see it. Then you need to hear from students. What do you feel? What responses to the violence have you heard or seen? [Or what do you feel about the administration?] By listening, you say to yourself and your students, ‘you are strong enough to face this and I care enough to listen.’ You teach empathy and emotional awareness.”

 

Ask students: How can you feel more comfortable and less anxious here, in the classroom? Work together with students to make explicit what you and the students need in order to create a supportive, caring atmosphere—that is within your power. Ask the children open-ended questions followed with more explicit ones. For example, What does caring look like to you? Is being kind important? What about being heard? What about feeling the discussion is relevant to your life?

 

If you can, lead the students in imaginative inquiry practices using questions based on student responses. For example, if they pick out kindness as one characteristic of a supportive classroom, ask them to close their eyes and answer in their own mind the following questions: What does ‘kindness’ mean to you? What words come to mind when you hear the word ‘kindness’? What does it look like? How do you feel when someone is kind to you? Who could you be kind to today and how would you do it? Then ask them to record and then share with the class what came to mind.

 

Once you share what you and the students think about kindness or caring, and what is necessary to create the supportive community children say they need, pledge to each other that you will do all you can to act accordingly.

 

The next lesson is on facing adversity. Ask students: How do you face what is difficult? Deconstruct what happens when you feel stressed, threatened, or anxious. If you notice the sensations of fear and anxiety before they get too strong, you can act in ways that utilize their energy without them dominating you. You learn from them and let them go. You can’t always control what arises in your life, or mind, but you can determine your response.

 

Ask: What happens to your breathing when stressed? When stressed, your breathing gets more shallow and quick. When you notice this, deliberately take one–three longer, deeper breaths before you consider what actions to take.

 

What about your thoughts? We often turn away from what is uncomfortable and treat it as abnormal, or wrong. If you respond to feelings of discomfort, or of being challenged as if no normal life would be touched by them, you greet such sensations with fear and anxiety. The novelist, G. K. Chesterton said, “An adventure is only an inconvenience rightly considered.” A challenge is just normal life.

 

The more aware you are of your own mental and emotional processes, the more freedom you have in your actions and the more readily you learn. To teach this, you could have mindful moments in your classroom, where you ask students to close their eyes for a moment, and allow themselves to be aware of their breathing. Or start a class with a moment of silence. Or, if you practice mindfulness, start the day with a mindfulness practice. Always practice on your own before you do it with students. If you haven’t already done so, study how to lead students in such practices.

 

Say to students: Sit back in your chairs with your backs relatively straight and at ease, and either close your eyes partly or fully, or let them rest on a blank surface in front of you. Can you feel your breath? Feel yourself take a gentle breath in. Then feel it go out. Do that again; focus on your breathing in—and then breathing out. No hurry.

 

Then ask students to: notice any sensations that arise. Do it as you would if you were on the shore of a stream and were seeing and hearing the sounds of the water, noticing any stones in the bed of the stream. Notice where the sensations are, how they begin and end. They are like the water flowing and bends in the course of the stream. You might focus on your shoulders. Simply notice your shoulders rise as you breathe in. And relax, settle down, as you breathe out. Then go to another place in the body. Notice how you body expands as you breathe in, and lets go, settles down as you breathe out. Notice also any thoughts. They are part of the water flowing. If your mind drifts away, or you lose focus on the breath, simply notice it. When you notice something, it means you are found. Right now, you are aware. Take joy in that. Just notice what arises with the inhalation, and let it go with the exhalation.

 

Take another, deep breath, open your eyes, and return your awareness to the classroom. Ask them to: look round and notice how you feel now. And then write in a journal or share how the experience was for them. Did they notice their thoughts or sensations? Do they feel more relaxed now then they did before?

 

You could ask students: What actions can you take to change their community or the nation to be a better place? How could they help others? By taking action, students feel empowered.

