Why Deny Science? What Do You Do When You Don’t Know?

I was reading a great article in the latest issue of National Geographic, by Joel Achenbach, on the modern movement against science. Actually, I can’t stand calling it a movement. There should be a better word for it, maybe collective delusion. The cost of denying science is incalculable. Science shows the state of the environment, for example, is degrading rapidly. Yet, if the article is correct, only about “40% of Americans accept that human activity is the dominant cause of climate change” and thus realize we can and must do many things to improve the situation. I encourage everyone to read the article.

 

The article shows that strong sentiment against science is not new. The persecution of Galileo is one good example. There was a great outrage against Darwin, that partially continues even today. The novel Frankenstein is in many ways an expression of the fear against not only technology but science. You might think that by now, when we’re in the age of information technology, which depends on science for its very existence, there would be more trust in science. But as the deniers of  global warming prove, as people who argue against teaching evolution in schools prove, scientific thinking, and maybe critical thinking, is clearly misunderstood and probably feared.

 

Why is this true? It’s certainly a great question for teenagers to think about. My students in the past had theories. Maybe the dependence on science makes the fear of it more potent. It’s easy to fear what you depend on but don’t understand. Is there a general anti-intellectual bias in American culture? Is it, as has been argued in books like The Closing of the Western Mind, a phenomenon arising originally from uniting Christianity with imperial power, or religious belief with politics?

 

Many people I know hold religion responsible for this lack of understanding. Certainly, scientific and religious explanations often disagree. And there have been countless examples of delusion by religious people claiming to act out of faith or belief. But the same could be argued regarding adherents to political and economic theories or analyses. Without any fact checking, I think I can reasonably argue that for the last 150 years, adherents of Fascism, Communism, and Capitalism have caused as much delusion and suffering as has any religious belief system.

 

The article conjectures not knowing what evidence is, which I interpret as not knowing how to critically examine evidence and bias, contributes to science denial.  I agree. However, I think the problem is also due to not knowing how to deal well with not-knowing and uncertainty. Achenbach says “our brains crave pattern and meaning.” The craving for an answer can be overwhelming; the more basic and important the reality, the stronger the craving. You perceive something and in microseconds you assign meaning. You need to know that the earth under your feet won’t give way when you step on it or you won’t be able to walk. You learn early on that certain uncomfortable sensations in your midsection are hunger pains. The good taste of food was originally there to tell you that the food you’re tasting is not poison. Uncertainty is hunger for certainty; it’s uncomfortable. How do you understand discomfort? Is it “bad”? Does it mean you are in danger and must do whatever possible to end it, including believing in what restores comfort instead of what is best supported by evidence? Achenbach talks about a “confirmation bias,” the “tendency to look for and see only evidence that confirms what they already believe.” In that case, you will not do very well with adversity or stress or anything requiring complex thinking.

 

And science demands complex thinking. The National Geographic article points out that “scientific results are always provisional,” subject to change;  “Uncertainty is inevitable at the frontiers of knowledge.” How do you hear that? Do you want truth to be absolute, simple and forever? If so, I doubt that many “truths” are like that. For example, the good taste of food indicating something is safe to eat depends on where and when you’re talking about. 10,000 years ago it might have been true. Today, thanks to pollutants and pesticides, the taste of raw foods can’t be counted on to indicate safety. Even something like the boiling point of water is dependent on elevation, amount of salt and other contents in the water, etc.. The relativity and provisional quality of truth can be disturbing. Achenbach points out how difficult it is for us to look beyond our intuitions, to see the evidence for the curves of the earth despite the everyday assumption of flatness. Although scientific studies can be distorted by funding sources and bias, the very fact that science is recognized as provisional makes it possible and mandatory that critical minds engage with it.

 

To live with discomfort and uncertainty and be able to think and act with clarity, you need first to understand that discomfort is part of learning. It is there to wake up your attention so you can consider whether to say yes, no or maybe to something. You need to know about neuroplasticity, a word meaning that the brain changes, you change, with every experience. Who you are is not set in stone; if it was, learning would be impossible.

 

You need to know how attention and perception work. Back in 2003, I started using a book called Multimind, by Robert Ornstein, in my psychology class unit on perception. Ornstein theorizes Mental Operating Systems in the brain, which process and assign value to information according to specific criteria. Information that meets these criteria is given attention and other information is ignored. The MOS has an “extreme sensitivity to recent information,” to what’s new, what’s changed. It values relevance to you and everything becomes meaningful through comparison. Something that changes gradually is lost. Global warming is gradual, so gradual that most of us don’t perceive it until the tidal wave or tornado or six feet of snow or extreme hot or cold temperatures hit you. Actually, we don’t perceive it unless we carefully study it, unless we value such studying and thus know the relevance and power of the information.

 

But intellectual knowledge is not enough. You need the intention, the commitment, the care. You need an experiential method to calm your mind and clearly observe and learn from whatever is present to you, even discomfort and pain. Constructive action is likely only when you perceive the situation clearly. Somehow, we all have to get better at cradling information, cradling the world in our arms so we can feel depths of meaning without hiding from or reacting against it.

 

*See the addendum to this blog.

