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Category Archives: Timely and Random

Quality Teaching

It’s not a surprise to anyone that our education system is in trouble. Many of us have been its victims, and there’s a fresh generation of youngsters in the process of getting their curiosity, imagination, and natural talents sterilized in school right now. Increasingly schools have been saddled with the responsibility of child rearing, intervening on poor performance, and preparing graduates for the job market.

Is it any wonder students are failing?

Another victim in the middle of all of this, together with the student, is the teacher.

Teachers are expected to manage this education pipeline from preschool and early childhood through adolescence and young adulthood: following the curriculum, designing lesson plans, managing the classroom environment, assessing student progress, and doing all of it on a shoestring salary with restricted latitude for using their own curiosity, imagination, and natural talents.

If some of them felt a “calling” to the profession of teaching originally, they quickly undergo disillusionment and feel the burnout of being held responsible for something over which they have little or no control – nor does it match what they feel most passionate about. This anxiety depletes their spirit, and an astonishing number of them are leaving to save their sanity, health, and hope for a more meaningful life, probably in a different profession altogether.

How do I know? I work in higher education and see it all around me. For a while we tried to blame students for lacking the motivation, discipline, and intelligence – the diagnostic slide typically follows that order – required for success. Then we blamed “the system” and its abusive obsession with standardized testing.

Despite its worthy intention of defining standards for grade-level achievement and helping students be course-ready for their next step, standardized testing soon shaped a culture where instructors “teach to the test” to ensure that students pass and move on.

Getting the right answers has become more important than thinking well and deeply in a given subject, selecting for students who have a knack for memorizing and recalling information. The only thing that really counts is that students can recall the correct answer for the test (the what), not necessarily how to get there or why it even matters.

We have to wonder whether this costly gauntlet of education – measured in the net loss of money, time, imagination, and hope – can be fixed. Or does it just need to be replaced? Are we simply doomed?

A meaningful and productive education has always depended on what I will call Quality Teaching. This gives a large responsibility to the teachers themselves, although I must pull back on blaming them for our current situation. As Whitman and Kelleher state in NeuroTeach (2016), “Ultimately, what research shows is that there is no greater influence on student outcomes than teacher quality.”

Today, fewer colleges are screening for new instructors who understand and practice the art of Quality Teaching. Increasingly colleges are hiring part-time instructors (called adjuncts), which keeps the institutional obligation negligible in terms of healthcare, retirement, and other benefits. Class sections are opened and more of these instructors are hired to fill the vacancies. Rarely anymore is a prospective new hire auditioned for a fluent understanding of Quality Teaching.

So what is Quality Teaching? We can thank our most effective teachers for demonstrating its salient ingredients. While a blog post doesn’t afford the space for expounding on them, I will at least introduce these ingredients here by using the acronym R-E-C-I-P-E as our framework.

Quality Teaching is Relevant

Relevance is a special type or facet of meaning, connecting not only to the course curriculum but just as importantly to the student’s experience and personal world. A Quality Teacher is careful to make these connections so that students can understand the real-life applications of what they are learning. The most valuable application of knowledge is not passing a test, but rather in using new knowledge to expand the student’s worldview, deepen self-understanding, strengthen critical and creative thinking skills, and to participate constructively in the contemporary discourse of human culture. Quality Teaching seeks to establish meaning for the student.

Quality Teaching is Enriched

Humans learn best in real-life situations, but most of a student’s time in school is spent inside boxes called classrooms. Specialized knowledge is by definition highly processed – isolated, analyzed, refined, clarified, and abstracted – which removes many of its essential nutrients. The human brain is “wired” to pick up and interpret information along visual, auditory, olfactory, tactile, and kinesthetic channels. In traditional classrooms, however, students sit in rows and receive instruction primarily through their eyes and ears. Enriched Quality Teaching uses a variety of sensory modalities and metaphors to “embody” the more abstract concepts students need to learn.

Quality Teaching is Creative

Perhaps the most essential function of a Quality Teacher is to collaborate with students in the construction of meaning. Knowledge itself is a mental construct, a translation of what is purportedly independent of our minds into the signs, symbols, and codes of meaning. It is in our very nature to be creative, to compose elaborate webs of significance that serve to explain what we think we know, explore what we don’t yet fully understand, and to imagine what’s possible. The Quality Teacher is not merely a docent for students through the current catalog of knowledge, but a co-creator with students in the ongoing dialogue between mind and reality.

Quality Teaching is Interactive

This dialogue or construction of meaning happens not only between the mind and reality, and between teacher and student, but also between and among the students themselves. When what really matters is getting the right answers on standardized tests, these creative exchanges of dialogue are at best only secondary to education, if not needless distractions. Quality Teachers, on the other hand, understand – if not intuitively, then at least from what is turning up consistently in the research – that the best education is about priming our imagination with questions, putting these questions to reality, sharing discoveries and perspectives, and holding these under the light of evidence.

