Finding Comfort Within: Flying Like A Bird or Setting Like the Sun

What brings you comfort?

 

It’s a wonderful sunny day. Despite the cold temperature, I open a bedroom window and take a breath. The air feels remarkable, clean and tasty. It’s been weeks since we’ve had a day like this.

 

Close your eyes partly or fully, or as much as you feel comfortable doing, take a nice breath in, and out, and taste the air. Just enjoy being nowhere but here for a moment. Then let come to mind a time you felt a deep sense of comfort. What was the situation? Where were you? Were you by yourself or with others? What were you doing? Notice what comfort means to you.

 

When I think about this question, I realize the answer has changed throughout my life. As a child, I remember walking my dog in the wooded area in our neighborhood. Sometimes, we’d take off on a run and all else would be forgotten. All that existed was us, running, together.

 

When I returned home during my college years, to visit my parents in New York City, I remember late nights, after everyone else was asleep and the city had quieted, my mother and I would sit and talk, openly, like at no other time.

 

When I first moved to Ithaca, my future wife and I lived with a group of people near a gorge and waterfall. When I’d go out and stare into that waterfall, I’d see first the flow of water. Then my perspective would shift to focus on one drop, one amongst the multitude, racing down, crashing, disappearing into the current of the creek. Any tension I had previously felt, any thoughts, would be washed away. I’d be left emotionally calm and mentally clear.

 

Now, after getting up and doing basic exercises and stretching, I love to sit with a book that inspires or challenges me. It is a grave mistake to think of reading as an automatic or passive activity that involves simply repeating in your mind someone else’s words. When you give reading your full attention you get to see the world with someone else’s eyes. And this new perspective illuminates depths missed in yourself.  Without a quality reading, the quality of the writing is never perceived. This is why holding a book can feel like holding a mystery or a treasure chest. Reading online or with a kindle doesn’t do that for me no matter the content. In fact, it turns me off.

 

Or writing⎼ I love to write stories, blogs, poems, etc. in the morning, when my mind is fresh. The words enable me to transform into other people, or to fly like a bird, to rain and snow and set like the sun or cuddle with a cat. Creativity can be so satisfying….

 

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

Stories of Crows and People

If We Knew How We Dug Holes in the World, Maybe We Wouldn’t Fall in So Often.

 

 

Two crows come to feed in the yard where my wife scatters food. They sometimes seem to be living metaphors or myths, so black, as they sit on a limb, they’re a hole in the canvas of the sky.

 

Instead of getting domesticated and rushing to the area when she feeds them, the crows come to the yard at unpredictable times, remain independent and constantly alert to us, not quite trusting. Even from inside the house, taking a photo of them is impossible. They know where we are. They are too smart to drop their guard for a payoff of a few seeds.

 

Maybe they don’t want us to observe them too closely, or they refuse to be captured even in a photographic image. Maybe they are just shy. Or maybe they know exactly the dual nature of human beings, how compassionate and yet dangerous we can be.

 

When they spot us inside the house with a camera, they quickly fly off, a mocking tone in their voice, “Not this time.”

 

These crows reflect back to us different shapes of ourselves, show us who is doing the watching as well as what is being observed. Anything can do this service for us, be a crow in this regard. The rain, the wind, thoughts and memories⎼ all crows and mirrors. Maybe we are the black hole. And if we recognize this, we can more easily step through the mirror, Alice Through the Looking Glass, not into Wonderland, but into what’s real in our perceptions. If we know how we dig holes in the world, maybe we won’t fall in so often.

 

In 1970 I was living in New York City. But despite having, at times, three jobs, I had no idea how to make a living. Every job threatened to demolish whatever understanding I had of myself.

 

One day, I was standing towards the front of the old Eighth Street Bookstore in the Village, in the psychology section. In the back were two older people, a man and a woman, dressed in clothes elegantly dark with age and possibly homelessness. The woman seemed almost regal, certainly dignified, the man more like a retired professor, his clothes not as rich and old as hers but equally distinctive. They were holding books in their hands while talking spiritedly. I moved closer, wanting to hear what they were saying. They were in the philosophy section discussing the French existentialist, Jean-Paul Sartre. Their accents were Germanic.

