The following was originally posted on November 22, 2020. I do not typically use music for the Monday night practice associated with Common Ground Meditation Center, but I have left the playlist links for this post.
“We never know which lives we influence, or when, or why. Not until the future eats the present, anyway. We know when it’s too late.”
– quoted from 11/22/63 by Stephen King
Life changes in a moment…in a heartbeat, in a breath. Sometimes we don’t even notice the change until it is coupled with a bunch of other changes. Every once in a while, however, something makes us pause, stop in our tracks, breathe, reflect. Sometimes we pause because of something breathtakingly beautiful. Other times, our breath is taken by something heartbreakingly tragic.
Today in 1963 was a Friday, and a little girl missed her first sleepover. Had she been any other 5-year old girl, nobody would have cared or even noticed, but the reason this little girl missed her first sleepover is the same reason high school, college, and professional football games were cancelled or postponed. It was the same reason people all over the world were glued to the radios and televisions. Today in 1963, a wife lost her husband; three children (that five-year old girl, her almost three-year old brother, and her yet to be born brother) lost their father; and the whole world paused, stopped, as a Nation lost – and then gained – a leader meant to usher in a new era of civil rights and environmental conservation.
Today in 1963, at 12:30 PM (Central Standard Time), President John Fitzgerald Kennedy was assassinated as his motorcade drove down Dealey Plaza in Dallas, Texas. Governor of Texas John Connally – who was riding in the motorcade with his wife Nellie, President Kennedy, First Lady Jacqueline Kennedy, and two members of the United States Secret Service – was seriously wounded. A bystander was also injured by a ricochet.
“We did not ask for this room or this music. We were invited in. Therefore, because the dark surrounds us, let us turn our faces to the light. Let us endure hardship to be grateful for plenty. We have been given pain to be astounded by joy. We have been given life to deny death. We did not ask for this room or this music. But because we are here, let us dance.”
– a poem by Stephen King and Bridget Carpenter, featured in the miniseries 11.22.63
President Kennedy was not a perfect man, but he remains a key figure in American history and, for many, a symbol of democracy and “American” ideals. He was the first Catholic president; the youngest person to be elected president; and the sixteenth U. S. Senator to serve as president – one of three people who moved directly from the Senate floor to the Oval Office. He was also the fourth sitting United States President to be assassinated (by gunshot, although one could argue that Presidents James Garfield and William McKinley could have survived with better medical attention). Many people saw President Kennedy’s assassination as a moment when Americans lost their (collective) innocence and many felt his death as a personal loss, as if they had lost a member of their family or a dear friend.
Whichever way you see it (or him), President Kennedy’s death was the middle and the beginning of a cascade of events that, arguably, changed history. It also started the domino effect on conspiracy theories that persist to this day. Many people have wondered what would have happened if he had not been assassinated. As he was beginning to campaign for a second term, people have theorized what the country would have been like if he had run and won – or even had an opportunity to deliver either of the speeches he had written for events scheduled on November 22, 1963.
“For this country is moving and it must not stop. It cannot stop. For this is a time for courage and a time for challenge. Neither conformity nor complacency will do. Neither the fanatics nor the faint-hearted are needed. And our duty as a party is not to our party alone, but to the Nation, and, indeed, to all mankind. Our duty is not merely the preservation of political power but the preservation of peace and freedom.
So let us not be petty when our cause is so great. Let us not quarrel amongst ourselves when our Nation’s future is at stake. Let us stand together with renewed confidence in our cause–united in our heritage of the past and our hopes for the future – and determined that this land we love shall lead all mankind into new frontiers of peace and abundance.”
– quoted from a speech President John F. Kennedy had planned to deliver to the Texas Democratic State Committee in Austin, Texas, in the evening, on November 22, 1963
Historians and political scientists have likewise contemplated what would have happened to the country if his brother Bobby, who served as Attorney General and as a U. S. Senator, and/or Martin Luther King, Jr. had not been assassinated. After considerably research, Stephen King wrote a novel about a man who goes back in time with the intention of preventing JFK’s assassination. Of course, as is always the case when dealing with chaos theory, things are not as simple as changing one thing and moving forward.
There is always an inner ripple and an outer ripple; there is always a sticky domino; there is always a butterfly – and, in the case of 11/22/63 (which was turned into the television miniseries 11.22.63), history pushes back. We may not like how life unfolds, collapses, and converges, but we must sometimes consider the words of Namagiriamma Krishnamacharya, who said, “Maybe this situation has happened for a reason. A reason that will unfold later.”
“My friends and fellow citizens: I cite these facts and figures to make it clear that America today is stronger than ever before. Our adversaries have not abandoned their ambitions, our dangers have not diminished, our vigilance cannot be relaxed. But now we have the military, the scientific, and the economic strength to do whatever must be done for the preservation and promotion of freedom.
That strength will never be used in pursuit of aggressive ambitions – it will always be used in pursuit of peace. It will never be used to promote provocations – it will always be used to promote the peaceful settlement of disputes.
We in this country, in this generation, are – by destiny rather than choice – the watchmen on the walls of world freedom. We ask, therefore, that we may be worthy of our power and responsibility, that we may exercise our strength with wisdom and restraint, and that we may achieve in our time and for all time the ancient vision of ‘peace on earth, good will toward men.’ That must always be our goal, and the righteousness of our cause must always underlie our strength. For as was written long ago: ‘except the Lord keep the city, the watchman waketh but in vain.’”
– quoted from a speech President John F. Kennedy had planned to deliver at the Trade Mart in Dallas, Texas, in the afternoon, on November 22, 1963
The 2020 playlist associated with this date is available on YouTube and Spotify. [Look for “11/22/63”]
In the spirit of generosity (“dana”), the Zoom classes, recordings, and blog posts are freely given and freely received. If you are able to support these teachings, please do so as your heart moves you. (NOTE: You can donate even if you are “attending” a practice that is not designated as a “Common Ground Meditation Center” practice, or you can purchase class(es). Donations are tax deductible; class purchases are not necessarily deductible.)
“Dear Mr. President
Thank you for walking yesterday – behind Jack. You did not have to do that – I am sure many people forbid you take such a risk – but you did it anyway.
Thank you for your letters to my children. What those letters will mean to them letter – you can imagine. The touching thing is, they have always loved you so much, they were most moved to have a letter from you now….
But you were Jack’s right arm – I always thought the greatest act of a gentlemen that I had seen on this earth – was how you – the Majority Leader when he came to the Senate as just another little freshman who looked up to you and took orders from you, could then serve as Vice President to a man who had served under you and been taught by you….
But of course [Jack’s ship pictures] are there only waiting for you to ask for them if the walls look too bare. I thought you would want to put things from Texas in it – I pictured some gleaming longhorns – I hope you put them somewhere –
It mustn’t be very much help to you your first day in office – to hear children on the lawn at recess. It is just one more example of your kindness that you let them stay – I promise – they will soon be gone –
Thank you Mr. President
Respectfully
Jackie”
– excerpts from a short letter to President Lyndon B. Johnson, written by First Lady Jacqueline Kennedy, dated “November 26 Tuesday” (the day after JFK’s funeral)
“All I have I would have given gladly not to be standing here today.
The greatest leader of our time has been struck down by the foulest deed of our time. Today, John Fitzgerald Kennedy lives on in the immortal words and works that he left behind. He lives on in the mind and memories of mankind. He lives on in the hearts of his countrymen. No words are sad enough to express our sense of loss. No words are strong enough to express our determination to continue the forward thrust of America that he began….
We will carry on the fight against poverty, and misery, and disease, and ignorance, in other lands and in our own. We will serve all the nation, not one section or one sector, or one group, but all Americans.
These are the United States: A united people with a united purpose.”
– quoted from the “Let Us Continue” speech delivered to Congress and the public by President Lyndon B. Johnson, November 27, 1963
### “Life turns on a dime” again and again (11/22/63, SK) ###
This is the post for Sunday, November 21st.You can request an audio recording of Sunday’s practice via a comment belowor (for a slightly faster reply) you can email me at myra (at) ajoyfulpractice.com.
In the spirit of generosity (“dana”), the Zoom classes, recordings, and blog posts are freely given and freely received. If you are able to support these teachings, please do so as your heart moves you. (NOTE: You can donate even if you are “attending” a practice that is not designated as a “Common Ground Meditation Center” practice, or you can purchase class(es). Donations are tax deductible; class purchases are not necessarily deductible.
“277. The heart has its reasons, which reason doesn’t know; we know this in a thousand things. I say that the heart—if it works at it—naturally loves the universal being, and also naturally loves itself; and it hardens itself against one or the other as it chooses”
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– quoted from “Section 4: The routes to belief” in Pensées (Thoughts) by Blaise Pascal*
There’s a moment we probably all experienced at least once or twice as a child – possibly even as an adult. It’s that moment when we lose something we thought or felt we had been promised. I think of it as the “fallen ice cream” moment. You know, that moment when you’re enjoying something – like your favorite ice cream cone on a hot day – and then a good majority of the ice cream falls and goes splat on the ground. Maybe it’s in the middle of an intersection or may there’s a dog that very “helpfully” starts cleaning it up.
Either way, that ice cream is gone.
Sometimes it’s even worse if the bottom falls out and it’s the last bit that you lose. Still, either way, for a moment, you forget all about the ice cream you had and/or have left. For a moment, all you’re thinking about is the loss. What’s even worse is if you were told it would fall if you didn’t stop licking on the one side; or if you were told you had to be careful of the bottom; or if you and your siblings had been told to stop horsing around. It’s worse, because that warning means that someone (usually you) are responsible for the inevitable consequences. So, then there’s some anger, blame, shame, and guilt, mixed in with the grief.
Sure, we can say it’s a kid’s grief over something inconsequential and sure we can say we’re going to get over it – and we do. However, for a moment, we’re only focused on the loss. And even after we finish the ice cream we still had left, we can feel like we missed out on something. There’s a hollowness; that too is grief.
Ever have that experience? Ever consider that that experience – an experience that can ruin your whole day – was all in your head? It’s true. I’m not saying that the thing didn’t happen. Whatever happened absolutely happened. The loss was real. The grief was real. Even the way you physically embodied that experience, the hollowness, was real. But the whole experience was based on the fact that you lost something you valued. In other words, the whole experience was based on the fact that you lost something you appreciated and something to which you had an attachment.
Consider how extreme that feeling can be. Not only that feeling you had as a child; consider that there is something (or someone) you have lost as an adult that left you with that same “if I just had more…” feeling. Wanting, desire, passion – which comes from the Latin word meaning “to suffer” – are part of life. Loss and the physical and emotional sensations associated with it are part of life. Philosophically, part of the Yoga practice is about opposites. So, as you think about that extreme reaction to unexpectedly losing something or someone, consider the opposite.
How do you feel when you unexpectedly receive something you value and appreciate?