Quality Teaching is Personalized

Our current culture of standardized mass education turns students into data. The individual life experiences, unique talents, and types of intelligence represented in the students themselves are largely ignored as inconsequential to the ultimate objective, which is to turn out graduates for the workforce. Large class sizes mean that an instructor might never even learn the faces that go with names on the class roster. But while the current system is essentially a pipeline or conveyor belt to graduation, Quality Teachers respect education as a sacred enterprise whereby human beings are awakened to their creative spirit, empowered to actualize their deeper potentials, and inspired to become lifelong learners. Quality Teaching takes time to get to know the unique person of each student.

Quality Teaching is Engaging

Our current education system cultivates a mindset of disengagement – of depersonalization, abstract knowledge, standardized metrics, and “distance learning.” Instructors are the experts who get paid to replace their students’ ignorance with a multiple-choice mastery of something that means nothing to them. To make learning relevant, enriched, creative, interactive and personalized, the Quality Teacher expects a student’s full investment. Engagement is not about entertaining students or bribing them to show up and participate. Rather, it’s about convincing students – by personal example and not just as words on the course syllabus – that education really is about their transformation, about becoming more fully and gloriously human.

 
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Posted by on December 10, 2019 in Education, Timely and Random

 

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The Mirror of Religion

If god is not “up there” and heaven is not “after this,” then why would anyone get involved with religion?

One obvious answer might be to make money – speaking primarily on behalf of TV evangelists and other hucksters who exploit our fantasies of immortality and our craving for absolute answers. They hook us in by the thousands with a promise of prosperity in this life and everlasting security in the next.

Not surprisingly, the only ones getting richer are the hucksters themselves.

Once upon a time religion provided people with big stories, deep traditions, and vital connections to their communities, the larger environment of life, and to the present mystery of reality. Religion gave us grounding and orientation, identity and purpose, meaning and hope.

Then something happened.

Our mind began to open to reality in new ways. Where all that business of religion had focused our contemplation on the mysteries of life within and around us, we became increasingly aware of an impersonal objectivity to things. This has famously been called the “disenchantment of the world,” and it came as the consequence of a kind of centripetal integration of our individual personality, bringing with it a newfound ability to discriminate between external facts and internal feelings.

This evolution of consciousness didn’t necessarily mean that the sacred myths and sacramental cosmology of religion had to be abandoned. The change in awareness, however, did invite us to interpret the stories in a new light.

Whereas our mythopoeic imagination was the generative source of the myths, we could now appreciate their principal metaphors as translucent revelations of a deeper mystery.

Take this analogy …

A landscape painting can be “read outward” for its representational realism and factual accuracy. Something separate from the work of art is that by which it is recognized and evaluated. But a true appreciation of the painting as art requires that we also “read inward” to its creative source and inspiration in the artist’s personal experience. We are not thereby attempting to go back to its origin in the past; rather we are going deeper into something that is genuinely a mystery, of which the painting is a revelation in this present moment.

As we meditate on it, that same experiential in-sight is awakened in us.

The shift of consciousness mentioned earlier, where seemingly all of a sudden reality confronted our mind as an objective fact, is paradoxically when this inward path into the grounding mystery of being became available for the first time. Having established our separate center of personal self-awareness (ego), reality opened simultaneously beyond us in the objective order of existence, and within us as the subjective depths of our being.

Those sacred stories of religion could now be read inward as poetic and metaphorical revelations of our own grounding mystery. For so long they were spun almost by instinct like spider webs out of our creative imagination, captivating our attention and making life fascinating and meaningful. But whereas earlier their action and imagery had been projected around us, now for the first time we could follow that projection inward to its spiritual source.

To interpret god metaphorically, reading inward to its deeper significance and expressive potency, necessitated a shift in religion’s self-understanding. Instead of orienting us outward to some supernatural being “up there,” god’s metaphorical meaning urged upon us a newfound sense of our creative authority.

As a poetic construct of the human imagination, the character and virtue of god as played out in the myths (and read inward) turned the sacred narratives from windows into mirrors.

Our “window” on reality – that is to say, on the objective and factual realm – would become the special portal of science. And our “mirror” into the subjective and intuitive realm was now positioned to serve religion’s own progress as a system of stories, metaphors, meditative practices, and ethical commitments that could guide human evolution into a “post-theistic” future.

The prefix “post” in this term shouldn’t be mistaken as “anti” or “a” (as in atheist) since post-theism is not focused on – or even concerned with – the existence of god. Instead, it provides the structure and vocabulary for making meaning, building community, and actualizing our higher nature as human beings – “after” (post) we have learned to contemplate god as a mirror into ourselves and taken responsibility for our creation.

Our own individual development through the early years and into adulthood traces the same path as our cultural evolution.

There was a time when stories and their performance, otherwise known as imaginative play, were the world we lived in day and night. We regarded their characters, plots, and adventures as laced invisibly into the landscape of everyday life. Some characters became magnetic attractors in the shaping and orientation of our developing personality. In a way, they were more “real” to us than the flesh-and-blood members of our own house and neighborhood.

But then something happened.

Partly as a consequence of our socialization, and partly a natural stage in the development of our mind, the mapping of language onto an objective reality separate and apart from us began to demand more of our attention. This “real world” of impersonal facts would eventually become the realm of our adult everyday life.

Those childhood stories of the backyard playground needed to be left behind, put on the shelf … or read inward for new meaning.

