Truly Powerful People (5)

Join me in inspiring truly powerful people. Each day I will add a new thought, story or idea to support your quest and mine.

5.

Truly powerful people inspire true power in others without really trying.

They arouse, encourage, enthuse, motivate, stir, stimulate, invoke,… because they are not protecting anything, they are not shielding themselves against what others might see or think. They have no fear of being discovered because they have no doubt of the authenticity of their intention or motivations. They are open and available without being vulnerable to danger, real or imagined.

They are not at war within themselves so they have no need of warring with others. Imagine who you might become when you at last step off the field of battle?

Truly Powerful People (4)

4.

Join me in inspiring truly powerful people. Each day I will add a new thought, story or idea to support your quest and mine.

 

A dark night, 90 feet below the surface of the water, I try to slow my frightened breathing so my air will last a little longer; I am in the belly of a ship that sank before I was born. This is my first wreck dive and my first night dive. “I’m an idiot,” I tell myself.

 

The beam of my flashlight cuts a path through the darkest dark I have ever known. Once I was in a cave and the guide turned out the lights but this is darker: the water gives weight to the black.

 

I see only where I point my light. And I interpret what I see in the narrow beam: beautiful, confusing, or scary. It occurs to me that this is true no matter where I am or what I am doing: I see only where I point my focus; I interpret everything I see.

 

In the belly of this shipwreck I began to understand power. I had my first real recognition of the power of  my choices, the power of what I choose to see.

 

Truly Powerful People (3)

Join me in inspiring truly powerful people. Each day I will add a new thought, story or idea to support your quest and mine.

3.

It is not through anything they do that empowered people empower others.

This makes sense if you stop to think about it. Really. Stop, and then think about it.

Power is not something you get from the dance; it is something that you bring to it. Power is not something you wield like a sword; power is that which does the wielding. It is not something you possess or purchase or leverage or beg, borrow or steal. No one can give it to you.

When all of the clutter is scraped away and you find within yourself the thing that you so desperately sought from others, what makes you think the same recognition is not also awaiting every human being you will ever meet? Ask yourself, “What is the difference?”

Truly Powerful People (2)

2.

Truly powerful people are dedicated to inspiring true power in others because they have come to know themselves as powerful. And so, they no longer need concern themselves with power.

 

It’s a paradox.

 

When you cease seeking your power from others you have the capacity to find your power within your self. It is a simple matter of focus placement to see what was there all along.

 

It’s like the commercial where the guy spends hours looking everywhere for his sunglasses and finds them in the hood of his coat. What would you find if you stopped searching for your power in other places and checked your own pockets?

Truly Powerful People

Join me in inspiring truly powerful people. Each day I will add a new thought, story or idea to support your quest and mine.

1.

 

Truly powerful people are dedicated to inspiring true power in others.

 

It goes like this: empowered people empower others.

 

Think about it.

 

How powerful must you be to free yourself of the need to diminish others? No more reducing others to elevate your self. No more reducing yourself to fulfill the mistaken belief that, “you are not worthy.”

 

What if your worth was no longer in question? What if your value was no longer an issue? What would you do with all of that newfound time and energy that previously was dedicated to bullying your self or reducing others?

Lean Into Something Bigger

photo courtesy of Lora Abernathy

I met Bob when I was in college. He was directing a production of Romeo and Juliet at a local community theatre. I auditioned and he cast me as the County Paris – the guy Juliet is supposed to marry but loathes. Paris, the character, is a man of privilege. If he lived in our world he’d attend Harvard like his father and his father before him. After school he’d accept a position at the family law firm where he’d be groomed for a step into politics. He would belong to the country club, have multiple homes, wear all the right clothes, and have a battery of advisors carefully crafting his image. Juliet would have been chosen for him because of her breeding and her father’s position in society. In the play, the character, Paris, serves a function – he is a form of social pressure on the lovers, he represents the expectations, what Juliet is supposed to want. The social expectations crush the young lovers, including Paris.

 

Bob’s close-cropped grey hair sat above a face shaped like the full moon but was weathered brown and cracked by long hours in the sun. His broad easy smile scored deep trenches that ran from his eyes. His Cheshire grin was always punctuated by a hearty, “bitchin’!”

 

During the day he was a caretaker and gardener of luxury houses built just outside the city limits of Santa Fe, houses occupied by their owners only a week or two each year. Early each morning he’d drive his aging powder blue Volkswagen beetle to one of the houses. He’d get stoned, rake leaves, prune trees, sweep patios, he’d take care of the minor repairs and in the afternoon he’d climb onto the roof, eat apples, cheese, and good crusty bread. Sometimes he’d stay on the roof until the sun dropped beneath the horizon. He loved the quiet of it, the no-rush of it.