**The photo is of the Temple of Athena in Delphi, Greece.

Education is Fun

I repeated the title of this blog to myself, “Education is Fun,” and heard in my mind all these inner responses. “Yeah, on what world?” “When I was three, it was fun. Then I went to school.” “It should be fun, but only with the rare teacher.”

 

Play and exploration are the earliest forms of education. They are fun. They involve the mind and body’s natural curiosity and drive to grow, develop, survive. So many people have written about this. I remember reading John Holt in the late 1960s, who said learning, for young children, “is as natural as breathing.” There’s John Dewey, A. S. Neill, etc..

 

But in the U. S. having fun in school is too often considered “frivolous.” We have too many important issues to deal with, too many failing schools. There are no Common Core Standards for fun (thank God)! Concentration, focus, oh, and discipline are our priorities, and memorization. Yet, this is ridiculous.  A joyful or happy brain is one that learns efficiently. Joy involves the parasympathetic nervous system. The sympathetic nervous system gets us ready for fight-freeze-flight, a quick response to danger. The parasympathetic system involves a ‘rest and digest’ response, cools the readiness to fight-freeze-flight. It also allows us to feel attraction, love, to digest food and ideas. It allows our eyes to focus for deeper overall vision. So it can make learning more efficient. A brain readied for fear and threat is ready to fight or run, not stay and learn. Joy and happiness are our brain and body’s signal that great learning is occurring.

 

And fun and joy improves the quality of our life. If education is about living a good life, why isn’t it more concerned with fun? We live not only to achieve and make the world a better place, but to love and be happy. In fact, making the world “better” means decreasing suffering, increasing happiness. Yet, what do we see in the headlines? More testing! More threats.

 

So, how do we bring fun into a classroom? There are four ways I can think of right away: Games, creativity, depth or meaning, and flow. These four are so interwoven that I can hardly stand to separate them.

 

Games: In English classes, writing can easily be made a game, even without going onto the internet. And it utilizes your own creativity as well as that of your students. For example, to teach story writing, I would write short stories of about 10-15 sentences. I remember one popular story was about being home alone at night. It began with a description of my hearing an unexpected sound and went on to describe what I discovered. After I wrote the story, I broke it down into individual sentences, made copies, cut them out. Each student or pair of students got the whole story in the form of unorganized sentences. Their job: to put the sentences together into a coherent story. A great lesson in logic, pacing and plot development. Another game: write the beginning of a story and have students finish it. I taught grammar sometimes by finding very short stories, taking out the punctuation, and having students fill it in. We could then discuss the story and how different ways of punctuating it would change the meaning. Or you’re preparing for a test or other assessment of learned material in science or history, so create a game of jeopardy. There are so many possibilities.

 

Creativity: Besides writing stories and creating games, for student assessments, include creative presentations. Have students in English classes play the characters they read about. Or in a science class, they can create their own fantasy interviews of scientists or design an experiment. In history, they can create fantasy journeys back in time. Depth, Meaning, Relevance, and Flow: There is joy in going deep into a topic or question, especially one that arises naturally in your life. Ask students where their interest and questions lie and then guide them in researching and answering the questions. Have students engage in meaningful, real life projects in their community. Flow is a natural joyful state. It involves getting involved in a project that is a great challenge, but one you can handle. It is self-motivating and means getting so engaged that you forget about time and the possibility of failure. It is very much like play, very meaningful play.

 

And your attitude toward fun, meaning, engagement, your kindness and valuing of your students, and prioritizing their well-being as people, not test scores, brings all these together.

 

So, instead of using standardized tests as assessments, use projects that induce flow. Then you’ll witness a generation of dedicated and successful learners.

 

 

Improving the Environment for Teachers

According to an NPR report, 40-50% of new teachers leave within the first 5 years. Every school year 15% of the teaching force leaves or moves. The cost of this to each state is about $2 billion dollars. The situation is worse in high poverty areas.

 

The high turnover rates are listed as due to layoffs, dissatisfaction, inadequate support, isolated working conditions. One recommendation by the Hechinger Report, which reports on innovation and conditions of inequality in education, is mentoring, on the job training and administrative support. Let’s look at what this all means.

 

A public school is a peculiar world. It is filled mostly with young people of the same age group.  Humans evolved to live in mostly smaller, mixed age groups, where each person is well known. Most schools, by contrast, are large institutions where many students and teachers feel isolated and unknown. Most schools are very hierarchical, and the new teacher is near the bottom of the hierarchy. They often feel powerless. A new teacher coming in to any school often gets the teaching assignments other teachers don’t want. Because the students and other teachers don’t know them, they are often severely tested. All this in addition to the stress created by entering any new situation.

 

Some critics of education argue that teacher college standards are too low and admit too many unqualified people.  They propose tougher standardized tests to determine who gets in to an education school and who gets out with a teaching degree. This clearly assists test providers but not necessarily anyone else. Character is greatly important in teaching and no standardized test measures that. Education schools need to prepare teachers to be in a room with a diversity of real people in a rapidly changing social world. Teachers need an education in dealing with emotion as well as rationality, different cultures as well as different texts. (See my blog on suggestions for educating teachers.) They need to understand what understanding means, as well as how to teach it. They don’t need to waste time on taking or learning how to give inferior assessments such as standardized tests.