It’s not news that most adults in advanced societies nowadays are caught on the Wheel of Suffering, in lives that have been flattened out and drained of creative imagination. We have to turn on a screen or sit in a theater for the experiences we can barely recall from childhood.

If and when we go to church, we are likely to hear about a god “up there” and a heaven “after this,” but there is little if any inward depth-experience of a mystery that cannot be named or fully known.

Our religions presume to be windows on reality, telling us what to believe about a being that no one has ever encountered. Their “windows” are not the true window of science, yet their competing (and archaic) accounts of objective reality are obligated on devotees under threat of excommunication and eternity in hell if they cannot believe.

The tragic irony is that the stories these religions take so literally are actually reflecting back to them insights into our own deeper nature, and truths with power that can set us free for the liberated life.

 

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Coming to Terms

To exist is to “stand out” (Latin existere) as an individual ego or “I,” centered in yourself and tracking on your own timeline. Of course, this timeline is not interminable, meaning that it will not continue forever. One day you will die and pass into extinction. Nothing in time is permanent; nothing is everlasting.

Now, I hear you thinking: What do you mean, nothing is everlasting? What about god? What about my soul? What about … me?!

Self-conscious human beings have suffered psychological torment for many thousands of years by the awareness of mortality, that “I” will not be around indefinitely. Most of us have lost loved ones and cherished pets along the way, and it shouldn’t come as a shock to realize that your time is also running out.

As a kind of therapeutic response to this existential realization, our species has invented many cultural variations of what we can call a “departure narrative” – stories about leave-taking, about getting out of this mortal condition, and securing your continued existence on the other side of death.

This is probably not where “god stories” got their start, since the idea of a personified intention behind the arrangement and events of our lives is historically much older than a belief in our own immortality.

In earliest religion, known as animism, humans related to their natural environment in a kind of ritual dialogue whereby nature was acknowledged and petitioned for its provident support of what they needed to live and prosper. These rituals coordinated human concerns with the seasons, cycles, and natural forces they relied on.

Even the gods at this stage were not immortal. They were not everlasting beings regarded as separate from the temporal realm of life, death, and rebirth. The purpose of religion was not departure but participation in the Great Round. Gods served the essential function of personifying the intention humans perceived (and imagined) behind the natural events impinging on their existence.

Eventually these invisible agencies were conceived as separate from the phenomena and realms they supervised.

Heaven, not just the starry firmament above Earth but the place where these superintendents resided, where they waited around and occasionally descended to take in the worship and earnest prayers of their devotees down below, was given a place in the emerging imaginarium of a new type (and stage) of religion, known as theism.

If these invisible (and now independent) personalities exist apart from the physical fields they oversee and control, then why not us? Actually it was more likely that the further development of ego formation in humans prompted this new idea of the gods as existing separate from their “body of work” (i.e., the realm of material existence).

Maybe “I” am also separate from this body. Perhaps “I” am not subject to mortality after all. When the body dies, “I” will go on to live elsewhere …

Thus was the departure narrative invented, to comfort you by dismissing death as not really happening to (“the real”) you – to this separate, independent, and immortal “I.” Since then, religions have been redirecting the focus of devotees away from time and towards eternity, away from physical reality and towards metaphysical ideals, away from this life to an imagined life-to-come.

It was all supposedly for the therapeutic benefit of dis-identifying yourself with what is impermanent and passing away. Very soon, however, it became a way of enforcing morality upon insiders as well. If you behave yourself, follow the rules, and obey those in authority, it will go well for you on the “other side.” If you don’t – well, there’s something else in store, and it’s not pleasant.

And to think how much of this was originally inspired out of human anxiety over the prospect of extinction. An independent and detachable personality that will survive death and be with god in a heaven far above and away from here – all designed to save you from the body, time, and a final extinction.

Religion’s departure narrative may bring some consolation and reassurance, but it does so by stripping away the profound (even sacred) value of your life in time and distracting you from the present mystery of being alive.

So far, we have been meditating on the axis of Time, and on your life in time. As a reminder, one day you will die and pass into extinction. But as you contemplate this fact, rather than resolving the anxiety that naturally arises by reaching for some departure narrative, there is an invitation here for you to shift awareness to a second axis, that of Being.

An experience far more exquisite and transformative than your departure for heaven is available right here and now, in this passing moment of your life. This experience is “post-ego,” meaning that it is possible only by virtue of the fact that you have already formed a separate and self-conscious “I,” and are at least capable now of dropping beneath or leaping beyond its hard-won and well-defended identity.

While the departure narrative promises a way out of Now and away from Here, this “fulfillment narrative” invites you into the fullness of life here-and-now.

Begin by taking a few slow, deep breaths: let your body relax into being. There’s nothing here that needs to be clung to or pushed away. All of the identity contracts that identify you with this tribe or that party; this rank or that role; this, that, or another label of distinction defining who you are and where you belong – drop it all, at least for now.

Imagine all of those things as tie-lines anchoring you to your place in society, and now you are unhooking from them one at a time.

As you do this, it will gradually become easier to quietly drop into your body. Here, deeper below all those crisscrossing tie-lines at the surface of who you are, your awareness opens to the feeling of being alive. Down through the nervous system and beneath the biorhythms of breathing, thrumming, pulsing, and resting, you at last come to a place that is no place, a “where” that is nowhere – the Nowhere, or here-and-now as we like to call it.

