A Strange Illness: Reflecting on What Plagues Us and What Links Us to Everything

Since COVID, it’s clearer than ever that illness is a lot stranger than we might think. Illness isn’t just a matter of catching a bug or being a victim of a pandemic or exposure to environmental pests or pollution, or of aging⎼ although pandemics, bugs, aging, and the environment are certainly involved. So much seems to be involved.

 

When I was in the Peace Corps in Sierra Leone, West Africa, I caught a bug, or a few bugs of different kinds. And when I became ill and had to leave the village and country where I lived, I found out the people I left behind felt responsible for my illness. Not that they thought they should have taken better care of me. They believed someone in the village had caused me to get sick. For them, the germ of all illness was bad thoughts and intentions spread from one villager to another.

 

And in the U. S. many feel illness is a sign of weakness; that we or the sick person is somehow deficient, not strong enough to fight it. At work, we might denigrate someone who stays home to treat an illness ⎼ or we used to before COVID. Now, we hopefully just wish them to get well.

 

Ill can have several meanings and connotations, most are relative or comparative. To be ill is to be in an abnormal, unfavorable, undesirable state, and that we’re hurting, threatened, suffering, or have some defined condition called a disease.

 

In Buddhism, the word for suffering is Dukkha, although the translation is debated. Zen teacher Steve Hagen, in his wonderful book Buddhism Plain and Simple: The Practice of Being Aware, Right Now, Every Day, says Dukkha is in opposition to Sukkha, or satisfaction, so instead of suffering we get unsatisfactory. But more accurately, he says, imagine a bicycle wheel out of kilter. Every time the wheel spins around to the “off” spot, there’s a bounce or wobble that’s bothersome, produces pain, and makes us unhappy. Suffering is being out of kilter. Another Zen teacher, David Loy, analyzes suffering as the sense of something  missing, lacking, in ourselves, in life.

 

We can see suffering all around us. In Buddhism, the first of the four noble truths Buddha realized in his enlightenment was Dukkha, recognizing suffering, being out of kilter is just part of life. The other three are that there’s a cause of suffering, a way to let go of or cease suffering, and a path to that cessation. So, is all life tied to illness? Is suffering the same as illness? Or a response to it?

 

Part of me says, “you know what it is to be ill.” But do I? I know when I hurt and something in my body is off.  But when I try to define illness, I can get lost in the complexity. And sometimes I am ill or in pain, but I’m not suffering. The pain sort of reassures me I’m alive.

 

There are conspiracy theories, exaggerations, lies about illness, especially the pandemic⎼ but there’s also science. The mind and body, despite having separate labels are never separate; they are two words for ways to view one reality. When we feel powerless, or depressed emotionally, for example, we’re depressed physically. Likewise, when we do things like mindfulness meditation, we improve immune response, digestion, heart rate, etc. and the breadth of our awareness. We don’t suffer as much, depending not on what’s happening but on our response to it….

 

 

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

We Need More Creative Drama in Our Lives: Arts Education Might Not Cure Society, but It Can Help Heal Students

Even before the COVID pandemic, arts education was being cut in school districts throughout the country. This was extremely shortsighted then, even worse now.

 

Our children are suffering. According to a report by the American Psychological Association, 71% of parents said the pandemic has taken a toll on their children. Nearly half of LGBTQ+ teens and over 25% of girls have recently contemplated suicide. Many feel hopeless. Anxiety levels are skyrocketing.

 

According to MedicalNewsToday, 75% of youth feel the future is frightening. Although the American Rescue Plan passed by the Biden Administration was a great first step, providing $170 Billion for mental health services for school children, more is needed.

 

And it’s not just the pandemic, not just children missing in-person instruction. It’s our response to the pandemic in the past and the lack of a coherent cultural response now to the environmental emergency, to mass shootings, to injustice and the threat of hate, autocracy and what DJT represents. It’s the GOP attacks on education itself.

 

For many children, the arts could provide motivation to get to school and a doorway into learning itself. It can make school something more than mere work, but a place where they can come alive and see their concerns reflected in the curriculum. They can feel a sense of meaning when so much of the reality around them seems hopeless.

 

According to a study called Champions of Change, arts education can level the playing field, and improve student performance in all areas of learning. This was particularly true with students from low-income backgrounds.

