Raging Metaphors: Are We in A Race? A War? Or on the Verge of a New Revelation of Who We Are?

How do we communicate what we’re going through right now? How do we select from the infinity of choices and realities that we face where to focus, and where to begin any narration?

 

We are certainly in an age of superlatives and metaphors. Ordinary language or speaking as we did maybe just 10 years ago, feels inadequate. The news often leaves us mute, if not angered, fearful, crying, or laughing at the craziness. It can feel like language itself is on the edge of failing us. Or maybe we are failing it; maybe we humans, or many of us, are failing in how we use one of our greatest inventions, namely complex, structured, and symbolic language.

 

We think of the primary job of words as helping us communicate and thus survive, but to do that it must aid us in perceiving reality more clearly and in better communing, coming together with others. The words we use, and the metaphors we create, shape how we perceive, understand, and act. Metaphors, as George Lakoff and Mark Johnson explain in their book Metaphors We Live By, are not just beautiful or extravagant ways of talking, but the way we define and frame reality. Truth. And relate with others. If we think of a moment talking with another person as a battle instead of an exchange of views, we are more likely to become physically embattled.

 

Or maybe words are working too well. Words could always be manipulated to deceive, distract, and hypnotize as well as utilized to analyze and focus. So maybe today our words are succeeding more in hiding than revealing. Maybe our words are failing to bring us together because too many of us are not examining our words to discern if they are bringing us closer or further away from the reality we are talking about.

 

And I realize I’m being contradictory, using language to point out how our language use is possibly failing us.

 

Today, too many political leaders are spreading disinformation, flagrantly distorting words, butchering language, and by doing so bringing us to the edge of butchering each other. The GOP have built a wall of lies dividing this nation of millions of real people into saviors vs devils, two sides in a war, 2 ends of a rope.

 

They are striving to win, to seize power at any cost, even if it means treating fellow political leaders, who used to be colleagues or at worst opponents, as enemies. The GOP lie about the 2020 election even though this undermines faith in, and the workings of, the government they swore to protect and serve. For example, they called a violent attack on Congress to stop a democratic election “legitimate political discourse.”

 

DJT labeled the FBI as an agency with a long, unrelenting history of corruption. Yet, while in office, he tried to force the FBI to serve his personal interests over the nation’s, and fired the FBI director partly to stop an investigation into himself and his own long legacy of corruption. DJT and his GOP sycophants attacked the FBI’s legal seizing of documents he had illegally taken from the White House and secure quarters by saying if they can go after an ex-President, they could go after anyone⎼ when that is precisely the point of a law, that it applies or should apply neutrally to everyone. Their blatant, malignant distortions sometimes evoke an anger so deep we can shout but not speak.

 

So which metaphors fit best?…

 

 

*To read the whole post, please go to The Good Men Project.

Sherlock Holmes and the Case of Lies and Hate

I grew up with a love of Sherlock Holmes. Millions of us have. When I was teaching a class on logic and debate to high school students, I used a book of quotes and incidents from Sherlock’s cases to study critical thinking and teach informal syllogisms. So, when I saw a review of a modern version of the detective, not written by Arthur Conan Doyle, and read about the plot, I was intrigued.

 

The author of the book is Nicholas Meyer, a contemporary scriptwriter as well as novelist. It’s called The Adventure of the Peculiar Protocols. The plot is built around actual events from the past that are still haunting the present.

 

The Protocols mentioned in the title are actual screeds, lies, disinformation that were first published in the nineteenth century and, unfortunately, have been reproduced even today. They are called The Protocols of the Elders of Zion.

 

The document was created to deceive people into believing Jewish leaders had come together to plot the takeover of the world. In the novel by Meyer, Sherlock is asked to find out if the plot is real and, if not, expose the lie so the truth could be revealed.

 

In truth (as well as in the novel), the Protocols were plagiarized from a work of satire called The Dialogue in Hell Between Machiavelli and Montesquieu, by a writer named Maurice Joly in 1864. It included no mention of any Jew. According to Wikipedia, Joly’s piece was an attack on Napoleon III, elected President of France who later made himself absolute ruler.

