Compassion Is a Key to Understanding: When the Sky Is Burning and the Earth is Coughing

There’s no rain, no rain clouds. It hasn’t rained more than a few drops for a month. Yet it’s midday and the sky is dark as dusk. But not that dark blue-grey verging on night black, but a red-orange gray, a color I’ve never seen before. Almost unnatural, certainly unusual; a color with a warning attached, a threat. Unnerving.

 

And the smell of the air is like fire, like burning leaves, trees, or garbage, and it tastes crunchy, topped with ashes. At first, yesterday, we only smelled and tasted it outdoors. But today, it has seeped indoors. Even the color has seeped in. No escape.

 

Over the last few days, it has gone from a health alert to an advisory, to hazardous. “Do not go outside for any unnecessary activity.” And if you do, wear a mask. This is one thing that COVID

has prepared us for.

 

Canada, especially Quebec and Ottawa, is burning. People in California, the Northwest and Southwest, have known this sky too well, along with people in many other areas of the world. And here in the US, in the Northeast, Northern Midwest, now we, unfortunately, also see and feel it. Our homes, workplaces, communities of nature are not burning, now, yet we share this burning sky, this coughing earth. New York City, for example, experienced the worst air quality it’s had on record.

 

Before this happened, when the days were clear, the sky blue and a fresh taste in the air, it might’ve been difficult to accept the reality of global warming. Now, it’s difficult to escape the taste of ash. The rich can mitigate it better than the poor, hide more comfortably, get faster and better treatment for scorched lungs, infected stomachs, stress. Yet, we all can be infected. Something else this climate emergency shares with COVID: we’re all in this together. When the earth itself is threatened, we’re all united in vulnerability, in no escape.

 

Yet yesterday, despite having read and written blogs about the climate emergency, I had a difficult time taking in and accepting what my senses were telling me. Yesterday, I went for a walk on my rural road. I had been somewhat aware that I should only take a short, moderately paced walk. But during the walk, a neighbor, driving home in the late afternoon, stopped her car to offer me a mask. I thanked her, we talked, then she drove on. And it hit me. I had not acknowledged the threat. I took off my hat and used it as a leaky mask. Today, no walk.

 

My wife also wouldn’t accept the reality of what she was feeling. She was gardening without a mask. She was already freaked out by the drought. Looking at, acknowledging the taste, color, and smell of the sky was too much for her to do.

 

But we have to acknowledge, accept it. ‘Accept’ meaning take in, look directly at what’s happening. The earth itself is burning, getting sick, coughing at us⎼ this is a warning. Take it seriously. Do more.

 

Do more to learn what we can do. Do more to hear what the earth itself is saying and what our own bodies are telling us….

 

*To read the whole article, please click on this link to The Good Men Project.

Collective Trauma Will Only Be Solved by a New Dawn of Compassionate Action

 

President Biden is sometimes criticized for not helping Ukraine get fighter jets from Poland, or for not pushing NATO to establish a no-fly zone over the country so Russian jets can’t bomb and strafe the Ukrainian people. Biden says he can’t risk escalating the conflict and starting a World War, but critics maintain we’re already at war and so should go further in supporting Ukraine.

 

But the strategies endorsed by some critics would mean NATO pilots either flying jets to Ukraine or flying over the country and could result in NATO, including Americans, shooting it out with Russians. Maybe, they think, we should just bomb Russian troop convoys and artillery.

 

Where is the line between helping an invaded nation and going to war alongside it? Or where should it be? What constitutes enough of a motivation to risk World War? To risk nuclear war? Does anything warrant that risk? Talk about an environmental crisis.

 

The President is expertly weaving a very fine line here. He has moved that line as he has led NATO to come together like it hasn’t before.

 

The World is not at war. Ukraine is at war with Russia, or with Putin. Ukraine is being attacked. The Ukrainians are dying. The Russians are losing not only in world opinion but often in the ground war and so are purposely targeting the civilian population. Ukraine’s cities are being destroyed. Their democracy as well as their homes, bombed. The rest of Europe, the U. S., most of the world is not.

 

Yes, Russia, especially, has facilitated cyber-attacks against us, against our elections and businesses. But so has China, North Korea, other autocrats. Yes, our sense of humanity is at war and our nation is divided against itself. Yet, we are, or most of us are, relatively safe.

 

Yes, we are paying higher gas prices. We face shortages. We face rising anxiety and fear. We face a constant news assault on our sense of shared humanity. On our future. But we are not facing bombs. Disinformation bombs. Yes. New strains of COVID. Yes. Organized hate and 5 years of assaults on our rights. Yes. On our education systems. We are facing a climate emergency. And now, this war against a people, a nation, against democracy.

