Tag Archives: Change

Wellbeing—A No Limits Approach

14 Jun

This blog is part of the New Zealand Gifted Awareness Week Blog Tour

What does wellbeing mean to children with non-ordinary minds and non-ordinary needs, and more than that—children living, suddenly, like the rest of us, in utterly non-ordinary times? The way our educational systems were, often too rigid to meet the unusual needs of the brightest students, they now face the even greater challenge of adapting to a world whose future seems utterly unpredictable. It may be true that we’ve never really known what lies ahead, but now we know that we don’t know. One thing that seems certain is that we won’t be able just to return to the way things were before. That’s both a bad thing and a good thing. Bad in that the disruption has forced us to design new ways to cope, good in that we now know that new designs are possible.

Emergencies force us to rethink, fast! This pandemic, the greatest emergency our current world has ever faced, has created limits we have never had to deal with before. As I write this my county in the state of New York is still on lockdown, and schools are closed at least until next fall. Parents have been forced quite suddenly to address the issues of homeschooling (ironically, a method that was once illegal in all 50 states) and teachers are having to rethink methods they may not even have questioned before.

In addition to the obvious stresses and changes to normal ways of doing things, we need to recognize that gifted kids have some kinds of stresses that are particular to this population. Their natural zest for information makes them unusually aware of the news, and with minds especially good at following logical connections, they may be looking well beyond the new stresses and limits in their own lives and worrying about how each one spawns limits and dire problems in the rest of the world. Many also have unusual empathy, so can’t help but feel for the populations most at risk.

Wellbeing for our kids and ourselves will depend on how we choose to focus our attention. All day every day we are “telling ourselves a story” about what’s going on in our lives and the world around us. Now is exactly the time in our world that we most need the advice Mr. Rogers says his mother gave him, to “look for the helpers.” Rather than focusing on the stresses, losses and limits, we can notice what others are doing to work around and through them, and we can focus our capable minds on ways to create new possibilities for ourselves and others. While as individuals we can’t “save the world,” everything we do changes it in some way. A small bit of help, a new creation, a thoughtful act, a moment of kindness or good cheer, making someone laugh, all make a difference and every difference radiates out in ways we can’t predict.

There are no limits to the impact of each positive story.

“How wonderful it is to think that we can broadcast ‘mental germs’ of confidence, of love, of peace, of joy, of goodwill. How wonderful to know that each one of us can so influence [their] environment that everyone who steps into it will be benefited.” –Ernest Holmes, 1971.

 

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Change Your Story, Change Your Life

6 Apr

 

I last wrote a blog post in November 2019, not long before the holiday celebrations and family visits began.

And then came 2020. Let me begin with personal experience. In a post here back on May 7, 2014 titled “No Less than the Trees and the Stars” I told of losing my husband and two of our four sons in 2013. Like that post, this one again confronts the subject of death in my own life, as my dog died in January of this year and my third (and last) stepson died on February 2. With my remaining son and his family I returned from the memorial service in Florida on February 29th, just days before Covid-19-related travel restrictions began.

Since 2013 people have often asked me how I managed to come to terms with the three deaths in that four month period. I would answer that grief can be utterly devastating, but I had found a way to cope through a philosophy I discovered in 1999 and began calling “story principle.” I spoke about it in a talk I gave at the National Association for Gifted Children conference in Kentucky in 2005. After that people began asking me if I could please expand that message into a book. So eventually, I did. It’s called Change Your Story, Change Your Life, and has been available on Amazon as both a physical book and a Kindle version since 2011. While the philosophy didn’t make coping with the deaths of 2013 easy, it did make it possible. The loss of my dog in January this year left me fully alone in my new home, and the death of my stepson took away the last member of the family that became mine when I married in 1964. Once again story principle is helping me cope.

Now, of course, the whole world is dealing with a pandemic that is continuing to bring death to every continent we humans inhabit. Kids are out of schools and families, many of whose gifted children are extremely sensitive and empathetic, are doing their best to cope with what may be the single largest and scariest disaster anyone on the planet today has ever experienced. We are told by those who study the subject of grief that we are all now currently faced with major grief caused by the sudden loss of the patterns our normal lives depend on.

 After a number of internet gatherings and email exchanges with families of gifted kids, I decided last week to make my book easily available in its entirety as a free PDF and posted the link to that PDF on all of my Facebook pages. I am including it here at the end of this post.

Now let me share some thoughts about how to connect with this material, if you decide to download it.  It was never intended as emergency help for a situation as difficult and life-changing as this pandemic. What I hoped for those who wanted to put it to work for themselves was that they could take it a chapter or two at a time, try whichever of the exercises between chapters that appealed to them, and move through it as far and as fast as seemed right for them. The structure of it was designed to bring the reader into the use of story principle one small step at a time, mainly to help them come to terms with how hard it can be to believe the principle without experiencing it personally. There is nothing like seeing and feeling it work for oneself to encourage a beginning acceptance and a willingness to experiment further.

 But now, as I think about the possible effects of the current world situation on the highly gifted, highly sensitive and aware PG population I’ve written about all these years, I would suggest a different approach to the material than I had envisioned when I wrote it. Maybe read the short introduction and then Chapter Two, “Story Principle 101” as a beginning, but after that you may want to skip around in it a bit.  Browse chapters and scan the “Putting it to Work” exercises to see what appeals to your particular interests or needs or life experience. It’s always possible to go back if you feel you’ve missed something that might help you understand more about how (or why) it might work for you.

Though with death tolls now a part of daily news broadcasts, one might be tempted to move quickly to the final chapters that focus on death, my suggestion would be that there are some pretty important chapters that come before those—especially from Chapter 9 on—to provide a more solid foundation first.

