Does Catastrophe Lead To Positive Social Action?

So many people have, maybe forever, been trying to figure out how to improve the political, social, environmental, educational and other conditions in our world. I have been reading two books lately that have helped me and might be of help to others in thinking about social action. I will write about one this week, and the second next week.

 

It is tempting to think that almost anything that can be done should be done in order to stop a wrong from being committed. If the world is on its way to destruction, shouldn’t any act be deemed acceptable to stop it? Last weekend, I heard Sasha Lilley, writer, political analyst, host of Pacifica Radio’s Against The Grain, talk in Buffalo Street Bookstore about Catastrophism: The Apocalyptic Politics of Collapse and Rebirth. She is one of four authors, along with David McNally, Eddie Yuen and James Davis. “Catastrophism presumes that society is headed for a collapse… a great cleansing out of which a new society will be born.” Catastrophists tend to believe “disaster will waken the masses from their long slumber” and act for a utopian revival.

 

We might think Rosa Parks, for example, just sat down on the bus one day and created the bus boycott and civil rights legislation, and ignore all the actions she did before and after that. We might think the Arab spring was one day’s or one season’s awakening. We might think “increase the repression and people will wake up and act.” We might think we should create a fear of the possible end of the world and people will spontaneously rise up to prevent that catastrophe.  Increasing the fear, pain, discomfort of the masses doesn’t necessarily promote social change—it just promotes fear and pain.

 

Such thinking has catapulted the right-wing into the headlines. Back in 2007, in the book The Shock Doctrine, Naomi Klein made clear how a crisis mentality is being manipulated by those in economic and political power to shock people into accepting the unacceptable. After the shock of Katrina, public housing, schools, hospitals in New Orleans were taken over by private interests. After 9/11, the “War on Terror” was turned into a “for-profit venture” benefitting large corporations. The analysis also applies to education, where the right wing controlled media tell us our public schools are in a crisis of poor grades and the solution is privatization. The examples go on and on. Fear does not promote clear thinking; it inhibits it.

 

According to Sasha’s research, Catastrophism is deeply reactionary. It supports the right-wing politics of fear and repression, austerity and gated communities. The power of the right-wing increases in a crisis and capitalism tends to renew itself, not burn out. Social action decreases. When people don’t have a job, they usually don’t organize and rarely demonstrate for better working conditions or a more equal distribution of wealth. They want an income. I think the term is disciplining labor. When there’s no hope, there’s little positive action.

 

Sasha also pointed out that a public space is needed where big groups of progressive people can come together to openly examine headlines, discuss social conditions, and events. Where organizing can be planned and a movement can be born. The corporate media is not that space. Political parties have not been that space. The internet so far (despite blogs such as this one) has not been that space. How can that common space be created? How can a movement be created?

 

I highly recommend Catastrophism. It would make great reading for a social studies class of teenagers or anyone else caught up in a crisis mentality.

 

Summertime 2

This is my second summer writing blogs. Do we all grow up with a longing for summer? Even if we have no connection, as adults, to the school system, summer can remind us of childhood, the celebration of the end of the school year, warm weather, and vacations. And if we’re teachers and don’t have summer school or don’t have to work a second job, (or maybe even if we do) we can have free time once again.

 

The longing for summer is a longing for renewal. What does that mean? This morning, I woke up early and went outside. Two crows were screaming as they flew past. Our home is in a small clearing surrounded by trees, flowering bushes and flowers. 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. 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, mountains, and forests. I meditated every day. I also took classes, in whatever interested me. I wanted to learn something new and meaningful, feel like a kid again, and a student, open, fresh, playful. I wanted to take in whatever I could. We all need this, so we can renew our ability see beauty even in winter; so even when there is too much to do, 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 is a season, a rhythm of nature, a pulse of change. Because of the beauty of summer, it’s hopefully easier to notice and accept change, and thus ourselves. We are alive thanks to change. To breathe, our lungs expand and contract. To eat or speak, our lips change position. We can feel the pulse or all the different rhythms of life. There are biological rhythms. There is the circadian (around the day) rhythm, the 24 hour sleep-awake cycle. There is the ultradian (within or beyond the day) rhythm, a 90-120 minute cycle controlling things like dream cycles and which hemisphere of the brain is dominant. There are monthly cycles. What other biological rhythms do we have? Our blood has tides. Cells oscillate. And all around us, cycles of the moon and sun, cycles of trees and animals. Cycles within cycles.

