Tag: teaching

You are my teacher, you are my student

by Raquel Rios, posted in Uncategorized

All life and learning is an energy of giving and receiving. We encounter others on our path to exchange this life force. In an instant, we recognize ourselves in the other; a giving reflection of a world we need to see. This is our world that we see, a creation of our thoughts and our state of being. Let’s consider and reflect on this, for a moment.

A mindful life becomes our technique. It is a tool and a strategy to size up the present moment without judgement or cloudiness. Simply, seeing. What is it that I am, through you? What is the world, we see? What is it that we are creating together, in this moment? How am I feeling? What sensation, arises as I consider this creation, that is both you and me, and the world we inhabit, right now?

You are my teacher and my student. I stand before you to listen carefully and practice my seeing, truth. I offer you my vulnerability and my willingness to bear my soul, so that you too can consider a measure of truth, that is both me and you, together. In this way, it is a precious gift to share a life with another. It is an exchange. It is a contract, in which we decide to make our way together, even for a moment, or for as long as it takes, to come to truth and understanding.

Truth and understanding coming together gives love and meaning to life. We cannot love unless we see clearly, and we cannot see clearly unless we see ourselves in another’s image. Sometimes, contemplation through relationship is painful if we are shying away from truth. But, with trust and mindfulness, we always arrive at appreciation. Let’s consider and reflect on this, for a moment.

Appreciation, acceptance and non-judgement lead to love. This can sometimes feel good or it can feel sad and lonely, especially if love requires leaving. That is where the expression originates: If you love something set it free. Love is always letting it be, as it is. Even it that means letting go and allowing. It’s not possession and it can’t survive in a container. It’s always flowing and changing. Sometimes, we let go and sometimes, we recognize an enduring love, the type of love that returns over and over again for a welcome reprise. Not all love looks or feels the same way. It is simply what it’s meant to be, like a flower or a species; with its own pattern, color and behavior. We can see ourselves in love with all shades and all varieties. We can visit each variety in wonderment. We can stay for as long as we like, and we move on when it’s time. This is nature. Let’s consider and reflect on this, for a moment.

What do we owe the person in front of us?

We owe them nothing more than being ourselves and allowing them to take in our original nature which is made up of beauty and light. On the surface, they may see contour and shadows, the struggle and the fight. That’s all a part of the learning. We are providing sun and nutrients in our observance of the goodness inside. Our light and beauty grow exponentially when we are showered with attention. All relationship is a gift.

In the book, The Myth of Normal, Dr. Gabor Maté reminds us that isolation and loneliness cause inflammation in the body and suppresses the immune system. Trauma can make us terrified of love relationships because we are afraid of losing ourselves, our freedom, of getting hurt. We hold onto the “tyranny of the past.” We think that if we are fully ourselves in front of another, we will be punished or harmed. For this reason, love requires courage. It requires that we move ourselves into the pain, in order to discover what is hidden underneath. It requires that we practice, over and over again, innocence and vulnerability. It doesn’t mean that we are stupid and naïve. It means you expose your wounds in order to teach others how you survived, how you healed, how you carry on with life. It means you recognize the suffering in others, and listen to how they are coping and living. In this exchange, we are all teaching and learning. In this way, we explore what it means to love again.  

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/

 

Looking Through the Cracks: Fighting Ignorance with Mindfulness & Critical Consciousness

by Raquel Rios, posted in activism, agency, Compassion, conscientious engagement, consciousness, Education, energy, equity, Uncategorized

Mindfulness is a constant unfolding that gives us new sight, called insight. It moves from the inside out, unfolding outward like the petals of a lotus. It is a way to see out, from the inside cracks of ordinary life.

Solomon, Emmonds and Paolini wrote a picture book called, Through the Cracks. It is about what is wrong with schools and society that makes kids get smaller and smaller until they slip through the cracks in the floor. This is a good metaphor for us to consider when thinking about the practice of mindfulness as a lever for advocacy; a pathway for us to lead the way for a holistic schooling model that is inclusive, creative and uplifting.