 

Other people have been calling for more stringent controls on teachers and more accountability. The New York State Board of Regents, for example, developed its own supposedly objective teacher evaluation system. I think such systems are counterproductive. These systems are so “objective” that, just last week, when last year’s results were made public in New York State, the Board of Regents’ own Chancellor questioned the results. Why? Only one percent of teachers were found “ineffective” or deficient. You’d think officials would be happy over the result. Is this a catch-22?  Is a rating system objective only if a higher percentage of teachers are shown to be deficient? Is the system not scary enough, not punitive enough if only one percent is found lacking? What percentage is good enough for these education officials? Is this just another manufactured attack on teachers, as if they are the cause of the problems in education?

 

One of the best proposals to help ameliorate the situation is mentorship and staff support for new teachers. But if a mentorship program is enacted without other substantive changes, the program is just a superficial add-on. Support and mentorship must be part of the overall climate of a school. Everyone, students, administrators, experienced teachers as well as new ones, need to be supported. I think new teachers leave not because they’re not talented enough or not mentored, but because the whole environment is too stressful, unnatural and unsupportive.

 

Everyone, to feel comfortable in a situation and handle stress well needs control, commitment, and to feel creatively challenged. To develop control, teachers need a voice. For schools to educate students in democratic decision-making, schools need to be models of such. Teachers need a voice not only in setting policies and running the school but also in choosing what they teach. Everyone has different interests and skills and the more teachers teach what they love, they will love what they teach, and the more successful they will be.

 

When teachers have a voice in what they teach and how they teach, they can meet the diversity of student needs with creativity. Feeling creative turns a stressful situation into an opportunity. Creativity is, in a sense, its own reward. One of the worst elements of the proposed teacher-evaluation systems, and using standardized testing to rate students and teachers, is that the tests undermine creativity. It makes a teacher fearful of taking chances. Failure can mean loss of job. Such tests are based on punishment and rewards, instead of fostering trust and intrinsic motivation. Students take them not because the tests are interesting and naturally compelling, but because authorities threaten them with poor grades or not graduating. Teachers give the tests largely for the same reasons. Inculcating fear as a mechanism of instruction interferes with learning and undermines the use of empathy. Fear blocks empathy. As I asked in an earlier blog: Is fear what we want students and teachers to associate with learning?

 

Creative challenge and having a voice leads to commitment. The teacher commits to the job and the students because they feel recognized as a person and trusted as a professional. By being recognized, they are more able and ready to recognize who the students are and, thus, more likely to be successful teaching them.

 

I imagine some people might respond to my argument by saying that there’s little chance that teachers will be given substantive power over school policy or that decisions in a school will be made democratically. There is almost as little chance of giving teachers a democratic voice as giving the same to students. And that’s the problem.

The Story From Day One

Words were once magic. They did not speak about ideas but were acts of creation. You said ‘sun’ and a sun appeared. You said ‘happy’ and it was so. You said ‘devil’ and you ran. (See Eskimo poem, 160) Students are seeped in or not far from this age of magic. If they’re lucky, even in high school some of this magic still sticks to them.

 

This insight helps explain why young children love myths and tales of ancient civilizations so much. Without such words, there would be no myths. Without myths or a similar context, there would be no words. Myths are magical words sculpted into storied beings and worlds. Myths are not and should not be taught just as literature but as the art of world creation. We need to teach students to try and understand these worlds, and try to understand and enjoy the great differences in perspective they represent. Understanding these differences in perspective teaches us what it means to be human. William Erwin Thompson said myths are not just read but enacted. And Joseph Campbell said they are stories that you live. They are, or once were, sacred. “In the beginning was the word, and the word was with God, and the word was God…”[John 1:1, Genesis 1:3]

 

So much of our lives are lived within words that we forget their magic. This was true in the past and is still true for many of us in the present. Plus nowadays, more of us use and think of words from a distance. We study words, how they can be implements of construction and destruction. This study brings word histories and meanings to the surface but also might keep us close to the surface, obscuring depths of experience.

 

I used to teach a class called The Story From Day One. It began with worldwide myths of creation, heroes and tricksters. I loved to share stories like the Haida (Native American) “The Raven Steals The Light,” and Gilgamesh, The Odyssey, Beowulf. Sometimes we read Grendel and Ishmael. Or, if it was middle school, Whale Rider. And we ended up with a contemporary novel like Animal Dreams.

 

Many people I know have an urge to learn more about their family roots. One goal of the course was to reveal the roots we all share. Imagery we use even today can be traced back to works created by ancient humans in the Paleolithic art caves. For example, images of bulls, horses, snakes and other animals, horns of plenty, venus figurines, all can be seen in the caves. The snake becomes the Greek Hermes. The bull becomes Zeus, born in a cave in Crete. The venus figurines become goddesses, like Gaia and Aphrodite. Modern heroes, heroines as well as monsters and figures of evil and can be traced back to mythical figures.

