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

FLUB

Several years ago I prepared a series of single panel comics entitled FLUB to submit for syndication. I shelved the idea before I actually submitted my proposal. Recently, while moving into a new studio, I came across the folio with FLUB and they made me laugh. I hope they’ll bring you a bit of laughter, too. Here is the first of many. I’ll post a new FLUB every week. Enjoy!

Are You A Vampire?

image by psychodollbox

For the past several weeks I’ve been having an amazing conversation with Ana Noriega about love. Love is one of those topics that is hard to contain, it is nearly impossible to wrap your fingers around it because – well, because it is not a “thing.”  Our conversation hasn’t been about defining love or quantifying it. Ana has been helping me sort out for myself what is love and what is often mistaken for love.

Many months ago she introduced me to types of relationships that look like love but are in actuality something she calls “vampiring.”  Vampiring happens when people try to fill their emptiness with another person; basically, vampiring is enabling. For me, vampiring is much more visceral and clear than an abstract concept like “enabling.” Asking, “Who is drinking your life-blood?” or  “Whose life-blood are you drinking?” inspires the making of new agreements.

I’m learning that Love is distinct from need. Love is not invested in what you get. It is all about what you bring. Love is more about who you are than anything you do. Love grows in the space between you and the other. I have an image of love like sound waves rippling from a heart, resonating with other hearts so that the sound/love waves magnify and reach ever farther as they grow in vibration.

Ana is an amazing coach and leads workshop groups that explore the universal laws and how they apply in daily life. This is a list she recently sent me – it is from her latest newsletter. Think of this list, not as definitions or rules but as descriptions of something beyond description, of how you might try to describe a sunset or the view from the top of a mountain. Think of this list, not as something to achieve, but as the qualities of an experience:

What is Love?

The cosmic law of Universal Love, ruler of all universal laws shows that:

  • LOVE builds, not destroys;
  • Gives freedom, not denies it;
  • Does not subject to nor subjects itself to;
  • LOVE does not treasure, but shares;
  • It is not selfish, possessive nor authoritarian;
  • It is impersonal, generous and sympathetic;
  • LOVE is not discriminatory or personal, but universal and impersonal;
  • IT is delivered without expecting rewards or recognition;
  • Love does not forgive, because nothing offends it;
  • It does not demand because it has no expectation;
  • Love does not reason because it is a divine feeling rather than a calculated thought;
  • Love is not greedy, because it has it all;
  • It does not criticize, because it understands the divinity of man, respects his wishes and free will;
  • It does not fall into jealousy, because it extends into every heart;
  • It loves all and shares without feelings of belonging or possession.
  • LOVE is protector without discrimination, for to Love, all are his children, mothers, fathers, husbands, brothers, friends.
  • Love does not have favorites and extends itself as a perfect feeling and divine energy that is.
  • Love is God, and therefore is perfect and absolute.
  • It is silent, because it is wisdom;
  • Its manifestations are simple and humble, but sincere and pure.
  • Nothing disturbs Love because it is intact;
  • Nothing extinguishes it, because it is infinite;
  • It belongs to all, because it is universal and cosmic.

I would add to this list: You discover it in others when you first find it in yourself.

What Would You Put In Your Box?

Tom is what first nation’s people would call a ‘Rememberer.’ Within him he carries all of the family stories, stories that stretch back centuries. He knows them in vivid detail and you can feel the presence of his ancestors in him when he tells their stories. He is a living monument to those that came before him. Over many long nights sipping wine he’s told me the stories and now parts of them live on in me. One story in particular has become mine to tell.

It is about a little boy that died 125 years ago. The little boys name was Johnny Quiggle and he died of typhoid fever. At the time, 1885, people believed the fever could be passed through the possessions of the inflicted so Johnny’s doctor mandated that his mother, Isabelle, burn her little boy’s possessions; he asked her to erase any evidence that Johnny had lived. She couldn’t do it. In secret she packed his belongings in a trunk, wrote stories of Johnny’s life, and plastered the trunk into a wall for some distant descendent to find. Tom found the trunk in 1985 when he was restoring the ranch house.