 

Over the next few months, I ran into one or both members of this friendship at least three times. I don’t know if I should use the word ‘couple.’ One day, on 7th Avenue, she was alone, with a bowl in her hand, asking people for money. I was surprised to see her. If anyone tried to pretend she wasn’t there, or anyone obviously rich, she’d follow and berate them about how capitalism turns people blind. The third time I saw one or both of them was uptown at a lecture on Thoreau….

 

To read the whole post, please click on this link to The Good Men Project, where it was first published.

Mindfully Healing from Hurt and Feelings of Revenge

Teachers know just how traumatized both adults and children have felt this past year, with all of the political tension and ongoing COVID crisis. As we hope for a more positive year ahead, mindfulness can be the first step in letting go of pain, but it has to be used in a trusting space, with awareness of what we as teachers and our students might be facing.

 

A trauma is an incapacitating form of stress. Stress by itself can be helpful or harmful. But when it is deep and we can’t integrate or face it, it can become traumatic. The DSM-5, the Diagnostic and Statistical Manual of Mental Disorders defines a traumatic event as exposure to “actual or threatened death, serious injury, or sexual violence.”

 

In his book Trauma-Sensitive Mindfulness, David Treleaven makes clear that this exposure can come in many ways, from directly experiencing or witnessing a trauma or from learning about what happened to a relative, loved one or close friend. Children are especially vulnerable. One in four children in the U. S. have experienced physical abuse, one in five sexual. Then we add a pandemic, political instability, and oppression, whether it be sexism or violence directed at one’s gender identity, race or religion, etc. and we have a huge number of people who have suffered from trauma. We have not just a coronavirus pandemic but a pandemic of extreme emotions like hate and a craving for revenge.

 

Teach Compassion and Turn the Classroom into A Compassionate Learning Community:

 

Compassion can include but is more than empathy. It is close to kindness, with the added commitment to taking action to relieve the suffering of others as well as ourselves. It is one of humanity’s greatest strengths. And when it lives in us, the hurt lessens or disappears.  In fact, practicing compassion is a way to skillfully let go of any hurt. By acting with compassion, we walk a bigger road and rediscover our strength.

 

Having students research compassion can be a way for them to teach themselves the benefits. A wonderful resource is the Greater Good Science Center

 

Explore what emotion is and specifically what revenge is.

 

How do we as teachers explore negative or hostile feelings if they arise in class, either online or with in-person instruction, considering the time restraints, stress, degree of trauma, and unique circumstances we face today? [https://www.badassteacher.org/bats-blog/for-blended-teaching-its-not-just-the-covid-its-the-stress-by-dr-michael-flanagan]

 

A useful guideline especially on-line is be short and simple, with processing afterwards and weaving the practice into the subject matter of the day. Before introducing any type of meditation or visualization to our students, we must first practice several times by ourselves and then imagine how specific students would feel doing this type of practice. Provide choices in all aspects of practice, including postures, whether we keep our eyes open or closed, etc.

 

Start with asking questions to stimulate engagement and intellectual curiosity. What is emotion? Feeling? How do you know what you feel? Why have emotions? Work on increasing self-understanding and our ability to calm mind and body and focus through mindfulness. We strengthen ourselves and our students with visualizations, compassion, and other exercises, then apply those practices to better understand the person and situation that hurt us, and how to respond in the most healing fashion.

 

A student once asked me what to do about his “feeling” he needed to take revenge on a classmate. He obsessed over it. Young people can be especially vulnerable to this emotion, as they are so aware and sensitive to how others treat them

 

I told him that it was a difficult question, but like any emotion, the inner push or craving for revenge can seem like it is one humongous stone in our gut that we can’t handle. But it is not one thing and not just a feeling. It is composed of many components that can be broken down so we can handle them.

 

What is emotion? Daniel Siegel makes clear emotion is not just feeling. One purpose of emotion is to tag stimuli with value so we know how to think and act. There are phases in the process of constructing emotion. The first phase is jolting the system to pay attention, what he calls the “initial orienting response.” The second is “elaborative appraisal,” which includes labeling stimuli as good or bad, dangerous or pleasing. We begin to construct meaning and then prepare for action, to either approach or avoid something. This sets up the third step, when our experience differentiates further into categorical emotions like sadness, happiness, or fear. Memory and thoughts are added to feeling and sensation. Teaching about emotion, its uses and how it’s constructed is one of the most important subjects we could teach our students. In fact, it takes up most of my book on teaching compassionate critical thinking.