 

One such figure is the Sumerian Gilgamesh, the protagonist in the first written epic story, recorded sometime around 2100 BCE. The character, Gilgamesh, is the first hero, actually the first greatly flawed superhero. Much about the story is very familiar to us. It tells about a very powerful but out of control, egocentric, and sexist King, who oppresses his people until the gods send his opposite, Enkidu, to wrestle with him. Enkidu, a seeming monster created by the gods, is a wild man who runs naked with the animals until he is “civilized” by sex with a priestess. (If you teach this, you’ll need an appropraite way to discuss this early episode of sex.) She cuts his hair, introduces him to human food, and tells him of Gilgamesh. Enkidu turns out to have “a good heart.” He goes to the walled city of Uruk to end Gilgamesh’s oppression of women. He wrestles Gilgamesh until the two become deep friends. The story is about facing monsters and facing grief, death and urges for immortality and what can be learned from all three. The wise man of the story is Utnapishtim, who is very much the biblical Noah. The women evoke later mythical figures of Greece and other patriarchal cultures, like the Sumerian Inanna, a jealous goddess becomes the Babylonian Ishtar and the Greek Aphrodite. There is Shiduri, the tavern keeper, who turns out to be a sybil or soul guide. These myths introduce archetypes, patterns of human thought and behavior. The archetypes and imagery are not just literary devices to create a good story, but perceptual devices. They reveal what guides how people view their lives.

 

Students, especially in high school, too easily feel isolated on an island of self, cut off not only from their contemporaries but from a sense of the continuity of life. They have little grasp of the wealth of possibility human history can illustrate. They have little grasp of what they share and how they differ with early humans. I attempted in this course to give an intuitive sense of these possibilities, through literature, meditation and imaginative exercises, and an intellectual understanding, by analyzing and discussing the historical context of each work studied.

 

In meditation, there comes a magical moment when you realize you have drifted. You are being mindful, aware moment-by-moment of thoughts, feelings, sensations—and before you know it, you lose the awareness. You are gone, lost in a thought and the story it has to tell. Then you return and realize: “I am drifting.” What do you then do? Do you berate yourself for getting lost and drifting? If you do, you get lost once again. Or do you stay with the awareness, let your mind clear, be free from any thought? You then take in the whole situation. Everything gets to be included in that moment. All that went before, everyone and everything. Yet, nothing need be said.

 

This is our challenge today, and it has always been our challenge. Do we allow ourselves to learn enough from history and other sources so we can assimilate the lessons and let our minds take in the present situation with clarity? Or do we forget ourselves again and again with thoughts of attack and retribution? We can get lost in the stories we have created or we can live with an awareness of the magical possibilities of mind. Which will it be?

 

 

*The photo is of ancient Troy, in modern Turkey.

Retirement: What Does It and Can It Mean?

What does it mean to retire besides leaving your job? As soon as I thought of this as a topic, I received two related e-mails, which confirmed for me how important the topic is.  One was about the book The Age of Dignity, on the great numbers of baby boomers reaching retirement and how to care for so many people. The other was an article about how poor our health care system is in terms of caring for dying people. I’m, however, primarily interested now in what retirement means to the retiree and to society. What do you do when you retire? How do you think of yourself once you’re a “senior citizen”? How can society in general think of this stage of life?

 

Of course, I have a personal interest in the question.  I’m 67, close to 68. When I retired, the obvious stared me clearly in the face. Work had filled my life for years, not just my time but my sense of myself. I found status, friendship, purpose, value through the job. I was a teacher and felt gifted to be paid to creatively help other people. I had a plan, too. When I retired, I would do things that I didn’t allow myself to do when working. I would also do what I wanted to do since I was 6 or 8 or 18, namely write. Of course, when I was 6, I wanted to write about great adventures. Now, I’m writing about retiring, teaching, thinking– a very different kind of adventure. Earlier in my life, I needed to make a good deal of money if I wanted to write. Now, I don’t have to do that. I’m free from that demand.

 

But I still ask myself: I have hopefully 20-plus years of life left. How do I want to live it?

 

Huston Smith describes two stages of life beyond work in traditional forms of Hinduism, beyond what he calls the “householder stage.” There is the retiree stage and then the sannyasin. He says not everyone reaches either of them. The retirement stage is where one turns inwards to answer life’s deepest questions. You leave home, even your spouse and family, and become a “forest dweller” or a wanderer. You give up all your ties and live with “nothing” between you and reality. Your life is driven by questions: what makes life worthwhile? Is old age worthwhile? Is self-understanding truly important? What is the secret of ‘I’? This is a time of transcending the five senses “to dwell in the reality which underlies the natural world.” (53)

 

A sannyasin is a renunciate, “one who neither hates nor loves,” according to the Bhagavad Gita, one of the sacred books of India. A sannyasin has found self-realization and can return to the world, because everywhere is home, everything is enlightening.

 

I remember a discussion that was repeated several times and in different ways with my students. The question was “would you rather live with a comfortable illusion or a discomforting truth?” Or, “Is it right to bury your head in the sand in order to not be overwhelmed by fear or others suffering?” It’s a false dichotomy, but reveals real questions. Why should I live with no illusions between “reality” and myself? Should my life be guided by what’s comfortable? How much “truth” can I let in? How honest can I be with myself?

 

I have no desire to leave home, give up my wife, or cats but, in some sense, have I already done so? By giving up my job, I gave up a busy but scheduled, seemingly predictable life, a life centered on doing and earning. Sometimes, retiring seems like an extended vacation, other times, like a curse. What do you do when you have no work, no set of obligations to take up most of the day?