Each deeper layer in the architecture of your inner life requires a letting-go of what is above.

Each successive intentional release further empties your consciousness of content – first beliefs and the “I” who believes; then thoughts and the emotions attached to thoughts – until nothing is left to think about or even to name. I call this descending-inward path to an ineffable Emptiness the “kenotic” path, from the Greek word (kenosis) for “an emptying.”

The inward descent of Being and the letting-go or self-emptying it entails is also a highly effective practice in preparing you for a second path, of outward ascent into the greater reality that includes so many others and much else besides you. I call this ascending path “ecstatic,” also from the Greek, meaning “to stand out.”

But whereas “to exist” means to stand out as an individual ego, the ecstatic path is about stepping out or going beyond your individual ego in transpersonal communion with others – and ultimately with Everything, with the All-that-is-One.

In this same timeless moment, therefore, a profound and ineffable Emptiness invites you within and beneath who you think you are, as an expansive and manifold Communion invites you out and beyond yourself. Your awakening to this present mystery is at once the fullness of time and the fulfillment of your human nature.

There’s no need to leave.

 

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Taking Leave of Reality

The principal discipline of spirituality known as meditation is the practiced skill of living mindfully in the present moment. The here-and-now, or what is sometimes perceptively called “now/here” or “nowhere” since it can’t be located or held onto, is inhabited only by a very few.

The rest of us spend our time out of touch with the Really Real – another name for reality.

Where we go when we leave reality depends on our preferred method of escape – we’ll come back to this in a bit. But why we leave reality needs to be addressed first; otherwise we won’t appreciate the importance as well as the great challenge of strengthening our ability to live mindfully in the present.

The here-and-now holds in store such experiences as pain, loss, failure, and rejection – and these are what we are seeking to avoid when we make our escape from reality.

Of course, we can dream of an alternative reality where these negative experiences have been sponged away and only an everlasting bliss remains. This happens to be one of the methods of escape, and its widespread popularity especially among the other-worldly religions testifies to the extent in which humans find “suffering” – if I can throw those four distinct varieties of negative experience just mentioned under a single label – extremely difficult to negotiate, much less accept.

As sentient beings equipped with a conscious nervous system, we sense pain and very naturally regard it as a warning that something is wrong. Pain is an indicator, a message to our brain, that we need to change our position or do something different so as to avoid injury and maybe worse.

For its part, loss converts into emotional pain as we are separated from something or someone we have come to depend on for security, intimacy, companionship, and support. Losing such anchors leaves us feeling bereft and lonely – an extremely intolerable condition for any human being.

Our failure to attain, achieve, or realize our goals and expectations in life is another form of suffering. But it needs to be acknowledged that failure makes us suffer mostly because we have tied our performance to an audience whose opinion of us matters more than anything.

Our first audience was our parents and other taller powers who weren’t necessarily, or certainly not always, provident in their care of us.┬áNevertheless, we needed their attention and approval, which motivated us to do everything possible to win it – and then, should we be lucky or good enough to get it, not to lose it again.

Being rejected by others whose approval we need is a second way we can lose them.

The hard fact is that real life will bring us many experiences of pain, loss, failure and rejection. Such experiences are not at all pleasant, and if we had the choice we’d prefer not to be there when they happen. This is why we take leave of reality, seeking our escape from the here-and-now.

Whenever we leave the present moment to avoid suffering, we go to one of four places.

Of course you see the obvious fact right away, don’t you? Anything we do and anywhere we may go will always be in the present moment. Even if we physically move somewhere else, or merely manage an escape in our minds only, everything is always happening in the here-and-now.

The escape, then, is purely an illusion consisting of mental false floors and angled mirrors which makes us believe we are in touch with the way things really are, when it is really nothing more than make-believe.

So where do we go? Each of the four escapes is best characterized as a type of thinking, which I will distinguish as anxious thinking, depressed thinking, wishful thinking, and dogmatic thinking. Each type of thinking effectively separates our mind from reality – or more accurately, it throws up a screen between our mind and reality.

The trick is to get us focused on the screen to the point where the present mystery of reality is concealed, dismissed, and finally forgotten.

The Shell

Anxious thinking pulls us inside a protective shell of vigilance and worry, like a spooked tortoise. If the anxiety doesn’t panic or paralyze us, its “therapy” lies in the way our worry makes us feel responsible, with a super-ability to see the future and anticipate bad things before they happen.

If and when the terrible thing comes to pass, it’s not because we foresaw the future event but rather because our anxious thinking and associated behavior conspire to bring it about.

It’s nearly impossible to convince someone in the midst of an anxiety attack that they are actually creating the experience with their thoughts, which then trigger and elicit the physiological reactions in the body that they identify with their anxiety. As strange as it sounds, worrying about the future is preferable to engaging with the present because the future is a construct of our imagination – which means that we are really in control, even when we feel like things are out of control and happening to us.

It just happens that the experience we are creating is not all that fun!