“We picked up one excellent word—a word worth travelling to New Orleans to get; a nice limber, expressive, handy word—’lagniappe.’ They pronounce it lanny-yap. It is Spanish—so they said. We discovered it at the head of a column of odds and ends in the Picayune, the first day; heard twenty people use it the second; inquired what it meant the third; adopted it and got facility in swinging it the fourth. It has a restricted meaning, but I think the people spread it out a little when they choose. It is the equivalent of the thirteenth roll in a ‘baker’s dozen.’ It is something thrown in, gratis, for good measure. The custom originated in the Spanish quarter of the city. When a child or a servant buys something in a shop—or even the mayor or the governor, for aught I know—he finishes the operation by saying—’Give me something for lagniappe.’
*
The shopman always responds; gives the child a bit of licorice-root, gives the servant a cheap cigar or a spool of thread, gives the governor—I don’t know what he gives the governor; support, likely.
*
When you are invited to drink, and this does occur now and then in New Orleans—and you say, ‘What, again?—no, I’ve had enough;’ the other party says, ‘But just this one time more—this is for lagniappe.’”
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– quoted from “Chapter XLIV. City Sights” in Life on the Mississippi by Mark Twain
I grew up in and around the Gulf Coast, where you are just as likely to hear someone refer to “lagniappe” as you are to hear them refer to “baker’s dozen.” Lagniappe is a Louisiana French word for that little something extra a customer receives for free when they make a purchase. Think of a free beignet with your café au lait or hot chocolate; a little cookie beside your gelato; or a bundle of peppers from a roadside vegetable stand. Like so much of Louisiana’s culture, the word is a mixture of Spanish, French, and Quechua – an indigenous language found in Peru and parts of Bolivia, Chile, Colombia, and Ecuador. It’s a word, and practice, that you will find in other areas of the world that have been exposed to a similar mixture of cultures.
While lagniappe is often associated with hospitality, “a baker’s dozen” is whole-heartedly connected to commerce. In a modern context we think of it as 13, but at least one source marks it as 14. According to The Oxford Companion to Sugar and Sweets (2015) and other sources, the practice of adding an extra loaf (or two), to an order of a dozen dates back at least to the thirteenth century England. Some attribute the practice to the Assize of Bread and Ale, which regulated the price, weight, and quality of bread and beer. Some say that because homemade bread and rolls varied in size and weight, bakers would add a little extra in order to guarantee they were not selling below the standard. When John Camden Hotten published his 1864 edition of A dictionary of modern slang, cant, and vulgar words, he indicated that the bakers were incentivized to add that little extra because the penalties for underselling goods included fines, destruction of the baker’s oven, and being placed in the stocks (or pillory) and subjected to public humiliation.
However, in The Oxford Companion to Sugar and Sweets, Darra Goldstein notes that the original practice of adding a loaf (or two) to an order of a dozen, may actually be connected to “hucksters.” If you only know the word in a modern context, especially in the United States, then you may associate the word with someone who is out to trick you. However, the etymology of the word can be traced to medieval words meaning “to haggle” and vendors who either sold things door-to-door or from roadside stands. Hucksters of old not only haggle with their customers, they would also be quite loud and showy as they hawked their wares. (Yes, “hawker” is another term that is sometimes applied to this type of peddler.)
Some of these peddlers would water down ale or in other ways deflated the value, which (combined with their showiness) is why the term became a pejorative. However, the original meaning of “huckster” was just someone who was trying to make a living by selling things – a job made harder by stall taxes and things like the the Assize of Bread and Ale, which required hucksters to sell goods for the same price at which they purchased them. The law meant that they only way the hucksters, who were often woman, could make any money was if they had a little extra to sell. The bakers knew that they could sell more of their baked goods with the help of the hucksters and so they would throw in a loaf (or two) to give the hucksters a little advantage. Hence the reason why the extra was sometimes called “in-bread” or the “vantage loaf.” All in all, a mutually beneficial practice that kept the economy flowing.
Speaking of flowing…
For many years, I didn’t teach for about ten days each November because I was in Texas stage managing a production of the ballet The Nutcracker. I would typically have subs while I was gone and most of the people who came to the studio classes were regular attendees who had purchased packages. If you purchased a package of six, ten, or twelve you received a price break – meaning that if you based your calculations on the drop-in rate, you received an extra class or two (depending on the size of the package). So, one could think of the class with the sub as lagniappe. I often think of subs treating people to a little something extra because people get to experience different ways of sequencing; the opportunity to practice something I don’t often cue; and/or a different perspective on some aspect of the practice. All of those are, to me, like an extra donut hole – a sweet nothing!
For the last two or three years, I’ve had these extra days to share the practice with the people with whom I love to share the practice! And, so, the question becomes: What will be the little something extra?
Or, more importantly, what will people appreciate?
I mostly teach vinyāsa practices, which means there’s movement and an inclined series that often involves some variation of a push-up. But, I also teach with a lot alignment and breath cues, not to mention the theme. If you’re someone who is familiar with a “flowing” practice that is not taught with an alignment focus, the alignment cues can be a little something extra. If you are use to an Iyengar Yoga practice, where you may not encounter an inclined series very often, the vinyāsa can be like extra green chilis thrown in your bag. Of course, a lot of people don’t cue the breath unless they notice everyone is out of breath – so that can be the lagniappe. Then too, if you typically practice a seated meditation like vipassanā, where there is heightened focus on the breath and how it feels to breath, all the movement and poses are lagniappe.
Finally, there are my themes, which some people would say are just… extra.
“I don’t know where I am going, but I am on my way.”
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– attributed to Voltaire*
November 21st is the considered the anniversary of the birth of the writer, philosopher, and historian Voltaire (whose nom de plume or “pen name” could be a class all unto its self). Born François-Marie Arouet, in 1694, this prominent figure from the Age of Enlightenment wrote in pretty much every form and about pretty much everything related to life – including science, religion, freedom of speech, love, social standings, and the hardships of life. While he wrote about tolerating others and their beliefs, his views were often couched in racism, anti-Semitism, Islamophobia, and other forms of bigotry. Just to be clear, he was an equal opportunist when it came to his opinions about how others were wrong and could (and did) use his witty to eloquently slam people who were perceived like him just as easily as people who were perceived as different.
His words (as evidenced by the ones I used here and in class) are often thought provoking, which can be a good place to start when putting together a class – if, you know, we leave out all his horrible views and actions and just focus on his words out of context. (But, to be honest, I wasn’t feeling it.) Voltaire had notoriously bad health and an autopsy revealed that had an enlarged prostate – which means he could be the entrée for a Movember theme. (To bad all the images of him are extremely clean shaven.)
In the end, I went back to that feeling of unexpected loss and how so much of what we feel – physically, mentally, emotionally, spiritually, and energetically – is in our heads. One aspect of the Yoga Philosophy is how our thoughts disempower us and how we can use our minds (and the practice) to overcome the obstacles and ailments that arise with the obstacles. Similarly, Buddhism focuses on how we can end our suffering. Ultimately, it all comes down to perspective and how we think about what we are experiencing.
As we head into this week where so many will be giving thanks, take a moment to consider how you experience and express appreciation (sometimes without saying a word). Then consider how often your appreciation, and expression, show up as attachment or aversion – which Patanjali classifies as afflicted/dysfunctional thought patterns that lead to suffering. Finally, take a moment to contemplate how much of your experience is controlled by your thoughts.
“A witty saying proves nothing.”
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– quoted from Le dîner du comte de Boulainvilliers (The Dinner at Count Boulainvillier’s) by Voltaire (pub. 1728)
Today’s playlist is is available on YouTube and Spotify. [Look for “07072021 Bread & Chocolate”]
*Errata: During Sunday’s practice, I misattributed the first quote (see above) and it’s entirely possible that one of the other quotes attributed to Voltaire is actually someone else’s statement. My apologies. Hopefully you didn’t quote me.
*
### “If a picture paints a thousand words, / Then why can’t I paint you?” ~B&C ###
This is the post for Wednesday, November 17th.You can request an audio recording of Sunday’s practice via a comment below or (for a slightly faster reply) you can email myra(at) ajoyfulpractice.com.
In the spirit of generosity (“dana”), the Zoom classes, recordings, and blog posts are freely given and freely received. If you are able to support these teachings, please do so as your heart moves you. (NOTE: You can donate even if you are “attending” a practice that is not designated as a “Common Ground Meditation Center” practice, or you can purchase class(es). Donations are tax deductible; class purchases are not necessarily deductible.
“You can read about [other] countries in your books and when you grow up, many of you will visit them. Go there as friends and you will find friends to greet you.”
“If we meet other people in a friendly way, they also become friendly.”
— quoted from the November 1958 “Letter to the Children of India” by Prime Minister of India Jawaharlal Nehru, signed “Chacha Nehru”
Some of the word’s and sentiments from Sunday’s class have really resonated with me this week. What has stuck the most are Prime Minister Jawaharlal Nehru’s lessons on friendship and, in particular, friendship that transcends the trivialities we often cycle as adults. Obviously, being an extrovert and (presumably) a parrot, I’m big on friendships and being in community — all of which I have found especially priceless throughout my lifetime of moving around and, also, during the pandemic. So, this is not the first time I’ve focused on friendship. Still, this week’s focus keeps coming back to friendship because Indian philosophies identify it is one of the siddhis (“powers” or “accomplishments”) described as “unique to being human”.
As you may recall, the philosophy of yoga is one of six major Indian philosophies. The Sanskrit word applied to these philosophies is darśana, which means “point of view” or “ways to see”. One of the other six philosophies is Sankhya (or Sāṁkhya), which is the one most closely related to Yoga. Sankhya is the oldest Indian philosophy and focuses on the way in which one thinks/reasons and understands purusha (“pure consciousness”) and prakriti (unmanifested, primordial “matter”), and how everything and everyone manifests/exists as a result of these two elements combining with the forces of three “energies” (gunas) inherent in matter.
Yoga and Sankhya are so closely related that certain philosophical question arise at all times: Once you are aware of yourself, doing whatever you are doing, are you practicing yoga or sankhya? And, is there a non-subjective way to measure, qualify, or quantify the degree to which you are doing one versus the other? For that matter, is there a non-subjective way to measure the interior movements of the heart and how practicing can shake us to our core?
In an 1881 British translation of Ishvara Krishna’s Sāṁkhya Kārikā, one of the earliest surviving texts from this foundational philosophy, eight “perfections (or means of acquiring perfection)” are translated as “the proper use of reasoning, word or oral instruction, study or reading, the suppression of the three kinds of pain, acquisition of friends and liberality.” Similar to commentary for Patanjali’s Yoga Sūtras, the Sāṁkhya Kārikā noted that these achievements can be “checks”, as well as obstructions or hinderances — meaning that the ability to engage these “powers” is a sign of good and balanced vitality, but focusing only on achieving these goals can also become an obstacle to overall enlightenment and/or an obstacle to ending all suffering. Pandit Rajmani Tigunait, PhD, of the Himalayan Institute, combines the middle siddhis; refers to the entire list as “the powers and privileges unique to humans;” and explains them as follows:
the power of discovery (i.e., “’knowledge without doubt, clear understanding, intuitive knowledge’”);
the power “to give a form to sound, assign meaning to each segment of sound, and to store both sound and meaning in memory….[and] the capacity to communicate both sound and its meaning to others. We also have the capacity to give a visual form to each segment of sound and the meaning associated with it[;]”
the power to “study, analyze, and comprehend” abstract ideas no matter how they are (effectively) communicated;
the power to eliminate “three-fold sorrow – physical, mental, and spiritual;”
the power to “[cultivate] a good heart; finding friends;”
the power of dana, which is “the ability to give.”