 

If physical exercise isn’t part of the school day or your day, add it somehow. It grounds you. Fear closes you off, divides you. When you engage both the mind and body, you feel whole, more patient, confident and you think more clearly. Take a walk in the woods, study history and social justice movements and go deeply into the question of “Who are we humans?” I’d discuss with students, “What does it mean to be a citizen in a democracy?” I’d add media literacy to the curriculum so students learn to spot bias. And compassion: we need to dig deeply into what compassion is, for ourselves and for others. But these topics are for another day.

 

What are you doing, if you’re a teacher, to help your students? If you’re a parent, to help your children? If you’re in a relationship, to help your partner? If you’re feeling anxious yourself—what are you doing to help you face adversity with as clear a mind as you can bring to the task?

 

**This blog was also published by the Bad Ass Teachers Blogspot.

 

 

 

 

A Guest Blog: Gratitude Can Change Your Classroom and Your Life, by Owen Griffith

Gratitude Can Change your Classroom and your Life:

Guest Blog by Owen M. Griffith

 

Teaching is a challenging endeavor. With all the demands on a teacher’s time and energy, it is easy to lose the enthusiasm that brought us into the classroom. In addition, teachers have recently had new requirements added to their load, including standardized testing and dealing with changing curriculums.

However, there is good news. Recent research and personal experience have shown that gratitude, a simple yet powerful tool, may be applied in our classrooms to improve the culture, as well as to raise students’ grades and goals.

The Challenges and the Miracles of the First Year

Of all the things I have done in my life, getting through my first year of teaching was by far my most challenging undertaking. During that first year, I am thankful that I would occasionally reach those transcendent moments where I did connect with the students and felt the magic that happens when the classroom unites in learning.

Many nights, I would wake up at 3 AM, haunted by all the things going wrong with my teaching. This is when I would do a personal gratitude list and still find the good things happening among all the apparent problems. This kept me going through those darkest hours. Just when I thought of quitting and going back to my old career, a major miracle happened.

 

Robert

Robert was a tough 7th grader who didn’t seem to care about school or anything else. By his own admission, he was on the brink of joining a gang and failing every subject. When I would pass out the science assignment for the day, he would say, “Mr. G., science doesn’t mean anything in my life.”

Then, he would ceremoniously crumple up the assignment and throw it in the trash saying, “I’ll take an ‘F’ for the day.” This bothered me tremendously, and I tried different things to reach him, but nothing seemed to get through.

After Winter Break, one day I handed out a new assignment about the scientific method. Surprisingly, Robert looked intently at the page and said, “Will you help me with this Mr. G?”

After what he said registered in my brain, I quickly went to his desk and guided him through the scientific method. On the way home that night, I found myself smiling and wondering what happened to Robert. The next thing that ran through my mind was, “Will this change last, or was it a one day anomaly?”

The next day, we delved further into the scientific method and Robert asked more questions. Even more shocking, he started helping some of his fellow students who used to throw the papers away right along with Robert.

Robert’s turnaround came at my darkest hour in the classroom. I don’t know if I would have kept going if it hadn’t been for this minor miracle. But I realized it wasn’t just a minor miracle. When a student who was thinking about joining a gang and failing every subject turned around and not only got an A in my science class, but also got straight As in every subject by the end of the year, helped other students in academics, and stayed out of trouble, I realized I was a small part of a major miracle.

When I asked Robert what had happened, he said, “You never gave up on me and kept trying with me Mr. G.” I was reminded of a saying from a pedagogy professor who would gently remind us, “All it takes to change a student’s life is the appropriate adult at the appropriate time.”

 

Gratitude – The Missing Element in the Classroom

To start the new year of teaching, I knew I needed to interject something powerful and positive into my classroom. One day as we were planning for the first day of school, I had the inspiration of trying gratitude in the classroom. I realized that this could be a breakthrough. If it worked for me and others, it would work for the students.