 

Revenge is a complex of emotions, like anger, hate, humiliation, fear and a sense of being threatened. According to Janne van Doorm, hate, anger, and desire for revenge are similar but have a different focus: “anger focuses on changing/restoring the unjust situation caused by another person, feelings of revenge focus on restoring the self, and hatred focuses on eliminating the hated person/group.” …

 

To read the whole article, please go to MindfulTeachers.Org.

A Traumatized Nation

Even before COVID-19, even before DT, a great number of us were carrying the pain of a trauma. But since the onset of this pandemic in February and March, the pain and suffering has become ubiquitous. Sure, many of us can be relatively safe in our homes, quite content and even happy, and we need such a refuge. But what does it do to us when we can’t stand to hear the news? Or fear leaving our homes? We often think of trauma in terms of individuals. But a whole nation can be traumatized, as we have been at different times in our history, including 9/11 and, for multiple reasons, now.

 

I’m reading a book that has been extremely helpful for me, called Trauma-Sensitive Mindfulness: Practices for Safe and Transformative Healing by David A. Treleaven. The book has expanded my understanding of my own practice of mindfulness, how to help others, as well as how to better understand this time we are all experiencing.

 

A trauma is an incapacitating form of stress. Stress by itself can be helpful or harmful. But when it is deep and we can’t integrate or face it, it can become traumatic. The DSM-5, the Diagnostic and Statistical Manual of Mental Disorders defines a traumatic event as exposure to “actual or threatened death, serious injury, or sexual violence.”

 

Treleaven makes clear that this exposure can come in many ways, from directly experiencing or witnessing a trauma or from learning about what happened to a relative, loved one or close friend. Children are especially vulnerable. One in four children in the U. S. have experienced physical abuse, one in five sexual. Then you add war and oppression, whether it be sexism or violence directed at one’s gender identity, race or religion, etc. and you have a huge number of people who have suffered from trauma.

 

There is a spectrum of trauma, of course, a difference in intensity and symptoms. We can feel stressed out or suffer from PTSD. Symptoms can vary from repeating thoughts and memories, to images flooding consciousness, to being cut off or alienated from our own feelings. We can have trouble sleeping or feel our own bodies are booby-trapped.

 

And what happens when we come to fear a person’s maskless face or touching a surface in a public place? Or we don’t know how we can feed our family or if we will be thrown out of our homes? What happens when our social-economic-political worlds are being destroyed, our rights ripped away, and people who look like us are killed by police without being held accountable? All while the water we drink and the air we breathe is poisoned?

 

Mindfulness Practice:

 

One way to begin is with mindfulness practice. Mindfulness is both a present centered awareness of whatever is going on with us as well as a practice that develops self-regulation. Traditional mindfulness and meditation is based on a deep understanding of the causes of, and ways to relieve, human suffering. It teaches us how to study our conditioned responses to stimuli as well as our own sensations, thoughts and feelings so we can interrupt ones that lead to suffering.

 

Mindfulness usually helps me with any problem I face, even when I am ill or frightened. In fact, for the first few years after I learned how to meditate, I would only do it when I had a headache or felt sick or stressed. I had headaches frequently. Then I realized if I did it every day, maybe the headaches would stop. And they did….

 

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

Mystery and Presence: Feeling that Creates Understanding

I am sitting on my deck, feeling a slight breeze, and watching the play of sunlight and shadow on the trees and flowers that surround the lawn. It is early morning. A statue of a Buddha under a rhododendron bush is just uphill from the deck. Two cats, Milo and Max, sleep near to me. I feel a sense of peace, and privilege, even mystery, that I can be here, that this exists, that these cats want to be with me. Their lying here with such trust is somehow baffling to me, even though they have been with me for years.

 

The philosopher Jacob Needleman tells a story in his book, The Indestructible Question: Essays on Nature, Spirit and the Human Paradox, about how, when he was young, he met a renowned authority on the traditions and culture of China. The man was regularly consulted by governments, linguists, mapmakers, and even people seeking spiritual advice.

 

Needleman, at the time, was a delivery boy. He entered the scholar’s office to deliver and collect library books and found it piled high to the ceiling with books, papers, arcane documents, and diagrams. It was like a small library from another time and place. As he stared around the room, he accidently knocked to the floor an old book, which fell open to an illustration of the human body with strange symbols surrounding it. He bent over, somehow drawn to study it. In the midst of speaking a magical Taoist incantation, the scholar noticed where Needleman was staring, and stopped what he was doing.