We can debate whether or not humans are the only beings on the planet capable of these abilities, but I think our time is better spent considering the immense power of this siddhis… and the great responsibility that comes with these great powers.
“The problems we face today, violent conflicts, destruction of nature, poverty, hunger, and so on, are human-created problems which can be resolved through human effort, understanding and the development of a sense of brotherhood and sisterhood. We need to cultivate a universal responsibility for one another and the planet we share. Although I have found my own Buddhist religion helpful in generating love and compassion, even for those we consider our enemies, I am convinced that everyone can develop a good heart and a sense of universal responsibility with or without religion.”
— quoted from the 1989 Nobel Peace Prize Acceptance Speech by Tenzin Gyatso, the 14th Dalai Lama (December 10, 1989)
As I mention on his birthday, the 14th Dalai Lama was selected as the spiritual and political leader of Tibet at 2 years old; publicly presented at 4 years old; and assumed his spiritual leadership position at age 5. On November 17, 1950, at the age of 15, he assumed his full political duties. Think about all that power and responsibility… in the hands, head, and heart of a 15 year old! Then add in the fact that the People’s Republic of China (PRC) had invaded Tibet at the end of 1949, just a few months before His Holiness the Dalai Lama’s 15th birthday. And, sure, he hadn’t reached his majority — so there was a regent, his guardian Ngawang Sungrab Thutob, acting as the head of the Tibetan Government — but the Dalai Lama still carried the weight of the nation’s future.
Four years later, in November of 1954, the Dalai Lama was several months into a visit to China, during which he engaged in peace talks with Chairman Mao (Zedong) and other Chinese officials. Two years later, in November of 1956, the 21-year old holding the highest spiritual title in Tibetan Buddhism was visiting India in preparation for the Buddha’s 2,500th birthday celebration. He was forced to flee his homeland at the age of 23, but still continued to serve as the leader of his people. He still taught the lessons of the Buddha: that there is suffering and there is a way to end suffering.
As a refugee, the 14th Dalai Lama saw a need and opportunity to speak to the world. After several years traveling and teaching throughout, he made his first visit to the West. From September to November of 1973, he spoke in Italy, Switzerland, The Netherlands, Belgium, Ireland, Norway, Sweden, Denmark, the United Kingdom, West Germany, and Austria. In those moments abroad, he spoke on things that would become a reoccurring theme in his teachings to the world, reoccurring themes in his gifts to the world: the purpose of life and matters of the heart.
“I believe that the purpose of life is to be happy. From the moment of birth, every human being wants happiness and does not want suffering. Neither social conditioning nor education nor ideology affect this. From the very core of our being, we simply desire contentment.”
— Tenzin Gyatso, the 14th Dalai Lama in July 2015
“No matter what part of the world we come from, we are all basically the same human beings. We all seek happiness and try to avoid suffering. We have the same basic human needs and concerns. All of us human beings want freedom and the right to determine our own destiny as individuals and as peoples. That is human nature. The great changes that are taking place everywhere in the world, from Eastern Europe to Africa, are a clear indication of this.”
— quoted from the 1989 Nobel Peace Prize Acceptance Speech by Tenzin Gyatso, the 14th Dalai Lama (December 10, 1989)
No matter who we are, where we come from, or what we believe (or don’t believe) I think we could all benefit from walking a mile (or more) in someone else’s shoes. Long before modern scientists started researching and recommending various forms of role playing to cultivate empathy and cope with trauma, ancient philosophies like Yoga and religions like Roman Catholicism prescribed self-study and contemplation, respectively. Both svādhyāya, the fourth internal “observation” in Yoga, and contemplation in Saint Ignatius’ Spiritual Exercises, are practices that involve putting one’s self in the situations of historical and spiritually significant figures. The thing is, these figures were just people in their own times. We can consider them extraordinary people and we can say that they lived in extraordinary times. And they really did. But, also, they and their times were just extra ordinary — no more and no less extraordinary than how our times will appear to people decades and eons in the future.
When we put ourselves in someone else’s shoes; when we consider their experiences, thoughts, words, and deeds; and when we consider all the things that lead them to think, say, and do the things they think, say, and do, we are doing the same work a method actor (or dancer) does to get into a role. Konstantin Stanislavski developed the physically grounded rehearsal process officially known as “The Method of Physical Action” and most commonly known as “The Method” or Method Acting. There are a lot of misconceptions about the method and many of those misconceptions stem from disagreements between Lee Strasberg (who was born Israel Lee Strassberg on November 17, 1901, in Budzanów, Austria-Hungary) and Stella Adler (b. 02/10/1901, in New York City).
Mr. Strasberg is remembered as the “father of method acting in America”; Ms. Adler has been called “the mother of modern acting”; and those misconceptions… they’re what happens when people get divorced and think that their former partner is the worst parent on the planet.
For example, some people think the method is all about a performer becoming so indistinguishable from their character that if their character is a jerk then they are a jerk to everyone around them — which is false (and super obnoxious, not to mention abusive). Some people don’t really understand the concept of “affective memory”, which is basically tapping into the embodied experience one associates with a memory (that, it is recommended, is 7 or more years in the past) in order to deliver an authentic performance. People that misunderstand (and/or disapprove) of “affective memory” think it is all about trauma — which is false (and is a misunderstanding that can be dangerous). As David Lee Strasberg once explained, “[The Method is about] behaving truthfully under imaginary circumstances.” It’s about deep-rooted self-awareness and using that self-awareness to harness the embodied power of past experiences. It’s about sensation.
I often say, “sensation, that’s the information”, and emphasize that sensation is the way the mind-body-spirit communicates. In reality, sensation is the ultimate information. And, the way we feel actually allows us to communicate with ourselves and with other people — even people who speak languages that are foreign to us. Sensation, the way something makes us feel, is the reason we respond to music, art, and dance. It’s part of the reason we get caught up in sports, as well as movies, plays, and TV shows in languages we don’t speak or read. It’s also why we respond to a smile.
“What if all that it took to save our lives Together was to rise up
What if I had your heart What if you wore my scars How would we break down (Break down) What if I were you
What if I told your lies What if you cried with my eyes Could anyone keep us down What if you were me What if I were you”
— quoted from the song “What If” by Five for Fighting
What if — just imagine, if you can, what would happen if we were all taught that we belong to each other. What if — just imagine, if you can, what would happen if we were all taught that we all deserve love and freedom from suffering. What if — just imagine, if you can, what would happen if we were all taught that we’re all only human. What if — just imagine, if you can, what would happen if we were all taught to do the best we can and that others are going to do the best they can. Can you imagine?
You may call me a dreamer; but, can you imagine if we all showed up like children on their best days? That doesn’t mean that we don’t have bad days or that we don’t disagree or that we won’t be misunderstood. Neither does it mean that we all suddenly, magically, become the same on the outside. What it does mean is that life is better when we come together. What it does mean is that we are at our best when we recognize our (individual and collective) strengths and weakness and use that awareness to create balance and stability. It means we meet each day and we meet each other in a friendly way. We say, “Let’s play, let’s learn, let’s grow — together.”
I didn’t just make those things up. Those are all lessons that are in the world. They are all lessons I have been taught by people like Mother Teresa, the Buddha, Rag’n’Bone Man, my dharma buddy Stacy, John Lennon, Jawaharlal Nehru, Nina Simone, Michael Franti, Patanjali, the “Dolly Lama”, and the 14th Dalai Lama (just to name a few).
Can you imagine if we were all taught such things?
“One problem with our current society is that we have an attitude towards education as if it is there to simply make you more clever, make you more ingenious. Sometimes it even seems as if those who are not highly educated, those who are less sophisticated in terms of their educational training, are more innocent and more honest. Even though our society does not emphasize this, the most important use of knowledge and education is to help us understand the importance of engaging in more wholesome actions and bringing about discipline within our minds. The proper utilization of our intelligence and knowledge is to effect changes from within to develop a good heart.”
— Tenzin Gyatso, the 14th Dalai Lama quoted from “Chapter 3 – Training the Mind for Happiness” in The Art of Happiness, 10th Anniversary Edition: A Handbook for Living by His Holiness the Dalai Lama and Howard C. Cutler, M. D.
Wednesday’s playlist is available on YouTube and Spotify. [Look for “07062021 HHDL Big Day”]
NOTE: There’s a message on the YouTube playlist that is not available on Spotify, so I substituted a prayer. You can find the message here.
“So the smart brain must be balanced with a warm heart, a good heart – a sense of responsibility, of concern for the well-being of others.”
“Even when a man takes revenge on others who hate him, in spite of him not hating them initially, the pain caused by his vengeance will bring him inevitable sorrow.” (313)
“When a man inflicts pain upon others in the forenoon, it will come upon him unsought in the afternoon.” (319)
— quoted from the English translation of the Tamil lyrics of the song “Ahimsa” by U2 and A. R. Rahman, featuring Khatija and Raheema Rahman (translation from IntegralYoga.org)
NOTE: In anticipation of the holiday(s), I have cancelled classes on Wednesday, November 24th. Don’t forget to be grateful.
Revised and formatting updated, Some links have also been updated. (11/18/2025)
“The problems we face today, violent conflicts, destruction of nature, poverty, hunger, and so on, are human-created problems which can be resolved through human effort, understanding and the development of a sense of brotherhood and sisterhood. We need to cultivate a universal responsibility for one another and the planet we share. Although I have found my own Buddhist religion helpful in generating love and compassion, even for those we consider our enemies, I am convinced that everyone can develop a good heart and a sense of universal responsibility with or without religion.”
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– quoted from the 1989 Nobel Peace Prize Acceptance Speech by Tenzin Gyatso, the 14th Dalai Lama (December 10, 1989)
Please join me today (Wednesday, November 17th) at 4:30 PM or 7:15 PM for a yoga practice on Zoom.Use the link from the “Class Schedules” calendar if you run into any problems checking into the class. You will need to register for the 7:15 PM class if you have not already done so. Give yourself extra time to log in if you have not upgraded to Zoom 5.0. You can request an audio recording of this practice via a comment below or by emailing myra (at) ajoyfulpractice.com.
Wednesday’s playlist is available on YouTube and Spotify. [Look for “07062021 HHDL Big Day”]
NOTE: There’s a message on the YouTube playlist that is not available on Spotify, so I substituted a prayer.