 

I retired when I did partly because I wanted to answer these questions before I died. Despite what I had told myself, what I did had value partly because other people valued what I did and paid for it. In the U. S., money concerns tend to creep in everywhere. Wasn’t it about time to care enough about life that I no longer needed to be paid to live it? Can I give each moment the same value I once gave to work? Can I open enough to the world, to others, and value them, feel them, so deeply that I gain security not in material things and other’s opinion of me, but in relationship to others and in a sense of what’s right, what “fits the situation,” what is?

 

All of society could benefit from re-conceptualizing retirement, not just as a reward for years of hard work, but also as important in-itself. We need times in life dedicated to questioning. We need elders to teach us about life and aging. We will (hopefully) all retire and get old. We can’t just bury our heads in the sands of youth. If we don’t think positively of elders, then we will fear aging and thus our lives. We might treat the elderly with disrespect and have years of disrespect waiting for us. How we think of elders is very much how we think about life itself.

 

My grandfather told me that he regretted nothing. He had lived a full life. Only by valuing the moments of life can you say this. This is one reason not to bury your head in the sand in the face of discomfort or the face of others suffering or whatever. Burials are expensive. You pay a price for hiding. The world pays a price for your hiding. Both you and the world are poorer for it. Maybe learning how to be rich in this way is what retirement is for.

Experiments with Awareness and Metacognition

Try these experiment with yourself and, if you’re a high school teacher, with your students. (I’m borrowing this from Zen teacher Albert Low with a touch of David Hume.) It might reveal and challenge accepted ideas and beliefs about metacognition and perception. Put your hand on the surface of a table. What does it feel like? Hard. Cool. A little sticky. Gross. How much of what you feel is the table? All of it? Half? Half the table, half you? Is the sensation of being “gross” from the table? Let me ask this another way. Does the feeling of grossness or stickiness belong to the table or the hand? Does the table “feel”? Maybe that seems like a crazy question. When you’re feeling the table surface as gross, what makes it gross? Is it the table? Are you mentally commenting on a memory of the table? Are you possibly feeling your own judgment or interpretation of a sensation?

 

With your hand still on the table, close your eyes. The table is obviously not the same as your hand. Nor is your hand the same as the sensation. But, does the sense of hand, table, smoothness all arise together or sequentially? When the hand touches the table, is all that you sense sensation? All you feel is feeling? Are you aware only of awareness?  Or even more precisely, cut out the you. There is just perception or awareness. If you are feeling your own interpretation, there would have to be a separation between the act of feeling and the object felt. Can feeling and felt ever be so separated?

 

Or what about other senses? Listen to a symphony. Where is the symphony? The instruments and musicians might be on the stage in the music hall.  The sound vibrations might fill the space. But the symphony? Or let’s re-phrase the famous question asked by the English philosopher Bishop Berkeley : “if a tree falls in the forest, is there a sound?” Without an ear (and a brain) is there a symphony? Or you see a beautiful sunset, with deep reds and vibrant yellows. Without an eye and a brain, where is the vibrant color? “Where does hearing end and sound begin?” Where does seeing end and color begin?

 

When we reflect, we think there is an ‘I’ who reflects. What does the ‘I’ reflect on? Another ‘I’? A memory or a concept of ‘I’? Some objective “fact”? But as we’ve possibly determined through our experiments, the “I” who sees and the “thing” seen are not separate. When we reflect, we reflect on our own perception or memory and then create a conclusion based on that memory. We’re reflecting not on some depersonalized truth but on a very personal creation. Are we the seen, the seer—or the seeing?

 

One more experiment. As you sit in a room reading this, sit back a little and just take in the whole space. You are at the center, yet all you are aware of, feel, sense is your surroundings. Just be aware of the whole room. Then, change your awareness to focus on one thing, maybe a word in this blog, a book, a table. Sense yourself at the periphery looking at the object of your gaze. This is another type of awareness. You can and constantly do shift easily from the center to the periphery and thus provide a necessary contrast. You need to be aware of the whole so the details can have a context and, thus, make sense. You need the details to construct the whole. Details and whole are interdependent.

 

But remember the first experiments. This word being read is not separate from the awareness reading. When you read a word, what is the nature of the awareness of the letters? The word comes to you as a whole. But the letters make up that whole. Albert Low argues you are aware not “of” the letters but “as” them. Can the letters have meaning without awareness-as them as letters? Pick up a pen and write a word. You can guide the pen to write a word because you have a non-focused awareness-as the weight, size, texture, and point of the pen. Or going back to the table; if you put your hand on the table to steady yourself as you stand up from your chair, you are aware-as the table. Or, even better, let’s say you turn on the music. You can be aware-of the music as you study and appreciate it. But as your feet start moving, are you aware-as the music as you dance?

 

What are the implications of these experiments in awareness? How can they help anyone? I find them fun. Each time I do them and try to describe what I find, I understand my own life and perceptions better. And possibly, if I understand awareness better at this very basic level, I can do a better job of recognizing and interrupting suffering as I notice it arising. I can better understand the role I play in the perceived world.

To Question, First Listen

Several teachers asked me: “How do you get students to question, or ask questions?” I often say that, to start any unit or start the school year, find out what questions students have about the subject. What do they want or feel a need to know? But, students don’t always know or won’t say. Their questions are not always clear to them. The same for most of us. So, what then?