Science of Mind, from which Story Principle grew, was itself based on spiritual principles that can be found with some variation in most of the world’s religions. So some readers will immediately recognize aspects of it, especially if you come from a religious tradition that acknowledges “miracles.”

I wrote it to help people, as I had been helped, to bring more joy, more comfort, more fulfillment into their lives. I wanted people to discover the enormous power that their minds, their attitudes, and the “stories they tell themselves” have over their life experience. William James (1842-1910) wrote “The greatest discovery of my generation is that human beings can alter their lives by altering their attitudes of mind.” It’s a discovery that has mostly been lost to later generations. This is just my way to help share it.

When my son first read the manuscript he said “Nobody’s going to believe this coming from you, Mom. Your life has been way too good. They’ll just say, ‘Easy for you to say!’”

Well, possibly they would have said it then, but not so very likely now. Nobody’s life is without losses and grief. But I couldn’t have imagined when I first wrote the book what a solid foundation it would give me for dealing with my own.

Here it is in its entirety. Feel free to download and also to share:

Change Your Story, Change Your Life

 

 

 

 

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What we see… (Part I)

14 Oct


Imagine that you live in a house with a window that looks out on the view above. I suspect, whether you would prefer oceans or mountains or woods or city scape, most of you would think this view is a pretty good one. Beautiful, in fact. As you look at it, what do you notice? The mountains in the background? The pond? The trees and expanse of green? The sunset glow? How might it make you feel to be sitting in your own house looking out at that view? Would you enjoy and take comfort from such a view?

Now let us consider some of the aspects of that landscape that might not be apparent from this window. Might there be deadly-disease-carrying mosquitoes around the pond? Ticks in the grass? Poisonous mushrooms growing under those trees? Hornets nests? Snakes? Wolves or coyotes or bears that could attack if you went out, or gobble up one of your pets? Maybe a fast-moving storm with lightning that would start a wildfire in the woods? Are any of these things likely to come immediately to mind on looking out this window?

 

If you were to say yes, those are exactly the sorts of thoughts such a view would engender, I might advise you to start looking for a good therapist. It’s true that any of those things might be in the world outside that window, in fact some of them almost certainly are, but to perceive mostly threats in a view of such calm and beauty would suggest an unhealthy level of paranoia.

Now think about the other kinds of windows in our world:  television, email, Face Book and Twitter feeds, cell phones, or even, here or there a newspaper. And think about the view they show us of the world just outside, or maybe beyond (or even very, very far beyond) our immediate surroundings. There is so much focus on the threats, whether there is anything we can do about them or not, that it’s difficult to see anything else. Statistics show levels of anxiety and depression skyrocketing in many or most of what are called “the developed” countries. If every time you looked at the scene above you could see only images of ticks and predators and wildfires, why wouldn’t you be anxious and depressed?

Some years ago I gave a talk about “Good News” at NAGC. Back then it was possible, with some persistent searching, to find compilations of positive stories from around the world, in spite of the “if it bleeds it leads” pattern of news programming. One major network in the United States (I believe it was ABC then) had newly decided to end each half hour national news program with one short positive story. Others now have taken up that policy. Most of these short positive stories actually take fewer minutes from the allotted broadcast time than a single commercial break, while before that final story, almost every other segment tells of catastrophe, violence, political struggle, warfare, medical threat, injustice, accident, mass shooting, storms, earthquakes, or other horrors. And now “the news” provided by our media, isn’t only half an hour in the evening; it’s 24/7 and very difficult to avoid.

Parents who attempt to limit their children’s exposure to this kind of news coverage are fighting a losing battle once the kids start school or get their own phones. And the brighter kids are the earlier they begin to take an interest in what goes on outside their own homes or neighborhoods. It isn’t that this is an entirely new phenomenon. When our older boys were kids, one of them came into the living room one night when we happened to be watching an old war movie. He started to tell us something and then said, “Never mind, I can tell you after the news is over.” During his whole lifetime the evening news had devoted much of its air time to the war in Vietnam.

But now it is next to impossible to escape being deluged with the worst of human experience, no matter where it is happening in the world. I remember when parents were advised to tell their children, when there was shocking news from the other side of the world, “Don’t worry, it isn’t happening here.” And I pointed out to parents then that gifted kids know that much of this isn’t happening here, but it isn’t themselves and their own families they are worried about. They worry about kids wherever they may be threatened, even on the other side of the world. And they worry about the apparent depravity of the human species, especially when that is very nearly all they “see” out the technological windows on the world.

And of course, now, they hear about every school shooting and instead of the “duck and cover” nonsense method my generation was given in school to protect ourselves from a nuclear bomb, they are given “active shooter” drills from kindergarten on. In addition, along with Greta Thunberg, they worry about the fate of the planet they are going to inherit. “Will there still be a world for me to grow up in?” many of them are asking. And it can be especially scary when they see that much of our culture goes on as if none of this were happening.

If “what you see is what you get,” we need to consider not just what we see, but how we look. It is possible to focus more attention on what is going right. We can begin the effort to see beauty and caring and the willingness to help.

Instead of focusing on how much school violence there has been, we could, for instance, use the resources of the internet to estimate how many schools there are in this country and consider how many kids, therefore, have not faced gun violence in their schools. It doesn’t diminish the tragedy of what has happened, of course, or the need for positive change—it just helps change our perspective. We’re told it is foolish to say “It can’t happen here,” but it’s also foolish to allow every child to set out for school expecting that at any moment it may happen here,

Both parents and schools can make a constant, serious, and determined effort to find and report to our kids (and show them how to go looking for) stories of the massive efforts on the part of real humans to counteract the threats that exist in the world. Focus whenever and wherever possible on the other aspects of the view through our windows. There are organizations formed to work on most of the problems we face. As Mr. Rogers’s mother told him, watch the helpers. For every story of catastrophe there are more stories (though not always as easy to find) of individuals, organizations, often massive nationwide efforts to help. Encourage kids to find ways they, too, can get involved.