 

“Shut that book,” he said by way of a greeting. “Do you know what journalism is?”

 

“Certainly,” Needleman replied, as he looked up.

 

“There are three, maybe four books in this whole room that are not journalism,” that do not merely repeat what other people have said or done. “But all the rest, including that one on the floor, are journalism. … I am practically at the end of my life. I know more about Chinese religion than maybe anyone in the world. …Yet, the most important thing I don’t know. Because I have never felt the tradition” or know what it means to practice it.

 

“I have only begun to recognize this. In order to know what one knows, one must feel.”

 

We might think that understanding is just about rational thought. But rational thought travels on a road laid out for it by feeling. Daniel Siegel, MD, and professor of psychiatry at UCLA, describes phases in the process of constructing emotion. The first phase is the “initial orienting response.” It is pre-thought and can be relatively unconscious. Our bodies are jolted to pay attention and feeling is born. The second is about appraisal, attuning and connecting, using feeling to label stimuli as good or bad, pleasing or dangerous. Memories are aroused. We construct meaning, thoughts, and want to approach or avoid someone or something. Our experience then differentiates into full emotions like sadness, joy, fear and love….

 

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

Using Imagination and Mindfulness to Inquire into Big Questions

**This article was written and scheduled to be published by the Education that Inspires online magazine 6 – 8 weeks ago, before we knew the devastation the coronavirus could have on our world. The post now seems to me an artifact of a lost time. But one thing I hope we learn from the response to this pandemic is how important it is to constantly improve our critical thinking capacity and enhance it with emotional awareness and compassion. And our whole culture needs to put education, public education, in the prominent position it and our children deserve. Our public schools need to be set free from Betsy DeVos and those like her, set free from the 30+ years of corporate attacks on public education masquerading as “reform,” and allowed to teach critical thinking enhanced by imagination, social-emotional awareness and compassion. If we learn how to think more critically and compassionately, and we study our world and examine what our political representatives say, and do, more clearly, maybe there will be less of a chance anything like this situation will happen again. For now, maybe this post can inspire online educational discussions.**

 

Teenagers are natural philosophers, when the educational environment is open to them asking sincere questions. They are constantly asking themselves, their friends, and, hopefully, their teachers questions like: “Is love real? What does friendship mean? Who or what am I?” So, one of the first things to do is discover what questions the students have related to the course ⎼ or life⎼ and what questions they think must be answered to better understand the course material.

 

One of the big questions often raised, although sometimes students can’t verbalize it, is “Do we have free will or is that just a comforting illusion?” It is related to the question of “Who am I?” And: “How much freedom do I have to shape who I am and what I feel?” Such questions provide educators opportunities to develop their students’ critical and creative thinking and engage with the Philosophic Imagination.

 

I remember students gleefully proclaiming in a class discussion that we have no free will. I don’t know if they did this after studying in a science class how every event has a cause, and they were saying to me or to the rest of the class: “I know something you don’t.” Or if saying “there is no free will” was an assertion of it, like saying “I am not bound by old ways of thinking.” It didn’t matter that by saying there was no free will they were denying what their emotions were proclaiming. Or maybe they were just daring me to prove otherwise.

 

Once in a psychology class, we were discussing compassion and one student asked: “Are we really free to be kind when we want? Maybe some people are just born nice. With all that we learned in science about how chemical and electrical messages and genetics control us, how can we be free to decide anything?”

 

I asked: “What does it mean to be free? Does it mean we act without any reason or that there are no restraints on what we do? Or that every time we have a thought or desire, we act it out? Would we feel free then?”

 

“I would feel a slave if I had to express every thought I heard in my mind,” responded one student.

 

“But would I lose my spontaneity if I didn’t act on my thoughts?” asked a third student.

 

Then I asked: “Does what we know or believe influence how we act? If we learned about experiments that show people can learn to act with more kindness and compassion, would we be more kind? Or if we studied experimental evidence that mindfulness training strengthens the parts of the brain that prepare us to act to help others⎼ would knowing that change your mind, or not, about being free to be kind even if you weren’t born kind?”

 

How do you start the discussion? Decide on a question for imaginative mindful inquiry.