So, when the students arrived, we started a gratitude journal from the first day of class. That was over ten years ago, and as those original students enter college now, many of them still keep their gratitude logs, but some have updated them to their computers or iPhone.

Gratitude was one of the missing elements for me in the classroom, bringing about a positive and optimistic culture that only seemed to improve as the year went on. Furthermore, gratitude had a cascading effect that gave me more energy to devote to every aspect of teaching, from planning lessons to dealing with conflict between students, to keeping the students interested in school as the year dragged on.

 

The Gifts of Gratitude

Teaching gratitude promotes a positive classroom culture, as well as enables schools to elevate students’ engagement and academic achievement. In addition, an attitude of gratitude allows teachers to improve their own lives, as well as their students’ lives.

The many benefits of gratitude include:

  • Challenging the culture of complaining and replacing it with gratitude
  • Combatting materialism and entitlement with gratitude and altruism
  • Understanding the barriers to implementing gratitude and dispelling them
  • Healing losses in life with gratitude for students and educators
  • Balancing our busy lives with mindfulness in conjunction with gratitude
  • Helping teenagers utilize gratitude successfully and overcoming their resistance
  • Encouraging the entire families of our students to embrace gratitude and a variety of activities to help it become a permanent part of their lives

Owen M. Griffith is an educator and author living in Northern Georgia. His work has appeared on Edutopia and Huffington Post. This article is taken from his book, Gratitude: A Way of Teaching. Grounded in scientific research, this book delves into numerous integral aspects of gratitude as it relates to education. Success stories and step-by-step instructions are also included in order to implement gratitude in the classroom and schools.

Order Owen’s book directly from Rowman and Littlefield Publishers through 12/31/17 and save 20% with discount code RLEGEN17.

Owen’s book is also available on Amazon, and be sure to check out Owen’s blog at http://spirituallyteaching.blogspot.com/.

 

Compassionate Critical Thinking and the Teaching And Living Using Spirituality Blogspot

This week, I was invited to write a blog on my book for the Teaching and Living Using Spirituality blogspot.

 

When I first discussed my book with friends, many said that compassion and critical thinking seemed contradictory to them. They thought ‘compassion’ necessitated taking in or opening to people, and ‘critical’ meant being judgmental, questioning or pushing them away. I then asked What happens inside a person when they’re compassionate? And then, after listening to their responses, What does critical thinking mean to you? If compassion leads to openness, taking in information, improved perception and understanding; and if critical thinking requires understanding a person or situation better, then wouldn’t compassion aid such thinking? …

 

To read the whole piece, please use this link. Thank you to Owen Griffith, author of Gratitude: A Way of Teaching, for engineering this guest blog and creating his website.

A Belief-Imposed Learning Disability And An Administration Unethical At Its Core

One question too rarely asked in education is: What relation is there between ethical behavior and learning? Or is there a meaningful relationship? Does unethical behavior interfere with learning? Of course, from this comes the question of “whose ethics” or “what is ethics?”

 

A similar question arises in politics. It can be argued that the heart of ethical behavior for a politician is to serve the interests of his or her constituents. And, if this is true, does the ethical behavior of politicians depend on their willingness and ability to educate themselves about issues, take on new positions—in other words, to be empathic and subsume their own personal interests to that of those they serve?

 

I am not a professional ethicist but I recognize that all of us ask ethical questions all the time. Every time we consider which action to take, or we ask “should I think long term or short?” Or “should I think only of my self-interest or other people’s?” Or we try to figure out which actions will create the best possible life for us—these are all ethical questions. Ethics is often defined as a system of, or principles of, morals, or the way we decide what is moral. Moral usually refers to what is right versus wrong, good versus bad, socially acceptable versus unacceptable. Today, ethical and moral are often used synonymously.

 

Ethics and morals thus have to do with how we act, especially how we act in relation with others. And we relate differently to people according to what we think we know or don’t know about them. We relate to our parents differently than our friends, to our lovers or close friends differently than acquaintances. We relate differently with those we assume agree with us versus those we think disagree with us.