Studies were done back during the Cold War when the threat of a Russian nuclear first strike made the possibility of nuclear winter and human extinction seemed very, very real, that showed children whose parents had themselves become involved in organizations working for peace were less likely to be afraid than children whose parents only watched the news and talked about it. Any actual action, no matter how small, gave their children a sense of hope and possibility. Often, now, it is kids who are pushing the adults to do something! We need to encourage that and join them when we can.

How we choose to look has a great deal to do with what we see, of course. It is not denial to change our focus to find the best in humanity, and more often than not turn off the news that focuses on the worst.

Part II of this post will come soon…

P.S. New addition: Here is one of the “good news” sources: https://www.findhorn.org/programmes/an-introduction-to-project-drawdown/

 

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Competition to Cooperation—The Roads Are Diverging

27 Sep

Because I recently uncovered an old “boom box” from my garage, I suddenly have a way of playing cassette tapes (yes, those old things) in my bedroom while I’m doing my morning exercises. I’m feeling vindicated for saving them all when I moved 3 years ago!

I’ve been speaking about the gifted since 1982, and at some point most of my talks began to be recorded on cassettes. So I’ve been taking a stroll through my own history. The last two days I’ve been listening to a talk

 I did for the Hollingworth Conference in 1999. The title was When Two Roads Diverge, How Will They Choose? The Hollingworth Conferences were created for the families of profoundly gifted children, and this talk was for the adults—parents and/or educators (most were parents). When I began the talk I told the audience that it was going to be my “sermon” for the conference, so if they wanted practical tips I’d be okay if they ditched my talk and went to hear somebody else.

Not being a preacher, what I meant by calling my talk a sermon was that it would be philosophical—a “why are these kids here and what is their evolutionary value to the human species?” sort of talk. Imagine my surprise, given that I’d just written a blog about competition, to discover that my twenty year old talk’s most central theme was the negative effect of our vison of “life, the universe and everything” as based on competition. If profoundly gifted children might actually come into the world with the capacity to think in new ways, I suggested back then that parents consider giving them a new way to see the world—new to our current culture, though very, very old in human history—as based on cooperation.  

Consider the human body, I suggested. What if the cells were designed to compete with each other rather than cooperate? If we ate a piece of cake, with its heavy load of sugar (especially important for the brain) imagine what would happen if, once the cake was broken into its essential nutrients, the first organ to encounter them grabbed most of the sugars for itself, using what it needed and hoarding the extra in its own cells. The negative impact of such a design would not only harm the organs of the body that would be deprived of necessary nutrients, but also the organ storing more than it needed. Obviously, such a design would soon leave the Earth without our species. Our bodies are designed for cooperation. So is our planet.

But Darwin!” someone might say. “Survival of the fittest! Nature red in tooth and claw.” Years ago I learned that before he died Darwin had backed away from that interpretation (though apparently those who had bought his original view dismissed his new awareness by suggesting he was getting senile). Even though we humans need to consume other living things (both animals and plants) to survive, we are powerfully prejudiced against death—at least our own. So Darwin’s original version of the predator-prey relationship perceived it as competition. One lives and the other dies. One wins, one loses.

But the natural world is balanced by the fact that prey animals reproduce in far greater numbers than predators, so that there are enough individuals to preserve both species. Plants are involved in this balance as well, but humans tend to identify with animals far more than with plants, so for thousands of years have mostly missed the plant/animal balance—while disturbing it massively in favor of the plants that we (or our prey) like to eat. And, as with the buffalo, and many kinds of fish and birds, we have often killed vastly more prey animals than we needed for our own survival. We have tended to think of ourselves as the only living beings with absolute value. Thinking in terms of competition we accepted our right to “win out” over every other life form that might in some way harm us. (Though we are willing to share our well-being and status with the creatures we like best.)

Even among other humans, however, we have mostly chosen competition rather than cooperation in exactly the way our own bodies do not. Just as with animals, we tend to value some humans more than others, and so often are willing to sacrifice the well-being of some in favor of the ones we value more. We as a whole “thinking species” haven’t managed yet to consider and treat all of humanity as our “friends and relations.”

As I write this members of our species’ younger generation around the world (those who are hoping to still have a habitable Earth to grow up and raise children on) are demanding that we recognize and address the ultimate damage to ourselves and our planet that our competitive (humans-at-the-top-of-the-evolutionary-pyramid) view of life has created. They see and say what so many of their elders don’t yet, that we need to make a major change because “our house is burning.”

Meanwhile some rich people in the USA are having to serve at least a little jail time for having used their personally amassed wealth to cheat their kids into “top schools” in the race to get to the top of our society’s pyramid, whether their kids have the ability to get there themselves or not. But consider this:  whether kids get into “top colleges” by cheating or by profound intelligence, what they will find there is the “upper” end of an entire culture based on and still mostly teaching, competition. My last blog was about my personal discovery that I, who have known about Darwin’s revision, and who have been “preaching” about the need to change our world view from competition to cooperation for more than twenty years, have been unconsciously just as motivated by competition in my personal life as I was taught to be! That’s more than a little scary!

The roads are diverging in front of us, and we as a species are running out of time to make a choice of which road to take—the one that has led us to where we are, or the one that will begin a massive change.