The Hole

It is well known to psychological researchers and a few therapists that anxious thinking cycles inevitably into depressed thinking, where we find ourselves in a hole. Our word depression literally refers to a place that has been “pressed down” into a concave low point. The hole is another place we go to escape reality.

Depressed thinking is where we tell ourselves things like, “What’s the use? Nothing matters. I don’t have what it takes. I’m not ______ enough. No one cares. I quit.” Depression, like anxiety, convinces us that something or someone else is doing this to us.

Or rather I should say that depression and anxiety are perpetuated so long as we can convince ourselves that this is so.

As anxious thinking characteristically looks to the future, depressed thinking gets hung up on the past, regretting what we may once have had but no longer do. But these scenarios of the past are actually reconstructed memories, fashioned for the purpose of making the present seem less interesting or even meaningless by comparison. This gives us the excuse not to engage with what’s really going on, and thus protects us from the risk of being rejected since we said “No” first.

The Bubble

Wishful thinking fixes attention on an alternative reality to the way things really are, where suffering – at least our own – is absent and everything is as it should be. This can have a future orientation, but not necessarily. In our fantasy we can make ourselves into avatars of pleasure, wealth, success, and fame – the perfected opposites of the pain, loss, failure and rejection we are hoping to escape.

Wishful thinking persists so long as these ideals can float high enough above the way things really are, in order to avoid a closer analysis that might otherwise expose their lack of substance.

This distance between our fantasy and reality is critical to its therapeutic effect, which is to distract our attention away from the here-and-now and into some other there-and-then. Our suffering now is endurable in light of our anticipated salvation then; the persistent ambiguity of life here is bearable as we contemplate its final resolution there.

We are familiar with this line of thinking from religions that train the focus of devotees away from this world and into the next; but wishful thinking is not peculiar to religion.

The Box

Also in religion but not limited to it is the dogmatic thinking that puts us in a box. Inside the box the persistent ambiguity of life is resolved into a binary logic of black-and-white; better yet, into black-or-white or black-versus-white. Religion is also notorious for dogmatic thinking, where an orthodoxy of absolute truths is imposed upon believers. But as in the case of wishful thinking, dogmatic thinking isn’t only a religious preference for taking leave of reality.

My returning reader will be familiar with my paradoxical intolerance of conviction, which is where dogmatic thinking irresistibly leads. As the word implies, conviction takes our mind prisoner (like a convict) to beliefs that must be true because so much hangs on them. The certainty they provide translates deeper down into a security we crave but can never have enough of – since life itself is not all that secure.

It is not sound logic, clear evidence, or direct experience that gives a conviction its strength, but rather our desperate need that it be true. We can be ready to die and even kill in its defense, which reveals just how far out of touch with reality dogmatic thinking can put us.

Some religions (and probably all cults) turn this unfalsifiable character of convictions into a virtue, as the faith upon which our salvation (the ultimate escape) is said to depend.


In my description of the four methods for taking leave of reality you should have identified your preference (mine is wishful thinking). The point is not to feel badly or guilty for what we’re doing, but rather to take it as an invitation back to the here-and-now, to live mindfully in the present moment.

Instead of resisting life as it comes, with all the pain and loss and failure and rejection it may bring, we can open ourselves to the present mystery of reality, relax into being, and accept the universe – just as it is.

 

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Getting Off

Humans have been seeking happiness ever since self-consciousness threw us out of the garden of simple need satisfaction and into the quest for personal fulfillment. Inside the garden, reality was experienced as a provident web of support. Outside, we are on our own – or so it feels. Our human condition – separate, self-conscious, and profoundly alone – drives us to seek after whatever might resolve our insecurity and make everything all right again.

The spiritual wisdom traditions have been telling us for a long time that our real problem is not that we are alone, but that we are not at peace in our aloneness.

If we could find our center and dwell there in mindful presence, the crosswinds of life wouldn’t push us off-balance as easily as they do when we’re reaching outside ourselves for whatever we hope can save us. Wisdom’s counsel is about discovering, in the literal sense of ‘taking away a cover’ – a veil, an illusion, a misunderstanding, a mistaken belief, a false story – that is obscuring the truth of what we are.

This truth is not something we can render in words, definitions, and doctrines, for in essence it is an experience. To know yourself in this deeper sense is not a matter of possessing factual information about yourself, but rather of being grounded in your own life and living mindfully from its center.

Because spiritual wisdom eschews propositional truth in favor of experiential truth, its worldwide and perennial mystical-ethical tradition is often at odds with dogmatic forms of religion – really with orthodoxy of any kind.

It should be the most natural thing for us to live life from our own true center, so why is it so rare? Why do a vast majority of us get stuck on the restless Wheel of Suffering, and why do such a large number of these get pulled into clinical unhappiness?

The answer as to why we get stuck probably is as variable as our individual identities are unique, and it quickly loses revelatory power as it deteriorates into reasons and excuses.

On the other hand, how we get stuck on the Wheel of Suffering is much more simple and straightforward. There are certain things we have to do, once we’ve forsaken our center, in order to get hooked on the Wheel. And there are things we have to do, once we’ve gotten hooked, to keep ourselves there.