 

Joly has Montesquieu speak in support of democracy and argue that the “liberal” spirit in people was indomitable. Machiavelli argues it wouldn’t take him even 20 years to “… transform utterly the most indomitable European character and render it as docile under tyranny as the debased people of Asia.”

 

In the end of the satire, absolutism wins, and Montesquieu is consigned to remain in hell.

 

The piece would have been consigned to oblivion, except probably for Pyotr Ivanovich Rachkovsky, head of the Russian Okhrana or secret police of the Tsar Nicholas II. He commissioned a re-write, to replace the attacks on Napoleon with attacks on the Tsar. And to turn the meeting between two dead philosophers in hell to a meeting in Switzerland by Jews.

 

In the original, Machiavelli argues “Men must not scruple to use all the vile and odious deceits at their command to combat and overthrow a corrupt emperor…” Just change a few words and we get the tenth protocol, “Jews must not hesitate to employ every noxious and terrible deception at their command to fight and overturn a wicked Tsar…”

 

And there were in fact meetings by Jews in Switzerland in the nineteenth century, but they were not secret. They were Congresses called to create a Jewish state. Unlike the plot of the plagiarized and fictional Protocols, the meetings had nothing to do with overthrowing the Tsar or any other state.

 

The document was created by Rachkovsky as disinformation, to stoke a fear of Jewish people in the Tsar and hate in the Russian people⎼ and to justify anti-Semitic violence….

 

**To read the whole article, please go to The Good Men Project.

The Cold of Winter, the Heat of Summer, and our Neighbors are not Abstractions

It’s snowing again. It has snowed heavily for a day or two, lightly for over a week. More snow. More cold.

 

Yet, it’s beautiful. White flakes fill the sky. When the wind speaks, the flakes whip around, the air itself excited.

 

How can we look at the snow and simply enjoy it, see only the white flakes, and see no other time but this? Back in November, the first snowfall was exciting. I couldn’t help but let my eyes delight in it. But now?

 

The snow and cold is what we mean by winter. Winter is not just a date on a calendar and time not just an abstraction. Dogen Zenji, a 13th century Japanese Zen teacher said, in reference to spring, “The time we call spring blossoms directly as an existence called flowers.” The time we call winter falls directly as an existence called snow. If we don’t like the cold, we can’t suddenly decide to love it, but we can love the fact that we can feel. Then, although we won’t suddenly warm up, rip off our winter clothes and run naked in the snow, we can be naked in our response and dress accordingly.

 

When we feel something we don’t like or that threatens us or is hurtful, we turn away. This is crucial to our survival. And when the threat is ongoing, we might want to turn away from anything or everything that reminds us of the danger. This can give us needed relief whether we’re facing immediate danger, trauma, or a malignant political administration.

 

But also crucial is noticing⎼ are we protecting ourselves from the threat, or from feeling the threat? Or from both? It’s awful to fear our fear so much we can’t see clearly what frightens us. We then don’t take needed action. As much as we are able in each moment, we need to see clearly enough to act.

 

Even though it was cold and snowing, I shoveled the path from my house and then took a walk up our hill. It was tough going. My wife and I live on a fairly steep rural road. A neighbor, who I had gotten to know slightly since I started taking daily walks during the pandemic, was out shoveling. After greeting him, he said to me, “Where is global warming now?” I thought, at first, he said it as a joke, but then realized it was a barb. We had had discussions about the climate before.

 

He said natural events, like volcanic eruptions, magma and the clouds they cause are warming the earth, not humans. I replied that global warming did not mean there would no longer be snow or cold. It meant there has been a raise in average temperature all over the world and an increase in destructive weather events, all happening too fast for it to be explained by volcanoes or other non-human processes.

 

I realized he wasn’t really listening to me and, distressingly, I didn’t have all the facts at hand. So I tried what I thought was common sense. “Isn’t it logical that all the air pollution caused by human manufacturing, fossil fuel energy, etc. would cause problems? That the released gases like carbon dioxide would create a sort of hothouse effect over the earth? And that we bear most of the responsibility for this increase in global temperature?”