At the time I gave that 1999 talk many people were already aware that the planet was in danger (the first Earth Day was in 1970!) and efforts to change direction were being implemented, surely, if slowly. Weirdly enough now, 20 years later, as storms and wildfires and rising sea levels and droughts (and floods) and volcanoes and the extinction of great numbers of species become impossible to ignore, our own country is being taken literally backward by a leadership focused entirely on competition. Most of the world is still governed by systems based on modern humanity’s failure to see, understand, and value cooperation.

If we look closely at the issues that make the headlines and grab the most air time in our news broadcasts (immigration, me too, black lives matter, voting rights, political battles, health care, rising poverty rates…) it doesn’t take much to see the operation of the “winner take all” mentality that a culture based on competition creates.

Of course it will take a change in behavior to move to a new road and many people are afraid we have run out of time or can’t muster the courage and commitment or even know-how, to “take the road less traveled.” But the change in consciousness required is not only possible, it is happening.

Consciousness is energy, and each of us, as we change our own consciousness, has an energetic effect on the whole. And we are doing it! Once we begin to focus our attention on the real changes that real humans are making in the old pattern, we can see the “good news” about how many of us are already at work in this direction. Rather than being seduced into believing that all the news is bad, we begin to see that each one of us has real power. I’m not among those who think that more technology will solve the problem or that “artificial intelligence” will save our planet or our species. Nature’s intelligence is now and always has been superior to that of even the most profoundly gifted human individuals. So if we as a species can get over our need to feel superior in order to compete successfully, we may yet learn to cooperate our way into long term survival.

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Knowledge, Belief and Experience

16 Jul
creativity

An “image” for consciousness?

On April 13th 2018 I wrote a post here titled “Deep and Deeper,” after speaking at the annual Seminar for IEA’s Caroline D. Bradley Scholarship students. The theme of that year’s seminar was Intersections. In that post I wrote: “…the new depths that interest me may not appeal to everyone. The title of my CDB workshop [ “From Indra’s Net to the Internet: Intersections, Reality and Consciousness.”] refers to both the mystical image of Indra’s net and the material world reality of the internet, two very different ways of perceiving intersections, the connectedness of all things. What I will be doing here in future is exploring both kinds of “deep.”

That’s what I’m doing again today. During the first week of July I had the honor and privilege of giving several presentations at PGR, the multi-day Colorado retreat for families of profoundly gifted kids. It was held at Glen Eyrie Castle, a conference center adjacent to Garden of the Gods, National Natural Landmark in Colorado Springs.

My two main presentations at PGR this month were focused on “both kinds of deep.” The first, Intelligence: Intellect and Intuition dealt with intellect as the fairly standard definition of intelligence and went deeper into the mostly (or at least often) overlooked but vastly important intuitive aspect. The other, Science and Consciousness, focused on two subjects that have long both interested and frustrated me. The frustration comes from the difficulty many scientists have finding a way to account for the relationship between these two. Science (materialist science) as a discipline is a creation of the human mind, yet consciousness—or mind itself—remains one of its greatest puzzles—the “hard problem” as it is often called. It is a hard problem because mind is manifestly immaterial. And that leaves materialist scientists with the curiously unsatisfying explanation that mind is a more or less “accidental” byproduct of the chemical and electrical functions of the brain. (But mind—of course—is what got me into the whole realm of the highly gifted in the first place!)

It is clear that mind and brain are intimately connected. Obviously, when the brain is damaged or malfunctions, or hasn’t fully formed during development, or is altered by drugs or chemicals, the individual’s mind does not function normally. But to assume that because of the need for a working brain to allow an individual to exhibit normal mental processing means that the brain is somehow manufacturing that mind is a bit like assuming that a working physical computer manufactures the messages in your email account or on your social networking sites. True that the brain is a living system while a computer is a mechanical/electronic one, but one still needs a way to account for the origins of the information that living system processes.

Actually, if one looks for scientific evidence that the brain does not create consciousness (awareness, thoughts, ideas, dreams, fantasies) it isn’t impossible to find. One does, of course, have to actually go looking for it. As Eben Alexander, the neurosurgeon whose brain was devastated by a raging infection that put him in a deep coma (from which no medical experts expected him to awake at all, let alone without severe neurological impairment), writes, he had dismissed the idea that mind could exist without a functioning brain because—without investigating—he had, as a medical doctor, “known” that it couldn’t be true. The idea that his own consciousness could experience and then later remember those experiences he had while the machines in his hospital room were showing his neocortex essentially nonfunctional–“offline”–went against all his medical training, training that he would have called “truth” rather than “belief.” His experience, however, annihilated his previous belief system. Once he began to research new science he had never known existed, he discovered that his previous certainties about the relationship between mind and brain were part of a scientific belief system so pervasive that relatively few doctors question it.

Perhaps because I’m a writer highly dependent on imagination (an aspect of mind that’s also difficult to define scientifically), I know that it’s possible to create with words entire worlds and characters that a reader can “feel” as she reads to be somehow real, though made entirely of thought that can be shared by many other minds. So I have an overwhelming respect for human consciousness that includes both thought and imagination. And in a way, the fact that a person’s belief system can be so strong that it can dismiss any amount of external or written evidence that contradicts it, gives us a clue to the power of mind not just to gain new information, but also to reject it utterly. We writers have to pay attention to the need for our readers to sometimes “suspend disbelief” in order to stay with our story. And that can be tricky sometimes. “Seeing is believing” is a common saying. “Believing is seeing” is probably more accurate.