 

That is where we need to put our effort. Into strengthening our humanitarian work, into helping Ukraine defend itself and into stopping autocracy here as well as Ukraine.

 

If we think we are at war, now, in most of Europe and the US, as many say we are; if we stop maintaining a conceptual as well as physical line between supporting the Ukrainian war effort and refugees and actively, militarily fighting Putin, then we are lost. We must find other ways to oppose autocracy and stop the killing.

 

Putin’s War can show us what we might face if we don’t do whatever we need to do, not only to stop Putin, but stop autocrats in this country, too. If we say we are militarily at war with Russia now we might create the false impression that we can go on with a relatively normal life while autocrats are attacking us⎼ or if Putin and those who support him, like DJT and other GOP, continue their attacks. That is a dangerous idea.

 

Every time we see it in the news, we might imagine ourselves being bombed. And this empathy might actually help us take appropriate action⎼ as long as we can also let it go. We also need to be able to find moments of peace in ourselves. When we respond to a crisis with inertia, we seed anxiety. When we respond with compassion and action, we seed a sense of agency. Strength. We respond more fully, think more clearly, and feel more alive. Feel more powerful.

 

We need a new dawn of caring. Of compassionate leaders. Of listening and collective action. This is what will, hopefully, save us all. We can diminish the collective trauma here by using mindfulness and studying ourselves, psychology, philosophy, history to uncover and dissolve the hidden pain, hooks, biases, and expectations that autocrats use to seize our attention, manipulate, and hurt us even more. We can send resources to Ukraine and help get out the vote here. And we can find our own ways to care for our families and neighbors, be creative, join hands with others, and stand up together to end this war.

 

 

*This post was syndicated by The Good Men Project.

 

Somedays, Everything Feels Synchronous: The Quiet Underbelly of Everything is Everything

I was walking down our rural road yesterday afternoon, just approaching a pine forest, and I heard the trees shake, then a gentle boom in the air, and looked up to see the white-tan underside of a huge bird, a snowy owl maybe, fly about 40 feet over my head.

 

And today, while walking I remembered and looked around for that bird. And I thought of asking my neighbor, who knows a great deal more than I do about the local animal population, what kind of bird it might be. Just a minute later, off to the side of the road, was the neighbor. He lived nearby and was removing old tires and other garbage people had thrown there. I greeted him, told him about the bird and asked if he thought it had been an owl.

 

He wasn’t sure. Owls, he said, are usually silent. Eagles change colors for the first four years of their lives, and there are increasing numbers in the area, so maybe it was a young eagle. And after I thanked him and left, I felt grateful for my neighbor, and realized how wonderful and weird it was that I had thought of him, and suddenly there he stood.

 

When I returned home, I started thinking about coincidences.

 

Zen teacher Thich Nhat Hanh used the term inter-being to explain the Buddhist teaching on interdependence. We all inter-are, in the sense that without the air, what could I breathe? Without the solidity of the earth, what could I walk on? Without the fertile soil, what food could grow? Without other people, would I know who I was? Thich Nhat Hanh said if we look at a sheet of paper, we can see a cloud in it, sunshine, rain, the tree that supplied the pulp for the paper, the loggers who cut the tree, the bread they ate that day, the wheat that went into the bread, the logger’s partner, their children, and finally ourselves.

 

But I don’t always feel this. I don’t always feel the soul of the world or that the world is alive or I’m part of it or it is me. I don’t always feel a connection. I don’t usually look at a stream flowing alongside the road and feel its waters as the blood of my veins.

 

And then, from the bookshelf next to where I was sitting, I picked up Devotions, a collection of poems by Mary Oliver. I randomly opened the book to a poem titled, “Some Questions You Might Ask.” The poem starts with the line, “Is the soul solid, like iron?” And later, “Who has it, and who doesn’t?” Does an anteater have a soul, she asked, a camel, or maple tree? A blue iris? A rose, lemon, or the grass?

 

Or the world itself? And I thought of my cats—and I felt such closeness to them. But do they have a soul, whatever that is? Do they feel they’re connected to the quiet underbelly of everything? And is that quiet underbelly soul?…

 

To read the whole article, please click on this link to The Good Men Project. Enjoy.

Being Gentle with Ourselves When the World is Being Harsh

 

It was such a relief back in June when the numbers of people sick from COVID were winding down and the promise of a degree of safety, thanks to the vaccine, was rising up. We had (and have) a rational political administration and summer was approaching. But now, due to the Delta and other variants, and due to the fear and ignorance caused by the GOP and others spreading misinformation or disinformation about the vaccine as they earlier did about COVID-19 itself, it is difficult to know how safe we are or what is safe to do.