 

Bob had a great passion for the theatre and absolutely no gift for it; he was the Ed Woods of the local theatre scene. He cared deeply for the people, the doctors, waitresses and accountants that stole a peak behind the curtain of their desire and, for a short while, could say they were actors in a play. He loved that. He adored the engagement with the play and his excitement was infectious. No one cared whether his productions where good or bad. It didn’t seem to matter that much.

 

Life for Bob seemed like one giant finger painting and he delighted in showing the marks on the paper and the color on his hands. He could make a fantastic mess and yet there was always a rose that blossomed through the wreckage.

 

Before his life as a gardener Bob was a movie executive. He was Icarus and flew too close to the sun. He lived a fast paced life and was enamored with the bright lights and the prestige of his position. He told me that his relationships were superficial and based on usury and status. He lived in that cocktail culture (you know the one) in which you smile and look over the shoulder of the person to whom you are talking to see if there is someone else more important at the party. The higher he flew the emptier his life became. One day while previewing a film in his private viewing studio he stood up, not knowing why, he fled his office, got in his flashy fast car and drove east until the car ran out of gas. He abandoned it on the side of the road and kept walking. He has no memory of how he got to Santa Fe or how he got to the nunnery. He remembers the sisters teaching him to prune and to weed the plants. They taught him to care for the garden and helped him process his grief and eventually reclaim his sanity. It was a long fall and a slow slog out of a muddy depression.

 

Having lived a life of wealth without meaning, consumption without substance – and having died to it – Bob had eyes uncluttered by the debris of excess that obscures most of our lives. He released his American-style attachment to lack and ceased trying to fill the gap with stuff and status. He stepped into the gap. Most people feared him so they wrote him off; “he was a loser,” he was “just a gardener.”

 

Recently one of the participants in our tele-coaching class asked, “Why don’t we do what we want to do? Why don’t we do what we know is good for us, when we know it is good for us?” In other words, why do we desire to be a writer but refuse to make time in our lives to write; why do we continue smoking even when we know it will kill us; why do we yearn for something more and turn on the television to blot out the yearning?

 

To do those things you have to let go of other things, you have to lean into something bigger.

 

I’ve come to believe that asking the question, “why?” often doesn’t matter. There is an action and there is the story you wrap around that action. In fact, asking “why” can be a dodge, a defense against making the change you want to make. It is to believe that if you can rationalize your behavior, if you can possibly understand what you do, you will change it. Despite what we want to think, there is no sense to be made of yearning, there is no rational explanation for passion; those impulses swim in pools deeper than the intellect can reach.

 

Bob asked himself the question “why” for years: “why do I feel so empty?” He had to fall to the earth before he stopped asking “why?” Like Paris, he was in love with the idea of success and traded away the essential for the superficial. He was crushed by his own social expectations. After Bob re-emerged he no longer concerned himself with questions of worth or the angst of wondering “why.”

 

Bob was leaning into something bigger.

 

One autumn day Bob found me in tears sitting in the plaza. After college I decided to stay in Santa Fe for a while. Unlike Icarus I was afraid of my wings so I refused to put them on. I wasn’t ready. I needed a job. I thought I had to do what was expected because I could not imagine doing what I wanted to do. I took a position in the office of a financial advisor. My job was to make cold calls while my boss sat across the desk looking at me, waiting for me to “snag a live one.” I hated it. Several hundred numbers into my call-list an elderly woman answered the phone and I asked to speak to her husband (his was the name on my list). She told me that he’d died the night before and she started to cry. My boss demanded that I hang up but I couldn’t. She sobbed. My boss glared at me and hissed that I was wasting time. She caught her breath and asked why I was calling and I was too embarrassed to tell her. I’d lasted for less than a day. After the call I fled the office and sat in the sun in the plaza and cried.

 

“So, what did you tell the old lady?” Bob asked after listening to my story.

 

“There was no answer to ‘why?’ that I could stomach.” I whispered. “I apologized and told her it didn’t matter. I told her I was sorry for her loss.”

 

“Bitchin,” he smiled, unwilling to participate in my tale of woe.

 

He winked and said, “I think you’re ready to be just a gardener!” He jumped up like a kid who had money for the ice cream truck – and shouted over his shoulder that he’d pick me up in the morning.

 

This world has never made much sense to me (and I suspect it makes no sense to most of us). For a few months in a tender time I worked as “just a gardener” with a man who’d fallen from the sky and lived. Without saying a word (well, except for,“Bitchin’”) I learned from him to lean into something bigger.