One doesn’t have to look far to find advocates of materialist science’s worldview who reject Dr. Alexander’s new view created by his own experience. But that experience has changed not only his way of life, but his whole definition of reality. Since his book was published many people have shared with him the way their own life experiences have shattered their old beliefs but have opened their own conscious awareness to more possibilities than they could ever have imagined, let alone believed. The world turns out to be full of people whose experiences, though unique to them, offer corroboration of his own.

Several PG teens who attended my talk about consciousness were, let’s say, “highly resistant” to its content. For a time I entertained their questions and objections to what I was presenting, but I had considerable information about the growing “science of consciousness,” that I had come to share with the people who had come to my session at least willing to consider it. I pointed out that I didn’t expect everyone to believe everything I was saying—my own ideas about these complex and challenging issues are based not only on my considerable readings in the field of consciousness, but also on my own lived experience.

After a while I had to give the kids the choice to stay in the session and listen, or to leave. Some left, some stayed. I don’t write about it here to criticize their behavior. They were super bright teens with their own strong belief in the mainstream, materialist science they had explored and learned about. And I was, after all, challenging some of the basic tenets of that science. It’s possible that one day one of them could bring new ideas, information or “interpretations” into science as it moves ever forward.

It has been said that science progresses “one death at a time.” People whose lives, careers and reputations have been built on ideas, explanations, “beliefs” that are being challenged by new information, may be utterly unable to relinquish their cherished assumptions. I talked a bit about Hugh Everett, whose “Many Worlds” interpretation (MWI) of quantum physics was originally almost universally rejected, and whose career in physics was basically halted by the scientists who couldn’t let go of their own beliefs. I pointed out that recently an astrophysicist on my local NPR station was discussing the difference between the “Copenhagen Interpretation” of quantum physics championed by Einstein, and Everett’s idea that every time one of two opposite outcomes might occur that both do and the worlds split. The shocked interviewer, clearly sure this was a totally crazy idea, asked how many “actual physicists” accept it. The answer given was that, in spite of overwhelming early dismissal, probably about fifty percent of physicists today agree with it. “And in some circles it would be 100%,” he added.

And here’s a synchronicity. A friend shared this quote with me today, just as I was about to write this post: “The day before something is truly a breakthrough, it’s a crazy idea.”  — Peter Diamondis

Why do I want to write about this here on The Deep End? Because this blog is all about extreme intelligence in an ever-changing world. No matter how brilliant any individual is, even Einstein, who refused to believe in “spooky action at a distance” explained that it is curiosity and mystery that drive scientists to do their work. They wonder. They hypothesize. And sometimes they discover something that challenges even beliefs that have previously been accepted as truths. Whether we consider ourselves scientists or not, as we live our lives, our experiences may well take us into “other worlds” that we may have thought impossible based on what we were taught or learned to believe. And no, I can’t buy the idea that mind, consciousness, is nothing more than  a byproduct of our physical brains. It is essentially mystery and is likely to remain intriguingly worth exploring.

My own imaginings and wonderings about what’s possible, and the answers I encounter as my life experiences change, have left more than sixty years of beliefs behind. I hope that none of the new ones I’ve developed (most immediately the concept that consciousness is the foundation of the universe itself) ever become so rock solid that they can’t change when my own life changes around them, or new and unexplored worlds open up. I hope for any readers here the same thing.

Meantime, yes–I have experienced what neurobotany suggests, that trees can communicate not only with other trees, but with humans. For indigenous peoples this is not a “new” idea, but a very old one.

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Who Are We?

2 Aug

Tomorrow is the one week anniversary of a sudden and unexpected death that has rocked the gifted community and has brought a deluge of memorial messages that the writers surely hope will assuage their own shock and grief, and comfort both Jim Webb’s family and all those who have benefited over the last 37 years from the work that he (and SENG) did to bring attention to the needs of gifted children and families. In addition, of course, there is the plethora of books that he published in the field, from the first days of Ohio Psychological Publishing (initial publisher—1982—of Guiding the Gifted Child) to the era of Great Potential Press.

As I have read those messages, I have been aware that the Jim Webb those writers describe is not the Jim Webb I met in 1981, nor the Jim Webb I knew during the approximately 20 years thereafter during which he and I and Elizabeth (Betty) Meckstroth discussed and sometimes attempted to write a second edition of Guiding. We never managed it because it turned out that she and I, by then both members of the Columbus Group, no longer were in agreement with what he wanted to say about giftedness. (When I was doing the writing part of Guiding, I found in his notes the statement that a gifted child was a child first and “gifted only secondarily.” so I called him up and explained that Betty and I did not agree with that statement. He acquiesced. The book’s theme became pretty much the opposite—giftedness, certainly extreme giftedness, is inborn.) Because our Guiding contract did not allow Jim to engage someone else to write the revision, the three of us finally gave up on revising it. After that his and my interactions dwindled to social events at various conferences, so I didn’t know him at all well in recent years.

But because I am among those in the gifted community who knew him “almost from the start,” I have been contacted to share for publication my thoughts about him and my feelings about his passing. I decided to write here instead. Of course, I was as shocked as anyone that he should leave the world so suddenly and so “young.” He was only 3 years older than I, so we are of the same “cohort” as it were. Too young, in other words! And I’m as aware as anyone of the enormous impact his work—his speaking and publishing, and the work of SENG—have had on the world’s understanding that the complex population of gifted kids, adults, elders and educators is of vital importance to humanity. I did post a couple of comments on the FB pages of others.