In the spirit of generosity (“dana”), the Zoom classes, playlists, and blog posts are freely given and freely received. If you are able to support these teachings, please do so as your heart moves you. (NOTE: You can donate even if you are “attending” a practice that is not designated as a “Common Ground Meditation Center” practice, or you can purchase class(es). If you don’t mind me knowing your donation amount you can also donate to me directly. Donations to Common Ground are tax deductible; class purchases and donations directly to me are not necessarily deductible.)
This is the post for Monday, November 15th.You can request an audio recording of Sunday’s practice via a comment belowor (for a slightly faster reply) you can email me at myra (at) ajoyfulpractice.com.
In the spirit of generosity (“dana”), the Zoom classes, recordings, and blog posts are freely given and freely received. If you are able to support these teachings, please do so as your heart moves you. (NOTE: You can donate even if you are “attending” a practice that is not designated as a “Common Ground Meditation Center” practice, or you can purchase class(es). Donations are tax deductible; class purchases are not necessarily deductible.
“If we meet other people in a friendly way, they also become friendly. But if we are afraid of them or if we show our disliking to them, they behave in the same manner. These are simple truths which the world has known for ages. But even so, the world forgets the people of one country who hate and fear the people of another country because they are afraid, they are sometimes foolish enough to fight each other.
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Children should be wiser. At any rate, I hope the children who read this will be more sensible.”
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– quoted from the November 1958 “Letter to the Children of India” by Prime Minister of India Jawaharlal Nehru, signed “Yours lovingly, Chacha Nehru”
As I mentioned during yesterday’s practice and blog post, we’ve all been children and, as children, we were given a world/society and taught different ways to understand that world/society. We were given culture (or cultures) and raised to understand our culture(s) and other people’s culture(s) in certain ways. On a certain level, we could say, that we begin life as “passive recipients.” However, children are curious and children play, experiment, and explore in order to learn and grow. With ourselves, our peers, and our toys, we begin to accept and/or reject the world and culture(s) that were given to us and the understanding that was taught to us. That’s part of being a child: questioning our environment; even pushing back at what we are taught about our environment; and creatively considering other possibilities. In other words, part of being a child is figuring out how we fit into the world.
Do we continue to exist as a “passive recipient” or do we become a “co-creator” of our culture and environment?
I don’t remember ever hearing the terms “passive recipient” and “co-creator,” as related to culture, until I met Merrick Rosenberg. He is a consultant, keynote speaker, and personality expert who often works with companies undergoing change. He is the co-founder of Team Builders Plus and Take Flight Learning; the co-author of the parable Take Flight!(Master the DISC Styles to Transform Your Career, your Relationships… Your Life) and Personality Wins: Who Will Take the White House and How We Know; and the author of the parable The Chameleon: Life Changing Wisdom For Anyone Who Has A Personality Or Knows Someone Who Does and the children’s book Which Bird Are You? (recommended for ages 8 – 12). He is also a black belt who practices yoga – which is how we met and how I ended up reading and recommending his first book.
I was already interested in change management; had already looked into Virginia Satir’s Change Process Model and was fascinated by what it takes to shift culture – on an individual, corporate, and global scale. But Take Flight! (which I highly recommend) and my conversation with Merrick Rosenberg about his work caused me to dig a little deeper into the roles we play when it comes to change and the beliefs we hold that, inevitably, shape those roles. As evidence by his books, Merrick likes a good parable and, so, it’s not surprising that when I searched his work, I found more stories.
Just as I shared one of those stories towards the end of Monday’s practice, I’ll share that story towards the end of this post. But first, a little back story. It’s actually several stories, that converge around behavior, belief, culture, and personality.
“There seems to be a single starting point for psychology, exactly as for all the other sciences: the world as we find it, naïvely and uncritically. The naïveté may be lost as we proceed.”
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– quoted from “Chapter I: A Discussion of Behaviorism” in Gestalt Psychology: An Introduction to New Concepts in Modern Psychology by Dr. Wolfgang Köhler
Wolfgang Köhler, PhD, born January 21, 1887, was a German psychologist whose field of expertise included phenomenology, the study of subjective experience. Along with Max Wertheimer and Kurt Koffka, he was one of the founders of Gestalt psychology, which focused on the human mind and behavior as a whole, rather than on individual elements. (Since November 15th is National Tree Planting Day in Sri Lanka, think of a Gestalt psychologist as someone who would focus on the whole forest rather than a single tree, or on how the whole world is affected by planting trees in a forest.) Dr. Köhler is remembered because of his research with chimpanzees, which provided insight into human behavior, as well as his lived experience as it related to human behavior during Nazi Germany.
After completing his PhD at the University of Berlin and working with Max Wertheimer and Kurt Koffka at the Psychological Institute in Frankfurt, Wolfgang Köhler moved to the island of Tenerife, the largest of the Canary Islands, and became the director of the anthropoid research station at the Prussian Academy of Sciences. There, from 1913 – 1919, his research included the problem solving skills of chimpanzees, which he choose to study specifically because their brains were structurally similar to humans. In 1917, he published The Mentality of Apes, which described chimpanzees using “insight learning” to access some fruit that was out of reach, rather than trial-and-error.
Remember, when we think of insight from the perspective of Buddhist or Yoga Philosophy, we think of it as wisdom that comes from “[seeing] in a special way” and this is exactly what Dr. Köhler observed. When the chimpanzees realized their food source was out of reach, they paused for a moment and (according to Dr. Köhler’s research) came up with a solution that relied upon an understanding of cause-and-effect. The chimpanzees in the experiments realized that they needed tools to reach the fruit that was too far away or too high and either connected sticks or stacked boxes to make up the difference.
In 1920, Wolfgang Köhler returned to Germany and (eventually) succeeded one of his mentors (Carl Stumpf) as the director of the Psychological Institute at the University of Berlin. He was there as the Nazis came into power in 1933 and while one of his mentors (the physicists Max Planck) criticized the effect Nazi Germany’s policies were having on the field of science, Dr. Köhler was publicly silent for many months. Towards the end of April 1933, however, he wrote an article criticizing the Nazi Party and the practice of dismissing Jewish professors. Then he attempted to organize a resistance movement within the scientific community – but his colleagues erroneously believed the fascist regime would largely leave the universities to their own devices. On November 3, 1933, the Nazi government announced that professors were required to start their lectures with the Nazi salute.
Dr. Köhler refused to passively accept the culture that was being handed to forced on him. Within a month of publicly explaining his refusal to follow the edict, his class was raided and student’s leaving his lecture were forced to show their identification. By May of 1934, he had concluded that there was nothing more he could do and announced plans to retire. By that summer, his interactions with students and other faculty and staff was under investigation. Unable to effectively teach or conduct research, Wolfgang Köhler immigrated to the United States in 1935, where he taught and conducted research at Swarthmore College and (in 1956) at Dartmouth College. He would also eventually serve as President of the American Psychological Association and as a guest lecturer and faculty advisor at the Free University of Berlin.
I know, I know, that’s already a lot of information. So, here are the highlights: Dr. Wolfgang Köhler believed (a) that subjective experience matters; (b) that the human mind and behavior have to be considered as a whole (and that whole includes subjective experience); (c) that, like chimpanzees, humans are capable of problem solving through insight learning; and (d) that people could – and one can argue should – stand up for what they believe to be right and, in doing so, actively co-create the world in which the live.
“Problems may be found which were at first completely hidden from our eyes. For their solution it may be necessary to devise concepts which seem to have little contact with direct primary experience.”
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– quoted from “Chapter I: A Discussion of Behaviorism” in Gestalt Psychology: An Introduction to New Concepts in Modern Psychology by Dr. Wolfgang Köhler
Fast forward to the 1960’s, and we find generations of researchers standing on shoulders of scientific giants like Dr. Wolfgang Köhler. One of those researchers was Dr. Gordon R. Stephenson (at the University of Wisconsin, Madison) who, in 1967, published a paper entitled “Cultural Acquisition of a Specific Learned Response Among Rhesus Monkey.” The paper detailed research that involved 4 male and 4 female “lab-reared rhesus monkeys… about 3 years of age,” a variety of plastic kitchen utensils, a test cage, and air that was blasted on the monkeys under certain circumstances. (NOTE: I’m just highlighting here. Dr. Stephenson’s paper and experiment are more detailed than my summary and include the fact that the monkeys “had much play experience with each other;” were considered “socially normal;” and had no conditioning prior to the experiment.)
According to the paper, the monkeys were assigned unisex partners and then one of the pair would be placed in the test cage with one of the plastic objects. Observations included “passive contact,” whereby contact between the monkey and the object was not intentional, and active engagement that ranged from intentionally moving the object to playing with it and/or mouthing or chewing it. For the most part, the interactions were consistent between each group based on the different objects and all subjects tended to manipulate the novel objects more than the familiar. Higher and lower manipulation trends were experienced by all the monkeys during the same periods of time throughout the multi-week experiment. Although, there were some statistically differences in manipulation rates between males and females when they were alone (in general the male rate was twice as high in the first block); between males and females when they were with a partner; and between objects (regardless of sex).
In the first part of the experiment, an individual monkey that intentionally manipulated an object, was “punished” with an air blast. In general, the monkeys stopped manipulating the objects after two or three blasts. Later, when the conditioned monkeys came back to the test cage for the second stage, they avoided the objects without any air blasts. In the third part of the experiment, the (now) conditioned monkey was brought into the cage with its naïve partner. and the plastic object. In the fourth part, the naïve partner was brought into the cage with the plastic object.
Dr. Stephenson wanted to see if (and how) the conditioned learning would be transferred. He observed the following:
(a) many of the naïve monkeys were cautious about the plastic object when they observed the behavior of their conditioned partners;
(b) most of the conditioned male monkeys (in various ways) intervened when their naïve partners approached the plastic objects and this sometimes altered subsequent (fourth stage) behavior*;
(c) most of the conditioned female monkeys did not interfere when their naïve partners approached the plastic objects; and
(d) some of the conditioned female monkeys approached the plastic objects when their naïve partners were not blasted with air (indicating that they learned through observation that the “punishment” was not being applied).
Later experiments, conducted with different monkeys and under slightly different – including some that used food, showed a higher (baseline) manipulation rate with the female monkeys, but similar results in the interaction between conditioned and naïve pairs (i.e., male monkeys were more likely to interfere when their partners tried to manipulate the objects). Some of these later experiments found that female monkeys with infants were more likely to pull their offspring away from an object than a naïve peer.
*NOTE: Later experiments also found that the level of interference, with regard to male monkeys, may make a difference in the naïve partners interaction with the test object in the fourth stage.
“I regard culture as the constellation of behaviors characteristic of a single social group, behaviors which are transgenerational and socially learned by individuals as members of the group. The present report describes an attempt to apply controlled laboratory methods to a social learning situation suggested by the above field and laboratory observations. My particular interest was whether the learned avoidance behavior of a conditioned monkey toward a conditioning object could induce a lasting effect on the behavior of a second toward that same object.”
