Category: space

The Excruciating Present

by Raquel Rios, posted in agency, Compassion, corona virus, healing, hope, meditation, mindfulness, relativity, space, truth, Uncategorized

Even those of us who practice meditation and a contemplative way of life are struggling in this crisis. In this moment of social isolation, we confront ourselves and our immortality.

We are slowly realizing that there is no future as we know it, future does not exist.

We are faced with the absolute now of our existence.

What is there to motivate or inspire if you have no future guaranteed? What drives your action each day when you have no idea what to expect tomorrow, nor do you really understand the events that led up to this moment?

In this moment of crisis, we are experiencing the impact of overlapping variables that are so beyond our comprehension and control. We can’t even see or take individual responsibility. Neither you nor I created this virus, did we? And yet, this thing is destroying our sense of security and the global economy. Are we or are we not conspirators in this calamity? This is phase one of letting go, the questioning of responsibility, thinking that what has occurred in past is ours alone.

But is everything that occurs in the past our fault? Do we have the capacity to see the past clearly and in its totality? The answer is no. The past, when you really think about it, is a vague memory with great unknowns. Think about memories and how we each perceive the same past differently.

So what is left? The present moment. There is no one past, there is no one future. Both are ephemeral and unknown. We may catch a glimpse of this or that, but mostly, we can only be fully aware of the present moment.

How painful this is, to let go of the past! To let go of tomorrow!

We are thinkers and planners and visionaries! I like to learn. I like to know! These things ground us, give us a place called home. We are learned and filled with ambition. We fuel each day with the past and keep our eyes on a vision. Isn’t that what modernization is all about? And our addiction to media and entertainment? Our insatiable drive for moving pictures and improvement?

And yet, look at us now, with our future stripped away. We face unexpected deaths and adjust to a strange reality.

What do we do with ourselves, moment to moment, day to day, if we know nothing? What is our new motivation? What do we have when we break apart and destroy every goal, every dream, every possibility and replace it with unknowns?

This is the excruciating pain of having to face the present moment. Of confronting the absolute meaninglessness of every thing, past and future, and sitting still in that one moment of truth.

Wondering, contemplating, deliberating, what to do, what to do? What to do with myself when nothing matters but now?

Diversifying Our Portfolio: Building Resilience and Equity

by Raquel Rios, posted in agency, community, conscientious engagement, diversity, Education, equity, healing, mindfulness, School, social emotional learning, space, student engagement, teaching, Uncategorized

Wise financial advisors tell us to diversify our portfolio. It offers us long term benefits, reduces risk and increases the potential to perform in a changing market.  A fixed mind set with any bias for one type of investment over another can be our downfall. Everybody wants to prevent loss and increase their equity. After all, we invest in things that safeguard our future.

The same advice holds true when it comes to education. Except, in education we often work in silos. This makes it harder to diversify our portfolio. We get stuck investing in the same old approach. Sometimes we make decisions based on bias or we refuse opportunities to broaden our reach. The notion of building resilience and equity is interesting, but we want to know how resilience and equity influence our potential to perform. How does diversifying our approach lower personal risk and help us obtain long term benefits?

We also cling to the feeling of being an expert. Academics zoom in close and can conduct important investigations but when we have to collaborate with others outside our discipline, we get rude and impatient. Our nomenclature and our language just don’t translate. Schools are organized by subject and asking the algebra teacher to teach reading and writing or the art teacher to sub chemistry can lead to anarchy.

For these reasons, when I talk about combining mindfulness and social justice in education in order to diversify our approach and increase potential, I get resistance. I am learning how hard it is to communicate why going hybrid can be a wise investment.

We all want schools that are safe, inclusive, intellectually stimulating, creative and well-resourced. But how are we going to do this unless we work together and consider the problems holistically? We need to address the overwhelming stress and anxiety attached to schooling. We need to be intentional about personal and social awareness, teach compassion and  intercultural competence. We also need to understand the inequitable distribution of resources and learn how to advocate. Most importantly, we need to understand how social-emotional well-being leads to academic achievement. Safe, inclusive, intellectually stimulating learning environments build trust, foster engagement, promote critical thinking, improve skills in problem solving, encourage invention and curiosity.