But the requests for comments, and the reading of what others have been posting in social media, got me to asking “who are we?”– we individual humans. The profile photo on my own personal Facebook page is not one anyone except my family would recognize as me—I was a blond, pigtailed child of eight at the time it was taken. Who I was then was an “annoying” kid (according to some of my teachers—and maybe my parents, and probably my older siblings). There was no such thing as a gifted, much less a highly gifted kid in my world at the time.

Back in the 70’s when Jane Piirto did her study of successful women writers, of which I was one by her study’s standards, as I was in the Directory of American Poets, and worked in the Poets in the Schools program, I actually claimed (because I believed) that I had “loved school.” I got good grades, after all. (psst: it’s called repression.)

It wasn’t until the conference in Nebraska to honor Leta Hollingworth (in 1989, seven years after the publication of Guiding!), when I heard Leta’s poem “The Lone Pine” in a documentary, that I confronted the very new truth that I had been a highly gifted child who loathed and despised school except for a very occasional teacher. (I think there were 5 or 6 between Kindergarten and college.) I could add that my teachers did not like me either, to put it sometimes mildly. I literally cried the whole second leg (Chicago to Albany) of my flight home from Nebraska and then wrote obsessively for six hours afterwards, uncovering a veritable dump truck load of painful memories. So it’s a tricky question.  Who was I before and after that conference?

I wrote a great deal about parenting gifted kids before I ever knew I had been one—though my husband’s extreme giftedness had been unmasked when our son was identified. My mother-in-law explained the shocking truth that the one year of elementary school he remembered—when he got to ride a trolley to a special school (a school he thought was for “difficult” kids) was actually a pilot program for the highly gifted. I remember all too well his horror that he hadn’t accomplished more as an adult—he was “only” a theatre director with a Ph.D. after all. Who was he before and after?

I interacted with Jim regularly for years. When SENG conferences began I spoke at them. But when a friend of mine who headed a national organization that had financially supported one of them took me to dinner at the conference and asked me about stories he had heard from other speakers about Jim lowering contracted speaker fees at the last minute with a threat to take them off the schedule if they didn’t sign the new contract, I told him that it hadn’t bothered me because I had just corrected the amount on the contract to the amount I’d been promised, initialed it, and signed. He asked me further questions, and I answered truthfully with whatever facts I knew. The organization never again supported SENG and I was never again asked to speak at Jim’s conferences.

I was born in 1942 and grew up in a world where most women stayed at home and few professions were open even to bright and accomplished women. And I spent some time (5 years) in higher education, where my male office mate, with precisely the same credentials as mine, made one fifth more than I in salary. I wasn’t happy about it, but it was “the way things were.” There was a huge power imbalance in our world, we knew it, and we pretty much put up with it. When Jim promoted Guiding as his book, Betty and I used to call each other “Et” and “Al,” which was the most common representation (when we got any) of our participation. Once I even saw myself listed as the author only of the “Open Letter” chapter, https://welcometothedeepend.com/an-open-letter-updated/ which I had copyrighted in my name so that I could use it elsewhere, as above and in Out of Sync https://www.rfwp.com/book/out-of-sync-essays-on-giftedness. But I long ago forgave him. The book gave me my work with the gifted, for which I am enduringly grateful.

In this era of “#Me, too” I’ve sometimes been bothered when men who have had long and successful careers, sometimes doing important work for the common good, can essentially lose everything when it is revealed that they previously used their power in ways that are now recognized as inappropriate, sometimes decades ago, at a time when the whole culture turned a blind eye to their behavior. Except for actual crimes (and even some crimes have statutes of limitation) I wonder, in spite of those who want to insist on truth, whether it is just or fair to judge a person for “who they were then,” when it is at least possible and maybe probable that they are not that person any more. I know, the culture needs to truly change, but still…

In the many comments I have read about Jim’s kindness, his caring, his deep friendships and unstinting emotional support, I recognize that these people, many of them friends and colleagues, knew a more recent and very different person than I ever did. I honor their experiences because it is very, very easy for me to remember myself treating other people when I was younger in a way that would pretty much horrify me now. I would not wish to be thought of as that person today! In a world where caring and kindness, inclusion, deep listening, and efforts to understand those who disagree with us or have less power than we do are getting vanishingly rare, and desperately needed, I remind myself that we never, genuinely never, fully know someone, perhaps even ourselves, the only one whose mind we inhabit. So today I mourn the Jim Webb those people are mourning.

And having survived some terrible losses myself, I send deep and heartfelt condolences to Janet and his family!

 

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Celebrate Giftedness; Consider Success

18 May

New Zealand is choosing to celebrate giftedness in its annual Gifted Awareness Blog Tour, with the theme “Catalysts of Success.” So let me first celebrate celebration—remember this song? https://www.youtube.com/watch?v=3GwjfUFyY6M

Unusual intelligence can feel like more of a burden than a gift, but it’s all in how we choose to see it. We who are gifted and we who care for and work with gifted kids, have a very great deal to be grateful for and it is really important for our own well-being to remember that. The song in the above link says “celebrate good times,” and what many people don’t realize is how very important it is to first notice, and then celebrate the good times. If we focus always on what is not working and our ferocious (and admittedly sometimes unsuccessful) efforts to get those things “fixed,” we can get into the habit of seeing only negatives—only bad times—and ignoring or taking for granted the good ones. It is hugely important to recognize and remember that giftedness itself provides us with vast and out-of-the-ordinary internal resources. Celebration is a truly important positive attitude. And a positive attitude not only leads to success, but can become itself the very definition of success.