 

Thanks to the vaccine, I can consider visiting relatives and friends in other states, people I haven’t seen in person since the pandemic began. But in some sense, this adds more confusion. What variants might lie between here and there? Will I infect or be infected? I am vaccinated, but since I could still carry the virus, do I have to be tested first?

 

And I don’t know if what I am feeling is the psychological effect, the trauma of the pandemic combined with the trauma of four years of DT. Or, since what I feel is probably from a mixture of causes, I wonder what degree of what I’m feeling is simply fear. After hunkering down and making safety my primary concern for so long, it is difficult to take risks or step out.

 

But what I do know is the importance of being real to myself, and gentle when the world is being harsh. If I can find the patience and clarity to be gentle with myself, I can be gentler and clearer with others.

 

And I can take this moment as an opportunity to learn new things about myself. When I’m open to it, I discover new things about where and who I am. I feel even more at home with whatever and whomever I am with. So, when I do venture out, I am going from home to home.

 

And we can use our imagination and empathy to see and feel ourselves in the home with whomever we’d like to visit. One purpose of the imagination is to help us think. When I stopped what I was doing and imagined being in the living room of a friend or family member, talking, looking eye to eye, feeling what I felt for this person. I overcame the physical distance with imagination and the emotional distance disappeared. The situation was simplified a bit and I was able to think more directly and clearly.

 

Of course, the imagination can also be detrimental. We can get caught up in images of hurt and disaster, especially when we’re stressed. Another reason we have an imagination is to help protect us from harm….

 

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

What Do We Do When It All is Getting to Us? The Value of a Good Honest Conversation

What do we do when we feel it is all getting to us? When the outrage and depression over the killing of George Floyd and so many other African-Americans by police, combines with the sadness and anger over the rising numbers of those sick and dying from the coronavirus, combines with the actions by DT to cut off the information from reaching us that we need to protect ourselves? And all this is augmented by anxiety over our economic situation or uncertainty over the future and, of course, fear of getting sick?

 

My mind went through a change over the past weekend. Every time we leave home to go to a public, indoor location⎼ shop for food, get our car fixed, what used to be normal activities⎼ a new waiting period can begin. Since the incubation period for the virus can be two weeks, if we do this more than once during that time, we never stop being on edge, monitoring for symptoms. A chest pain, a cough, a tickle in the throat can cause us to isolate ourselves further in worry.

 

I turned on the tv and there was an ad for a local Public Television program, Behind the Woman, which shared personal stories of women leaders from diverse backgrounds. In this time of different pandemics, those of racism, DT, and the coronavirus, the program reminded me of what a sense of community can be like, with shared concerns and a demand for change.

 

Then I heard news about protests over the police killing of George Floyd, in Portland, Oregon, being met by militarized Federal agents sent there by DT. These camouflage-wearing agents have been stomping on the people’s right to protest and on the legitimate local authorities and the rule of law, creating chaos to serve DT’s own selfish political purposes. And on Sunday, they  were met by a wall of Moms chanting “Moms are here, Feds stay clear.” I felt a silly sort of joy, a shared interest and feeling, with these women, and with these protestors. Until I heard about the teargas and arrests and the joy was replaced with outrage and fear.

 

Hearing about the protests, I somehow felt less alone. When we hear about other people in pain, we want to do something to end that suffering. We want to help. Even babies, when they hear other babies crying, join in. And when we hear about people taking action, we can feel more powerful ourselves and ready to act….

 

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.

 

Using Mindfulness and Empathic Imagination in Teaching the Story From Day One

I’d like to share with you what I learned from teaching a middle school class called “The Story From Day One,” which integrated mindfulness and visualization exercises with the language arts curriculum.

We often teach myths as merely literature, divorced from the cultural, spiritual, and historical context. But we pay a price for this approach. It limits the depth of meaning students can derive from their study.

Combine this with the narrow focus on the now that social media can foster, and students easily feel isolated on an island of self, cut off not only from their contemporaries, but from a sense of the continuity of life. They have little grasp of how their lives today emerge from yesterday.

 

Suggested Myths to Teach in Your Class

 

In my Story From Day One course, we read several myths from around the world, of creation, of tricksters and of heroes, including:

 

Integrating Mindfulness with Academic Content 

Start lessons with a mindfulness exercise so students can calm and clear their minds, better understand how their inner lives affect their outer ones, and notice how they respond to words, stories, and other people.