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– quoted from “A. Introduction” in “Cultural Acquisition of a Specific Learned Response Among Rhesus Monkey” by Gordon R. Stephenson, Department of Zoology, University of Wisconsin, Madison
Fast forward again, to 2011, when an article entitled “What Monkeys Can Teach us About Human Behavior” appeared as a Psychology Today post. The post was written by creativity expert and author Michael Michalko, who served as an officer in the United States Army and worked with “NATO intelligence specialists and international academics in Frankfurt, Germany, to research, collect, and categorize all known inventive-thinking methods” and then applied those methods to problem solve. He has since extended that knowledge about problem solving into the corporate and public sphere. In his 2011 post, he described the now infamous “5 Monkeys” experiment, which is the story I came across some years ago after meeting Merrick Rosenberg. And, maybe, it’s a story you’ve heard.
The “5 Monkeys” experiment goes like this: Researchers placed 5 monkeys in a cage with a set of steps placed underneath bananas tied to the top of the cage. Whenever the monkeys started using the steps to get to the bananas, the researchers sprayed them with ice cold water until they stopped. Once the monkeys were conditioned to not go for the bananas, the researchers replaced one of the conditioned monkeys with a naïve monkey and observed the four conditioned monkeys intervening, sometimes violently, whenever the naïve monkey headed for the steps. Once the new monkey was conditioned, the researchers replaced another conditioned monkey with a naïve monkey and repeated the steps until the cage contained the steps, the bananas, and 5 monkeys that had never been sprayed with water – but had been conditioned by their peers to not go after the bananas!
It’s a great story. It’s a really great story, especially if you want an easy-to-follow, scientifically-supported business lesson about culture and conditioned behavior. It’s a really great and inspiring story if, as one CPA and Controller stated in 2019, you’re “not a big fan of fiction.”
There’s just one problem.
The “5 Monkeys” experiment, by all indications, is fiction.
“In a comment on Michalko’s blog post, primatologist Frans De Waal expressed some skepticism about the experiment and asked Michalko if he had a scientific reference for this study. In response to the comment from another reader, Michalko posted the following:
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‘FIVE MONKEYS. This story originated with the research of G.R. Stephenson. (Stephenson, G. R. (1967). Cultural acquisition of a specific learned response among rhesus monkeys. In: Starek, D., Schneider, R., and Kuhn, H. J. (eds.), Progress in Primatology, Stuttgart: Fischer, pp. 279-288.)’ ….
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… His research inspired the story of five monkeys. Some believe the story is true, while others believed it’s an exaggerated account of his research. True story or not, his published research with rhesus monkeys, in my opinion, makes the point.’”
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– quoted from the Psychology Today blog post “What Monkeys Can Teach Us About Human Behavior: From Facts to Fiction – When creativity crosses the line.” by Dario Maestripieri Ph.D. (Reviewed by Ekua Hagan), posted March 20, 2012
By his own words, Michael Michalko knew the published details of Dr. Gordon Stephenson’s experiment and knew that that experiment did not use food, a ladder, water, or more than two monkeys in a cage at a time. Neither did it include a naïve/community-conditioned monkey that “took part in the punishment with enthusiasm!” as he described. Although, that description kind of parallels Dr. Wolfgang Köhler’s observation that once his chimpanzees came up with a solution, they executed their plan with “unwavering purpose.” Given the similarities and his work in the Army (and specifically in Germany), I think it’s safe to assume that Michael Michalko was familiar with Dr. Köhler work – and most (if not all) of the significant research in the same area. It’s also possible that he knew a little bit about Dr. Köhler’s experience with the Nazis. At the very least, he knew German history and (I imagine) he knew about the papers of Drs. Köhler and Stephenson and the experiments they cited in their work. Regarding those citations, it’s important to note that Dr. Stephenson’s introduction specifically references experiments and field observations that theoretically imply that the conclusions of the hypothetical “5 Monkeys” experiment could exist in a real life scenario. (In fact, those implications were part of Dr. Stephenson’s inspiration. You know, they established a hypothesis.) Finally, we know, based on Michael Michalko’s work in the public and private sectors, that he knows how to communicate and teach ideas.
So, it makes sense, that he would tell the story that he told. It’s a great story and we can easily see the truth of our lived experience with regard to violent conditioning in our own society. The thing is, while some people might focus on that lived truth – and others might focus on the fact that there’s no evidence the experiment ever happened – my focus today is a little different. I’m looking at how and why the story came to be; how it’s become part of some people’s culture; and how the belief that the story is verifiably true plays a part in our actions.
Remember, what we believe bridges the gap between what we conceive and what we achieve. This is true on an individual level and on a community/cultural level.
Some people tell the “5 Monkeys” story as a cautionary tale. Some people use it to underscore the importance of examining why they – individually and collectively – do the things they do. But a lot of people tell the story because they think it’s true. And, given the truth, I find it interesting that the “5 Monkeys” story highlights perceived male monkey behavior, but not the wisdom of observation exhibited by the female monkeys in Gordon R. Stephenson, et al, experiments. I also find it interesting that the “5 Monkeys” story doesn’t highlight the insight exhibited by the chimpanzees in Wolfgang Köhler’s experiments.
In the real life experiments, the chimpanzees and monkeys recognized that things change, from day to day and moment to moment. In the real life experiments, the primates were curious about their environment and their culture. They weren’t ever (really) passive, even when they weren’t directly engaging. Which brings me back to where we started: with childhood and the fact that we’ve all been children who inherited culture(s) and cultural understanding about our individual and collective communities.
Whether we like it our not, our lives are a reflection of our beliefs. Not, I might add, a reflection of what we say we believe or what we want to believe, but what we actually believe. And our beliefs are built around the stories we’ve been told and the stories we tell ourselves.
Stories… that sometimes aren’t actually true.
“If we wish to imitate the physical sciences, we must not imitate them in their highly developed contemporary form. Rather, we must imitate them in their historical youth, when their state of development was comparable to our own at the present time. Otherwise we should behave like boys who try to copy the imposing manners of full-grown men without understanding their raison d’être, also without seeing that intermediate phase of development cannot be skipped.”
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– quoted from “Chapter II: Psychology as a Young Science” in Gestalt Psychology: An Introduction to New Concepts in Modern Psychology by Dr. Wolfgang Köhler
There is no playlist for the Common Ground practice.
### “I have learned over the years that when one’s mind is made up, this diminishes fear; knowing what must be done does away with fear.” ~ Rosa Parks ###
This is the post for Sunday, November 14th.You can request an audio recording of Sunday’s practice via a comment belowor (for a slightly faster reply) you can email me at myra (at) ajoyfulpractice.com.
In the spirit of generosity (“dana”), the Zoom classes, recordings, and blog posts are freely given and freely received. If you are able to support these teachings, please do so as your heart moves you. (NOTE: You can donate even if you are “attending” a practice that is not designated as a “Common Ground Meditation Center” practice, or you can purchase class(es). Donations are tax deductible; class purchases are not necessarily deductible.
“You must have read many fairy tales and stories of long ago. But the world itself is the greatest fairy tale and story of adventure that was ever written. Only, we must have eyes to see and ears to hear and a mind that opens out to the life and beauty of the world.”
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– quoted from the November 1958 “Letter to the Children of India” by Prime Minister of India Jawaharlal Nehru, signed “Chacha Nehru”
How many of the fairy tales, stories of adventure, and lessons from childhood do you remember today? How many of them have you internalized and used as you’ve navigated your way through life? How many have you gone back and re-read, as an adult, only to find you remembered things differently or have a different understanding as an adult? It happens to all of us. We learn so much about the world and so much about ourselves as children, but there’s a lot we don’t fully understand until later in life. Then, just as we are (maybe) starting to figure out the lessons of life, we find ourselves teaching others. The problem with teaching children, however, is that sometimes we’ve forgotten the best parts of being a child. And, sometimes, we are so busy teaching children how to be adults, that we forget to celebrate what it means to be a child.
Both Buddhism and the Yoga Philosophy highlight the mindset of a child with practices like shoshin (“beginner’s mind”) and santōsha (“contentment”), respectively. However, being the adults that we are, we can take these practices so seriously that we lose the wonder. We forget to celebrate childhood… and children. We forget that there is wisdom (and strength) in being a child. And so, sometimes, we need to literally put ourselves in the position of a child.
“So we must also think of their country and of many other countries in the world and remember that everywhere there are children like you going to school and play, sometimes quarrelling but always making friends again. You can read about these countries in your books and when you grow up, many of you will visit them. Go there as friends and you will find friends to greet you.”
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– quoted from the November 1958 “Letter to the Children of India” by Prime Minister of India Jawaharlal Nehru, signed “Chacha Nehru”
Take a yoga class – almost any yoga class – for about a year, and at some point you’re going to come across a position you naturally found yourself in as a kid: Bālāsana, “Child’s Pose” or (quite literally) the “Child Seat.” The Sanskrit word shares roots with the Sanskrit word for “strength” and the “force [of an army]” as well as a medicinal plant, which is why some traditions call it “Leaf Pose.” In sacred philosophical texts, like some of the Upanishads, bālā is the word used for “boy” or “young child,” and so it is also associated with the power of wisdom. And while I just said, you could take almost any yoga class for about a year and come across “Child’s Pose,” in some styles and traditions it will be the very first pose on the very first day.
To get into the pose, you bring your big toes to touch behind you, sit on your heels, and then fold forward until your forehead and nose touch down and your arms rest by your hips. There are some extended variations where the arms rest on the floor over your head and there are some variations where the knees are spread wide. Some people can do it without props; some people can only do it with props; and some people do it with props even when they can do it without them. However, how ever one does it, it is a pose that we’ve all pretty much been in at some point in our lives. In that sense, it’s like a lot of other yoga poses; in that it occurs naturally in nature.
True and funny story, though: You won’t find the pose in very many texts on the physical practice of yoga, regardless of the style or tradition – and definitely not in any of the early texts (even though it seems very similar to the seated and supine poses found in classical texts). Even more interesting, to me, is the fact that when you do find the pose it is considered an energetically “neutralizing” pose and assigned a difficulty level of 1 (meaning relatively easy). However, the pose offers a lot of benefits and can be quite difficult for some people.
For example, if you have knee issues; tight hips; tight quads; ankle issues; some digestive issues (particularly stomach issues); and/or issues like claustrophobia, you might find the pose really challenging. Some of these challenges can be overcome by sitting on a prop like a block or using a bolster to support your head, torso, and hips. You could also use a rolled up towel or blanket to support your head and even place a rolled up towel or blanket between the backs of thighs and the calves (i.e., between your hips and your heels). In some cases, you might feel best when siting in a chair with your toes tucked back (if that is accessible to you) and then folding over a table – with or without something to cushion your head. In the absence of props, you could rest your head on your stacked fists, hands, or forearms.