 

The arts provide a more direct entrance into understanding and caring about the experience of others than any other discipline. As such, they provide one of the best ways to embed compassion into the curriculum and to empower young people to take action in all areas of life. This won’t cure society but might heal a student.

 

In 1969, I was in the Peace Corps in Sierra Leone, and got a chance to witness a ceremony of spirit beings emerging from the jungle to dance a story about the responsibilities of adulthood. The spirits were villagers wearing carved wood masks and raffia from their neck to their feet. After the dance, spirits walked amongst us and then returned to the jungle. I didn’t realize then that I was seeing an early form of theatre.

 

In Ancient Greece, the poet Thespis was supposedly the first to have an actor step on a stage and turn choral recitation into drama. Their culture was amazingly social and public. Unlike us, who view our emotions as individual, personal, and essentially hidden, Hubert Dreyfus and Sean Kelly claim that for the Greeks, “moods were public and shared.” Emotions were visitations by gods. This was not like movies and tv today, not something to view isolated on a home computer, but shared, in a group, with each spectator knowing the lines so they could join in the recitation…

 

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

How Does the Wind Move Us?

The wind can storm, tornado, hurricane as well as breeze. It can frighten or comfort depending on what shape it takes, or we take in our response. It can also play tricks on our hearing.

 

I was walking up a portion of our rural road that is forested on both sides, and suddenly I heard and felt a roar of sound, like thunder, or like a massive truck was headed in my direction. I looked around and there was neither a truck nor a storm. All there was to see were the trees, some bending, moving in their own way, and the sky, a clouded blue. But what a sky it was. And those trees, so stiff and yet firmly rooted. And my attention now so awakened by their thunder.

 

A road can become a funnel for sound. When I served in the Peace Corps in Sierra Leone,I lived in the bush off the unpaved main road. Between villages, huge trees covered the road on both sides. I could hear a truck coming from many miles away. Flagging down a lorry was the only way for anyone in the village to get a ride anywhere. So, if I was intent on going somewhere, I could go into my house, finish packing a bag, and walk leisurely out to the road in time to flag down the lorry for a ride.

 

Hearing, like smell, is a sense that spreads out on all sides. We can home in on a sound by moving our head. But unlike sight, which is mostly aimed directly in front of us, or touch and taste, hearing sweeps our entire 360-degree sensory environment.

 

Each part of the day has its own music. We hear the morning, for example, not just see it. In the spring and summer, birds, and in warm weather, cicadas welcome the rising sun. When I lived in Sierra Leone, as sunrise approached, the jungle awoke with an increasing volume and variety of sounds, culminating in a concert of insects, birds, possibly monkeys and other creatures. It felt like the earth itself was waking up, a mouth opening to speak. The dusk is another time the world clearly speaks to us. What does an eye or an ear opening and closing sound like? Is one sense a chorus for another or do different qualities of light have a specific sound component?

 

For some of us, yes. Synesthetes, for example, can see or feel sounds. A strong wind might be perceived as a specific color.  The word ‘synesthesia’ derives from the Greek meaning “to perceive together.” People who have the condition unite or switch sense modalities, hear color, or taste sound. The condition is rare, about one in 2,000 people share it. It is a biological condition, not a hallucination; it runs in families, and is more prevalent in women.

 

What is the weight of thunder? The shadow of a car horn? The taste of the words we speak?…

 

 

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

 

What You Model, You Teach: The World Is A Miraculous Place, If Only We Can Imagine and Act to Make It So

One of the most important lessons a good teacher teaches, beyond the subject matter, is how to live a moment or a year of moments. On the first day of classes, you teach how to meet new people, how to start an endeavor, how to imagine what might be and yet be open to whatever comes. On the last day of classes, you model how to end something and how to say goodbye.

You model how to face freaky spring weather in winter and winter weather in the spring. How to face a test, sickness or other challenges. To share insights, listen to the insights of others, think deeply about questions raised, and fears and joys expressed. How to face evil with insight and violence with clarity.

In this way you create a community and you model the most important lessons one person can give to another. You model with your very life that a loving, caring community is possible and, thusly, create the seeds for a more loving and sustainable future.  Without such a model, it is nearly impossible for a young person to imagine that such a community, or relationship, is possible.