 

Cycles help fit us together. Not just us, people to people, but everyone to everything. Our internal rhythms can, if we pay attention, link us to external ones like time of day (sun cycle) or time of month (moon cycle). The more in tune we are with nature, the more in sync with ourselves. So this is another part of renewal, to feel this pulse, rhythm, and move with it.

 

T. S. Eliot wrote: “…at the still point, there the dance is …/Except for the point, the still point,/There would be no dance, and there is only the dance.” We can use the stillness of summer to refresh ourselves, maybe learn things like how to dance better, how to better relate with others and our world, and how to teach our students to do the same.

 

 

P. S. One example of not being in tune with nature is the starting time of many secondary schools. High School students in this country are seriously sleep deprived. Their natural rhythm is to stay up later and wake up later than adults. Several studies show that starting schools at 9 a. m. instead of 7 or 8 a. m. would improve student alertness and performance and decrease absences and depression. Students at several schools, including the Lehman Alternative Community School where I used to teach, brought such studies to the school board and were successful in pressuring this welcomed change in policy.

Orienting Ourselves

Every morning when I wake up, I resurrect the world. I check the time, look out the window, remember my schedule. When at home, I especially check up on those I love. I look over to see if my wife is next to me. I look for each of my three cats and worry if one is missing. They have a cat window and go in and out at will. I think of my Dad and other family members. This is, of course, what caring and love entails. But love, especially when it leads to marriage or an ongoing relationship, is much more than the emotion of love. It is part of my identity. It is a way of saying ‘yes’ to the world. So every morning, to orient myself, I check on those I love.

 

If I don’t find one of our cats, I think of him or her as lost, missing. Lost is an awful place to be. It is a black hole in my consciousness that disorients me. Being lost, or not knowing what has happened, makes my day difficult. I try to fill in the hole with conjectures but can’t quite make any conjecture stick.

 

We create this disorientation or sense of something missing in many ways. It is one primary way we torment ourselves. I formulate a goal and create a sense of something missing until the goal is achieved. I see something I want and feel the lack of it until I get it. I have a discussion with someone and don’t say all that was in my heart to say, and feel what was unsaid as a missed opportunity or a lie. I have an idea of how my class will go; I have my lesson plan. But if it doesn’t go as I wanted it to or how I thought it should, I feel bad afterwards, or that I am just not as good a teacher as I should be. And then there are the ways other people/institutions treat me or I interpret how they treat me. These lacks are disorienting and knock us off-center.

 

It is easy to lose sight of how we each orient ourselves. A few years ago, I was on my first visit to Turkey. It was a tour, and we were in a new place every second or third day. I woke up one morning with a sense of panic. I didn’t know where I was. The smells were confusing, and the curtains opposite the bed were clearly not from my home. We think we wake up and are just there, wherever there is, and don’t realize what goes into being there, or here.

 

In Buddhism, this sense of lack is likened to thirst. When we’re thirsty we feel the pain of missing fluid and nutrients. Our body needs nourishing. But how do we think about our thirst or what story do we tell ourselves about how to fill or end it?

 

We often try to fill this lack and orient ourselves with beliefs, ideas, identities of all kinds, often stories and images of who we are as somehow separate from the rest of the world. A story can fit elements of the world into a narrative in order to make sense of it all. Space and time are how we lift the story of our self from the pages of memory, emotion and intellect into the three (plus) dimensional world we live. The world is whole and complete. But the story is never complete, and can’t be completed. Reality always far exceeds our ability to imagine, explain, or write about it. To expect any story to fully capture or complete us is doomed to fail, is doomed to add to our sense of thirst, confusion, or of something lacking in us and/or the world.