 

When we think someone agrees with us, we assume we understand their point of view. However, how often have you assumed someone agrees with you and then been proven wrong? Corradi Fiumara, a philosopher and psychoanalyst, points out that when “perceiving one’s own mirror image in others, it then becomes difficult to accept others as ‘real’ persons.” We can easily reduce the other to an image of our self. In a like manner, when someone disagrees with us, or we assume they do, we often reduce them to “not-us” or in opposition to us, and refuse to see them or hear what they have to say. We label them as opponents or enemies and we lose the sense of them as full living beings. We see them merely as an idea, our idea.

 

In either case, we have to be careful with our assumptions or we jeopardize our ability to learn⏤to learn who others truly are, or learn from them and their viewpoint. We remain closed-in. In order to learn from others, we must allow ourselves to change and take in something new. We can’t hear what we don’t listen to. We can’t listen without making ourselves vulnerable. We can’t be vulnerable to other beings without recognizing they are like us, but not us. That we know some things about them, yet don’t know so much more. Only when we realize that we don’t know can we begin to know others.

 

The philosopher Martin Buber said, “All real living is meeting.” The self arises in relationship. There is no “I” without a ‘you’. ‘I’ come to exist in relation to something or someone. There is no understanding of self without an understanding of other, and vice versa. To relate with others, we need an understanding of who the other is. We need to let them in.

 

Thus, to act ethically, we must be drawn beyond our already assumed answers, beyond what we think is true or untrue, like and dislike, beyond our old images of who we are. If our inner voice is drowned out by past understandings and beliefs, we can’t hear anything new and can’t hear or see what is happening, what we are involved in, now.

 

The same has to do with learning material in a classroom. If we don’t sometimes question what we think and believe, it’s difficult to know what we don’t know. If we think we already know the material, we won’t listen to it or see it. If we think we can’t listen, we won’t. If we feel threatened, we turn away. We can’t learn anything. And we can’t act ethically.

 

One problem with our political system now is that we have politicians who not only don’t listen to others, they have an ideology that says they should not listen to others. What does not mirror back to them their own self-interest is mirrored as evil and threatening, or as a lie, as something not-to-be-heard. They believe in egoism, and probably agree with the philosopher Ayn Rand that only by being selfish will the good of the whole be served. They believe that only by being selfish can you be rational— and think it is the height of irrationality to be compassionate, or altruistic.

 

In this way they refuse, as Lisbeth Lipari says in her wonderful book Listening, Thinking, Being: Towards An Ethic of Attunement, to listen for others, so as to hear the otherness, the reality, of others. That other people (and species) are feeling beings, alive, valuable, both like them and different. They cannot conceive or feel that others can live or think in a way beyond what they imagine and believe. All they listen to are the internally pre-recorded announcements of what they have already assumed as true. And thus, they fail to understand themselves as beings reaching beyond what they imagine and believe, beyond what they already have known.

 

They do not recognize that who they are is shaped in relation to how they understand, feel for, and relate to others. To usurp, dismiss, ignore the humanity of others is to undermine their understanding of their own humanity and ability to learn about and from others. Thus, they have a self-imposed or belief-imposed learning disability. And if ‘I’ only arises with a ‘you,’ then we are born with and out of an ethical concern. The belief-imposed disability thus creates an ethical disability. This administration, as is clear to so many, is unethical not just about one policy or another, but at its core.

 

**I recommend Lisbeth Lipari’s book to educators, to anyone interested in language, compassion, learning.

 

Charlottesville, Hate and Delusion

I have never posted two blogs in one day, but after yesterday’s violence in Charlottesville, I feel a need to do so. My first was on how to begin the school year.

