Total Recall (2012)

Matthias: Mr. Hauser, What is it you want?
Doug Quaid: I want to help you.
Matthias: That is not the only reason you are here.
Doug Quaid: I want to remember.
Matthias: Why?
Doug Quaid: So I can be myself, be who I was.
Matthias: It is each man's quest to find out who he truly is, but the answer to that lies in the present, not in the past. As it is for all of us.
Doug Quaid: But the past tells us who we've become.
Matthias: The past is a construct of the mind. It blinds us. It fools us into believing it. But the heart wants to live in the present. Look there. You'll find your answer.

[source: http://www.imdb.com/character/ch0321309/quotes]

Monday, February 23, 2015

Delayed reaction

A while back, I started (and didn't finish) a post about the $1.95 yellow pepper from Holland that I bought from the New Pioneer Co-op.  I wanted the pepper.  In so doing, I neglected to consider its origins and the consequences of those origins.

However, I was reminded of these issues when looking at the frozen berries I just picked up.  Though not exactly these (my package also has pomegranate seeds) berries:

the moral of the story is that they are a "product of USA, Canada, Mexico, and Peru."  I looked at our package from the New Pioneer Co-op of frozen raspberries and things weren't much better:

as they are a "product of Chile."

For so many reasons (emissions, chemical use, monocropping, transportation), I need to grow my own food.  It's been difficult for us in a small condo.  [I try to placate my lack of congruence in food with my small footprint in living quarters, but that's just not good enough anymore.]

I've decided to take first steps in rectifying the situation by: 1) studying my 'edible garden' continuing education materials from a class last spring through Kirkwood, and 2) applying for a plot in the Coralville Community garden.

Based on my studies (which will be further refined by visiting a seed/garden shop this spring) and assuming I get a plot, I plan to grow spinach, carrots, some sort of beans (green, kidney) and peas (snow pea?), tomato, pepper, watermelon, and butternut squash.  I may add garlic, radish, or onion for critter repellant if needed.  I am a bit limited in that I can only plant annuals and not large bushes (would love to have raspberry, blueberries, rhubarb, etc.), but something is better than nothing.

After watching "More Than Honey" last night,



I realize that being a non-honey eating vegan is important to me given the way modern honey is produced and bees exhausted.  Further, the movie made us realize that we must be more aware of the (at least) small distinction between conventional and organic when it comes to the production of favorite foods if we want to avoid being part of the problem.  For example, I eat a lot of almonds, but we watched the systematic extermination of the bees pollinating the almonds as a result of chemical sprays on the trees.  We also watched Chinese workers trying to hand pollinate almond trees.  To say this is dangerous and inefficient would be a gross understatement.  Overall, we were appalled by the monocropping and exploitation enough to recommit to local and diversified and organic (or grow your own) as much as possible.

My recent need for congruence also has me pondering possible dwellings and contacting Abundance Ecovillage architects.  I know we could construct passive solar and extra spacing/insulation, but could we go small enough to heat with radiant floor and/or wood stove?  Could we use a composting toilet?  Do we need much electricity if properly fitted with solar water heating and battery bank?  [But could we afford the latter?]

In general, I would like my life to be more authentic in living and food production.  All of this musing has implications for Social Problems, Introduction to Sociology, and Sociology of the Environment.  If, as Bucko notes in "Occupy Spirituality," we are able to divorce ourselves from our impact on nature precisely because of our daily disconnect from it (and because of our false sense of ourselves as separate from nature), students need to be doing assignments designed to get them connected with nature again.  I'm not exactly sure what form that will take, but it might be to grow something (even indoors), it might be to touch the earth at a nature center, or, more likely, it will be a set of possible somethings that each student has always wanted to do outside, but hasn't yet been given permission (or been assigned!) to do.  One of the honey farmers in "More Than Honey" appears exceptionally calloused to the death of his bees.  He hints at having been deeply moved by their deaths in past, however, and to 'losing a part of his soul' in the process of the commercial venture.  [He also says his grandfather would be mortified at the disconnect in modern bee keeping from the hive and from the welfare of the bees.]  We must give people the opportunity to reconnect with their souls by growing and maintaining life rather than destroying it.  Failure to do so deprives us of our fundamental humanity and our sense of interconnectedness.