 

We might never be able to totally free ourselves from narrating our lives. But since this story making is near the heart of our world, when we slow down our thoughts and aren’t judgmental, we can be aware of what we do and how we do it. We can step out of any particular story of lack but not the reality of how stories are created. Zen teacher Albert Low said: “When we awaken, we do not awaken from the dream; we awaken to the dream.” We can realize ourselves as the story-maker, not just the story; or more accurately, as the act of creating, as well as the creation, a moment when the world speaks, not a separate self. When that happens, we are more clearly oriented and the story that is written is likely a good one, and a loving one.

The Story and the Reality

A big event occurs. You graduate from high school or college, you win the lottery, get married, and what do you expect next from your life? You imagine the joy of seeing the winning numbers going on forever. You imagine the ceremony, the parties, the honeymoon. But after the celebrating, what then? Do you imagine cleaning the house? Taking out the trash?

 

We expect the world would be changed or we would be changed. That the quality of our experience of life would be better, heightened, maybe. Or the quality of our mind would be different. And it is, but not like we expected. We are always changing. But we easily get caught up in the idea or the story we tell ourselves and miss the reality.

 

Daniel Kahneman described this as a “focusing illusion.” When we’re thinking about the wedding or the graduation, it is big, tremendous. When we’re in school, we might think that, when we graduate, life will be so different. Or we’re in love and imagine that, once the love is celebrated and wrapped in the marriage license, we will feel more secure and loved. But what we find is a new moment and a new day. We forget about adaptation, getting used to living with a spouse or getting used to the job or whatever it is we do after graduation.

 

We forget where feelings come from. We think the person we love creates the love. We think the achievement creates the thrill of success. We forget that to feel loved one must love. To be touched, one must touch. Jack Kornfield wrote a book called After The Ecstasy, The Laundry. We can even view enlightenment, whatever that is, in the same way. “Once I get enlightened, all will be different.” Or, “If only I’d get enlightened…”

 

All we ever have are moments. Hopefully, most of these will be spent with more clarity than confusion, more compassion than anger, more love than greed. When I first fell in love with Linda, the woman I eventually married, I wrote a poem in which I described her as “the apple-mad lady with a third eye.” We built a little cabin in an orchard and sold apples with friends and made apple cider. I saw her as almost a goddess. Guess what? Neither of us was either divine or, thank God, even an approximation of perfection. Our feet were very much made of clay, or skin and bones, and we made mistakes. Yet, luckily, we stayed together.

 

A marriage agreement* proclaims (I hope) that you will, henceforth, be real with each other. What first attracted you to the other person will eventually become an obstacle to really seeing the other for who she or he is. Once the illusion is over, some retreat; some mistake this as a signal to leave the relationship. But really, this is the moment of awakening. Now you are real, to see what was always there; now you see yourself and the other for what you both are, not for what you wanted from the other, not for your own projection. The other can be seen to exceed whatever you can think, explain or contain. As you affirm your commitment, you affirm not only the relationship, but you take yourself to a deeper level. The other is accepted and you are accepted, too. The same with a graduation ceremony, getting a new job, whatever.

 

As we let go of trying to contain reality or to protect ourselves with ideas, the richness of our life expands. We learn to trust ourselves to an unanticipated depth. The storytelling about our lives continues. But we recognize ourselves clearly as the storyteller, not the story.

 

 

*This is adapted from the text of an original marriage ceremony I performed and inspired by a Carl Jung analysis of the anima/animus archetypes.

 

Myth, Meaning, and Social Change

I was in college during the 1960s, the heart of the war in Vietnam and the struggles to end the war. Like many people I knew, I went to protests in Washington, D. C., the Pentagon, New York City, and downtown Ann Arbor where I went to college, so many places to protest. Protesting became a frequent and necessary act to right wrongs. And there were many other wrongs to right— unlawful arrests of protestors, police violence, inadequate welfare payments to the poor, etc. I felt that I was part of history and my life was immersed in meaning.