 

After students have settled down and we have greeted them, tell them the question for the day. “Our question for today is What does it mean to be free?” Ask them to raise their hands if the question has come up for them in discussions with friends or family.

 

In engaging in this discussion, we need to keep in mind religious beliefs about the question. We might also have to re-shape the questions we ask to meet the age and personal history of our students.

 

One way to start is with an exercise in imagination and mindful inquiry. This can not only introduce the question but develop the skill of self-awareness that is crucial in actually acting freely. And being able to imagine a situation, the implications of one’s words or the consequences of one’s actions, is central to critical thinking and making decisions….

 

To read the whole post, go to the EducationThatInspires magazine.

 

 

How to Stay Sane Together: When You Can’t Leave Home, Make Home A Place You Want to Be

When you see a spouse, friend, sibling, or child every day, how do you maintain and even deepen the relationship? When many of the usual distractions and schedule are interrupted and you are isolated together due to a crisis, how do you stay sane together? It is easy to think each day is the same or you feel cooped up ⎼ or all you think about is what you can’t do and not what you can.

 

In such a situation, it is even more important than usual to increase your moment by moment awareness and realize what you often miss out on, due to your schedule or way of thinking about the world. Do you usually rush through life, from one place to another? Do you often get lost in thoughts or worries? How regularly do you check in on your thoughts, feelings, level of focus or object of awareness? How do you feel right now?

 

Right now you can strengthen your ability to look more clearly and listen more deeply. Look around at the room you are in now. What is something right here that you don’t usually notice or didn’t notice until now? Look at the ceiling, bookshelves, feel the surface of the seat you are sitting on, your belly as you breathe in. Or go outside your house, look up and down the street. What is there that you never noticed before? Or imagine someone who never visited you before was walking towards you. What would she or he see, hear, smell?

 

Notice the quality of light outside. Is it dim or sharp? Is it different from yesterday? How? Or different now than a few minutes ago? How is the light different at 8:00 am versus 4:00 or 5 pm?

 

Look up at the sky. We usually look around us but not up. It is so vast up there, isn’t it? Are there clouds? How fast are they moving or are they so thick they don’t seem to move at all? Just take it in….

 

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

Memories Are More Like Stories or Myths than Numbers or Files

It is easy to think our memories are simple and accurate representations of reality, that they are like files that we put away in our mind for times when we need them, or like a bank for safekeeping the past moments of our lives. If we want memories to be a resource to utilize, we have to trust them.

 

But in fact, memories can change. Research shows that every time we access them, they are influenced by or adapt to the situation in which they appear. They are somewhat fluid. So how do we trust them if they change?

 

As we age, it’s not just our memories that change, but everything else about us, our bodies, thoughts, emotions. Memory is complex and there are many different types, mostly depending on how we “store” and “retrieve” them.  I am thinking of long term, autobiographical or declarative (meaning facts or episodes of past events that can be ‘declared,’ spoken about or replayed) memory.

 

Maybe memories are more like myths or stories than numbers or files and they guide us in both obvious and more subtle ways.  One memory I have is from 1970, but I am not sure about anything from this time except the broad details.  I hitch-hiked from New York City to Berkeley, California, and  back. It was soon after I returned from the Peace Corps in Sierra Leone and was trying to figure out what to do with my life.

 

Sometime early in the trip I met a yoga instructor in Berkeley. I thought of him as almost a mythical being who seemed to flow through life in tune with the world, and I started to pick this up from him. Synchronous events or meaningful coincidences happened frequently while I was there. By chance, I ran into someone from college, who had been in the theatre group I was once part of, and we spent a wonderful afternoon together. I met and stayed with one cousin and by chance ran into another. Whatever I needed, I found.

 

One day, I decided to hitch-hike to Mendocino to find a woman who I had grown up with. All I knew about where she lived was that she was living in a commune and that there were communes in Mendocino. I got a ride to a small town most of the way to my destination. But then nothing. No cars, no rides.

 

I was beginning to think my whole plan was crazy. How could I imagine I could just set off without knowing my destination and just arrive there? Then a car stopped on the opposite side of the road. A woman emerged from the car with a small backpack and soon put out her thumb. After maybe a half hour, we looked at and smiled to each other. I crossed the road and we started to chat.

 

She asked where I was going, and I told her I was looking for a friend named Susi (not her real name) who was living in a commune somewhere in or near Mendocino. She said she lived in a commune in the area. A housemate of hers, named Susi, had just left for New York to meet up with a friend who had just returned from the Peace Corps. Me.