 

He didn’t seem to know or want to know anything about carbon dioxide. So we switched gears. I wished him a good day and continued on my walk, resolved to go online when I got home to update my knowledge of global warming….

 

To read the whole piece, go to The Good Men Project.

What Do We Do When Faced with Someone Who Proclaims the Coronavirus a Hoax?

The Coronavirus, and DT’s mismanagement and exacerbation of it, has put many of us in a state of stress, grief, anxiety and trauma⎼ and that doesn’t count the feelings of those who have been sick or have lost a loved one. So what do you do when faced with someone who believes the coronavirus is a hoax and refuses to wear a mask? How do you talk to such people without losing it in anger or dehumanizing them as they might be dehumanizing you?

 

This is becoming too familiar a situation. Political discussions are notoriously difficult to have, and the coronavirus has become severely politicized. We have the example of DT refusing to wear a mask. In Georgia, where the coronavirus is spiking, where 50 people died yesterday (7/15) and 3,441 new cases were reported, the Governor sued the Mayor of Atlanta for issuing a mask ordinance. The lawsuit comes one day after the Governor issued an executive order suspending such mandates. He did not sue any of the other cities with mask ordinances.

 

There have even been instances where store clerks have politely confronted customers, or one person on the street confronted another, and the response was violent and in a few instances, deadly.

 

But let’s say we know the person, they are not prone to violence, and we are facing them, maskless, on the street or in a store. It might help to be prepared.

 

In all the cases I know of, the maskless person was white, often but not always, male, so just imagine a white male. What might be going on in his mind? It would be helpful to hear his response and not make assumptions.

 

So I imagine asking him, directly, “Why aren’t you wearing a mask?” Of course, his actions put the health of other people at risk. But in his mind, there might be no risk, because the threat is unreal. A lie even.

 

Maybe he is only listening to GOP politicians and right-wing propaganda sources and hasn’t questioned what he heard. To him, Dr. Fauci is the threat. News outlets that check the reliability of their sources, like the NY Times or the Washington Post or NPR, are the threat. Simply presenting facts as we know them won’t work.

 

Maybe deep down he feels powerless and his belief covers that up, replaces it with the potent sense that he is one of the select few with the inside information. To him, I am a dupe, blinded by the “media” or whomever, either lacking information or the thinking capacity to see through the deception. And what a deception it must be. Just think about all the people in the media, politics, police and medical profession that must be conspiring together to create the hoax.

 

And he must not know anyone who has gotten sick or died. He must not know anyone who has cared for or treated or is the friend or loved one of one of the sick and the dying. He might not know that according to a recently released report by the CDC, people of color are 3 times as likely to become infected with the virus as white people. Or maybe he doesn’t care. Maybe racism is involved, and another sort of conversation is needed here….

 

To read the whole article, please go to The Good Men Project.

Exploring Our Humanity with Mindfulness: What Our Bodies Can Teach us

How can we, as teachers, use mindfulness, visualization and inquiry practices to study history and what it means to be human? One way is to look clearly at our own body and the way our mind works. We often overlook the obvious. We are our own most direct example of what it means to be human. And what could be more important in this time of high anxiety and threat than a better understanding of our shared humanity and ourselves?

 

Ask students: Did you ever consider that inside yourself might lie answers to some of the deepest questions about human history and what it means to be a human being?

 

Standing Practice:

 

Ask students to stand up from their chairs and stretch. Raise their hands over their heads, rise up on their toes and reach up to the sky. Then drop their heels and stretch to one side and the other without getting too close to their neighbor.

 

Say to them: Now stand with your feet about shoulder width apart, hands resting comfortably at your sides, eyes partly or fully closed. Put your focus on your breath. Feel how your body breathes in, and then out.

 

Put your attention on the area around your eyes and feel what happens there as you breathe in. Do you feel a slight expansion in the area as you breathe in? Then breathe out, and feel how that area breathes out. You might feel a release of tension, a settling down. You can feel the same in your jaw as you inhale, and exhale.