 

And when the world didn’t change fast enough our discussions became disturbing. How far do you go to fight for a cause? How far do you go to create a revolution? Do you bomb buildings? Attack police? One day, I was accused of being part of a “pacifist conspiracy.”  I was a marshal at a protest. Some of the protestors, with the idea that newspaper headlines of police clubbing demonstrators would get us more sympathy and support, tried to break through the prearranged lines and attack police. We marshals stopped them.

 

Very recently, a former student started a discussion with me that followed along these same lines. The discussion shook me up. Maybe people with a conscience today are asking the same questions that have been asked for hundreds of years. There are so many injustices. Change can take so long, compromise can seem a sell out. How do you stimulate positive change?

 

Many people feel their lives have little meaning and they work so hard for so little. It is important to feel your life has meaning and it is necessary to act to make the world better. So, isn’t it right to act, even to make bombs and physically hurt others, in order to do something meaningful?

 

No. I think that you can’t start a social action or commit violent acts of protest because you want to find meaning or be part of something “greater than yourself.” You do it because of the importance of the act itself and its consequences. Acting for a cause or to right wrongs has huge psychological, even mythical, power. By joining a cause, you join Odysseus on his journey and the legions of the godly. You feel you are the good, the righteous, and all your problems ultimately derive from the one source you oppose. Once those with other views are labeled as evil enemies, all sorts of crimes can be enacted upon them that you would never contemplate doing otherwise. You know this. Almost everyone feels their perspective is correct, is the right one. It is so easy to feel that after the struggle, after the war, like in World War I or World War II, all will be different and better. However, as recent wars have shown so clearly, what many find in battle is both never ending and too disturbing to forget. We mustn’t become our own enemy in opposing a wrong.

 

Social action is necessary, even crucial, for our survival today. But our actions must proceed from understanding that the aim of social action is changing the viewpoint and thus behavior not of mythical monsters but of other humans. No mythological thinking should ever be used to make killing or hurting others easier to do. The aim is awakening others and ourselves to the relationship of mutuality and interdependence that we all have with other humans and the planet itself. Gandhi, for example, had rules for changing the world. One rule: “You must be the change you want to see in the world.” Is your action consistent with the world you want to create?

 

Violence, injustice, racism and the other isms, and war are the enemy. Ignorance or a lack of awareness, empathy and compassion, are the enemy. The institutionalized forms of these attitudes and conditions need to be brought to the forefront of awareness of the human community and confronted. But we can’t forget that how we do it is as important as that we do it.

 

A note for teachers: Many secondary school social studies classes already analyze how propaganda dehumanizes the people a group or society oppose. Propaganda dehumanizes by mythologizing. If you can do so, use the links in this blog to help add discussions of mythological thinking and archetypes to the curriculum. Students need to understand how easy it is to get lost in the stories and myths we create.

 

*Photo: The Lion Gate of Mycenae, home of mythical Agamemnon.

The Relationship of All Humans

A relationship with another person, even one of long standing, a friend, colleague, a spouse, can seem so strong but in reality be so delicate. It is important to recognize this. We expect emotional ties to bear so much, to tie people, families, groups together. But emotions are just thoughts, feelings, sensations. They are ephemeral; like air, they can be moved or changed so easily.

 

I look at my wife, Linda, and realize how much better my life is because of her. I think more clearly because I can talk with her and gain new perspectives. The more I feel love, appreciation and gratitude, the more I allow her in, the more I enjoy my day. Yet, despite all that, sometimes I lose it. I don’t feel the connection. I feel what I feel and think what I think but what she feels or thinks is beyond me. I relate to her as if she were a means to an end, my own projection, simply the source of my own satisfaction. And then I feel separation and the fragility of our life together. I become aware of what I am doing and how easily I could lose her, and I wake up.