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We need to see clearly what is happening to students in schools and society. If we examine from the outside and think we can understand what is happening, we are misguided. We have to train our mind and our eyes to see differently, to move from our inner world to the outer world, to look through the tiny cracks in ourselves, to understand how all human beings can feel isolated and afraid, unworthy and confused, a real lack of purpose in the world. We have to change our perspective in order to understand that an individual is not solely responsible but rather, there are conditions in the environment that make people shrink.

When we first go into teaching we are creative and giving. Some of us are in love with our subject matter a little more than working with children, but we are in love all the same, and that is what matters, that we teach from this starting point, creativity and love. 50% of the teachers drop out of the teaching profession within the first 5 years. Why is this happening? Because they fall out of love with teaching. All awareness of what is wrong with our schools and what is wrong in society starts with an understanding of the self. We have to identify the how, when and where we have been separated from our passion, from our heart. I fell through the cracks a long time ago when the practice of education began to feel oppressive and boring. It lost its creativity and giving nature. I was forced to conform to what others wanted me to be. When I felt unseen, and not worthy, I fell through the cracks.

Mindfulness is raising awareness of your inner world, your inner dilemmas. This is entry to consciousness. This is the inner most layer, the foundation. Then, as you move along in the practice, your awareness unfolds and you can move towards critical consciousness. Critical consciousness is going beyond and recognizing how social, political and cultural factors influence your sight and receptivity, your thoughts, your feelings of worthiness and social standing in the world. It is about realizing that your state of mind and well-being are directly related to the state of mind and well-being of everybody around you. This in interdependence, integrative consciousness and systems thinking.

Mindfulness and critical consciousness are a choice because as I stated earlier, they are born out of continuous action, the discipline of slowing things down so that you can browse inside your mind and familiarize yourself with existence; to pick up on the fine details, the elements that have come together to create your story and context. When we allow ourselves to move on and on without reflection, we are mindless actors performing. We are not seeing the features and contours of our behavior, the impact of the scenery on experience. In essence, we are in a state of ignorance. Picture1Ignorance means to ignore. When we are not mindful, we are ignoring insight and knowledge of the world and the people inside it. That is why awareness and critical consciousness is a daily choice and active discipline. It starts with the self, looking inward, and expands to the outer world. It is constantly changing and adapting the image of yourself and the world.

Many teachers, especially those who work in schools and societies that are not healthy, distressed or malfunctioning, walk around in ignorance, ignoring the truth of the situation. It is awareness and critical consciousness that allow us to see clearly the cracks in the floor where children sink, that which causes us tremendous pain and discomfort so we want to ignore it. When we open our eyes wide, we may say, I would never send my child to this school, this harsh institution where lunch is served at 9:30am, kids are silenced, classrooms are housed in trailers or there is no library or gymnasium. We begin to attribute the conditions of the place, the negativity and the disruptions to something outside ourselves, something far away and foreign. If we opened our eyes and our heart fully to the conditions of our work, the conditions of our students’ lives, we may not want to stay and do the job at all. Who wants to live in such misery? We focus on pay at first, but money will never be enough in these situations.

So we suffer. We realize more and more that we can’t separate ourselves from them, from it, from the place. When children lack joy and creativity, when they are fearful for their lives, when our students fall through the cracks, piece by piece, our own humanity dies. We feel like failures inside, because we are those children. We go home at night and wonder— why can’t we do something differently to remedy the situation? The next day we try again. We are not trying to save the children, as some may say. We are trying to save our own sanity. Adults are falling through the cracks every day. Teachers especially. When thousands of teachers across the country are on the streets protesting, they are not blind walking. They are fighting for sanity. It is not just money they want, although this is important to our survival. They are fighting for the end of suffering. Money is the distraction. We know this because we love children for free.

Mindfulness that has led to critical consciousness is a lever for conscious action and justice in education. It is about asking the hard question, what do we do now? When we say, this is real, this is happening, even though it hurts, we keep our eyes open and we begin to dig deep into the cracks, exploring what part of our self is down there—we begin to gain more and more awareness of the context, the intersection of factors, the social, cultural, political matrix that has created the conditions for this situation, and our role in it. We begin to see the bird not separate from its nest, not separate from its mother, the flight, the food, the wind, the height of the tree. This is critical consciousness, and we are thinking, what to do with all this knowledge?