How Much Change is in Your Pocket?

Coins of change

Here it is the middle of January, and I feel like I’m on fire. 

Monday was Martin Luther King Day, and then today I was attending The Presencing Forum, a gathering in the twin cities focusing on how to help make useful and lasting change in our communities by being present and open to gaining new insights and acting from there.  On the three hour drive home my mind was racing.  It is like everywhere I look lately people are talking about change and transformation.  It excited me in a way that makes me wish I was 25 again instead of 58–but then if I had to go back I would not have the understanding that has taken thirty plus years to gain.  So, I celebrate my age and go forward.

Foremost on my mind today was the idea that we don’t really ever “change.”  Rather each new experience or time of life or problem to solve is enfolded into what came before and is likewise still open to what is yet to come.  This rich life experience gives us individual texture and context and forges the gifts that will later come out of that.  Does that make sense? 

We never totally toss away one way of being and pick up another brand new one.  It’s not like a change of clothes or cars.  It occurred to me that we could think of “change” more like the ready change in our pocket—the coin of our own experience, the coin of our own gifts and what we have to offer.  Sometimes we have some to spend—and sometimes we need somebody to give us a little.  An ex-change of sorts.

The stories I heard during this Presencing gathering we so motivating.  People are working to end violence in their communities, educate parents, find new economical models, create urban vegetable gardens, and bring back dance as a community activity.  Each person there was ready and willing to spend their creative coin with others—their change.  They had passion and ideas and so much fire that it set me on fire. 

During one of the small group sessions I saw myself and others in the room like runner on a track—bottoms up in the air, toes on the mark waiting for the gun to go off—waiting for the go.  I have sensed this pent up energy in me that wants not just to leak out but to surge out.  I go to write a few ideas down for my talk in a couple of weeks and twenty or thirty pages come rolling out of my pen.  I go to learn about this new concept and then spend three hours in the car doing everything from composing music to composing new workshops. 

A few minutes ago I talked to my daughter who is going through a lot of challenges right now.  I had to smile when she said she just needed something new to focus on and so she registered for a 800 number college course on community organizing that has nothing to do with finishing her degree.  Is it just in the air or what?

I also realized that she was not asking for my advice, or approval, or wisdom, or anything—the “coin” she wanted from me was just to listen.  I gave it freely.

So, here is my first question for you.  How much change do you have in your pocket?  It doesn’t have to be a lot, but all of us have some gift or experience to offer others.  Second question–what are you doing to give it away?  And if your pockets are a bit light, what do you need from me or others?  Don’t just count your coins, spend them.  We could just begin there. 

I love hearing from so many of you so leave a comment, share with others, or subscribe with an email address below to get my weekly article.

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Learning is as Easy as Breathing

This is my latest commentary for KAXE FM.  Thought I’d share it as a post, but you can here it by clicking here and finding it on the Between You and Me page.  This one is for you, Rita.  Hope I told the stories right.

Learning is as Easy as Breathing

Dr. Rita Smilkstein is an educator and an innovator.  Early on in her career, she found herself facing a room full of teen age boys who hated school and didn’t want to be there.  They were noisy and disruptive and she thought they just didn’t want to learn.  One day she brought a bunch of car magazines that she thought they’d like and said.  “Here’s the thing.  I want to teach but you don’t want to learn.  So those of you who don’t want to learn can take these magazines to the back of the room and the rest can stay up front with me. It’s okay.  I understand and I won’t be upset if you don’t want to learn.”  No one moved.  She thought they were just self-conscious so she said, “I’ll turn my back while you move.”  There was the sound of chairs and desks shuffling, but when she turned back around, none of the students had moved to the back.  In fact, they had all moved forward and formed a circle around her desk.  That was when she knew they really wanted to learn.  She started to consider how all of us are good at something—we learn things on our own all the time.  So what happens in school to shut that off.  So, she asked the students   “What is something outside of school that you are good at? Write down some notes from when you didn’t know how to do it–and how you got from there to being good at it.”