 

Then put your attention on your shoulders as you breathe in. Do you feel your shoulders expand as you breathe in? And as you exhale, feel how they contract, pushes air up and out.

 

Then put your attention on your hands. They, too, breathe. As you breathe in, feel your hands expand with the in breath—and let go, settle down with the outbreath.

 

As you breathe in, feel the air with your whole body. Feel the space around you, in front, behind, at your sides. And as you breathe out, just allow your attention to take in how it feels to stand there, strong, relaxed, and attentive.

 

What does standing upright like this enable you to do? Dogs or cats are amazing beings. They can leap, twist, and run for a short distance faster that you. They can smell and hear better than you. But not see better, not see over the grass or tables as well as you. A dog or cat uses their paws to run. But by standing upright, you can walk for long distances and free your hands for other activities. What else does standing enable you to do? What are the limitations of standing?

 

Now slowly breathe in. And as you exhale, open your eyes and come back to the room, noticing how you feel.

 

Sitting Mindfulness, Visualization and Other Inquiry Practices:

 

Choose and combine practices from those that follow, which fit your course material, age and interests of students. Have students sit up comfortably, breathe calmly, and close their eyes partly or fully. Then ask them to:

 

*Rest your hands comfortably on your lap or desk in front of you. Feel how your hands feel resting where they are. Move your fingers and feel their dexterity and strength. How many species are there that can do that? How are your hands different than a paw, your fingers different from a claw?…

 

To read the whole post, go to MindfulTeachers.org.

 

Protect An Open Internet: Protect Net Neutrality

Imagine seeing, on this or other websites you use:

THIS SITE HAS BEEN BLOCKED BY YOUR ISP.

It hasn’t, but soon might be. On Thursday (12/14), the Federal Communications Commission, under the leadership of Trump appointee Ajit Pai, intends to vote on whether to end net neutrality regulations, unless you, millions of you, us, speak up. Why is this important? Instead of the internet being an open forum for content, speech, information, it will be turned over to existing ISPs (Internet Service Providers) like Comcast and Verizon. Ending net neutrality will allow ISP’s to censor, slow, and charge extra fees. You can think of the internet as a common resource, which the FCC now intends to give away to large corporations, as their property. Pai has, at times, misrepresented the whole issue, for example, by claiming net neutrality hurts small ISPs, but provides no facts to back that up, according to Jon Brodkin, in an article in Ars Technica. New York State’s Attorney General Eric Schneiderman said his office investigated the comments being sent to the FCC about net neutrality and found that hundreds of thousands of false comments have been submitted. Schneiderman asked the FCC to cooperate with his investigation, but it didn’t happen. Requests by many parties to delay the vote on Thursday, in order to examine which comments were sent by real people, were rebuffed.

Please call Congress now and ask to delay the vote until the comments can be examined further, and/or to oppose ending net neutrality. (Also, while you have Congress on the line, tell your representatives to oppose the tax bill and support the Mueller investigation.) For further action steps, phone numbers, and information, use this link.

 

Have A Happy Holiday

I am taking the week off and hope that you have time off, too. If you celebrate any of the winter season holidays, may your celebrations be happy and bright. If you don’t celebrate any of these holidays, may your days also be happy and bright. And may understanding, insight, compassion and love slide down everyone’s chimney this  New Year. (I can dream, can’t I?)

Discussing Terrorism With Students

How do you talk with students about Paris, Beirut, Mali or any acts of terror and violence, or whenever something dreadful happens and you feel frightened or pissed off?  You might feel numb, scared, mute. You might want to cry out for revenge, or cry out to stop the killing. All understandable. All emotion is understandable. But what do you do with it? And how do you teach your children or students about it?

 

This is a complex question and, unfortunately, answering this question needs to be part of the curriculum, especially of secondary schools. There are at least two directions this can take. One is teaching students how to face emergencies. The other dimension is helping students learn about the attacks, what led to them and what might be done to prevent further violence.