 

But this blog⏤this blog is from feeling this violence and this administration is too much. Almost every day this Republican administration, this President, commits an outrage that would have brought down other administrations—lies, tweets, Presidential actions, possibly colluding with a foreign government to interfere in the election, taking vacations to his own golf course and paying himself for staying there with taxpayer money, our money, firing the head of the FBI and possibly interfering and trying to stop the FBI and other government investigations, limiting the EPA’s efforts to protect us from pollution and global warming, attempting to sell off (privatize) public schools and the war in Afghanistan, attacking voting rights, attacking the free press and free speech, attacking Muslims, people of color, attacking women and people with disabilities, attacking most every American by trying to force down our throats health care legislation that would undermine or deny health care to millions. The list goes on and on.

 

But Charlottesville—this makes the threat to this nation abundantly clear. At least three people were killed, 35 injured.  White supremacists and people who admire Nazis, march, the biggest such march in decades. The Southern Poverty Law Center called it the “largest hate-gathering of its kind in decades.” Finally, T gets a march of his supporters that is, actually, bigger than any other march, and, hopefully, this will bring him and his administration down.

 

Charlottesville represents the administration’s collusion with hate and delusion. At an address to reporters at his golf resort in N. J., he speaks of “hatred, bigotry and violence” on “many sides.” And he fails to call the actions terrorism. He fails to distinguish between the group that killed people and consciously precipitated violence and the people who demonstrated against such incitements.

 

He called out and condemned car bombs and cars and trucks running down people in France and England. But here in the US he suddenly can’t speak the word ‘terrorism’. It sticks in his throat. Even Speaker of the House, Republican Paul Ryan, condemned the marchers who precipitated the violence, but not Mr. T. And former KKK leader David Duke reminds the President of who put him in office.

 

Mr. T’s more non-violent supporters try to claim the violence in Charlottesville is a fluke. They ask: Why don’t “you” criticize Muslim violence? According to a Politifact report on 2/6/17, Mr. T commented that the US news media reports on terrorist attacks was “dishonest.” It supposedly had “gotten to the point where it’s [terrorist attacks are] not even being reported.” He told us then that there was so much more extremist violence happening and we were not safe. But, of course, the violence committed by Muslims from other nations is and was being constantly reported, maybe even too much so. And as Democracy Now, CNN, and other respected media have reported, if there wasn’t any such violence, Mr. T and his associates would manufacture “fake news” to make us think there was. For example, remember Kellyanne Conway talking about a “Bowling Green Massacre” that never took place. This violence is not a fluke. It has been inflamed by this administration after building for years.

 

According to a New York Times piece, since 9/11 right-wing extremists have averaged 337 attacks per year. The SPLC has documented 1064 incidents of swastikas in schools, racist taunts, anti-semitism, anti-immigrant, transphobia, homophobia, misogyny in the first month after the election alone. Slate is keeping an updated list of such incidents. Yet, the Department of Homeland Security withdrew $400,000 in funding for the group Life After Hate which tackles radical white nationalist violence. The President fails to recognize what law enforcement agencies throughout the nation recognize: “right-wing, anti-government extremism is the leading source of ideological violence in America.” “Americans are almost seven times as likely to be killed by a white extremist than by an Islamic one.”

 

The FBI is now investigating the act of terrorism-by-car in Charlottesville. They should also be investigating Mr. T and his cabinet’s possible collusion with hate groups.

 

Democracy and freedom can’t survive in this country when hate sits in the oval office. Democracy is a continual conversation, even debate, often strident, requiring inquiry and engagement of its citizens. Hate is an attempt to end all conversation and inquiry. It allows only one viewpoint. It is a conversation of speakers who speak only one word and who refuse to listen to more than one sound. Well, it’s time for the rest of us, for most of us, to speak with a diversity of voices willing to listen to all sounds, but with one central aim: to unseat this administration and the hate it fosters.

 

*Tonight, Sunday, in DeWitt Park, Ithaca, at 7:00 pm there will be Stand United With Charlottesville rally. Maybe there is a similar rally or demonstration in your town or city you can attend.