 

Society is also a relationship. Of course, there’s more to it than that, just like there is more to a marriage than emotion. There’s history, often there are children, homes, possessions; and for a society, institutions, buildings, roads, laws and social processes. But what do any of these mean without the sense of relationship? We spend most of our time each day in human constructed environments with other human beings. The beauty and necessity of our cooperation with others surround us. Yet, often we lose it. We treat other people as means to our own ends. We treat cashiers like the machines they control. We treat other drivers as obstacles to pass. We treat people we barely know with the briefest of recognitions and people we don’t know are ignored or worse. There are so many people around us. How can we do anything else?

 

And the more we harden our personal borders and think of ourselves as somehow separate from others, the more pain we feel, and the easier it is to go from indifference or ignoring others, to hurting. It’s easy to lose the sensed recognition of relationship.

 

And once a relationship breaks, or you hurt someone, bringing it back together is difficult. Once a society breaks, it can’t automatically be put together again. When social problems and problems between nations or groups arise, as they must, they can only be positively dealt with by feeling a relationship. When I hear our political leaders talk about other leaders with obvious lies or malice, or I see in the news racist killings or bombings, I feel the fragility of human society. You can’t bomb a nation and expect it to become your ally and pull together harmoniously. You can’t kill those you disagree with and label as evil and then expect peace to reign or a utopia to spontaneously arise from the coffin. As a political leader, you can’t speak maliciously about other leaders of your own nation and claim you only want a revived union. You can’t favor the interests of a tiny minority and expect the vast majority to peacefully accept the degradation of the quality of their lives and communities.

 

We live in relationship with others and our world. This relationship, and our very lives, is more fragile than we like to recognize. Only by increasing our ability to feel and think with a clear sense and appreciation of this relationship will we be able, as a species, to live well, and possibly, to live at all.

 

This post was syndicated by The Good Men Project.

Did You Ever…

Did you ever walk into a bookstore, or any store, and there, on a display table, was exactly what you were looking for? You might not have even known what you were looking for until you found it. But there it was.  And you knew it. Or, you go into a bookstore and you have a question in the back of your mind. You open a book—and there, on that page, is the answer to your question. You can tell that I like bookstores.

 

Or, I wake up and know I have to work on writing my blog. And I pick up some essay or book that feels meaningful or appropriate to what I’m writing. I’ll read three of four pages—and suddenly I have an insight or idea to write about. Or I drive into town, thinking I need to ask someone a question or I worry about how someone is feeling. I park my car and walk a few blocks and there she is, coming right toward me. You know these experiences, right? They don’t happen often, but when they do, life seems just right.

 

Some people, like Carl Jung, have called these experiences “synchronicity” or an “acausal connection through meaning.” According to a book by physicist Victor Mansfield, synchronicity is a correlation between outer and inner events that is meaningful to the person (or persons) involved, but one event doesn’t cause the other. My thinking about the person doesn’t cause her to appear, yet there she is, and it feels meaningful and even mysterious to me.

 

Can a similar thing happen even in a conversation? You don’t know, at least not consciously, what it is you want to say to the other person. But suddenly, it’s there for you. Maybe you even know you had to say something to a friend and you couldn’t figure out how to say it. You fretted, worried, and imagined all sorts of negative results. But then, you are with this person. And your heart opens and you just say it and it’s perfect. Is this the same as what happened in the bookstore? The first examples are, apparently, a synchronicity between internal and external events. In the second, it seems to be all “internal.” Is it?

 

All I know is that sometimes my attention is awakened. I feel more alive and clear headed. And then I know what to say or do more than at other times. Does meditation assist this? Practicing compassion and empathy? I think so. Or is it just luck, whatever that is?

 

It’s valuable that teachers and parents talk with their students and children about how they experience their lives. This includes not only thoughts, emotions, and ethical quandaries, but more subtle experiences like synchronicity. Why? Because it happens, and it’s one of those moments to savor. There are so many inexplicable moments in life. Savor this and other mysteries might be revealed, other questions answered. And by doing so, teachers and parents communicate to children the value of their lives, the value of being aware of their experience, and the value of sharing and examining one’s own experiences with others.