So that brings me to the theme:  “catalysts of success.” The first essential for me here is to define success. There are plenty of people who define it in terms of achievement, usually achievement in terms of money, power and fame. I would never suggest that money, power and fame are not worth having, but I do suggest that they are not the definition of success. When I began writing (and publishing) novels and they did not immediately shoot to the top of the best seller lists, did not get lucrative movie deals, in fact did not make me a living that could even measure up to the salary of a first year teacher almost anywhere in the states, it would never have occurred to me to consider the fact that I was able to write them (writing was, after all, what I had wanted to do since childhood) as success. More than that, publishers were willing to publish them, and children and young adults were reading them and writing letters to tell me so. However tricky it was to raise a family on the modest income provided by two adult human beings “doing art” in the U.S., my husband and I were both doing what we loved most to do. When I look back on those times, I wish I had understood then how important gratitude and celebration were. And how grateful we both should have been, no matter the difficulties, that we were “gifted” with the ability and the opportunity to do what we loved, what fed our souls.

Now for the definition of “catalyst”:  An agent that provokes or speeds significant change or action. We all know that things are not ideal for gifted kids in the educational world no matter what country or continent we represent, so since change is inevitable, we can be certain that “significant change” in a positive direction is always to be desired. Whether you are one of the gifted population, a teacher, a parent, an administrator—any or all of the above—I could suggest a whole list of catalysts you can cultivate to help provoke and/or speed significant change. Effort, determination, purpose, intentions, goals, preparation, willingness, persistence. I am sure you can add a few more of your own. But for me (some of you may remember an article of mine called “In Praise of Pollyanna,” which can be found in my book “Out of Sync”: https://www.rfwp.com/book/out-of-sync-essays-on-giftedness ) Pollyanna’s focus on looking for things that made her glad is worth adopting. The single most important catalyst is gratitude. Well—that and celebration!

 

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Deep and Deeper

13 Apr

“All things are connected like the blood that unites us all. This we know: Man did not weave the web of life, he is merely a strand in it. Whatever he does to the web he does to himself.”–Chief Seattle

“When we try to pick out something by itself, we find it hitched to everything else in the Universe.”–John Muir

It has been an absurdly long time since I wrote something for this blog. But today it’s time. Last month I did a workshop for the Caroline D. Bradley Scholarship program’s annual seminar, sponsored by IEA, the Institute for Educational Advancement. The theme of this year’s seminar was “Intersections” and my workshop was titled “From Indra’s Net to the Internet: Intersections, Reality and Consciousness.”

To prepare for the seminar it was suggested that the attendees watch this TED Talk about “multipotentialites”:

https://www.ted.com/talks/emilie_wapnick_why_some_of_us_don_t_have_one_true_callingIf you don’t have time to watch the talk (though I highly recommend it), let me explain that Wapnick uses the term multipotentialite to describe a person who can’t relate to the idea of finding “one true calling.” If they commit to a job or a subject matter, as soon as they have learned or mastered it they need to move on to something else; there are always lots of other paths (interests) pulling them to explore. Many of “our kids” will recognize themselves in this talk.

Watching it, I realized that I am an “elder multipotentialite.” My 6th grade teacher told my mother that I would never amount to anything because I was interested in “too many things.” Miss Shreve deeply believed in the saying “Jack of all trades, master of none.” She was not, you may be sure, one of my favorite teachers! I am lucky, though. I’ve managed to have the best of both worlds. I do have one true calling, but it is writing, a calling so broad and varied that there is no limit to my ability to follow it for a lifetime and yet avoid boredom.

Most of you who read this blog came to it because you share, for your own reasons, my personal passion for serving the needs of super bright kids and adults. This blog and much of the rest of my nonfiction, along with much of my public speaking, has been about extraordinary intelligence, and what I’ve written and talked about on this subject is best known in the gifted community.

But many of you also know some of my fiction for kids and young adults. Certainly Welcome to the Ark and Flight of the Raven, along with my much earlier novel A Time to Fly Free, are specifically related to highly gifted individuals, but I write other kinds of children’s books as well. And my plays, most of them written in collaboration with Katherine Paterson—author, among many other award-winning novels, of Bridge to Terabithia—are meant to appeal to a broad audience of kids.

Most recently my interests and my life experience (some of which I’ve written about here) have led (or pushed) me in a new direction, the first book from that path being my book Change Your Story, Change Your Life. Some of you may have found it through my websites http://www.stephanietolan.com or www.storyhealer.com.

I expect more nonfiction writing will come from the spiritual perspective that the losses in my life forced me to discover and that the current chaos in the world we all share continues to test and expand.

The theme and title of this blog refer to the metaphorical “deep end” environment that mermaids (unable to survive long on dry land) need to survive longterm. But since I created the blog, the term has taken on a new meaning for me—has become, if you will, even deeper. I will not lose interest in the subject that led me to begin it (how could one get bored in the realm of the gifted mind—as broad a territory as writing itself?) but the new depths that interest me may not appeal to everyone. The title of my CDB workshop refers to both the mystical image of Indra’s net and the material world reality of the internet, two very different ways of perceiving intersections, the connectedness of all things. What I will be doing here in future is exploring both kinds of “deep.”

And meanwhile I’ve begun the intense work of writing the third book of the “Ark Trilogy,” Within the Dark. Because, of course, fiction is a fundamental part of my “one true calling.”

 

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Stepping into a New World

14 Oct

Those (possibly very few reading here) who know tarot will recognize the “Zero” card in traditional decks as The Fool.  The image for this card usually includes someone about to step off the cliff of the known world into empty air—carrying or wearing a pack.  He is shown as care free and smiling.  We consider it inherently foolish to step off solid high ground, oblivious to the fall that clearly seems so certain.  But there may be something other than foolishness involved.  There is an aphorism that says, “when you must move forward beyond the edge of the cliff one of two things will happen—firm support will appear under your feet, or you will sprout wings and fly. 