 

What do you do when you’re unsure about what you feel or think, or you don’t know what’s bothering or driving you? In other words, how do you hear what you’re saying to yourself?  Or, how do you improve your ability to listen, not just hear; to see, not just look? That’s a big question, bigger than I can answer.

 

Some people think a question is a sign of ignorance. Actually, it’s a sign of strength. A question is halfway to an answer. You need to recognize that you don’t know in order to come to knowing or to changing a viewpoint. So, teach and learn how to live with not-knowing and to live with questions.

 

One important element of teaching questioning in school is creating an environment or school culture that honors questioning and honors student voices, both in and out of the classroom. For example, a democratic school honors student voices and gives students a sense that their viewpoints are important. If they think their views are important, they will be more motivated to listen to themselves. If the school does not give students a sincere voice, students have more of a struggle to recognize value in their own mind and heart.

 

But what if you don’t have or can’t create a democratic school? Or even if you do, it’s not enough. The teacher in a classroom can model asking and listening– and questioning. Teachers should make their thinking visible, so the student can do the same. When teachers enter the classroom as if they are guides to learning, not know-it-alls; if teachers admit they lack knowledge and have questions, students feel more inclined to do the same.

 

Teach model questions. For example, questions to ask when you’re discussing a topic or reading a text. Questions to ask to test the speaker and ones to ask to test your own understanding. My favorites are ‘what,’ and ‘why’ and then how. “What exactly was said? What was the context? What was meant?” And: “Why was it said? What reasons would/did the person give for saying it? What is the proof?” Then: “How did they or would you apply this?”

 

What you are after is interoception, a relatively new word that means “perceiving within,” or perceiving one’s internal state. Humans have evolved brain systems devoted to this skill. Interoception is crucial for thinking clearly and acting with awareness. Mindfulness or learning how to be aware moment-by-moment of thoughts, feeling, and sensations is one way to train interoception.

 

Another way is to pick up a pen and write down on a piece of paper exactly what you hear, now, in your mind, without editing. Write even your wonder about what you’re writing. And then read Writing Your Mind Alive, by Linda Trichter-Metcalf and Tobin Simon. It describes a practice of revelation and understanding called proprioceptive writing.  The practice helped me find joy in writing, after I had lost it, and deepen understanding and self-trust.

 

Improvisational theatre games can be adapted to the classroom. They’re fun, and also teach you how to listen not only for your inner speech but for that of others. I’ll describe a few exercises I have used frequently in a classroom:

Show the class a photograph of a few people interacting in public. Ask students to study the photo and then write, “who-what-why;” who the people are, what they’re doing, and why they’re doing what they’re doing. Tell them to simply listen to their intuition and let their imaginations work.

Give students one word, one that easily evokes an archetype, such as ‘no’ or ‘wonder’ and ask them: say the word to yourself a few times. Then describe an imagined person who this word personifies. To take this to the next step, have students create three people, from three contrasting words, like ‘yes-no-maybe.’ Put these three in a situation and imagine what will happen.

A more physical exercise might be mirroring. Pair up students. Have the people face each other, hands up, palms toward the partner. You can begin by having one person act as the leader, and then switch back and forth until there’s no clear leader.  When one moves, the other mirrors the movement. Make the movements fairly easy, at first. Do not lose eye contact or break the plane of the mirror.

 

Mirroring is a good way to introduce empathy training. There are many meditation practices to develop empathy and compassion. According to Paul Ekman, who has studied emotion extensively, empathy can take different forms. It begins with recognizing or reading what someone is feeling or thinking. It can then progress to “feeling with” another. Add caring and the willingness to act for another’s welfare and you have compassionate empathy. Add putting yourself at risk and you have altruism. Empathy is not “self-sacrifice” in the sense of not valuing your life. Instead, valuing (and clearly perceiving) the messages of your own mind and heart allows you to value the mind and heart of others, and vice versa.

 

To question, first listen. To listen, first care. To care—hopefully needs no further reason.

The Natural Process of Thinking Critically and Mindfully: A Workshop.

Children, especially those between the ages of 8 – 15, easily look at the world with what Kieran Egan calls a “Romantic” imagination or sensibility. The world becomes a stage for a heroic struggle. They search for enlarged significance in events. They read and like to watch stories of werewolves and vampires, demons and goddesses, heroes and heroines, struggles against oppressors and evils. They seek the strange and the extraordinary. They want to hear about unusual abilities and intense achievements. And even deeper is the desire for awe, for the sense of a mystery lying just behind what they perceive, for the miraculous just beyond their comprehension.

 

I remember this sensibility as a yearning and maybe never totally grew beyond it. It established in me an early expectation for my life that was almost impossible to achieve. I wanted to be extraordinary. And worse, I did not know then what my yearnings meant. I had few words for it. All I knew was that much of life seemed too ordinary, boring, like I was missing something. So, I searched for what was driving me. I searched out the unusual and extraordinary. What about you? Do you remember this yearning?

 

I started meditating as part of this search, particularly Zen meditation. Some of the Zen teachers I met seemed deep and mysterious. But meditation did not fit the ideas I had. It did something unpredicted; it changed the feel of a moment. Whether during or after formal practice, the moments of life could no longer be dismissed as ordinary.