An option I often give, for people who are not pregnant, is to just lie flat (with or without props). Lying flat on your belly can provide the same opportunity (that Child’s Pose does) to physically and mentally rest between challenges. It can also help you get centered at the beginning of the practice and can provide similar release in the low back, the neck, and – depending on the arm placement – the shoulders. Laying flat can also be a similar way to mentally and emotionally decompress and turn inward. However, there are some benefits to practicing Bālāsana (and it’s play-cousin “Puppy Dog”) that you won’t experience when you lie down flat. For instance, Child’s Pose not only helps you release your low back, it also helps to stretch the entire length of the spine. It also helps to stretch out the quadriceps, knees, hips, ankles, and tops of the feet. According to some modern texts on āsana, Child’s Pose and it’s play-cousins (like “Puppy Dog” and “Downward Facing Hero”) relieve breathlessness, dizziness, fatigue, stress, and headaches; reduces high blood pressure; reduces acidity and flatulence; and alleviates menstrual pain and depression associated with menstruation.
I usually say “Child’s Pose is a modification for every pose,” because not only can you hang out / rest in Child’s Pose until you’re ready to re-join the sequence, but also the extension of the torso creates the opportunity to approximate the engagement of other poses. The adaptability of “Child’s Pose” is very much reminiscent of the flexibility and adaptability of an actual child – which we have all been. Funny thing, though: what happens on the mat is a reflection of what happens off the mat. Just like we can progress and mature in our practice in such a way that we forget the beauty and possibilities of a pose, we can progress and mature in life in a way that can cause us to forget the beauty and possibilities of life.
“As I write I think of the vast army of children all over the world, outwardly different in many ways, speaking different languages, wearing different kinds of clothes and yet so very like on another. If you bring them together, they play or quarrel. But even their quarrelling is some kind of play. They do not think of differences amongst themselves.”
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– quoted from the November 1958 “Letter to the Children of India” by Prime Minister of India Jawaharlal Nehru, signed “Chacha Nehru”
There are several days throughout the year when children are celebrated. November 14th is India’s Children’s Day (Bal Diwas), which is observed every year on the anniversary of the birth of Jawaharlal Nehru, India’s First Prime Minister. Prime Minister Nehru was born [on this day] in 1889 and was a prominent figure in India’s independence movement. He was known as “Pandit Nehru,” because of his Kashmiri Pandit heritage, and had such an affinity for the children of his country (and they for him) that Indian kids called him Chacha Nehru (Hindi for “Uncle Nehru”). He advocated for the rights, care, and education of children – who are the light of the world. He specifically supported the idea that a well-rounded education resulted in a better society and considered children the foundation (and strength) of the nation.
Prime Minister Nehru was born into wealth and was able to pass wealth and other resources down to his children. His early childhood included governesses and private tutors, as well as exposure to Indian philosophy and theosophy (which was created in the United States). In fact, his family was friendly with Anne Besant, one of the leaders of the Theosophical Society, and he was initiated into the society at the age of thirteen. He studied natural science at the Trinity College, Cambridge, and graduated with an honours before moving to London and studying law at the Honourable Society of the Inner Temple. He was called to the Bar (i.e., qualified to practice law) in 1912 and returned to India where he planned to follow in his father’s footsteps, at least as a lawyer. However, his father, Motilal Nehru, would eventually serve two terms as president of the Indian National Congress (1919 and 1928); India was changing; and all of his studies about politics, economics, socialism, and philosophy ended up interesting the young barrister more than the existing laws. He not only became involved in the Congress, supported Mahatma Gandhi’s efforts for social change in South Africa, and campaigned against indentured servitude and other forms of British-enforced discrimination against Indians.
Later, the future prime minister would be jailed for following Gandhi’s example and illegally making salt and he continually fought for India’s independence. As prime minister, Jawaharlal Nehru changed laws in order to criminalize caste discrimination; increase the legal rights and freedom of women; and provide more education opportunities for previously disenfranchised populations. He also attempted to redistribute land wealth; maintain a political friendship with Great Britain; and establish India as a secular, global power.
The Nehru family’s involvement in Indian politics did not end with father and son. Jawaharlal Nehru married Kamala Kaul, who became an activist and organizer in her own right. In addition to reading his speeches to the public when he was jailed, she organized women’s groups in boycotting non-Indian vendors and created a dispensary to treat activists, their families, and the surrounding community. She and her popularity in India were, ultimately, recognized as a threat to British rule. Vijaya Lakshmi Pandit (née Nehru), the oldest of Prime Minister Nehru’s younger sisters, was the first woman appointed as the (6th) Governor of Maharashtra (1962-1964) and the (8th) President of the United Nations General Assembly (1953-1954). In addition to taking over her brother’s seat in Parliament in Lok Sabha (1967-1971), she also served as India’s diplomat to the Soviet Union and the United States (as well as the United Nations.
Krishna Nehru Hutheesing, the youngest of the Nehru siblings, was also an activist; however, she may be most well known as the biographer of her brother and her niece. That niece – Jawaharlal and Kamala Nehru’s daughter – Indira Gandhi held several political offices and became India’s 3rd Prime Minister and the only woman (to date) to hold the office. While a BBC poll named her “Woman of the Millennium” in 1999 and a 2020 issue of Time magazine listed her as one of the 100 powerful women of the 20th century because of her leadership, her times in office were marked by strife, calls for revolution, and suspension of civil liberties. She served from 1966-1977 and was re-elected for a third term in January of 1980. She served until her assassination, by her own bodyguards, on October 31, 1984. Her son, Rajiv Gandhi, was immediately appointed as her successor and served as India’s 6th Prime Minister until December of 1989. He was India’s youngest prime minister and his time in office was also full of controversy, scandal, and civil rights issues; but he continued to hold other political offices until his assassination on May 21, 1991. His widow and their son have also served in Congress, parliament, and other political offices.
“A moment comes, which comes but rarely in history, when we step out from the old to the new, when an age ends, and when the soul of a nation, long suppressed, finds utterance.”
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– quoted from “Tryst with Destiny” address to the Constituent Assembly of India in New Dehli, August 14 – 15, 1947, by Jawaharlal Nehru
Thinking back to the practice about fate and destiny, we can look at a family’s legacy and see the lessons that are passed from parent to child and then on to the following generations. Looking at the political legacy of the Nehru-Gandhi (which is only politically connected to Mahatma Gandhi’s family), we can clearly see an emphasis on education and social / political engagement. Additionally, we can look at letters, speeches, and family recollections to find which lessons were direct and deliberate and which lessons were inferred. Either way, it is interesting to notice what sticks.
It is not uncommon, as we have even seen in the United States, for parents to encourage their children to follow in their footsteps. But what happens when the child has different interests? Even more importantly, what happens when a child is encouraged to follow their own interests no matter where they might lead? It is, after all, possible to serve – and even to promote social change – without going into politics. In this day and age it is possible for a child to serve – and even to promote social change – in ways that were not available to their parents…. even in ways that were beyond their parents’ imaginations.
Children, and children’s lives, are full of possibilities. But those possibilities can be limited by our imaginations and our conditioning. Here I am specifically referring to the imaginations and conditioning of adults. We have, after all, learned to see the world in a limited fashion; while children are still learning how to see the world. It’s possible that we do them, and us, a disservice when we forget that there are other was to see them and ourselves. It’s possible that we do them, and us, a disservice when we forget to discover what’s beneath the labels, superficial layers, and trivialities that we use to separate ourselves from each other. It’s possible that we do them, and us, a disservice when we forget to keep our minds open with wonder and curiosity. We are, after all, all microcosms, little worlds.
“Our country is a little world in itself, with an infinite variety of places for us to discover. I have travelled a great deal in the country and I have grown in years. I wish I had more time, so that I could visit all the nooks and corners of India. I would like to go there in the company of bright young children whose minds are opening out with wonder and curiosity. I should like to go with them not so much to the great cities of India as to the hills and and the forests and the great rivers and the old monuments, all of which tell us something of India’s story.”
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– quoted from the November 1958 “Letter to the Children of India” by Prime Minister of India Jawaharlal Nehru, signed “Chacha Nehru”
“If we meet other people in a friendly way, they also become friendly. But if we are afraid of them or if we show our disliking to them, they behave in the same manner. These are simple truths which the world has known for ages.”
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– quoted from the November 1958 “Letter to the Children of India” by Prime Minister of India Jawaharlal Nehru, signed “Chacha Nehru”
“This is based on a true story. While hiking in the hills of Rishikesh in India, we encountered a holy man who approached with light in his eyes and love in his heart… just beaming with inspiration. He spoke as if he werechanneling the divinity ever present in that wonderful country and spoke these words… “Light of sun in the sky sends the message: Be Fearless and Play!” We were fascinated and inspired by his simple but insightful words.”
– quoted from the liner notes for the song “Be Fearless and Play” by Wookiefoot
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### Be Mindful What You “Teach Your Children Well” ~ with all respect to CSN&Y ###
The following was originally posted on November 10, 2020. Class details and links have been updated.
“How soon ‘not now’ becomes ‘never.’”
— Martin Luther
Do you ever find yourself in a double bind, on or off the mat? My guess (and hope) is that if you find yourself in a double bind on the mat then it was deliberate, intentional, and mindful. Examples of double binds on the mat are Garudāsana (“Eagle’s Pose”, where the legs and arms are intertwined) and Gomukhāsana (“Cow Face Pose”, where the legs are crossed in front and the arms are bound in back). You make your way into those poses with awareness and intention — and, just as importantly, you can see your way out, mindfully and intentionally. What happens, however, when you find yourself in a double binds off the mat?
Anthropologically speaking, a double bind is “an emotionally distressing dilemma in communication in which an individual (or group) receives two or more conflicting messages, and one message negates the other.” First used in the mid-50’s by “The Bateson Project” anthropologists Gregory Bateson, Donald deAvila Jackson, Jay Haley, John H. Weakland, and Bill Fry, a double bind scenario often involves intentional manipulation and gas lighting on the part of a “respected” authority figure; is repeated behavior; and is done in such a way that the person being abused (or groomed) may not see or be able to articulate the inherent conflict. That last part is key, because it is not enough for there to be a contradiction; the definition of the term relies on how the communication and behavior are imposed and on the “subject(s)” inability to define the exact nature of the indiscretion.
A classic example of a double bind is someone (possibly a parent or partner) saying that they love the “subject(s)”, but then physically harming, verbally abusing, and/or withdrawing affection from the “subject(s)”. Another example of a double bind might be found in organized religions that teach about unconditional love, but then continually enforce limits and conditions to that love. While it might be hard for a regular parishioner in a small church to see the dichotomy and contradiction, especially when it is taught as part of theology, reformers like Martin Luther constantly found themselves in the middle of the double bind.
“Unless I am convicted by Scripture and plain reason, I do not accept the authority of popes and councils – for they have contradicted each other – my conscience is captive to the Word of God. I cannot and will not recant anything, for to go against conscience is neither right nor safe. Here I stand, I can do no other, so help me God. Amen.”