You think of teaching not as a job, not even an avocation, but just what you are doing, now, with your life. You think of each moment as an opportunity to learn, to expand your sense of self, to see others in you and you in others. All of us, in this world that we share, need this sort of gift daily.

Starting the School Day

So, before you enter the classroom, or maybe before you enter the school building, stop in a safe location, maybe near a tree or a place with a pleasing view, close your eyes, and take 2 deep breaths. You might then pick one area of your body to focus on ⎼ the area around your eyes or mouth, your shoulders or belly ⎼ and simply feel how the area expands as you breathe in, and relaxes, settles down as you breathe out.

You might imagine yourself in the classroom ⎼ calm, ready to listen to your students, emotionally strong. Then bring to mind your students. Imagine how they walk, stand, enter the classroom. If you feel tension with anyone, bring him or her to mind. Imagine how they might feel, and that they feel and think, in a manner similar to, yet different from, your own. Hold them in your heart for a moment.

Then take another breath in and out. Open your eyes and look around you, noticing how you feel….

 

To read the whole post, please go to Education That Inspires.

Dads

We never fully understand anyone. Who we are and what we think of those around us can change in unanticipated ways. But, although everything changes, some things are so deep they sway but do not shift. This is especially true with parents, who can play such a major role in our lives.

 

My Dad died seven months ago and this will be the first year in memory that I could not wish him a good father’s day in person, or on the phone. I miss him greatly. When I was a child, I knew my Dad loved me, but he was gone more often than he was home. He was off working, sometimes even on weekends. As a child of the depression, and a responsible father, financial security was one of his primary concerns. We never had too much but always what we needed.

 

When I was a teenager, we often butted heads. It was a struggle, as it often is with teenagers and their parents. He could be moody and critical, but also accepting, kind and generous. In our home, arguing was a common form of discourse, even at the kitchen table, and especially about politics. I was against the war in Vietnam. He was for it. But we did eat dinner and talk together; we could argue, and still love each other.

 

My Dad was staunchly moral. He always wanted me to do the right thing, even if that was not what I wanted to do. When I was in college, in Michigan, I attended many protests, including several against the war in Vietnam. Once, the editor of our college newspaper was arrested at a protest to secure for parents on welfare enough money to clothe their children. This led me, and about three hundred other students, to protest the arrest at the county municipal building. We, in turn, were arrested; police in riot gear dragged most of us out of the building. I watched my best friend on one side of me and a women with her daughter on the other being dragged out, but I was mysteriously left to walk out on my own. Snipers on the roofs of neighboring buildings shadowed the demonstration.

 

A picture of me leaving the building appeared in Life Magazine, and my Dad saw the photo before I could tell him about it. He got so angry he called and disinherited me. Two weeks later, he called again. He had researched the incident and decided I was right. He even said I had acted courageously.

 

That’s my Dad. He thought about the situation and changed his mind. He also changed his mind about the war in Vietnam and joined an organization of businessmen against it. He remained highly informed and thoughtful about politics for the rest of his life. During the disputes and discussions about healthcare over the last twenty years, my father presented the clearest analysis I ever heard of the waste in our health care system and the money that would be saved by a single payer system.

 

He lived a good life. He and my Mom, who he loved deeply, would often take trips to other countries. They would usually travel with friends or relatives. Several years after my Mom passed away, when he was 91 years old, he flew by himself to Athens, Greece, to meet his new girlfriend and take a cruise back to the US.

 

He had been a successful accountant and CFO of a large corporation, and up to the last year of his life, when he was closing in on 96 years of age, he continued to do his own tax returns. In fact, he felt a little sheepish about not doing them. The only reason he stopped, he said, was because he had moved to a new state. The laws were very different than those he knew, and he didn’t feel like extensively studying the tax codes. What stood out most from his work were the people he met and got to know. He was so touched that even 16 years after he finally retired, people he worked with still called and came to visit.

 

In June, 1969, I entered the Peace Corps in Sierra Leone, West Africa. My parents didn’t really want me to be there. They were afraid of what might happen to me but recognized and supported my reasons for going. In late November, I was escorted from the country back to Washington, D. C. with a serious but not contagious illness. I was in no condition and didn’t have the time to inform anyone about what was happening.