Sometimes, The Best Thing To Do Is Sit With It

Some people think critical thinking is very difficult and that it’s all about hard work and great, even unnatural effort. This is obvious in many schools, where learning is considered work prescribed by teachers, administrators, even politicians who know “what is best for students.” They want students to learn on schedule as if they were products on a factory assembly line. They try to cement this attitude in place by testing and judging students in ways that are convenient for policy makers and administrators, not students; that yield easy numbers, even though the meaning of those numbers is highly unclear and the evidence predominantly shows such assessments do more to interfere with learning than assist it. When the mind is overfull and frightened, focused on appeasing others with test scores instead of meeting and uncovering one’s own drive for understanding, then learning and thinking is difficult. ‘Education’ comes from ‘educere,’ meaning ‘to draw/lead out,’ but too many forget this.

 

If we want clear thinking, that is critical, independent and creative, we need to work with our students, not against them. We need to bring their lives, their questions into the curriculum. This can be done in ways as simple as asking, at the beginning of the year, what they already know about the topic of study and what questions they want answered, to giving choices on assessments and projects or even creating a class based on their questions. This can be done by thinking of the classroom as a supportive learning community, not a factory or competitive raceway. We need to teach in ways that utilize natural mental processes. We need to teach how to hit “refresh,” clear away mental and emotional obstacles and lethargy.

 

Ask yourself, when is your mind most fresh and clear, most ready for thinking? For me, this has changed. When I was in college, my mind was clearest late at night, when everyone else was asleep, the city was quiet, and I let go of what I felt I “needed to accomplish.” I could just sit with whatever.  Nowadays, it’s in the morning. I wake up with my mind refreshed. Any concern or question I had before sleep was now unconsciously processed. Creativity theory calls this aspect of mental processing, of finding ways to let the mind go quiet, “incubation.” Incubation is not only about sleeping on a question. It is “letting something sit.” It is a time to take three deep breaths, relax, do something different, exercise, sit under an apple tree, smell a rose, and have fun. For teachers, it’s time to give your class a sunshine break. So, why not apply this knowing of how and when you think most clearly to critical thinking? To learning? Let your mind-body marinate whatever questions, problems, concepts it faces. Incubation, or “sitting with it” refreshes mind.

 

Another way to refresh mind is mindfulness practice. It helps you monitor your thinking moment-by-moment so you know better when you are losing focus or getting diverted by other interests or emotions. It uncovers whether an answer “feels right” and not just intellectually looks right. It clears and focuses mind so it is attentive, ready, present. It is like waking up in the morning with a clear, attentive mind.

 

You need a break because when you have to examine complex materials in-depth, the brain has a great deal to handle. It can’t organize and digest too much material at once. So, once you’ve immersed yourself in the material that you need to understand and analyze, once you’ve engaged in thorough research and explored different theories or explanations, then stop the direct mental push and the effortful striving. Stop the urge to jump to hasty conclusions and easy or habitual answers. You need to allow the mind to switch out of conceptual understanding and analysis. Allow the brain to work at its own pace to integrate all the material and work with the natural processes of your mind. The result of this process is an inner quiet, decreased anxiety and increased insight. Later on, you need to test, question the insight. But first, you need to let it come.

 

Even when you think you have no time, or maybe especially then, remember to take a moment now and then and focus on one breath, then another. For example, at the end of the school year, when you have so many tasks to complete. By giving yourself time, you gain, not lose, time. Why is that? Your mental attitude changes. You focus on one thing each moment and so feel less rushed and think more clearly. You sit silently in the center of your life so you hear the universe, in one location, speaking to itself. And what a beautiful sound that can be.

 

 

*Photo: Maui, Hawaii.

What Will the Future Bring?

You can’t help but sometimes wonder about the future. Thinking about what will happen next, will I graduate with honors, will I ever find love, will I die alone, will my book get published, what will I have for dinner? Isn’t this what all of us do at times? Prognosticating the future is not just the realm of scientists, weather people, soothsayers and diviners.  To understand anything or know what actions to take, to know what is ethical or even practical, I need to examine what fits, what feels right, now. But don’t I also need to examine the consequences of my actions? “If I do this, what will the result be?” Each action in the present presumes a future, a particular future. Each step I take, each act and view I express, helps set the conditions for the next moment. So, I need to carefully consider what future I am helping to create.