That said, diversifying our portfolio or investing in a hybrid model can feel both exhilarating and scary. How will this move improve my situation? How will this approach benefit the climate? These are important questions to ask. Another  important question is: Will I enjoy the process?

Infusing our teaching with mindfulness techniques and social justice pedagogy is fun and life changing. When you decide to go rogue and start driving over those dreadful lines, you will begin to see the world (and the road ahead of you) with new eyes. For example, many mindfulness folks talk about Yoga and meditation. However, for some individuals like athletes, rock stars, gamers, and so on– the idea of sitting still for too long in silence or doing yoga in a studio sounds ridiculous. What happens when we start to talk about the role of movement and stillness in our lives? When we talk about discipline and the shape of our body, when we talk about stretching and breathing before a challenging exercise? We begin to expand our reach into diversified territory. Just this week, I learned about Bomba meditation! Bomba is a traditional dance and music style that originates out of Puerto Rico. Those who practice seriously describe it to be a way to reach a meditative state.

How are we moving into that sacred space where we go egoless and free? Are we sitting legs crossed or are we chanting, dancing or drumming?

Tuning into the Climate of our Era

by Raquel Rios, posted in agency, change, conscientious engagement, dialogue, diversity, Education, freedom, mindfulness, social emotional learning, space, student engagement, Uncategorized

~Exploring Norms of Engagement

Yesterday, the man next to me on the bus snorted, “There is so much hate. It doesn’t matter what side you’re on, what country you’re talking about, there is so much anger and hate.” I had been watching him hover over his device for an hour reading the endless stream of news on social media. His face was visibly disturbed and fatigued; I recognized that strange and familiar digital age stupor.

When I got home, I changed out of my city clothes and sank deep into my sofa. I needed to watch that movie again. I loved that scene when Ruth Bader Ginsburg is standing on a street corner with her fifteen-year-old daughter trying to hail a cab while a group of construction workers are cat-calling. Her daughter yells at them defiantly before stopping a taxi and ordering her mother to jump in. Ruth stood there flabbergasted. Times had changed. The next generation had ushered in a new era; they were now ready to hear the call for gender equality.

 “A court ought not to be affected by the weather of the day but by the climate of the era.” 

In reality, the line from the law professor was, “The Court should never be influenced by the weather of the day but inevitably they will be influenced by the climate of the era.”

What is the climate of our era? Are we at a turning point in our history, to hear a new call for freedom and equality? I’m not sure. I don’t know if we know what we mean by freedom, democracy and equality anymore. Does freedom mean the same to you as it does to me?

In my book, I write we experience freedom when we are seen, acknowledged and appreciated for who we are; when we feel trust and belonging in social situations; when we feel worthy and useful in society. When a person can move into different spaces, adapt themselves without losing their sense of self and purpose and collaborate with others across differences towards a common goal, they experience the joy of freedom.

Does this mean freedom to you?

I argue that the two greatest barriers to the realization of freedom are considering another person’s freedom a threat to our own safety and security, and keeping us from the experience of freedom through abstraction. Both are a consequence of the mind, a lack of trust and fear.

I think it’s important for us to inquire into the climate of our era, to examine prevailing norms and beliefs, the nature of our relationships, the character of our society; to examine and listen to each other and learn what we mean when we say things. We can do this by looking inward, paying attention to our own shifting thoughts and beliefs and also by engaging with others with a new lens. When our mind is cluttered and concerned with threats (real or imaginary), it will hamper the natural flow of energy, blocking our ability to listen, to see things clearly, process information, and adapt ourselves to the existing situation. We don’t want to lose our sense of self, our sense of purpose and our dignity in discussions but we want to be responsive and open.

I suggest we set aside time to examine the norms of engagement that may impede open communication, trust and safety in discussions, the flow of information and the sharing of our ideas as it relates to freedom, equality and democracy. I also recommend that PLCs try on a new set of norms that may help change group dynamics and move learning into unexplored, generative territory.

Here are the Norms of Conscientious Engagement I introduce in my new book, Mindful Practice for Social Justice. I look forward to hearing about your experiences as you experiment with new ways of engaging.

Norms for CE.png

 

 

References:

On the Basis of Sex http://www.solzyatthemovies.com/2018/12/24/on-the-basis-of-sex/