 

First, I suggest starting by feeling and hearing what is going on in yourself. You have to be honest and willing to face uncomfortable feelings and look deeply into your own ways of thinking. Then you need to hear from students. “What do you feel? What responses to the violence have you heard or seen?” By listening, you say to yourself and your students, “you are strong enough to face this and I care enough to listen.” You teach empathy and emotional awareness.

 

In the face of violence, when emotions are lighting up like the explosions they witness, it is difficult to be strong and clear headed unless you prepare for it. How do you do that? What is needed to face such violence? I have never been in such a situation, so I can only try to feel and think my way to an answer. People who have faced such situations need to be brought into the conversation. My Karate teacher, Hidy Ochiai, has often talked about the need for inner as well as outer strength, for both mental and physical development. He talks about the importance of meditation as well as Karate, a calm mind as well as a well-conditioned and trained body.

 

Do not mistake inner strength for what some educators call “grit.”  “Grit” can be another way to put students in a box; instead of labeling the student according to intelligence, he or she is labeled according to grit.  As Alfie Kohn stated in a critique of grit, it is a rehashing of the ethic of hard work merely for the sake of working hard, with no social or ethical critique, no vision of what work is worth doing. Instead, you need to be mindful of what you feel so you can focus and act appropriately. You need to trust your skills and know your limitations. You need a mind trained to go quiet and accurately perceive what is going on. It might be counter-intuitive, but it is compassion that develops this inner strength and readiness to act. Hate makes you weak and ready to over-react. To prepare yourself for whatever it is that might happen in your life, study compassion; not just study the meaning and neuroscience, but study the actual mental and emotional state of compassion.

 

Compassion includes the ability to read what others might be feeling along with the ability to empathetically feel what others feel, and care about their welfare.  But it adds one more element, a drive to act to end any suffering you witness. People have said to me, “Don’t talk to me about compassion…” Or “Compassion just sets you up to be attacked.” These remarks are filled with anger and fear. They are not statements about compassion but more about the speaker’s state of heart.

 

But this isn’t enough. Students need to understand the context and conditions that have led to incidents of terrorism and violence. All events arise from a context, cultural, historical, psychological, spiritual, etc.. The context is always multi-faceted. Context doesn’t excuse violence. It doesn’t excuse violence to know that people in Syria and Iraq and elsewhere have, for too many years, faced horrendous conditions. It just helps you understand it better, and understand ways to process and work to end such conditions and prevent such acts in the future.

 

Teach about the destructiveness of hate and the psychology of fear. It is the religion of hate that often causes terrorism, as seen in the U. S. on 9/11 but also Oklahoma City, the KKK, and the Army of God attacks on abortion clinics, etc. When students are afraid, understanding more about the causes and perpetrators of violence can help diminish fear. Being able to voice fear in an open way diminishes fear. Being asked to take positive action diminishes fear. You need to know that when you react with hate and fear, as when you call for revenge and verbally attack others, you actually spread fear and anger.  You spread the attacks and serve the interests of the attackers.

 

In many societies today, social conditioning masks compassion and creates a sense of separation from others. When you feel isolated and in pain, you might even imagine you feel good in witnessing the suffering of others. You might feel that witnessing others in pain lessens your own. It doesn’t. Compassion decreases the pain because it decreases isolation. It changes your sense of who you are. You feel better about life, yourself. By feeling that the welfare of others is important to you, by valuing others, you feel valued. When you let an other person rest in your mind and you allow yourself to feel what she or he might feel, see what she or he might see, something extraordinary can happen. Loosening of your ties to what is normal for you can be a relief. Once you do it, your own perspective expands. You can then respond more clearly to the person you envisioned because, in some sense, you allowed yourself to be the other person. It is worth every second you practice it. And you can teach this to your children.

What Do You Do To Begin The School Year, Or Anything, As Skillfully As Possible?

There is nothing like a beginning. Going to school and teaching gives you a deep sensitivity to cycles, especially how summer ends and a new year begins. Just think of different beginnings. First meeting someone. Building your own home. Starting on a vacation. Something new, unknown, exciting, scary yet filled with promise. You don’t know what will happen and are hopefully open to that. To begin something, you end or let go of something else.