Over our long nights sipping wine Tom and I have talked about Isabelle and Johnny, and about monuments and memorials. Why do people need to memorialize their departed loved ones? Why do we need to leave marks on the earth that say, “I was here” or “This happened on this day in this place?” “Remember me.”

Isabelle’s impulse was innate. Isabelle wanted Johnny to live into the future; she wanted someone to find the trunk and share his story. She wanted people in the future to know that her boy, Johnny Quiggle, lived.

We paint on the walls of caves. We pose for portraits and we erect pyramids and statues. We create altars and celebrate The Day Of The Dead. We bury time capsules and plaster treasure chests into the walls of our homes. We seek to connect with our ancestors and our descendents, we research family trees to know the root of our existence and explain our oddities and behavior. We fret about our legacy.

I’ve spent many hours in old graveyards reading the faded headstones and wondering about the people whose full rich lives are told in a few spare details carved in stone: birth and death date and perhaps a phrase like, “Devoted Mother” or “Civil War Veteran.” I will join them someday. I wonder about my life, what it is about, what I have achieved, who I have become and am becoming. I wonder what might be carved on my stone – what single phrase can possibly describe the fullness of my life. What is the story I want my life to tell? Who will tell it when I’m gone?

Sipping wine, Tom asked, “What would you put in your box? Better yet, what would others put in your box?” Beyond your awards and other fake social-face stuff, what would you put into your box that truly revealed who you were?

It’s a great question.

Carl Jung believed the human psyche was spiritual by nature and so do I. My friend Joe Shirley has taught me that the universe tends towards wholeness. What could I put in a box that would communicate these beliefs?

I believe we seek identification with something greater than our selves: god, nature, and community, work that truly matters. What is a life well lived? When I look at the things Isabelle packed into Johnny’s box, the stories she told about his brief life, I think he lived a life that truly mattered – not because of the stuff but because of her ceremonial act.

Someone once told me that the saddest thing they could imagine was a 40-year-old production assistant (someone who hadn’t achieved outward success). I’ve met some amazing people who have lived rich full lives, traveled and experienced all of the messiness of life and they mop floors for a living. Some of the saddest human beings I have met have achieved all outward success and are miserable in their very-safe-lives. What might go in their boxes?

For me, these questions always go into the mythic. We forget that in the story of the Garden of Eden there are two important trees: the tree of knowledge (apparently an apple tree) and the tree of everlasting life. Eat the fruit from the first tree and your consciousness splits; you see through the eyes of duality (me/you, him/her, us/them, black/white,). One bite from the apple of knowledge and you are no longer in the garden, you become distinct, separate, and alone. This is a birth metaphor. After a bite of apple, the ultimate quest in life is for unity (a return to the garden); it is a quest for greater connectivity, wholeness, and belonging. How do we get back to the garden and eat the fruit of the second tree, the tree of everlasting life? The transcendence of time is the transcendence of separation. This is a death metaphor, the return to unity: ashes to ashes, dust to dust. We live a life of cycles: spring, summer, autumn, winter, spring…. Birth, life, death. Rebirth. Every culture has a birth (separation) story and a death (unity) story. We make sense of our experiences of separation and transcendence through story – what else?  Separation and transcendence with all the happenings of life in between; this is the stuff of our lives and we make meaning of it through story. Memorials and monuments are forms of story. Isabelle was separated from her boy and she reached across 100 years to share the story of her boys’ life.

For many people their children represent their transcendence of time – they live on in their children’s children through memory and genetics. For others, their work is their legacy; Van Gogh’s paintings are his children.

Neither Tom nor I have children though Tom is deeply connected to his ancestors and in his old age he is concerned for his family’s legacy. His people have lived for generations in the Sacramento valley and on the same piece of land. The city of Sacramento will soon gobble up his property and so he will be the last of his line connected to his ancestral land. When he asks, “What am I going to do with Johnny’s trunk?” he is also asking, “what am I going to do when the land is paved over and the memory of my family is gone?”

Another great question.

Tom’s stories are more than histories. Through the telling his ancestors are transcending time and he is leaning toward them, leaning into belonging and wholeness: telling the stories of ancestors is the same as saying, “this is who I am.”  I feel that I know these people personally because they are present in Tom. And now, even though they are not my ancestors, I carry Tom’s stories within me. This is who I am.