 

Barbara Ehrenreich recently reviewed two books, “Rise of the Robots” and “Shadow Work” which look at present trends and try to read the future those trends are creating. Martin Ford, author of “Rise of the Robots” documents how our push to embrace technology and automate everything threatens everyone, threatens 100% unemployment. Although “we the people” are getting better and better gadgets, wealth and power gets increasingly concentrated.  The threat of a dystopian future (as portrayed in Hunger Games and other movies and novels), of a plutocracy living in “gated communities or in elite cities, perhaps guarded by autonomous military robots or drones” looms over us—or so sspeculates Martin Ford. What happens to “we the people” when we have no meaningful work to do? What does this technological push tell us about ourselves? What can we do about it? “Shadow Work” by Craig Lambert documents all the unseen jobs that technology adds to our lives—deleting spam from our email, reviewing “terms and conditions,” creating passwords for websites, etc..

 

Of course, this concern about technology is not new. Possibly ever since there were people (or possibly even before modern humans appeared in the world), there were those who looked to new tools and weapons to make a brighter future, to make life easier or safer or more enjoyable, as well as those who doubted the efficacy of looking to technology to improve life. For example, people in my school have sometimes been called Luddites for doubting claims made by computer companies, school administrators, and even other teachers that computers would reduce our workload or improve our ability to teach or make teaching easier. According to a recent NPR program on All Things Considered, the original Luddites were cloth workers fighting to preserve their livelihood. They rebelled, during the English Industrial Revolution, against the introduction of machines to displace workers and were labeled unthinking opponents to progress. They said machines would not only displace workers from sometimes good paying jobs; they would concentrate wealth in fewer and fewer hands. The Luddites not only argued against but physically acted to destroy those machines and were jailed or executed for their actions. The spokesmen for the wealthy machine owners argued that the Industrial Revolution would make life better for everyone. The industrial revolution did bring huge changes to human culture. But it could easily be argued that it wasn’t until after the depression of the 1930s and after World War II was over, that substantive benefits from this revolution would begin to reach most people in Europe and the US, let alone the rest of the world.

 

And now we have a new revolution, a new realm of machinery displacing workers and concentrating wealth—information machines. So, were the Luddites actually correct? And will the new “Luddites,” who advise caution on information technology, also be correct about the negative effects of this technology hidden behind all the glitz and conveniences?

 

I have to admit that I’m divided. I fear Ford is correct, yet don’t think his view of a bleak future will come to pass. I think that as we create new technology, we will also create better ways to live with it—or so I hope. I hope more humans will learn that a good life doesn’t come through projecting emotional fulfillment into a gadget. It comes through better understanding of our own mind and how our actions in the present help shape the future for everyone. I hope this isn’t just hope.

 

*Photo: Trojan Horse from movie Troy, in Canakkale, Turkey.

 

Endings

What are helpful ways to bring the school year, or anything, to an end?* How do you pull everything together so the year concludes on a high note and you don’t try to cram in too much and stress yourself and everyone else? One complaint I heard from students (about other classes, of course, not my own) is that by the second week of May they suddenly have too much to do and they claim no one prepared them for this.

 

And teachers, when preparing students for the standardized tests at the end of the year, can wonder if they did enough. They can be angry at the state for imposing new requirements; angry at the principal, a student or themselves if they feel they didn’t teach well enough or an issue remained unresolved. Stress arises whenever something lingers that you feel you can’t control or handle.

 

While it might seem difficult, a teacher should begin the year by planning the end. Ask yourself, what do you want students to be able to do at the end of the year? What skills, knowledge, and deep understandings do you think they should have? What standards must they meet? This is the backwards design process. Once you know where you’re going, you can develop a process for getting there—and let students know the plan. I encourage you to take a further step and have students help in the course design. Find out, once you have answered the above questions for yourself, what students want to know and think they need to know. By incorporating students into the course design, they will be better prepared, and engaged. Maybe part of the crisis mentality at the end of the year comes from students having distanced themselves from the class at the beginning.