Friday, February 20, 2015

More from "Occupy Spirituality" and others

The insights from Occupy Spirituality just keep coming.  I plan to redact my earlier assignment and first week of class questions to be consistent with those from Active Hope: How to Face the Mess We're in without Going Crazy (which I also think could be added to the KCELT book group list in addition to Agenda for a New Economy).  Specifically, I would like students to explore the following question for each social problem:

  • 1) What would they like to see happen?, 2) How do they see this coming about?  What are the steps needed for the larger vision to come to fruition?, and 3) What is their (my) role in helping the vision come about?  I think this could be explored as groups or individuals within groups.  I also think I should be reflecting on these issues in my own life in class at the same time they are!
  • I would also like to use the practices from the same text related to "honoring the pain in the world" (e.g., "When I think about the condition of the world, I would say things are getting..., Some concerns I have include...; Some feelings that come up when I think about these are..., What I do with these feelings is..., and One of my worst fears about the future is..."), the "gratitude practice" (i.e., "Some things I love about being alive on Earth are..., A place that was magical to me as a child was..., My favorite activities include..., Someone who helped me believe in myself is or was..., Some things I appreciate about myself are..., A positive thing that happened the past 24 hours and it pleases me was..."), and questions 'for maintaining energy in the struggle" (i.e., "Things that drain, demoralize, or exhaust me include..., what nourishes and energizes me is..., and The times I am most enthusiastic are when...").  I will complete these questions with students as well.  I need to regain congruence in my life between actions and words and this will help ensure that I am on the same path (and a realistic path) with my students.
  • Lastly, I would like to add to my assignments, the Adam Bucko recommendation of having the students contact the author or 'doer' of anything they find inspirational.  They will tell the author/doer why they find their actions impressive and tell the author/doer about their own personal story/dream and why they were influenced by his/her work.  Bucko relates that this results in student empowerment and increases student ability to be connected to others who can recognize their goals and dreams.  [I will do the same by writing to Adam Bucko myself after finishing this blog entry!]
  • We will have assignments or in-class activities that allow students to reflect on whether (pg. 174 observation in Occupy Spirituality) they are "creating the type of community they wish to see" in 9 out of 10 ways in their lives and working toward "creating true alternatives" to the things they wish to change.  I will participate in these activities with students regarding my own life as well.
In terms of changes to the syllabi and first week/rest of the semester activities, Occupy Spirituality has compelled me to implement the following to create greater horizontal/communal orientation in each class:
  • I would like to have the following informal titles for classes to empower: Social Solutions instead of Social Problems, The Rest of Your Life instead of Introduction to Sociology, A Global Work in Progress instead of LGBT Studies, and You are a Part of Nature instead of just Sociology of the Environment.
  • I will go by "B." with my full name in parentheses and I will ask students to wear name tags until everyone knows all names (or the end of the semester...whichever comes first!).


Wednesday, February 18, 2015

Community, Vision, Vocation, and Life

I cannot find words to explain how fortuitous it was that our veterinarian (!) made the distinction between inward and outward journeys when she did.  At the start of my professional development year, the last thought on my mind was that I was largely going on an inward journey.  Instead of traveling the globe studying physical solutions to social problems, I've been (largely) staying put studying text after text of spiritual solutions to social problems.  Only recently have I realized that my desperate 'grasping' at things my thoughts suggested would be the source of pleasure has instead been my source of suffering and misery for almost 10 years (the same is true for what I have run from during that time as well).  My inward journey reflects 'staying put' in all aspects of my life so that I can really experience life, let it pass through me, and remain open to what remains in the present.  In so doing, I am beginning to feel passion for living again and beginning to see the path toward meeting my higher order desires for mind/spirit integration (the latter being more reliable than the minute-by-minute 'promised lands' of my thought desires).

The first time I started teaching, I was driven by my passion for talking about the material.  The second time I start teaching, I will be driven by my passion for heart/spirit based solutions given the material.  I am well aware, however, that a spiritual journey needs community.  In addition to bolstering my own spiritual community by attending silent retreats, Buddhist/Mindfulness trainings, conferences in mindfulness and education and in teaching social justice, and spirituality gatherings, I propose forming community (or sangha in Buddhist terms) at Kirkwood on both faculty/staff and student-levels.