— Martin Luther, in 1517, when told to recant his views
Born today in 1483, Martin Luther was a German theologian responsible for beginning the Protestant Reformation in 16th Century Europe and for inspiring Lutherism. He wrote the “Disputation of Martin Luther on the Power and Efficacy of Indulgences” in response to the excesses of Pope Leo X and the Catholic Church, which engaged in the practice of forgiving penance for sins in exchange for monetary donations. Referred to as “95 Theses”, Luther’s 1517 document caused people all over Europe to start questioning the actions of the pope and, eventually, led to the creation of the Lutheran Church. Luther’s main teachings were that the Bible is the central religious authority in Christianity and that faith — not deeds — leads to salvation.
Which, when you think about, it can lead to a tricky Catch-22, whereby some people think they can do whatever they want to do — even when it contradicts the teachings in the Bible — as long as they have faith. Part of why I consider this a Catch-22 is because if one truly had faith, they would follow the teachings.
“You are not only responsible for what you say, but also for what you do not say.”
— Martin Luther
Like a double bind, a Catch-22 involves a foundation of contradiction. Of course, most people, when they think of Catch-22s, think about Joseph Heller’s novel, published today in 1961. The novel is set at the height of World War II (specifically 1942 – 1944), but continually references elements from the 1950’s — which, combined with the circular and overlapping of linear and non-linear narration, reinforced the idea that the novel was political commentary on current (as well as historical) events. The novel includes “heroes” who commit truly atrocious crimes against humanity and the only offers physical depiction of “the enemies” when “they” are working with one of “us.”
The title refers to a military exemption clause that Captain John Yossarian, a U. S. Army Air Forces B-52 bombardier, ultimate thinks may not actually exist, because he notices that people of authority use the clause in multiple situations. As absurd as it may sound, the power, he realizes, is in the belief.
“There was only one catch and that was Catch-22, which specified that a concern for one’s own safety in the face of dangers that were real and immediate was the process of a rational mind. Orr was crazy and could be grounded. All he had to do was ask; and as soon as he did, he would no longer be crazy and would have to fly more missions. Orr would be crazy to fly more missions and sane if he didn’t, but if he was sane, he had to fly them. If he flew them, he was crazy and didn’t have to; but if he didn’t want to, he was sane and had to. Yossarian was moved very deeply by the absolute simplicity of this clause of Catch-22 and let out a respectful whistle. ‘That’s some catch, that Catch-22,’ he observed. ‘It’s the best there is,’ Doc Daneeka agreed.”
— quoted from Catch-22 (Chapter 5) by Joseph Heller
Please join me today (Wednesday, November 10th) at 4:30 PM or 7:15 PM for a yoga practice on Zoom. Use the link from the “Class Schedules” calendar if you run into any problems checking into the class. You will need to register for the 7:15 PM class if you have not already done so. Give yourself extra time to log in if you have not upgraded to Zoom 5.0. You can request an audio recording of this practice via a comment below or by emailing myra (at) ajoyfulpractice.com.
Wednesday’s playlist is available on YouTube and Spotify. [Look for “10202020 Pratyahara”]
In the spirit of generosity (“dana”), the Zoom classes, recordings, and blog posts are freely given and freely received. If you are able to support these teachings, please do so as your heart moves you. (NOTE: You can donate even if you are “attending” a practice that is not designated as a “Common Ground Meditation Center” practice, or you can purchase class(es). Donations are tax deductible; class purchases are not necessarily deductible.)
“‘The enemy,’ retorted Yossarian with weighted precision, ‘is anybody who’s going to get you killed, no matter which side he’s on, and that includes Colonel Cathcart. And don’t you forget that, because the longer you remember it, the longer you might live.’”
— quoted from Catch-22 (Chapter 12) by Joseph Heller
If you are thinking about suicide, worried about a friend or loved one, or would like emotional support, you can call 1-800-273-TALK (8255). You can also call the TALK line if you are struggling with addiction or involved in an abusive relationship. The Lifeline network is free, confidential, and available to all 24/7. YOU CAN TALK ABOUT ANYTHING.
11/10/20204: Revised formatting and some syntax.
### “Everything that is done in the world is done by hope.” (ML) ###
The following was originally posted on November 9, 2020. Class details and links have been updated, as has one date notation. *Granted, things don’t always turn out the way we expect.
“Fate is what you are given. Destiny is what you make of it.”
– original source unknown
Let’s talk about the difference between fate and destiny. Often, especially in (American) English, we use the words interchangeably, and without distinction. We sometimes do this even if we know “destiny” shares etymological roots with “destination” and “fate” is rooted in the mythology of the three goddess, sisters, or witches (depending on the depiction) who weave (or stir) together the circumstances of one’s life. Either way you look at it, both are related to cause and effect – something we pay attention to in the Eastern philosophies like Yoga and Buddhism.
The concept of will, or determination, is one of the challenges that comes up when discussing fate and destiny; because, our understanding of the concepts may involve a level of predestination. One way to distinguish the two concepts, and the role predestination plays, is to think of fate as the present moment – which has been determined by all the previous moments – and destiny as a possible future moment – which will be determined by fate (i.e., this present moment and all the previous moments). If we look at it this way, we can’t change our fate, but we can change our destiny.
Yes, yes, it might be possible to present and argue the reverse, but I think that way gets really muddled. I’d rather go back to the “seat” of the words. Fate comes to the English from Latin, by way of Italian and Middle English, from a phrase that means “that which has been spoken.” Destiny comes through Old French and Middle English, from the Latin meaning “make firm, establish.” So, again, fate is what has happened and destiny is what we make happen. As an example, step back to Saturday with me and let’s revisit Philoctetes from The Cure at Troy: A Version of Sophocles’ Philoctetes.
“Human beings suffer. They torture one another They get hurt and they get hard. No poem or play or song Can fully right a wrong Inflicted and endured.
History says, Don’t hope On this side of the grave, But then, once in a lifetime The longed-for tidal wave Of justice can rise up And hope and history rhyme.”
– The Greek Chorus in The Cure at Troy: A Version of Sophocles’ Philoctetes by Seamus Heaney
Remember that Philoctetes was a great archer who had a magical bow. According to Sophocles accounting of events, the bow was a thank you gift from Heracles, the divine protector of mankind and patron of gymnasiums, whose funeral pyre could only be lit by the great archer. So, by using his skills to light the pyre, Philoctetes has the means to (eventually) assist Odysseus in winning the Trojan War by mortally wounding Paris with a poisoned arrow. Those circumstances, along with the fact that he is bitten by a poisonous snake, make up Philoctetes’ fate. His destiny could be to die of his wounds on the island where his colleagues abandoned him – because they couldn’t stand the sound of his belly aching – or he could go to Troy, win the war, and have his snake wound healed.
Now, keep in mind that like all the other characters, the fate and destiny of Philoctetes are tied up with the fate and destiny of Paris who, once wounded, could have been healed if he hadn’t pissed off and abandoned his first wife. (Alas, poor, pitiful Paris, he thought his destiny was power, rather than the love of a “good woman,” and let that thirst for power be his dharma or guiding principle.)
“Fate is your karma. Destiny is your dharma.”
– Livnam Kaur
Some people think the power of fate and destiny can reside not only in our actions, but also in a date. Take today, for instance: November 9th. In Germany it is known as Schicksalstag – “Destiny Day” or “Fateful Day” – because of all the historical events that happened today and shaped the history of Germany. IT’s kind of wild, when you think about it. But, also, when you start to go deeper into the events, you start to realize that some (but not all) of the events were planned because people believed in the power of the day.
In talking about the events of today throughout German history, most people start with 1848 and the execution of the democratic politician, poet, and publisher Robert Blum. One of the leaders of the National Assembly of 1848 and a prominent figure during the Vienna revolts, Blum was arrested after the Vienna revolts and argued in vain that his role as a deputy from the German Diet should protect him from execution. Instead, his death was used as an example and a method for crushing the subsequent revolution in Germany in the spring of 1849.
Fast forward 70 years, to 1918, and Emperor Wilhelm II was dethroned by his chancellor, Max von Baden, and socialist and social democratic politicians proclaimed the beginning of the “Free” German Republic. As a side note, Albert Einstein was named winner of the 1921 Nobel Prize in Physics today in 1922.
In 1923, the failed “Beer Hall Putsch” marked the initial emergence and downfall of the Nazi Party. Even though the march officially failed it was the beginning of Adolf Hitler’s rise to power, and during the Nazi regime it was considered a national holiday honoring the Nazis who died today in 1923. As a side note, German Crown Prince Wilhelm (son of the ousted Emperor) chose this day to return out of exile.
Another example of people using previous events to infuse their actions with the power of the day’s history tragically, and horrifically, happened today in 1938: Kristallnacht (“Night of Glass”). The Nazis symbolically chose this night to begin destroying synagogues and Jewish properties. More than 400 Jewish people died and, after this demonstration of far-reaching anti-Semitism, the Nazi’s arrested approximately 30,000 people on November 10th, many of whom would ultimately die in concentration camps.
“Two thousand years ago, the proudest boast was ‘civis romanus sum’ [‘I am a Roman citizen’]. Today, in the world of freedom, the proudest boast is ‘Ich bin ein Berliner!’ … All free men, wherever they may live, are citizens of Berlin, and therefore, as a free man, I take pride in the words ‘Ich bin ein Berliner!’”
– U. S. President John Kennedy, speaking to the public in West Berlin, June 26, 1963
“Every stone bears witness to the moral bankruptcy of the society it encloses.”
– English Prime Minister Margaret Thatcher as quoted in the New York Times article “Mrs. Thatcher Visits the Berlin Wall” by John Tagliabue (published Oct. 30, 1982)
One of the outcomes of the World War II was the division of Germany and, ultimately, the construction of the Berlin Wall. However, today in 1989 marked the beginning of the fall of the Berlin Wall and the end of German separation. In many ways, this event can be seen as an accident. I mean, it wasn’t like anyone planned it to happen today. Yes, people, including Presidents John F. Kennedy and Ronald Reagan, had called for the end of the Wall. Furthermore, musicians like David Bowie (1987), Bruce Springsteen (1988), and David Hasselhoff (1989) boldly played songs about freedom in concerts near the Wall – and, in Hasselhoff’s case, over the Wall! There was also the announced intention (by the East German government) to change policy. But the changes were intended for a different day.
“We come to Berlin, we American presidents, because it’s our duty to speak, in this place, of freedom. But I must confess, we’re drawn here by other things as well: by the feeling of history in this city, more than 500 years older than our own nation; by the beauty of the Grunewald and the Tiergarten; most of all, by your courage and determination. Perhaps the composer Paul Lincke understood something about American presidents. You see, like so many presidents before me, I come here today because wherever I go, whatever I do: Ich hab noch einen Koffer in Berlin. [I still have a suitcase in Berlin…..]”