In a sense, I’m going to tell you what you already know.Our true center is where we are mindfully present to life, where we are in touch with what’s really real (aka reality). To abandon our center and get hooked on the Wheel of Suffering, it’s necessary to tell ourselves a story. At the center there are no stories, only the experience of being alive and its deeper invitation to inner peace.

Almost always we jump out to the rim of the Wheel when we tell ourselves a What if? story: “What if it goes wrong?” – “it” standing for whatever we believe is a key to happiness, or at least to our feeling less unhappy.

In the diagram above I have color-coded this story yellow, which represents the energy of anxiety. We typically abandon the present moment by jumping into the future – or rather, into a story about something that might or might not happen. We take this future scenario as critical to the security, happiness, or meaning of our life. For it to ‘go wrong’, the thing we feel we can’t live or be happy without must be imagined as slipping away, breaking apart, failing to arrive, or just falling short of our need.

When we are anxious, we are living in the future. The more we fixate on the worrisome thing, the more helpless we feel – and for good reason, since the future is beyond our control and doesn’t exist anyway. Many of us get stuck here, in chronic anxiety that keeps us trapped inside our What if? story – or is it that we are stuck inside our What if? story which keeps us trapped in chronic anxiety?

But then there may come a breakthrough – or at least that’s how it can feel – motivating us to take control. So we grip a little tighter, set forth our ultimatums, manage every detail, and buy more insurance against the likely disaster. This part of the narrative is color-coded red, as its energy is aggressive. And because we are trying to control something we cannot actually control, we soon come to realize that it’s not working.

So what do we do? We redouble our efforts and try harder!

Here the energy on the Wheel starts to shift again, from red/aggression to blue/disappointment. The expected outcome hasn’t come about. We are growing exhausted and cynical, struggling just to stay engaged or even interested in what we had earlier believed was the key to happiness. The cost is proving to outweigh the gains.

Many of us simply give up at this point. Our story becomes a judgment on life itself, or on whomever or whatever has let us down. Life feels like it’s circling the drain and we are sinking fast. When we are depressed, we are living in the past, rehearsing – therapists call it ‘ruminating’, like how a cow burps up food to chew it some more – what went wrong, where and when it went wrong, and who’s to blame.

What we don’t realize is how our anxious efforts at control actually fulfilled the prophecy of our What if? story.

Both of the spiraling whirlpools we’ve looked at, one tightening in anxiety and the other pulling us down into depression, are, in the language of medicine, ‘comorbid’ (presenting simultaneously or in mutually reinforcing cycles).

Back in the nineteenth century psychopathology had given the name neurasthenia (“nervous exhaustion”) to a condition that appeared to cycle between anxiety (nervousness) and depression (exhaustion). Later in the twentieth century this common condition would be analyzed into two presumably separate disorders, with each one further differentiated into dozens of distinct subtypes, which justified the proliferation of psychotropic drugs as treatment.

We shouldn’t be surprised to learn, however, that such protocols, along with the multi-billion-dollar industry they now support, are statistically ineffective and dangerous in their side-effects. They produce just enough of a positive ‘bump’ – although the effect is not due to the drugs themselves but rather to the patient’s belief in their efficacy, called the placebo effect – to keep us on the Wheel.

The beliefs that “There’s nothing I can do” (the story of anxiety) and that “Life has let me down” (the story of depression) are at once places on the Wheel where we can get pulled into clinical unhappiness and revelations of genuine wisdom, in the way they clarify foundational truths of the liberated life. Indeed, the liberated life is not an outcome of what we do, but more about being present and letting be. And in fact life is not designed to fall in line with our expectations, so learning how to live more in touch with the way things really are, in radical acceptance, is how we get back to our center.

Sadly however, many of us don’t listen to anxiety and depression in this way. Instead we use distractions, medications, and rationalization to mask or move through our unhappiness as quickly as possible. Whether it’s just the mercy of time passing, or the respite from worry that depression affords us, eventually something shiny will catch our eye: the key to the door of our way out.

This one will be our salvation; or so we believe. And yet, this is only another story, or a new turn of an old story. It is another hook that will keep us on the Wheel of Suffering for another revolution, at least.

While spirituality is the art of getting off.

 

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The Teachers We Need Now

What’s the difference between teaching a student and training a parrot?

This isn’t the setup for a joke but actually a very serious question. To train a parrot you need to repeat a word or phrase that you want the bird to imitate, over and over again until it starts to articulate what sounds close to what you’re saying. With persistent repetition the parrot might eventually sound just like you, to the point of fooling someone listening in another room.

Even then we wouldn’t say that the parrot has learned how to talk or is ready to hold a lengthy conversation on a topic of interest, would we? That’s because merely repeating what you hear isn’t the same as understanding what it means or being able to think critically about something.

Once upon a time a curriculum committee got together and asked, “What do third graders need to know in order to move on to fourth grade?” This content knowledge was identified and then standardized across the public school curriculum, stacking up from one grade to the next. Lesson plans were designed around these learning objectives and assessment measures were defined that would let schools know whether students were ready to progress.

Eventually classroom instruction would get focused on “teaching to the test,” where this grade-level knowledge was repeated over and over until students could choose the right answers most of the time. By devoting a large amount of instructional time to preparing students for tests, teachers could improve passing rates and schools could attract higher enrollments, thereby showing themselves worthy of more funding for the resources they needed.