Faculty/staff sangha:

Class sangha:
  • I wish to use Adam Bucko's (Occupy Spirituality) questions the first week in all classes to get students thinking about an integrated (spiritual) approach to course content.  After entry-level, low threat questions to get to know each other, I want to use the balancing questions of 1) what breaks your heart, and 2) what makes you feel truly alive from Bucko to get them digging into content.  Questions will not be answered on the spot, but rather revisited as we progress through each section.
  • I plan to use Bucko/Fox non-hierarchical techniques of relating to students as well.  I would like assignments and class time to be more communal and student-led.  I envision less of me standing in front of the classroom and much more of them sharing the results of their experiments, interviews, questioning, and research with each other and with the class as a whole.
  • I hope to use Bucko's thoughts on vocation to frame course material for students.  Why not look at how your choice of vocation can be beneficial to your mind, body, and soul as you progress through a discussion of each social institution?  Why not use the time spent in college to choose wisely a vocation that will reflect your values in society (or allow you to work toward what you feel will improve society)?
  • I hope we continue to question all topics (and behaviors) rather than devolving into dualistic discussions of "us/them."  To that end, I plan to ask students how satisfied they are with partisan politics, have them debate an issue using this dualistic model (minimum wage, global warming, outsourcing), and then progress in our discussions toward what will instead result in life-sustaining and well-integrated, non-dualistic solutions for the future.  In so doing, I think it would be good to share Pema Chodron's story of "angry faces" [whether Greenpeace demonstrators, US Senators, or _________ they all have the same "angry faces"] whereby emotionally-charged positions are strongly defended rather than community-driven solutions obtained.
Peace out, B.

Friday, February 13, 2015

Just mentioned

To Jim and Joe in Industrial Technologies that they might want to check out Abundance Ecovillage if they have not already done so.  Reminded me that I also want to check into field trip options when I visit in the Spring.  Yes, I using Google Blogger as a virtual memo pad.  :)

Monday, February 9, 2015

Spirituality (or heart) in higher education

Serendipity intervened again with my attendance in the Shalom Center's Occupy Spirituality discussion group.  Predicated on the "Occupy Wall Street" Movement, this book seeks to put the heart (spirit) back in higher education via the mobilization of youth creativity.  Not only has our first week got me thinking about how to infuse assignments with 'heart,' but it has me pondering the ways in which diseased social institutions might be created anew through sustained, small social movements.  For a fabulous introduction to the book and its authors, consider watching this interview dialogue between Bucko and Fox.



The book directly connects to mindfulness in education in that it seeks to put us in touch with our deepest needs and to have those, rather than polarizing ideology, motivate policy.  I see using the text to free discussions from 'us/them' dualistic frameworks.  I also see using the book to encourage horizontal relationships between professor and student.  I further believe the text can be used to model discussions of compassion fatigue in modern society.  With technological 'advancement' has come ceaseless intrusion of the 'bad' in the world.  I would like to acknowledge (in the spirit of mindfulness) the 'compassion fatigue' attendant to this media transparency and then see if we can work from the pain we feel for ourselves and others to design solutions.

I am excited to see how the book and our Shalom Center discussion (our group includes several sisters from various denominations employed in social justice work with the homeless, etc.) inform future course policies and assignments.

I am also excited to see how the book will continue to overlap with my mindfulness readings as they pertain to individual, collective, and ecological "doing that comes out of the non-doing" (pg. 135 Full Catastrophe Living).  For example, Zinn (pg. 125 in the same text) talks about the benefits of training judges in the court system in mindfulness as follows: "cultivat[ing] being intentionally non-judgmental to do their job requires enormous concentration and patience and both compassion and dispassion.  Having a systematic way of handling one's own intrusive thoughts and feelings and reactions might be particularly useful professionally for a judge...[and reduce] his or her own stress levels" (pg. 125).  To me, this sounds just as applicable to community college professors as it does to any judge!  :)