How Can You Begin The School Year, Or Anything, As Skillfully As Possible?

There is nothing like a beginning. Just think of different beginnings. First meeting someone. Building your own home. Starting on a vacation. Of course, it’s not always clear where any event begins, is it? But let’s start with the sense of a beginning. What is its essence? Something new, unknown, exciting, scary yet filled with promise. You don’t know what will happen and are hopefully open to that. To begin something, you end or let go of something else.

 

To start the year off well, understand what beginning the year means to you. What do you need to be open with students? What do the students need? You can’t answer such questions solely with thought. You must also be aware of your feelings. Many of us, if we don’t train our awareness of feeling, will plan our classes or vacations so tightly that the realm of what is possible is reduced to what seems safe and already known. It’s not a beginning if you emotionally pretend you’ve already done it.

 

To train your awareness, I recommend two practices. The first involves how you plan your courses. The second involves your mental state when you enter the classroom. …

 

This blog was just published by BATS (Bad Ass Teachers) Blogspot. If you’d like to read the whole piece, please click on this link to go to their site.

The Moment That Is Summer

Did you grow up with a longing for summer? Even if you have no connection, as an adult, to the education system, summer can remind you what it was like to be a child, the celebration of the end of the school year, warm weather, and vacations. And if you’re a teacher and don’t teach summer school or don’t have to work a second job (or maybe even if you do), or you’re a student, you can have free time once again.

 

The longing for summer is, for me, a longing for renewal. This morning, I woke up early and went outside. Our home is in a small clearing surrounded by trees, flowering bushes and flowers. Two crows were screaming as they flew past. The shade from the trees was vibrant, cool and fresh, the colors sharp and clear. The light so alive it wrapped the moment in a mysterious intensity. Time slowed so deeply that once the crows quieted, the songs of the other birds and the sounds of the breeze just added to the silence.

 

This is what I look forward to. Even now that I’m retired, I so enjoy summer. It doesn’t matter to me if it gets too hot and humid or if it rains (or if it doesn’t rain). This is it. I actually hear my own life speaking to me.

 

When I was teaching, summer was a time to fill up with life outside my classroom. A big desire was to visit beautiful places, to see an ocean, a mountain, or forest. I meditated every day. I also took classes or read books about whatever interested me, or whatever would reveal something new about the world that my students and I faced, whether it was quantum physics, writing, mindfulness, neuroscience, philosophy, history, and karate. I wanted to learn something meaningful and feel like a kid again, and a student, open, fresh, playful. We all need this, so we can renew our ability see beauty even in winter; so even when there is too much to do, or life seems frightening, we can know moments of freshness and quiet exist. Not just as memories but reminders. Renewal can happen at any time. We can let go. Time can dissolve into silence.

 

Summer can allow us to let go of last year so we can greet this year as something welcome and alive—so we can learn to find this very moment as unique and enticing. All seasons can do this for us. They provide a natural rhythm to life, if we can feel it. They provide a teaching. This very moment and this earth that we walk on—they sustains us, and are never separate, never distant.

 

In the high school philosophy class I taught, we often read a book by Jeremy Hayward called Letters to Vanessa: On Love, Science, Awareness in an Enchanted World. It is a book written by a Buddhist teacher and quantum physicist to his daughter, to help her perceive the enchanted nature of the world, and not just the corrupt and threatening one many of us humans are taught to imagine and thus help create. He mentions a Navajo concept of Ho’zho, or beauty: “Beauty before me, beauty around me, beauty ahead of me.” (p. 16) We can walk the earth with beauty. Likewise, Japanese Buddhists have a term, sho shin or first, beginner’s mind. When we let go of the distractions, delusions and fear, and see the world in sho shin, the world is full, alive, and fresh. We see the world and other people more directly and clearly.

 

So summer is not just a time to let go, relax, and prepare for a new year. It is a time to invest in the only sure investment—into our mind and heart and how they (or it) reveal the world to us.