 

To think clearly requires both understanding and feeling. By ‘feeling’ I mean inner sensation, like in my stomach, gut, or breath, as in “I know it in my gut.” To know what to write or say requires monitoring what feels, in this sense, right and true, versus wrong or false. Study this in yourself. For me, the false feels jittery, my stomach and shoulders tighten. It is like wearing someone else’s clothes or like a bone with no marrow. What’s truthful comes unadorned, raw, full of energy, like it’s been there the whole time but I didn’t see it. Feeling is usually speedier than intellectual comprehension, although they can and must work together, check on each other. In the same way, searching “outside” oneself for wonders creates a false sense of two worlds in conflict, “out there” and “in here,” or one part of myself versus another. If “out there” is not good enough, “in here” is not good enough.

 

When you fight yourself, thinking is difficult. When you understand and work with your natural processes of thinking and feeling, thinking, even critical thinking, may not be easy, but it’s easier. Insight is more likely. What is this natural process of thinking? What part do meditation and mindfulness play in it? How do you practice mindfulness?

 

For those not sure what mindfulness is: mindfulness is both a quality of mind and a type of meditation. As a quality of mind, it is very alive. It is moment-by-moment awareness of how to learn from and then let go of whatever arises. It teaches awareness of the quality and focus of awareness and attention. Because you notice, you have choice. You can let go of what might be hurtful to yourself or others before the hurt fully develops, and so can be kinder, less judgmental. Because it monitors attention, it improves focus and clarity of thinking and readies you to act in a more empathetic manner.

 

 

*If you live in the Ithaca area and would like to attend a workshop on The Natural Process of Thinking Mindfully and Critically: This workshop will be for two Wednesdays, led by Ira Rabois, former teacher at The Lehman Alternative Community School. It will be open to any LACS staff and graduates, parents, or any adult with a serious interest. It was suggested that we meet 5:30-6:30, after LACS staff meeting, starting Wednesday, February 4th. The recommended tuition: $5/ session (or what you can pay, from two-twenty dollars/week is fine). Please contact me if you want to attend or have a question, either by e-mail, note to my website, or phone. If there is enough interest, I will extend the duration of the workshop.

Motivate Without Anxiety

How do you motivate students to do well without creating anxiety over performance? Many teachers I know report increasing anxiety in their students. I wrote about this briefly in an earlier blog, about the link between the 3Cs (commitment, control and challenge) and decreasing stress, and I will discuss this in more detail soon. But first, what is anxiety?

 

To understand what a student feels, place yourself in their position. Bring up in your mind a time you felt anxious, especially about learning, or not understanding something, or taking a test. What does anxiety feel like? Where do you feel it? Notice, for example, how your heart feels. Notice your belly, shoulders, hands, and your body temperature. Do you feel warm or cold? How fast or slow does your mind work? What images come to mind? What thoughts? And, what conclusions do you draw from these observations?

 

Many students report their hands clench; they sweat. Their heart and thoughts race. It is the flight-fight-freeze response. They replay scenarios of the future over and over again. They hear condemnation from others. They imagine that a situation is arising or will arise they can’t handle. Maybe they feel no control. Maybe they feel they are just not capable enough. They feel their understanding of self fading away. They think other people have an image of them that is bad or unlikable and feel weighed down by this seemingly imposed image. They feel like turning away but can’t.

 

Anxiety is about feeling disconnected and not in control. It is losing the sense of the present by looking to the future and fearing judgment. And it’s not just about school. All students, but especially those prone to anxiety, need support, maybe even need a refuge. Since they have a fragile sense of being present, they need lessons in more than academic skills.

 

Students, and all of us, need to feel control, commitment, and challenge. These 3Cs turn the energy that might go into stress into engagement. “Control” can have many meanings. For school, control means having some choice in what is studied and in how understanding is assessed, so the class feels meaningful and connected to their lives. Students can voice their own questions and concerns and see them addressed. They, of course, also need to learn the basic skills of reading, writing and thinking critically.

 

They need to learn how to monitor their feelings and thoughts moment-by-moment, as is done with mindfulness. This gives them the power to choose—do I listen to this idea, or act on that one? It provides the insight to know how and when to question facts to uncover bias, question thoughts to reveal distortions. It’s empowering to learn what a thought is, that thoughts tell stories but not always true or healthy ones. Thoughts are not necessarily revelations from an oracle, and don’t have to be believed. We can step back and let them go. This inner knowing helps students assess their work in a meaningful way and, thus, not be dependent on external sources of judgment, like what the teacher thinks of them.

 

Besides studying mind with mindfulness, study the basic working of the brain with neuroscience. For example, students in my classes were always engaged when we discussed neuroplasticity, or the fact that they, their brain, can change and strengthen throughout life. It is very empowering to learn that your brain is not set by the time you’re 15. Combining mindfulness and neuroscience allows students to study their mind and behavior and treat life itself as a vast school teaching them how to think and act most clearly, ethically and effectively.

 

Commitment is acting on what is chosen. It involves students getting immersed and engaged in what they do. They allow themselves to be present, aware of their thinking, acting and feeling. Challenge comes from feeling the task is important, that it tests and develops their ability, but is not so challenging that they can’t succeed. It involves trusting that the teacher will support, coach, assist when needed. A well-planned challenge leads the student to feel trust in their capabilities.