She has since done the same activity with  over 10,000 people—and all of them give the same or approximately the same answers over and over again.   I was curious or I had a need to know something, I tried it, made mistakes, practiced, asked questions, made mistakes, found some help, etc.

Rita realized that learning is as natural as breathing.  It is what the human brain loves to do.  It is full of neurons and branching, treelike structures called dendrites that continuously reach for more and more connections until a neural network is formed more sophisticated than any social network could ever hope to be.  With each step of the learning process, the neural network grows more dense and rooted.

Early on in her learning, Rita asked another critical question.  If everybody learns the same way—why are we not teaching the way human beings learn naturally?

When I was first introduced to Rita’s work, it was through her textbook called Tools for Writing that was originally published by Harcourt Brace but was at the time out of print.  I was teaching developmental English at a tribal college on The Pine Ridge Reservation.  The task facing me was daunting—a population of mostly older adult students who very much wanted to create a new life for themselves and their children.  Like Rita, I was facing a room full of uncertain learners who weren’t really sure they could do this thing called “college.”  I decided to follow her path precisely.  I started by asking them What is something outside of school that you are good at?  It was like opening a window—all of the students had things they were proud of, difficult undertakings, things they had struggled with but learned to do.  We talked about how real learning takes place in the brain, these intricate dendrites hooking up with one another over time, step by step.

I can’t explain to you what happened over the first weeks and then semesters as I began to teach students the way they naturally learn.  The results stunned me.  Students came early and stayed late.  They worked together with nasty things like dependent and independent clause.  They began dreaming in prepositional phrases.  And they loved it.  When I explained that dendrites can bloom or prune in just four days—they began to make jokes about a bad weekend where they “killed a few off.”

Rita says that the seven magic words for the human brain are, “See if you can figure this out.”  The brain jumps to attention, excited suddenly by possibilities, by innovation, by unseen potentials.  The little known fact is that, as Rita says, we were born to learn.  Learning is what we do.  When the brain is activated by an intriguing thing to solve, it sends off all kinds of cool endorphins and feel good responses.  In fact, it gets high naturally from learning.

Most would agree that our schools need innovation—or renovation.  Why not begin here, with this most basic recognition of how the brain naturally learns.  I’m not an expert on No Child Left Behind, but my experience tells me that the brain is not an empty, passive container that tolerates an effort to shove information in like insulation in a wall.  Rita says when all we do is fill in the blanks, our brain builds dendrites for how to fill in the blanks—nothing more.  And that is not learning.  So, what do you think?  Should we see if we can figure this out?

 

 

 

 

 

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Virginia and I–and a room of one’s own

I am supposed to be working on a grant request for the MN Arts board, but I came across this earlier essay that I wrote while applying for a grant from A Room of One’s Own–the title of an early Virginia Wolf book.  I decided to post it here.  It has a lot of sincerity.

Virginia and I

Funny, I sit here and stare at the grant guidelines like a school girl, wondering what the teacher wants to hear, wondering what the words mean to me, wondering about the decades that separate a north woods girl from Minnesota from Virginia Woolf, an educated woman from England.  She is as foreign to me as the moon.  I cannot grasp her private obsessions, her loneliness, her anger, which she claims to leave behind but is not always successful at doing so.  She writes from the perspective of a woman who has 500 a year…and a door that locks.

I grew up on the edge of the wilderness in the middle of eight children.  My family subscribed to Reader’s Digest and National Geographic, and that was it for reading material.  My childhood romance with books was a private thing, pursued behind a curved sectional couch, under the blankets at night with a flashlight, or with a book unfolded in my hands as I walked to school.  Secretly, in my soul, the time I took for reading felt like stealing coin from the coffers of my family’s time.  I had many chores with five younger brothers.  My “nose in that book” was my greatest transgression as a child.   But it was not killed, that desire to follow trails of print into other worlds, but only grew stronger, more discerning, more speculative.   Life, for me, was not that of a pampered parlor girl but a child in what Virginia would call the working class.

