Inward Journey

The blog has gone 'private,' quiet, dark to the outside world.  Though I will still be sharing the 'outside' journeys, I am focusing on the 'inward journey' of practicing mindfulness (or awareness).  In addition to daily practice, which Jon Kabat-Zinn says I should just do and not speak about, I read Pema, Kabat-Zinn, and Joseph Goldstein (the latter to better understand the dharma behind MBSR-style mindfulness practices).

The practice is essential for me personally in order to avoid the prison of my own thoughts, but I also see it as informing my teaching.  I'm not certain exactly how I will implement mindfulness in education.  I will consult articles and conferences in mindful education (e.g., The Center for Contemplative Mind in Society), but it is mostly my hope that "the doing will come out of the being" (Kabat-Zinn, "Mindfulness for Beginners").

For my own benefit as I revise my classes, some 'doing' that is coming out of 'being' thus far includes:

• Policies that reflect what I really value.  My electronics policy will be a reflection of my desire to have everyone in class be present with the material and with each other.
• Assignments will allow the students to drive the conversations.  In viewing "Breaking Through" and "Beyond Pride" recently, I was reminded of the past 'compassion fatigue' I've felt regarding oppression of the LGBT community.  I realized that perhaps it is time for me to speak about these issues less and rather just allow the emotions they evoke to 'just be.'  Likewise, I can have student assignments (questions and examples generated from the text, theoretical applications, links to material, current events, outside research) contribute to group discussion rather than relying on me as the source of the 'fatiguing' content. 

Beyond what I have mentioned in these two bullet points, I know only that it is time to hone and implement my awareness of mind, body, and heart in higher education to the same degree that I have honed my critical thinking skills (as suggested in Kabat-Zinn's "Mindfulness for Beginner's"). 

Coincidence? (I think not.) And two more thoughts for my return regarding contributions to the College.

Decided to come in to the office to tidy up a few things and noticed that the last paper backup of the blog was an August 11 entry about attending a session on mindfulness in education.  Given my very recent return to mindfulness for myself, it struck me as no coincidence, but rather as just another 'frying pan upside the head' from the universe moment.  I will be blogging more soon as I research mindfulness in education.  I will attempt to conduct my research in a means consistent with mindfulness (non-striving and without certainty of the end).

Additionally, I returned to see a note from Counseling services regarding a new group for students to address those who feel "tired and worn down," etc.  Sounds like another possible application of mindfulness for me to explore with Angie ZW when I return.

Lastly, I am excited by the idea (though I will try not to cling to it per mindfulness instruction) of integrating mindfulness in future KCELT offerings.  Returning to an awareness of the present moment, B.  :)

I wonder...

If Kirkwood has a faculty committee on sustainability issues that is College-wide.  If not, I'd like to help form one when I return.

Places to visit (and textbook thoughts)

The list of places to visit for reasons related to environmental (solar, sustainability, etc.) reasons has grown to include:

1. Abundance Ecovillage
2. Indian Creek Nature Center to discuss the new solar building
3. Adam Joseph Lewis Center for Environmental Studies, Robert Kahn Residence Hall (where students sign a sustainability pledge including abstaining from bringing a car to campus), and at least one OSCA Co-op (where students receive reduced room/board and business management experience by being involved in their food production) all at Oberlin College.

Additionally, I am pursuing practice in mindfulness that could be applied to both teaching (pedagogy and curriculum) as well as shared with Kirkwood faculty/staff in later professional development.  I have already completed the first, required 8 week course in Mindfulness Based Stress Reduction (MBSR) and am no planning one or more silent retreats, which is the next step in becoming a practitioner.

Lastly, I've been pondering my new textbooks and the goal to make their use more integral to class.  I have decide the text will be the starting point for answering various questions I pose to the class (answering the questions may be done individually or in group writing projects).  For instance, in Social Problems, the new text could be used to answer the question of whether "raising the minimum wage must raise prices" or a related question regarding inequality in wealth or income.  The three theoretical perspectives would also be applied in answering to understand 'who benefits' from mainstream answers to similar questions.  From there, students could investigate different ways of doing that already exist (e.g., Alvarado Street Bakery) as well as historical periods when behaviors were different (e.g., periods when tax rates for the wealthy were much higher).