The acquisition of knowledge is a crucial first step toward understanding and meaning-making – what education is really all about. A full account of what I call “the learning ladder,” however, necessarily goes beyond instructing students in what they need to know in order to complete an assignment, pass a test, or move on to the next grade.

If it’s only a matter of being able to repeat what they hear in a lecture or read in a textbook, then teaching students is not essentially different than training parrots.

Beyond knowledge acquisition, genuine learning must involve students in a process of assimilating new knowledge into what they already know or think they know. Obviously, this kind of intellectual activity requires more from the student than just a talent for memorization and recall. To effectively assimilate new knowledge and then apply it to the work of solving problems and making meaning depends on the higher skills of critical thinking.

In How Schools Make the Problem Worse I pointed out that critical thinking, which should be the gold standard of education, is a skill-set that relies on executive brain functions located in the prefrontal cortex. To support the work of critical thinking, a student needs a good working memory, strong mental focus, and an ability to inhibit impulses that might otherwise distract attention away from the object of study. These brain functions which underlie the higher cognitive skills of learning are themselves a symptom of brain and body health – how rested, well-nourished, aerobically active, and internally centered a student is.

Schools that ignore this crucial factor of health in their students, or actually undermine it by generating unnecessary “test stress” and stocking vending machines with “fake foods” that impair healthy brain function, truly are making the problem worse.

The “problem” is that students are deficient in the critical thinking skills required in higher learning. In reality, the education system is making the problem worse in two ways: (1) by ignoring or compromising the health of student brains and bodies, and (2), reaching back to my earlier point, by devoting itself to teaching students only what they need to know in order to pass tests and get through to the next grade, not how to think critically for themselves.

It’s true that critical thinking demands more of students and their brains than does memorizing and repeating what they hear in class or read in textbooks. But there’s a nasty trap here: Memorizing and repeating information is inherently uninteresting – we can even say it’s boring if it has no relevance to a student’s personal experience and quality world. See my post The Relevancy Gap in Education for more on this.

Because schools have to rely on assessments to prove themselves worthy of support to state legislatures and external funders, it seems their only recourse is to push harder on students to “succeed” – which only makes the problem worse.

What schools have done by way of adapting to this cut-score culture of education today is increasingly to accommodate students’ lack of interest and effort by lowering the challenge gradient, essentially making it easier for them to pass and less likely to fail. If that’s unfortunate for the students, what’s doubly unfortunate for the schools themselves is how this over-accommodation has made it necessary to impose more and more interventions designed to stop the downward slide. Consequently the cost of getting students through the system has steadily increased over the past couple decades.

In an education system that is more about training parrots than teaching students, instructors who teach to the test most successfully – i.e., have higher passing rates than their colleagues – are those who get recognized and rewarded. This isn’t surprising, since every club or culture tends to elevate those members who exemplify its core values. If test scores are the metric of success in today’s culture of education, then teachers who produce better results are naturally regarded as more gifted, more dedicated, and presumed better at teaching.

But if teaching students is more about activating and shaping their critical thinking skills than getting them to repeat back on a test what they need to know before moving on, then the best teachers are those who demonstrate for students how to engage their topic as critical thinkers.

In How Schools Make the Problem Worse I analyzed critical thinking into eight logical operations whereby concepts are formed, factored, and reconstructed by the mind in the process of learning. In modeling the skills of critical thinking for students, good teachers demonstrate

  1. Analysis: by breaking a topic down to its elements or basic components
  2. Synthesis: by putting elements into patterns of higher relationship
  3. Induction: by moving from specific cases to more general principles
  4. Deduction: by deriving conclusions from broader generalizations or premises
  5. Abstraction: by constructing an overarching idea from diverse items or individuals
  6. Concretion: by condensing an abstract idea into its concrete examples
  7. Inference: by drawing reasonable conjectures from what is already known or given
  8. Prediction: by tracing a line of causality to the most probable or near-certain outcome

It’s essential for us to distinguish between what might be called the “catalog of knowledge” or what is currently known about a subject, and the critical thinking skills of which the catalog itself is a product. Students in a Biology class, for instance, might be taught the catalog of present-day biological science, and then tested for their ability to recall and repeat this information on tests.

Or they could be taught how to think critically about their subject (i.e., how to “think like a biologist”) using the eight logical operations of critical thinking. Teachers who can model critical thinking for their students and actually bring them into the activity of constructing meaning around a subject and deepening their understanding of it – opening their minds, igniting curiosity, and making it personal – are the teachers we need now, more than ever.

 
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Posted by on September 3, 2019 in Education, Timely and Random

 

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The Heart and Hope of Democracy

Let’s begin this meditation on the heart and hope of democracy with you identifying yourself with either the Blue or Red sphere in the diagram above. Then let’s pretend that all of your life you’ve been training to be the best Blue or Red you can be. From an early age your tribe was actively shaping and colorizing you, giving you careful instructions, applying timely discipline, and downloading all the necessary codes that would eventually get you to the point where, today, you don’t regard Blue or Red as one option among two (or many) but as who you are.