FLUB

Step Into The Ring With A Teacher

https://i0.wp.com/urbanneighbourhood.com/wp-content/uploads/2008/11/goat.jpeg

image by urbanneighbourhood.com

I have a particular fondness for educators and a distinct dislike of the system in which they work. Despite what you may hear on the news, the vast majority of teachers are heroic. They are deeply dedicated to serving their students in a world that increasingly prohibits them from teaching. Currently, teachers are the scapegoats for an antiquated assembly-line system that was designed in another century to produce workers for an industrial economy (you know, for all those jobs we’ve shipped over seas); it was designed to produce people with a minimum competency. No amount of testing or fixing will make it something other than what it is: out-of-date. Teachers are driving a Model T in a Formula One world. It is madness.

When I call the current system of education outdated or madness, I’m not just slinging hash. Here are two examples of what I mean:

We (Patti and I) recently worked with a group of teachers for a week and a dedicated, intrepid young teacher told us this story: “I work in a district that is 95% free lunch (which means the children attending school are mostly very poor. A proper meal is a primary reason many of the children come to school in the first place). In my community many of the children come to school never having heard of the alphabet. There are no books in their homes and no one has ever read to them. I teach the first grade so one day early in the school year I was teaching the kids the alphabet and my principal came in to observe. Later, he told me that I had to stop teaching the alphabet. I asked him why and he told me that the state standards say that children in the first grade should already know the alphabet – so I needed to do what the standards dictate. He actually told me to stop teaching the alphabet and teach the kids to read. I said, ‘but they don’t yet know the alphabet.’ And he told me that my job was to teach according to the standards and I was not to teach the children the alphabet.”

I wish I were making this up. Madness.

Only in an assembly-line mentality does the notion of standardized tests make sense; in that mentality there are standardized students, standardized communities, and standardized teaching practices (which brings me to story #2…in a moment). Of course, the conversation that we as a nation are NOT having is the one about equitable funding, that is to say, standardized funding for all schools. It is worth noting that the teacher in the story above, out of his meager pay, buys light bulbs for his classroom so that the children to whom he is forbidden to teach the alphabet aren’t sitting in the dark. Now, there’s a metaphor!

Story #2: In the world of assembly-line thinking variance is anathema: it is imperative that all widgets look and act alike. So, removing the teacher from the equation is a top priority. There are now curriculums that require teachers to start lessons at the same moment as the teacher in the next classroom, to speak the same words at the same moment, to turn the pages and deliver the same content using the same language – all at the same moment. No kidding – and that’s not my story. My story is that the media is reporting an alarming drop in creativity; there is a crisis in homegrown innovators. Of course, teachers are catching the blame. Our national response to the reported crisis in creativity is to further hamstring the teachers by removing any capacity for meaningful engagement from the classroom by doing more of what is causing the crisis in the first place.

Patti and I have been hired to work with educators to “infuse” creativity into their curriculums – to teach them how to be more creative. The educators that hire us know that this is madness. They already know that creativity is not something you infuse into anything or anybody – especially in a system that is so clearly averse to variance. These educators are asking us to address a bigger question: how do we keep childrens hearts and minds engaged and vital (and teacher’s hearts and minds, too) in a system that is so dedicated to dulling them? They’re hiring us to help them have the conversation that the politicians, the media, the unions, the text book publishers,…are not having: the system isn’t broken, it is antiquated and the people best qualified to imagine something new are being attacked.

Not only is our current content-driven education system antiquated, it is at odds with what the latest learning theory and brain research suggests: 1) learning is most effective when it is process-driven, and 2) the process is infinitely more effectual when students are self-directed and self-regulating, and 3) The learning is most successful when it has immediate application. This is not new news: empower the learner and you will ensure powerful learning. Said another way, content takes care of itself when the pursuit is real.

In ancient times communities would stand in a circle around a goat and ritually heap blame onto it for all the ills the community had suffered. After purging themselves, they would drive the goat into the desert or they would kill it and eat it (a communion meal). This ritual cleansing was meant to rid them of their bad luck and, more importantly, to absolve them of their sins. A scapegoat is supposed to afford the community an opportunity you start the year with a clean slate. However, outside of a ritual context, a scapegoat serves an entirely different function: it absolves the community from taking responsibility for their participation in what they know to be wrong; it provides an excuse that alleviates self incrimination, self reflection, self direction, self regulation and the possibility of actually doing things differently.

We have known for 40 years that our education system was off the rails. Standing around our teachers and heaping blame upon them is to pretend that there are no other players in this game; it is to pretend that our education nightmare is happening to us and not created by us. The sooner we stop  blaming the teachers and step into the ring with them (and students) the sooner we’ll have the opportunity to design a system of learning appropriate for the 21st century.

FLUB

FLUB