 

To start the year off well, understand what beginning the year means to you. What do you need to be open? What do the students need? You can’t do it solely with thought. You must also be aware of your feelings. Many of us, if we don’t train our awareness, will plan our classes or even vacations so tightly that the realm of what is possible is reduced to what seems safe and already known. It’s not a beginning if you emotionally pretend that you’ve already done it. So allow it, make it, as new, refreshing, as much an adventure as possible. To lessen your nervousness, step toward it. Make it part of your teaching.

 

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

 

First, begin by shattering any fears or expectations that your students might hold that you will hurt or distrust them. Enter the class as a fellow human being, not hidden behind a role. After you greet and look closely at each student, mention your excitement and nervousness. When you trust students in this way, you yourself will be trusted. You model awareness, both of your own inner state as well as of the importance of the other people there with you. You are very present. You care about the students and recognize there’s more you don’t know than what you do know about them. When you enter with this compassionate awareness, you will be relaxed and confident. When you enter hidden behind a role with a schedule to keep, you will be stiff and nervous. And since mindfulness is central in the education of awareness, practice it both in and out of the classroom.

 

Second, to plan any trip, you need to know where you’re going. To begin, you need to know your intention for the end. To teach students, you need to know what you think is most important for students to know, understand and be able to do. I often used what is called the backwards design strategy, and I highly recommend it.

 

The energy behind backwards design comes from using essential questions. They are big questions, philosophical, existential, even ethical. They are open-ended with no simple answers to them and evoke the controversies and insights at the heart of a discipline. They naturally engage student interest because they connect the real lives of students to the curriculum. The classroom becomes a place where mysteries are revealed and possibly solved, where meaning is created. In working with questions, teachers don’t dictate answers but model and coach active inquiry. Especially with secondary students whose lives are entwined with questions, essential questions are the DNA of learning. They are intrinsically motivating. Students look forward to coming to class.

 

I recommend leaving space wherever and whenever possible for asking the students to verbalize their own questions and then use these questions in shaping the course. You could ask for their questions at the beginning of the year and with each unit or class. What, right now, is perplexing you about the world? What do you want to learn in this class? Let’s say you’re beginning a unit, in a high school English course on the novel Demian, by Herman Hesse. The novel describes the influence of archetypes and dreams in an adolescent’s development.  You might ask students: What questions do you have about dreams or archetypal imagery? Have dreams been meaningful in your life or the lives of other people you know? And their assessment on the unit can ask them what answers their study of the novel gave them to their own unit questions.

 

Education, in any discipline, to a large degree is about uncovering questions.  If you teach sports or PE, there might be questions about your potential: What are my physical capabilities? About competition: Do I really compete against others or is it against myself? What role do other people play in my life and in developing my strengths? And in ancient history you can ask: What can the Greeks show me about what it means to be human? Is the past only an abstraction of what once was or is it alive in me today? Young people can easily get so caught up in their social relationships that they can’t see their lives with any perspective. What does history reveal about what I could possibly do with my life? What are the cultural and historical pressures that operate on me? How am I history? If you’re teaching biology, you are teaching the essence of life on a physical level. How does life sustain itself? What does it mean to be alive? Such questions can challenge assumptions and reveal the depths that students crave but which are often hidden away. The Greek philosopher, Plato, said: “Philosophy begins in wonder,” the wonder from which real questions arise and which they evoke. Can wonder be allowed into the classroom?

 

What stressed me out when I began a school year was the idea that I had a whole year to lesson plan and so many students whose educational needs I would have to meet. All that work, all that time. I felt distant, separated from the task. But if I planned from the end, so I was clear about what I was doing and why; and I developed my awareness with mindfulness practice, then, instead of facing the idea of a whole year of work, I faced only an individual moment. I was prepared, alive with questions, so I could trust myself and be spontaneous. One moment at a time– I could do that. And this changed the whole quality of my teaching and of my life.

 

What do you do?