Beyond that, Blue or Red is also how you see the world around you. The meaning of things and the issues that grab your attention hold a strong correspondence to the perceptual filter of your identity. Blue or Red concerns just feel more important to you, and you make friends more easily with other Blues or Reds. Having the same values and beliefs about the world helps your conversations stay in tracks that are familiar and predictable.

If you are Blue, then those Reds are way off base. If you’re Red, then those Blues have no clue what’s going on.

Being sure of your identity as Blue or Red, you are vigilant to keep reddish or bluish tendencies in check. In fact, quite often it’s easier to determine where you stand on something by checking out the other color and then taking the opposite position. If your tribe has done its job and you remain strong in your convictions, the separation between you might as well be another feature of reality itself. You are Blue or you are Red, and they are way over there, outsiders to the one and true way of being in the world.

Democracy will always be challenged by the duality of opposites.

Blues and Reds might relish the fantasy of living out their days in a land exclusively Blue or Red, where everyone believes and behaves the same way – the right way, their way. But such a fantasy amounts to nothing more than what Joseph Campbell called a “utopiate”: a utopia or “no place” in the imagined future that sedates the mind like opium and keeps consciousness, now in the words of Pink Floyd, “comfortably numb.”

As long as Blues and Reds see color as essential to the nature of what and who they are, ideology will continue to be mistaken for reality.

Indeed, living in a fantasy is not far from a true description of what’s going on for you as a Blue or Red. A better word perhaps might be trance, seeing as how your identity, beliefs, values and way of life were “put on you” starting at a very early age, like someone put under a spell by a hypnotist. We could justifiably call this entranced state “separation consciousness,” since its principal effect is in convincing you that you and that Red or Blue over there are entirely separate and have absolutely nothing in common.

Now, I’m not suggesting that who you are and what you believe are meaningless, for clearly they mean everything to you.

However, if we pause to consider how the meaning of anything is not found in the thing itself – Where exactly is the meaning of a flower or a star? – but is rather put on it by our mind, usually in agreement with other minds, then the notion of meaning as a spell and belief as a kind of trance might start to make more sense.

As long as Blues honor and respect only other Blues and bluish values, and as long as Reds honor and respect only other Reds and reddish values, democracy doesn’t stand a chance.

We need to arrive at a place – which is no utopia but actually a step closer to reality – where Blues and Reds can listen to each other, ask questions that seek understanding, confirm this understanding by paraphrasing it back to the owner, and then join the work of constructing a world where they can coexist in peace, but even more where they can thrive in mutual honor and respect.

According to the dictionary, being worthy of honor and respect is the definition of ‘dignity’. The heart of a healthy and vibrant democracy lies in the dignity individuals recognize in each other. If we ask where this worth resides or attaches itself, it can’t be with those socially conditioned, culturally relative, autobiographical factors that define your identity as a Blue or Red.

When we assign dignity to anything at this more superficial level, we end up amplifying things that separate individuals rather than connect them.

For a healthy democracy, dignity must be acknowledged as attaching to human nature itself. Underneath all of that overlay of personal identity and far below the trance-state where Blues and Reds contend for supremacy, you are a living, sentient, and self-conscious human being. Every human being is worthy of honor and respect, regardless of race, gender, nationality, ideology, socioeconomic status, and even moral character.

If you are a human being that happens to be Blue or Red, your humanity makes you equal with everyone else. That Red or Blue over there is not your enemy but your potential partner in dialogue, referring to that disciplined process described earlier where we listen to each other, ask questions to gain a better understanding, confirm our understanding by paraphrasing each other’s perspective, and then engage in the work of constructing a world where we can live and flourish together.

When we can do this, when Blues and Reds can become partners in a process rather than enemies across an ideological divide, the trance of separation consciousness will drop from our minds like a veil. This revelation is what is meant by “awakening,” as your spiritual intelligence sees through the illusion of separateness (and of identity as well) and becomes aware of, or wakes up to, the unity of all things.

As the hope of democracy, genuine community is characterized by unity consciousness.

But community isn’t only about a change in awareness. If All is One, as unity consciousness bears witness, then there is no ‘outside’ and therefore no ‘outsiders’. This ethic of radical inclusion is the flowering manifestation of that deep realization in the heart of democracy, of each person’s dignity as a human being. At the very least it means there are absolute limits to what Blues and Reds can do to each other.

It also means that everyone, of whatever color, needs an invitation to the table if democracy is to work.

Finally, a spiritually awakened community that is radically inclusive will be thoroughly humane. In the English language our word ‘human’ was originally spelled with an ‘e’, but over time it bifurcated into ‘human’ which frequently means ‘only human’ (i.e., weak and fallible), and ‘humane’ which describes the tender virtues of grace, compassion, charity, forgiveness, and the like.

As a mark of genuine community, the commitment to a shared life that is thoroughly humane is absolutely critical to the health and longevity of democracy.

So if you are Blue or Red, remember that this not what you are most basically. The construction of your identity as Blue or Red doesn’t have to make every other color a threat and enemy. Hold your beliefs but don’t let them take your mind hostage. As best you can, try to see through the veil of who you are and of the world as you presently conceive it, to what is really real.

The heart of democracy is inside every Blue and Red, and its hope is a world that includes us all.

 

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