 

After only a day or two, I insisted on returning to my parent’s home in Queens, New York, to surprise them. A friend drove me. It was late afternoon, so no one was there when I arrived. I didn’t have the key, but was able to get it from Selma, a neighbor. She insisted I call my mother right away, before she left work, so I wouldn’t shock her too deeply when she saw me. We weren’t able to find my Dad; no cell phones back then.

 

When my Dad came home, he parked the car in the driveway and went to the back door to enter the house. I got to the door first and opened it from the inside. When he saw me, he froze in obvious disbelief. “Is that you?” he said. “Yes,” I replied. My very rational Dad didn’t know what to do. He turned away and started to walk back to the car. Then he turned back. “Are you staying?’ “Yes.” “Good.” And he turned away again. It took him a few minutes to let me see his face and enter the house. I don’t think he wanted me to see him crying.

 

What remained throughout all these years was a love that I felt but didn’t always understand. My Dad loved absolutely. In our last real conversation, on the day before he went into the semi-coma that preceded his death, he was worried about how my brother and I would be when he was gone. He said to me, “You know, a father never stops worrying about his children.”

 

The world would be a much better place if more people could grow up with such absolute love and support. Who would I have been if I hadn’t had him as a Dad? He taught me that in the face of death, the only thing that helps is acting with love. He died at 96.5 years old.

My Roommate Was A Totem

We all have things we fear. For several people I know, spiders are high on their list. For me, it was only big, hairy ones. There is something so primal about them.

In 1969, I served in the Peace Corps in a small village in the jungle of Sierra Leone, which is on the equator in West Africa. My home was the guesthouse of the local paramount chief, one of the more powerful men in the country. It was a large cement block structure, one of the few in the village that wasn’t made of mud. He preferred the traditional mud hut to a cement building. And I grew to understand his reasoning. On the many days the temperature reached 120 degrees Fahrenheit or more, his mud home was much cooler than mine made of cement. And my roommate was a Mende spider.

To see the rest of the story, go to Open Thought Vortex Literary Magazine.

 

The Most Important Lesson A Teacher Teaches

One of the most important lessons a good teacher teaches, beyond the subject matter, is how to live a moment or a year of moments. On the first day of classes, you teach how to meet new people, how to start an endeavor, how to be open to whatever comes. On the last day of classes, you model how to end something, how to say goodbye. You model how to face freaky spring weather in winter and winter weather in the spring. How to face a test, sickness or other challenge. To share insights, listen to the insights of others, think deeply about questions raised, and fears and joys expressed. How to face evil with insight, and violence with calm and clarity. And how to celebrate what you value and value what you celebrate.

 

In this way you model the …

 

This blog, with an embedded story, was published on Friday by OTV (Open Thought Vortex): A Literary Magazine for Open Hearts and Minds. Please click on this link to read the rest of the post.

 

 

The Most Important Lesson

Honoring Differences

In 1969, I was in the Peace Corps in Sierra Leone, teaching in a village in the bush. One day, I left the village and went to visit a fellow Peace Corps volunteer. At that time, there was little public transport. If you wanted to go somewhere and couldn’t walk, you flagged down a lorry and rode in the back with other people and goats, chickens, and who knows what else.

 

On this day, we stopped at a crossroad and people got out to buy food. I was surprised to see a middle aged man standing at the edge of a group of people, looking out at a field. He had on a tie, and nothing else but a loincloth. I walked up to him, greeted him in Krio, a sort of universal language in the country, a combination of English, Portuguese and several African languages from the country. The greeting was leisurely and took about 5 or 10 minutes.

 

I then asked him as best I could, in Krio: “Why are you wearing a tie?”

 

He responded: “Don’t white men wear ties for dignity and power?’

 

I answered: “Yes, but they usually wear shirts to go with it.”

 

He continued: “White men’s shirts stink.”

 

And in Sierra Leone, which sits on the equator, the artificial fabrics manufactured in the west, at that time anyway, did not do well in the heat of the jungle.