Of the eight children, I am the only one with college degrees.  None of my family attended my first college graduation.  Always, I felt as though I swam against the current of my family, harboring hidden guilt about doing so.  This hidden guilt perhaps presents the greatest obstacle to my writing life.  I deal with it, but wonder about that girl.  Why her insatiable curiosity, why her tender heart that bled as the contents of her books wandered into the dark territories outside her beloved forests?  Treblinka, Mila 18, War and Peace, The Idiot, Tess of the D’urburvilles; those books a foreign food to her hungry soul.

Five hundred a year stands for the power to contemplate . . . a lock on the door means the power to think for oneself.

The issue of women writing flows much deeper, perhaps, than money or privacy, flowing instead through the soul, those mysterious unknown waters.  Stripped of money or privacy, I would still write, have, in fact, written in the face of all those obstacles.  Oddly, had I been given 500 a year and a lock on the door, perhaps I would not have written a word but taken some more complacent, comfortable stance, perhaps found no voice at all in the dimly lit space.  A woman writes of her world, not from silence but from noise, from the blasting, blaring, entangled world she finds herself in.  Even today I write in coffee shops, preferring the white noise of activity to the silence of a locked room.  A woman creates the room in which she writes.

From the moment my first child was born, I was sleep deprived.  Not because of midnight feedings or restless fevers but because I could not blow out the candle of my day without pen, paper, a hot drink, and a single hour to myself.  I needed to digest each day, to compost its contents and turn all thought and experience back to soil and then see what new seeds would take and sprout.

In today’s world, a woman writing, sitting in silence, sitting still is an anomaly, an oddity.  I earn my living working with people, mostly women seeking their own voice in the noisy world.  It is, for the most part, a sad landscape.  Whatever world we have created as women, it is not the ideal world that Virginia Woolf so desired for her sisters; the university, a place on the page, the realm of thought and learning.  I fear a hundred years of progress has twisted our graduate robes into something as potentially binding and restrictive as a corset.  We cannot breathe.  We cannot move.  And we blame ourselves.

The women I see each week in my office and workshops worry me.  The huge, maternal, creative, energetic force that is a woman’s soul has turned inward, becoming an obsessive, neurotic, plucking, parasitic thing.  She is pale, anxious, feels she didn’t do it right, doesn’t do enough, can’t get there fast enough.

Last night I went to Safeway and the woman at the checkout counter was a woman I worked with twenty years ago in a juvenile care center.  “Have you left behind the human services field?” I asked.

“No,” she said.  “I have become a woman of independent means.  This is my second job.”

I cannot describe the gray wall of anger around her.  She is a social worker, has dedicated her life to helping youth, growing a family, serving others.  For her “a woman of independent means” means divorce.

Her anger equals, no exceeds, that of the pampered ladies in the English drawing rooms of Woolf’s experience.  She has been there, done that, and now truly does find herself in a room of her own, a house of her own.  Alone.

The woman’s movement, once an explosion of freedom-seeking woman has become an implosion, a disastrous moment in our long history as women.  Now we must work two jobs, succeed at work and at home, fight for a living wage, and take our place in the new and blooming statistics on poverty.  Our poverty has deepened.  We are like the begging children of the third world given abundant food for a week and then left to face our hunger alone.

I return to the child I was and ask again what fed that insatiable curiosity and allowed my unfolding mind and spirit to thrive and flourish?  My family.  What now is most threatened by the economic and social movements of the day?  The family.  And who is the center and the soul of a family?  The mother.

Oh, if Virginia could hear me now, perhaps she would roll in her grave and weep.  Can it be that we have come full circle and found ourselves at the beginning again, at the seat of human evolution, at the soul of a compassionate world that says that if humanity is to survive, it must have a mother.

 

 

 

 

 

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