Learning From Different Viewpoints

Recently, I had a startling experience. I got into an intellectual argument with two acquaintances over the Affordable Care Act. What startled me was the fact that these two seemingly reasonable people were saying things that were, in my estimation, totally unreasonable. Yet, they had a great many facts to back them up, or what they thought were facts. They had more facts then I did. They also had more conviction, so much conviction that I couldn’t even begin to get across my viewpoint. I tried to listen to them. They took my listening as an opportunity to repeat their view again and again. Anything positive I had to say about the ACA was, in their view, not just inaccurate but an abomination. They picked out as important very different aspects of the question than I did. We were looking at totally different realities.

 

After the incident was over, I felt bad. I had failed to convert them. Even more, our previous peaceful coexistence was, at least temporarily, ended. I was unsure what would happen when we next met. Then I realized I had learned a great deal from these two men. I realized I did not know as much as I thought. I realized how difficult it is to actually think from another person’s viewpoint. And I was reminded of how holding tightly onto an intellectual position can distort the situation you are involved in.

 

The possibility of such disagreements occurring is enhanced by the fact that many of us listen exclusively to people we agree with. One of the men in the discussion about the ACA said he researched the act with three different sources, but all the sources he cited were from the same political perspective. It can be difficult, unsettling, even threatening to be in the same room with people who you know have viewpoints, political ideologies or religions different from your own. The loud voices often used in political speech, for example, can easily remind you just how threatened people can feel from hearing differing viewpoints.

 

In the early 1970s, I often hitched rides. This gave me the opportunity to learn valuable lessons about talking with people who held viewpoints very different from my own. On one occasion, I was hitching to California from Arizona and was picked up by a marine who had recently returned from Vietnam. I was recently returned from the Peace Corps in Sierra Leone. He was very upset about how anti-war protesters spoke about soldiers. I had the long hair of a protester. Somehow, he started talking about the snakes and insects he had encountered. Maybe he was trying to scare me or gross me out.  However, Sierra Leone has an abundance of wildlife. After dueling with scary stories, we particularly bonded over our experiences with black mamba and other snakes.

 

So, how do you deal with different perspectives? Be aware that when you take on an intellectual viewpoint, it’s easy to think your viewpoint is the “right” one. You might think your position is privileged, outside or above it all and you are looking down on your “opponents.” You might think you know something that they don’t and if only they knew what you knew, they would repent. In Aristotelian logic, something is either true or false. It can’t be both. So, if this “other” view is correct, that means your view is incorrect. And most people I know don’t like being “wrong” or being looked down upon.

 

Start by mindfully noticing your thoughts and the story you are creating in your mind. Realize that as you are thinking of your “opponent,” she or he is thinking of you. Your viewpoint of this person, or of whatever question you are discussing, no matter how deep, can never encompass the reality of the person or question. Our description of the taste of an orange is never as delicious as actually tasting the orange. However, when you talk honestly with others about the reality of your life, often a connection is made. But, if you use buzz words with deep emotional and intellectual connotations, you can lose both the sense of yourself and the others you are with. When you hold your viewpoints with some lightness or humor, this leaves more room for others to enter.

 

These differences can also show up in a classroom. Students can seem to teachers to be “intransigent” or just “not getting it” when in reality they are simply disagreeing with something we said or the way that we said it. Teachers can seem, to students, to be judging them, imposing a viewpoint or value on them.  Of course, with students, teachers can have agreements about how to examine and analyze evidence, derive conclusions, and what constitutes a sound argument—something that is more difficult to pull off in the world outside the classroom. We can teach students that the most valuable lesson to learn in a class is how to learn, understand, and change. In that way, when they face a viewpoint that is different from their own, they take it as an opportunity to learn, not a threat.

 

So, when you run into perceived opposition, take a breath. Notice what you’re feeling. Breathe in the sense that this is another person you are speaking with. You are speaking with a person, not an idea. Feel the fact that the person is feeling something just like you; you feel you have the correct view, she might feel the same. Maybe he is feeling scared or defensive. As you breathe out relax, look at the other person, and only then begin to speak. Hopefully, you and the other person will then meet.