After mindfulness practice, ask questions that challenge assumptions and reveal what was hidden, so each lesson becomes the solving of a mystery. For example, before teaching a class on language or vocabulary, ask:

 

How can words (mere sounds or collections of marks on a page or device) mean anything?

Do words have meanings, or do people give words meanings?

Imagine a time when words were almost magical, when to give your word was deeper than a legal contract today. If you felt your words were like magic, how would that change how you spoke? (Share this old Eskimo poem.)

 

To read the whole post, please go to Mindfulteachers.org.

Teaching The Story From Day One

I’d like to share with you what I learned from teaching a middle school class called ‘The Story From Day One,’ which integrated mindfulness, visualization and inquiry exercises with the language arts curriculum.

We often teach myths as merely literature, divorced from the cultural, spiritual, and historical context. But we pay a price for this approach. It limits the depth of meaning students can derive from their study.

Combine this with the narrow focus on the now that social media can foster, and students easily feel isolated on an island of self, cut off not only from their contemporaries, but from a sense of the continuity of life. They have little grasp of how their lives today emerge from yesterday.

Kieran Egan, educator and author, advises in his wonderful book Imagination In Teaching And Learning: The Middle School Years, to design lessons with a narrative structure, understanding not only the skills and knowledge we want to develop but the transcendent qualities in the subject studied.

To excite students, especially middle school students who are still close to, if not seeped in, this age of magic, and who have a natural yearning for adventure and awe: Use stories of facing the extremes of reality and limits of experience, of heroes braving dangers and encountering wonders, to connect to and utilize students’ romantic imagination and emotional awareness to better understand course material.

A good way to begin is with Gilgamesh, the protagonist in the first written epic story, recorded sometime around 2100 BCE. Gilgamesh is the first literary hero, actually the first greatly flawed superhero. The story also introduces a precursor to the biblical Noah and the flood, as well as central themes that have filled literature ever since.

First There Was Breath, Then There Were Words, Then There Were Stories.

The first step in teaching mythology, literature, and language is to create the space in the classroom so language comes fully alive to students. Where they feel as well as examine what they say and read.

 

To read the whole post, click on this link to the ImaginEd website which published this piece.

To Keep Love Alive, Know How Love Is Born

We all want to be loved, so it is no surprise that so many blogs, so much art, so many movies, plays and novels have been written or created about it. And no surprise that so many of us want to understand how to have a good relationship or keep love alive. When someone says to us, “I love you” or we say it to someone else, it is a pivotal moment in our lives.

 

When we feel loved, we can feel we have “made it.” We might feel not only that “life is good” but “I am good.” What we yearned for has been found. We feel whole.

 

But to keep love alive it’s important to know how love is born. When we look within our self and study how the emotion is constructed, we see that love, like any emotion, is not just one overwhelming entity. It involves so much of who we are. It is feeling and sensation mixed with memory, thoughts and how we view the world and ourselves.

 

For example, when we fall for someone, we usually think it is the other person who fulfills us or makes us feel so alive and complete. But it is not the other person who completes us. It is our loving that completes us. It is the way we relate to another person, by caring so deeply that we feel open, vulnerable, and yet strong enough to take whatever occurs. It is our ability to recognize another person is not the same as us, yet part of us, which completes us.

 

If we think of the other person as the source of our love, all kinds of craziness can ensue. We can think our happiness lies in someone else’s hands and we are powerless—or that this other being exists entirely for us. We can feel so overwhelmed by our attraction for the other person that there is little room left for the reality of that person.

 

This is why love can turn to anger, possessiveness, even violence. We come to see the other only in terms of how he or she fulfills our image of whom they should be, and we never see who they are….

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

 

 

A New Review of My Book “Compassionate Critical Thinking”

The organization, mindfulteachers.org, a wonderful organization, just published a review of my book, Compassionate Critical Thinking: How Mindfulness, Creativity, Empathy, and Socratic Questioning Can Transform Teaching. The book was published by Rowman & Littlefield. It is a book that, I hope not only will help teachers, students, and parents in this time of anxiety and threats, but maybe help anyone trying to understand him or herself and what is happening in our world.

The review begins:

“Often, you have little choice in what material you teach; the only choice you have is how the material is taught… When a teacher enters the classroom with awareness and genuine caring, students are more likely to do the same.”


Compassionate Critical Thinking: How Mindfulness, Creativity, Empathy, and Socratic Questioning Can Transform Teaching is based on Ira Rabois’ thirty-year career teaching English, philosophy, history, and psychology to high school students. 

Rabois includes six types of practices in his teaching:

 

To read the whole review, go to the website. Enjoy.