There is one sign the Soviets can make that would be unmistakable, that would advance dramatically the cause of freedom and peace. General Secretary Gorbachev, if you seek peace, if you seek prosperity for the Soviet Union and eastern Europe, if you seek liberalization, come here to this gate. Mr. Gorbachev, open this gate. Mr. Gorbachev, tear down this Wall!”
– U. S. President Ronald Reagan, speaking to the public at Brandenburg Gate, June 12, 1987
When the policy changes were announced by Günter Schabowski, an official of the Socialist Unity Party of Germany (SED), during a press conference on November 9th, he hadn’t actually been briefed about the details. Based on the wording of the announcement he had been given, when asked when the policy changes would go into effect, he said, “As far as I know… effective immediately, without delay.” That wasn’t actually true, but, the metaphorical wrecking ball was swinging. In answering follow up questions, and in subsequent interviews that day, Schabowski “confirmed” that the decrease in travel restrictions applied to every part of the Wall and to travel in every direction – including into West Berlin. Naturally, people started showing up at the Wall demanding to be let through and, by 11:30 PM, at least two gates were open.
On the flip side, I would not be surprised if the German drug company BioNtech intentionally chose today to announce that their COVID-19 vaccine, developed with Pfizer, is 90% effective. I wouldn’t be surprised at all if someone thought drawing on the power of the day would give people more hope than a basic announcement on any other day. After all, the announcement [a year ago] today, *means the end of the world’s suffering isn’t just fate, it’s destiny.
“Call miracle self-healing, The utter self-revealing Double-take of feeling. If there’s fire on the mountain And lightening and storm And a god speaks from the sky
That means someone is hearing The outcry and the birth-cry Of new life at its term. It means once in a lifetime That justice can rise up And hope and history rhyme.”
– The Greek Chorus in The Cure at Troy: A Version of Sophocles’ Philoctetes by Seamus Heaney
Please join me today (Tuesday, November 9th) at 12:00 PM or 7:15 PM for a yoga practice on Zoom.Use the link from the “Class Schedules” calendar if you run into any problems checking into the class. Give yourself extra time to log in if you have not upgraded to Zoom 5.0. You can request an audio recording of this practice via a comment below or by emailing myra (at)ajoyfulpractice.com.
In the spirit of generosity (“dana”), the Zoom classes, playlists, and blog posts are freely given and freely received. If you are able to support these teachings, please do so as your heart moves you. (NOTE: You can donate even if you are “attending” a practice that is not designated as a “Common Ground Meditation Center” practice, or you can purchase class(es). If you don’t mind me knowing your donation amount you can also donate to me directly. Donations to Common Ground are tax deductible; class purchases and donations directly to me are not necessarily deductible.)
“I’m not here for or against any government. I’ve come to play rock ‘n’ roll for you in the hope that one day all the barriers will be torn down”
– Bruce Springsteen, speaking German in East Berlin, before playing “Chimes of Freedom” with the E Street Band, during the “Rocking the Wall” concert, July 19, 1988
### dóchas / dúchas // història / esperança // histoire / espoir // historio / espero ###
– “Transparency and calmness of mind also comes by practicing [awareness of breath] that involves forceful exhalation and [natural] breath retention.”
“as you breathe in, breathe in through the whole body
as you breath out, breathe out the whole body
feel how the breath calms and heals the body
like a skilled potter watching clay turn on a wheel
notice how each inhalation turns into an exhalation
only to turn back again into an inhalation
over and over and over again”
– quoted from Breathing Through the Whole Body: The Buddha’s Instructions on Integrating Mind, Body, and Breath by Will Johnson
Take a deep breath in, through your nose. Open your mouth and sigh it out.
Deep breath in, through your nose; deep open mouth sigh.
Take the deepest breath you’ve taken all day, open your mouth and sigh it out.
Now, just breathe in through your nose… and out through your nose… and notice that you are breathing.
Some would say that this is the beginning of the practice – I’ve even said such a thing. However, before this awareness of breath there needs to be the ability to sit, stand, recline, and be still or move in a way that allows you to focus on the fact that you are sitting, standing, reclining, being still, and/or moving while breathing. This is something we may neglect to do all day on any given day – which means that all day, on any given day, we may be taking the shallowest and poorest breaths we’ve taken all day rather than the deepest and richest breaths we’ve taken all day. And the difference in our quality of breath translates into the difference in our physical, mental, emotional, and spiritual health.
Our autonomic nervous system is comprised our sympathetic and parasympathetic nervous systems. We can (and often do) simplify our understanding of these parts by thinking of the sympathetic nervous system in terms of our fight/flight/freeze response and the parasympathetic system in terms of rest/digest/create. Even with that simplified view of things, we can see how the each part of our nervous system affects the breath and other systems of the body. While there are some extreme cases of human (mental and physical) fitness whereby someone can mentally control their heart rate, pupil dilation, digestion, excretion, and even arousal regardless of outside stimulation, most people have limited control over the elements of their body (and therefore the mind) which are regulated by the autonomic nervous system. On the flip side, almost everyone can control some aspect of their breath.
Even when using a breathing machine, we can bring awareness to and control the breath. This, very simply put, is the most basic form of prāņāyamā. Furthermore, as we observe the breath, the breath changes and brings awareness to our ability to control the breath. I am constantly pointing out that what happens in the body happens in the mind; what happens in the mind happens in the body; and both affect the breath – and, the breath affects what happens in the mind and in the body.
“Thus he lives contemplating the body in the body internally, or he lives contemplating the body in the body externally, or he lives contemplating the body in the body internally and externally. He lives contemplating origination factors in the body, or he lives contemplating dissolution factors in the body, or he lives contemplating origination-and-dissolution factors in the body. Or his mindfulness is established with the thought: ‘The body exists,’ to the extent necessary just for knowledge and mindfulness, and he lives detached, and clings to nothing in the world. Thus also, monks, a monk lives contemplating the body in the body.”
– quoted from Satipatthana Sutta (The Foundations of Mindfulness) translated by Nyanasatta Thera
I know, I know, someone is thinking, “Didn’t we do this whole breathing things yesterday?” Yes, indeed we did. We do it every day and in every practice; however, it is way too easy to take this part of the practice for granted. We may be in the middle of a challenging practice or a challenging day and find that we are holding our breath. We may be shallow breathing during a peak moment in our practice or in our lives. We may find that we have made certain things a higher priority than our breath – and then we suffer the consequences.
Think for a moment, about all the things you want in your life and all the things you need. Make sure you are clear about what is a desire versus what is a necessity. Now, slowly, start thinking about your life without some of the things you desire. If you are honest with yourself and clear-minded, you know you can live your whole life without those things you desire. You may even live a happy life without those things.
Notice how you feel about that.
Now, slowly, go through the list of things you need. How long can you live without some form of protection from the elements? (It depends on your environment, climate, and other external factors.) How long can you go without some form of food? (On average, a relatively healthy and well hydrated adult can survive up to two months without food – although extreme symptoms of starvation kick in about 30 days.) How long can you live without water? (A typical adult could survive about 100 hours, or 3 – 4 days without any kind of hydration; but, again, this can be time line is dependent on temperature.) How long can you go without sleep? (I don’t have a definitive answer for this one. While people have been recorded as going without sleep for almost 2 weeks, the nervous system will drop a person into “microsleep” states. Microsleep may only last a few seconds, but those few seconds keep the body functioning.) Finally, how long can you go without breathing? (Again, there are some variables, but if the average person holds their breath, their body is going to force them to breathe within 3 minutes. If external circumstances cut off breathing, irreversible brain damage occurs after 5 – 10 minutes – unless there are other variables, like temperature.)
Notice how you feel about that.
We may experience great suffering if we have to live without the things we desire. We will experience pain and suffering if we have to live (for a brief period) without the things we need. We cannot, however, live without breathing. It has to be a priority. Additionally, when we start thinking about quality of life, and how the quality of the things we want and need contribute to our overall quality of life, we may find that we have not made quality of breathing a priority. It’s not just about air quality; it’s about quality of breath. And, both the Buddha and teachers like Patanjali indicated that anyone can practice with their breath.
“Mindfulness of breathing takes the highest place among the various subjects of Buddhist meditation. It has been recommended and praised by the Enlightened One thus: ‘This concentration through mindfulness of breathing, when developed and practiced much, is both peaceful and sublime, it is an unadulterated blissful abiding, and it banishes at once and stills evil unprofitable thoughts as soon as they arise.’ Though of such a high order, the initial stages of this meditation are well within the reach of a beginner though he be only a lay student of the Buddha-Dhamma.”
– commentary on the Satipatthana Sutta (The Foundations of Mindfulness) by Nyanasatta Thera
Please join me today (Tuesday, October 26th) at 12:00 PM or 7:15 PM for a yoga practice on Zoom.Use the link from the “Class Schedules” calendar if you run into any problems checking into the class. Give yourself extra time to log in if you have not upgraded to Zoom 5.0. You can request an audio recording of this practice via a comment below or by emailing myra (at) ajoyfulpractice.com.
Tuesday’s playlist is on YouTube and Spotify. [Look for “10272020 Pranayama II”]
In the spirit of generosity (“dana”), the Zoom classes, playlists, and blog posts are freely given and freely received. If you are able to support these teachings, please do so as your heart moves you. (NOTE: You can donate even if you are “attending” a practice that is not designated as a “Common Ground Meditation Center” practice, or you can purchase class(es). If you don’t mind me knowing your donation amount you can also donate to me directly. Donations to Common Ground are tax deductible; class purchases and donations directly to me are not necessarily deductible.)
“‘Breathing lessons – really,’ [Fiona] said, dropping to the floor with a thud. ‘Don’t they reckon I must know how to breathe by now?’”
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– quoted from Breathing Lessons by Anne Tyler
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“‘Oh honey, you’re just lucky they offer such things,’ Maggie told her…. ‘I mean you’re given all these lessons for the unimportant things–piano-playing, typing. You’re given years and years of lessons in how to balance equations, which Lord knows you will never have to do in normal life. But how about parenthood? Or marriage, either, come to think of it. Before you can drive a car you need a state-approved course of instruction, but driving a car is nothing, nothing, compared to living day in and day out with a husband and raising up a new human being.’”
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– quoted from Breathing Lessons by Anne Tyler
Please join me today (Monday, October 25th) at 5:30 PM for a 75-minute virtual yoga practice on Zoom. Use the link from the “Class Schedules” calendar if you run into any problems checking into the class. Give yourself extra time to log in if you have not upgraded to Zoom 5.0.You can request an audio recording of this practice via a comment below.
There is no playlist for the Common Ground practice.
In the spirit of generosity (“dana”), the Zoom classes, recordings, and blog posts are freely given and freely received. If you are able to support these teachings, please do so as your heart moves you. (NOTE: You can donate even if you are “attending” a practice that is not designated as a “Common Ground Meditation Center” practice, or you can purchase class(es). Donations are tax deductible; class purchases are not necessarily deductible.)
A Joyful Practice 