 

In a good year, the end energizes me. I wake up to the fact that I have so little time left with the students. I want to give them whatever I can. Even if I am tired of all the effort teaching takes, I don’t mind so much. I pay closer attention. I feel the value of each moment. During the year, I sometimes resist the work; now I can’t.

 

Not being prepared for the ending can occur not only in school, but anywhere–when a relationship breaks up, or there’s a death, or you’re preparing for an event. It can be a total surprise or shock, make you feel like something was going on of which you were totally unaware. You might feel you weren’t paying attention. If so, one strategy that might help is to pay attention, moment by moment, to your feelings, or to whatever arises.

 

Why don’t people pay attention? Think about why you don’t. Some scientists argue that frequent use of multitasking with social and other media doesn’t help. And attention training is not usually part of education. ‘Attention’ comes from the root ‘attendere’ which literally means to reach or stretch towards and can also mean mental focus, interest, and caring. You show you care with your attention. Attention requires energy. You might not pay attention because you don’t care or you consciously or unconsciously resist the experience. To attend well, embrace well.

 

Also, you might stop paying attention because it reminds you of the very fluid nature of the world. Change can be upsetting, or a relief. Taking a breath means change. Perception is change. Learning is change. This goes way beyond what I understand. But I do know that fear arises when I cling to an end as if it continues and does not change. Even endings end. Change is another way to say living, feeling, understanding. I need to trust in my ability to know, however incompletely, and feel the living world.

 

So, it’s helpful to learn for yourself and then to teach students about attention. Teach about caring for the moments of your life. Mindfulness can do this. With mindfulness, there is more clarity about what needs to be done, more kindness, and less stress. Try the following practice:

 

Take a moment. Let your eyes close and your mind relax. Have you ever just sat by a stream and watched the water pass by? Picture that stream, the water, the scene around it. Maybe there were trees nearby. Maybe there were rocks in the streambed around which the water streamed. Eddies were formed by these rocks. Some were small eddies, some large. And the water continued on, adjusting. Notice that you can focus either on the constantly passing water, or the whole– the trees, the rocks, the streambed, the sky. The two types of perception, on an individual rock or drop of water, or on the whole scene, support each other. You can go from one to the other fluidly. Maybe you could see the sunlight reflecting off the water, sparkling, like a jewel. Maybe you could feel a sense of comfort in looking at the stream as a whole and the scene around it. Just feel it. Isn’t there is a sense of beauty in the whole? Just take in the whole scene and rest in it. If any thought comes, or feeling, let it be carried away in the stream and then return your mind to the whole.

 

We all draw conclusions, about others, about the state of the world and, of course, about how our day, month, or year went. These conclusions can be a way of trying to exercise control over our lives, trying to create a secure image of the past that can be projected into a secured future. We are also creating an image of who we are. “The year went well; I am a good teacher.” “The year sucked. Do I suck?” But can a year be summed up in any judgment or statement? Is any thought or abstraction of an event as encompassing as the event itself? Specific lessons can be learned. But other than that, is it possible to hold our images and ideas more lightly? Can we enjoy our memories without being so judgmental?

 

It’s helpful to reflect on and appreciate, at the end, all you’ve done and learned. The value of reflection at the end is not only about what lessons you have learned but about coming back to your life right now. It is to view being in a classroom or anywhere from a larger perspective. You are a human being living a life of which this school, this situation is just a part. The purpose of an ending is to bring you back to where you began: vulnerable, not knowing what will happen, but open to what occurs. In a classroom, that means at the end of the year, reflect not only on what has been learned in school, but what does being in this situation feel like right now. What do you feel, now, about this new, unknown, beginning, and about going on with your life without the structure of this class? Always return to the reality of being a human being, in relation with others, now.

 

*This is a newly edited version of an older blog about endings.