 

Which mindfulness practices work best when students are anxious? Since mindfulness educates attention, begin with learning to notice the first signs of anxiety, as we discussed earlier, and to let go of the thoughts generating that anxious response. However, anxiety can make it more difficult to just sit and notice what occurs in the body and mind. Here are a few alternative practices:

  1. Teach focus. Counting breaths or visualizing a natural scene, like a flower, mountain, tree, or gently moving stream, can calm and clear the mind.
  2. Practice empathy and compassion. The empathy for others can transfer to themselves. And empathy or care for another person or being can free them from incessant worry.
  3. Progressive relaxation and visualization. They learn how to relax the body, starting with the toes and working their way up. After relaxing the body, the teacher can have students visualize a scene in a novel or an historical incident, for example, or have them imagine how to face a difficult problem.

 

G. K. Chesterton said, “An adventure is only an inconvenience rightly considered.” I love the quote, and so do my students, although in my mind I often substitute ‘understood’ for ‘considered.’ The quote helps me change how I look at all the unanticipated and possibly stressful events that arise each day. What story will I tell  myself about an event or challenge? Will I be a hero or heroine, fighter of injustice and bringer of light to the world? Or a villain? What I tell myself is of crucial importance. In many ways, it’s my choice, my story. So I need to do it with awareness.  And teachers, what better motivator can you find than allowing students the chance to hero their own stories?

 

For an updated source on thought distortions go to a site by Sam Thomas Davis.

Recognize the Web of Life

 

I heard on the news of the deaths of 12 people in Paris, the cartoonists, editors and writers of the satirical newspaper, Charlie Hebdo, and I don’t know how to live with these deaths. Maybe if it were just this one incident, not the deaths and bombings that followed, not ISIL, not the deaths in Syria, Iraq, Afghanistan, Nigeria, Israel, Palestine. Maybe if it were just this one time I could come up with a story to tell myself, of people who, perhaps, lived lives of such desperation and hopelessness that, in their eyes, they weren’t killing other people at all. They were defending an idea, they were creating hope. Or maybe they told themselves the cartoons hurt too much and they needed the pain to stop. Or maybe they told themselves their religion, their reality was threatened and they had to destroy the threat.

 

 

 

But the explanation doesn’t work. And for good reason. Nothing can justify or explain away their deaths. All over the world, there are too many such deaths, too much pain. For example, in the US there’s New York City. Not just 9/11, but Eric Garner. Deaths of African-Americans by police and deaths of police, Wenjian Liu and Rafael Ramos. To kill someone is not just emotion burning out of control. A story was needed to fuel that emotion and keep it hot.

 

 

 

Humans have lived for thousands of years by creating an in versus an out-group. We live with, cooperate with, love the in-group and often de-humanize the out-group.  We do this with stories or narratives we tell ourselves about us and them. We can’t afford to do this anymore. There are over 7 billion of us now and we’re growing exponentially. This leads to increasing complexity in human relations (and, of course, increasing stress on resources). We cannot continue to support a way of thinking and acting that deals with problems mainly by defining villains to defeat. Or deals with problems by thinking we can just cut ourselves from or discard millions or billions of other humans. We can no longer discard people with a story. Somehow, we must learn, I must learn, how to feel each killing that I hear about with a raw and unexplainable emotion.

 

 

 

Honestly, I don’t know if I can do this. I think it’s too much. It would be overwhelming. How could I work and play when I feel so openly? Even writing this blog is telling a story of sorts.  My work and play and loving can also get covered over or diluted by stories. But isn’t my heart bigger than my thinking? What if my family or friends worked at Charlie Hebdo? Or I lived in Syria, Iraq or my family was killed in New York or Israel? There is no explanation big enough for that pain.

 

 

 

The closest I can come is justice. I shudder to bring it up, as I don’t want to even appear to be diluting murder with economic analysis, but there needs to be justice for the slain, and justice for the conditions that might have contributed to the slaying. People are discarded, dehumanized through economic and political processes even more than by the gun. For one example, when wealth is concentrated in fewer and fewer hands, more and more people are ignored. In the US, real income for all but the top few has gone down since 1978-80. A few days ago, I was watching Robert Reich’s movie, “Inequality For All.” Today, 400 people in the US have more wealth than half of the rest of the population. This trend is worldwide. One billionaire means a million people barely getting by. One billionaire doesn’t buy what a million individuals could buy. Concentrating wealth doesn’t create jobs; it undermines the middle class and the whole economy. What are the implications of a collapse of the middle class and the swelling in size of the ranks of the poor? What happens to people living in poverty who get to see on television everyday the rich living in luxury?

 

 

 

Maybe, if we allow our hearts to feel the pain that others feel, and the pain that dehumanization brings, there would be fewer killings? I don’t know for sure, but it feels right. The only explanation that is viable and works for me to keep my heart alive, is that all of us—all humans, all species, all life—we’re all equally alive. There is no out-group. That’s myth, story. The reality is that we are all in this together. We are all interdependent. To borrow an image from ancient India, we are in a huge web (or net, as in Indra’s net). The world webs together. It’s not even that a tug in this section of the web is felt way over there. It’s the whole universe crawling, walking, screaming, dancing as one. And we need an education in web-being, or as the Zen teacher Thich Nhat Hanh put it, inter-being.