 

Just then a car stopped for her. She told me the name and location of the commune and then left with her ride. I eventually got to the commune, stayed for a few days, and then returned to Berkeley. It took a few months before Susi and I got together….

 

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

Lucid Dreaming and Breathing, to Reduce Pain and Clear the Mind

Last night around 3 am, I woke up due to pain in my upper chest. The pain was a weight pressing down on me. I didn’t know what was causing it, so there was also a little panic. I was sweating and my heart started beating faster. I thought about trying to just go back to sleep but realized the pain was too strong and my worry too present. I got out of bed, put on warmer clothing, grabbed a book, and went downstairs to sit in the recliner in the living room.

 

But I didn’t feel like turning on the light. I was too tired. So I just focused on breathing into my chest. I felt my body expand as I inhaled, and relax, settle down, as I exhaled. I focused on the sensations and let go of the thoughts.

 

And when I breathed in, the expansion of the chest decreased the pain. The pain was no longer one solid block. And I noticed it was not as continuous as I first thought it was; there were gaps. Sometimes, my hand would hurt instead. Or I could feel my back pressing comfortably against the chair, or my stomach expand and contract. My breathing got slower and calmer.

 

I went deeper into the pain and remembered similar ones from the past. I realized I could feel a restriction in my esophagus. It was not a heart attack causing the pain but probably acid reflux.

 

And then I fell asleep. But the sleep was unusual, and in spurts. I would wake up mentally, check in on myself, while my body was largely frozen and asleep. I couldn’t move my arms or legs. At first, I felt very vulnerable and scared, but then realized this inability to move was normal. Normal sleep is called paradoxical because you are unable to move your larger muscles, yet your mind, especially while dreaming, can be very active.

 

What was not normal was that I was mentally awake while being asleep. I could see one of our cats sleeping under the nightlight in front of me. Another one jumped off the couch and went to eat from his bowl. I could hear him but couldn’t move my head to see him. This state is called lucid dreaming. In some cultures and traditions, it is taught as part of meditation or healing. I entered this state rarely⎼ usually to change or escape from a dream I didn’t like. I decided I could wake up if I needed to do so.

 

And then I relaxed and fell asleep again, only to awaken a little later. And then I fell asleep for about three hours.

 

It might seem counter-intuitive to mentally go toward a pain instead of trying to immediately cut off all feeling. Certainly, pain can set the mind to screaming, so this is sometimes impossible to do. But to actually go toward the pain can signal to yourself you can relax, you can face the situation, and this can often decrease it and stop the mind from imagining threats that aren’t there.

 

Calming your mind can also allow you to feel and think clearly enough to gather the information the pain is sending you. You can then close your eyes and imagine taking a certain medication and discern if the feel of that pill would be helpful, or if drinking a certain tea or walking around or eating would increase or decrease it. Or whether you should call an ambulance or ask your partner or roommate to wake up and drive you to the emergency room. You could feel out different courses of action with more clarity.

 

However, the time to practice how to be calm in emergencies is now, when you are not experiencing one. Practicing closing your eyes partly or fully and taking 3 slower, deeper breaths when you notice you are angry or feel threatened is a good way to start. Or practicing mindfulness each day.

 

Of course, sometimes you immediately need that pill or ambulance. But how you respond to pain can either increase or decrease it. Simply allowing yourself to be aware and to be calm can not only reduce the pain, but clear the mind so you know better how to act.

 

This blog post was syndicated by the Good Men Project.

Teaching Mindfulness and Compassion Through Seasonal Moments

To teach compassion, and your subject matter, use empathy, imagination and mindfulness of seasonal moments.

To understand the season, winter, spring, summer or fall, what must we do?

To understand what the seasons mean to us, we utilize memories of past years, and past moments. We become aware of how everything is constantly changing. That life itself is change. One minute is different than the last.

And we must be aware how we, also, change. Not just our moods, sensations and thoughts, but how we feel as the earth changes.  We and the earth change together, although maybe not in the same way or at the same pace. Because the earth moves around the sun and is tilted at a certain angle, we experience sensations of cold or warmth. We become aware of what it feels like to be alive on this earth in this particular moment. We become aware that to understand the seasons we must understand the being who is doing the studying, namely ourselves.