 

I was reminded of this incident in school last week, when I noticed a male staff member, who years ago never wore a tie, was wearing one. Almost no one wore a tie in our school. He said students treated him differently, with more respect, since he started wearing a tie and a more formal shirt. Even in the supermarket, he said, people address him now as “Sir.” Most of the people who called him “Sir” would, if you asked them, say that wearing a tie, or any formal clothing, was just a superficial act, a remnant of classist symbolism, or something like that. But their behavior was still affected by the symbol.

 

The man in Sierra Leone was living life in his own way, telling the world with his tie and naked dignity that “I matter.” He was adapting social symbols to speak his own unique speech. And in his society, at that time, political speech was even more restrictive, and more dangerous, than the US was. He had to find his own voice. Our own country, which prides it self on free speech, or maybe did so until recently, and whose predominant religion speaks of “loving your neighbor as yourself,” is often intolerant of differences.

 

I hope we all find our own voice and learn to speak clearly in defense of honest, free speech⏤and the right to be different, or to be ourselves.

 

**Thank you, Cindy Nofziger, for the photo.

Compassionate Critical Thinking and the Adventure of Teaching

For most of my childhood, my family lived in a house in Queens, New York, which is a suburb of NYC on Long Island. There was still a feel, where I lived, not just of suburbs but of the declining remains of a rural area. There were many trees. We were one block away from a huge golf course, with a lake and hills, where I ran with my dog, played football with my friends, and went sledding in the snow. It was quite a privileged and protected life.

 

I used to write all sorts of stories for myself. One fall, at the age of 6 or 7, I borrowed a little wagon from a neighbor. I invited 2 or 3 friends or relatives to hop on the wagon and took them on a guided adventure through my backyard. The adventure was partly a story I invented and narrated, partly theatre, partly a miniature midway ride. I had such a good time, I repeated it until there were no more customers and winter closed down the midway.

 

While my love of writing started in my early childhood, until recently, I thought of it only in terms of fiction. As I got older, I realized the motivation behind my writing was not just to entertain, but also to feel inspired. I loved the heady joy of pulling ideas, images, and feelings together. It was so alive. I felt that I had something worthwhile and meaningful to say and to give. In other words, creative writing had the power to teach. The only thing I was unsure of was whether teaching had the power of creation.

 

And I discovered that it did.  After college, I joined the Peace Corps, in Sierra Leone. As a teacher, I felt respect from my students. What I was doing mattered to them. So I wanted to do it even more when I returned to this country. I found this again in other teaching jobs, most notably at the Lehman Alternative Community School in Ithaca, NY. Part of my childhood desire was met. Now that my book, Compassionate Critical Thinking: How Mindfulness, Creativity, Empathy and Socratic Questioning Can Transform Teaching, is being published by Rowman & Littlefield, the other half of my yearning is about to come true. It is not a novel, but certainly describes a creative approach to teaching.

 

When you teach, you hold the hearts and minds of students in your hands. You have this amazing opportunity that you just can’t ignore and dread disappointing. You can take students on the greatest adventure imaginable—into the depths of their own minds and hearts. You can show them that there are these depths unrecognized in many schools, or maybe unrecognized since they were small and inspired children. You can show them how valuable and important they are. Show them the joy of play in PE, the miracles of nature in science, the creative spirit in literature, and in social studies classes, show the great diversity of possible ways of living and the importance of relationships, .

 

My book describes and illustrates methods to use in teaching as well as an overall conceptual framework for understanding the way the mind and heart can work together— to take in more of what’s around you and think more clearly and critically. Critical thinking is fueled by caring and feeling, and guided by mindful awareness to focus attention, and notice, formulate, and ask questions. Compassion and imagination help you understand and explore diverse perspectives and let go of distorting judgments.

 

When you quiet the mind by accepting, caring for and valuing it, you hear the world more distinctly. You hear what your own body is saying and how to befriend your emotions. The world is not at a distance but at your fingertips, or is your fingertips. What you think is right to do is evaluated more clearly. You feel more joyful, your life more meaningful, your relationships with others more conscious and honest. Now that is a worthwhile adventure to undertake—that is a way of teaching.

 

*The release date for my book was delayed a few days, but the book launch in Ithaca, at LACS, on Thursday, October 13, at 7:00, will go on as planned–I hope. There will also be a book talk on Saturday, October 22, at Buffalo Street Books, at 3:00 pm. I hope you can come.