Stepping off the very edge of the known world takes radical trust.  Not just trust, but the ability to trust in trust itself.  When the solid ground you’ve been standing on begins to shake and crumble beneath your feet, it may be wise rather than foolish to grab a few tools and step off.

I think about this new world thing today because I just returned from the OAGC fall conference in Ohio where I gave a keynote on Monday about the definition of giftedness as asynchronous development that was contributed to the field by the Columbus Group (yes, in Columbus on Columbus Day!)  At that conference there were inevitably many people acutely aware of tremors in the ground beneath their feet. 

In my small sessions for teachers questions were raised about how those dedicated to “doing no harm” to their gifted asynchronous students (or any others in their classes, for that matter) can be effective in a system that allows little breathing room and punishes teachers if their students do poorly on the tests that have come to rule the academic calendar.  We spoke of good, even great, teachers leaving the field because of massive frustration.  “It should not be this way,” we agreed.  I reminded them that some states are beginning to change draconian testing policies and suggested that when things get bad enough, even massive systems have to change, a bit at a time.  Finally, I found myself telling them to do whatever they can manage, and keep up their own spirits and their willingness to stick with it by finding at least one thing to be grateful for in every school day.  Then I apologized for having only the tool to give them that Bernie Siegel offers to cancer patients facing uncertain outcomes.  Has teaching come to this?  But I don’t apologize for the tool, because it is a very powerful one.

New forms arise out of chaos, but it takes courage to hold on through the chaos.  What we pay attention to expands in our experience, so it is important to focus on what works, no matter what else is going on around that. 

For myself, what I noticed to be grateful for in the very large gathering at OAGC (as well as back in March at the NJ state conference) was the strongest sense of a shift in consciousness I have ever felt in such gatherings in this country.  There is a growing awareness that our old way of thinking about “mind” as referring solely to rational thought within a rational/material world, is insufficient.  No matter how good it is, the rational mind cannot predict what the world our children will face as adults will look like, what they will need to know, or what skills they will need to have to find a place in that world.  As the pace of change continues to accelerate, educational patterns based on ideas about the human mind from decades, even centuries ago, will fail.

I put up a slide asking the conference attendees to consider their own definition or “sense” of what mind is, using at first these three images:

braincogswispy

The first represents, of course, the traditional scientific belief that mind originates and resides in the physical brain, the second symbolizes the mechanistic cogwheels of intellectual/rational/logical  thought, and the third a kind of nebulous, wispy not quite physical “something,” hard to pin down or “understand.”

Then I added a fourth image from painter Alex Gray:

        energy body

This one acknowledges an energy basis of both mind and body.

The feel of a very big room full of educators, when offered these images, is more open these days.  There seems to be a growing willingness to consider new ideas about what mind, what consciousness, may be. 

This is deeply heartening to me, because the ground we’ve been standing on all these centuries (while we have been developing, using and relying on our quite splendid rational minds to understand and analyze and tame the material world) is demonstrably crumbling beneath our feet.  Materialism, with its emphasis on separation, on particles rather than waves, leaves out something absolutely essential—what might be called the “heart” of humanity.

Here is a slide I have used in several talks to try to help broaden the concept of what mind consists of:

 Aspects of Mind/Consciousness

Awareness                           Perception                     Emotion/Feeling

Intellect                                Imagination                    Memory

Will                                       Intuition                          Compassion                

Only a few of these aspects are addressed in most school curricula.  We need to consider the world our children might help create if we began to recognize and value more of what can be called the non-rational aspects of our consciousness.  The rational mind, focusing on analyzing, separating, labeling, categorizing and creating hierarchies, has brought us to where we are today, disconnected from each other and from the nature that supports us.  We see the effects of this disconnection all around us and in every evening news broadcast.

The Columbus Group focuses not solely on intellect and achievement, but on the “whole child” in the education and raising of gifted kids.  It is essential that we also begin to recognize “whole mind,” the “whole being” as we look to the human future.  According to Jack Kornfield Sanskrit has only a single word for “mind” and “heart.”  Imagine the difference it would make if we could heal the separation we now see between these two aspects of ourselves!  It shouldn’t be such a huge stretch now that the field of neurocardiology is showing that the heart both receives and processes information. 

The members of the Columbus Group who went to New Zealand in April for our Symposium on Asynchronous Development all felt something personally transforming happened there.  That symposium began with an indigenous ceremony specifically recognizing the connectedness of all peoples, all beings, all aspects of our universe.  Such a different way of beginning an educational gathering surely had a part to play in this noticeable sense of transformation. 

For me this week it was a lovely synchronicity that October 12th is not only Columbus Day, but is called Indigenous Peoples Day in some places.  The old world (that had long been inhabited when Columbus set sail to “discover” it) possessed valuable—non-rational—tools of consciousness most of Europe had forgotten, tools that are likely to be useful or even necessary for taking our own next step as the ground continues to shake beneath us all. 

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What’s Love Got to Do With It?

8 Feb

heart

An early Valentine’s Day post. This is a subject that I’ve been thinking about for years but seldom speak about and have never (as far as I can remember) written about. One reason it is hard to write and speak about love is that there are so many definitions of this single word and it is used to mean so very many things.

But let’s pretend we all know what we’re talking about here, and I’ll just go ahead; you can decide for yourself (as always) whether this post resonates with you or not. As they say in 12 step groups, “take what you like and leave the rest.”

I have begun to believe, after all these years talking about highly and profoundly gifted individuals, that love has pretty much everything to do with it. We speak of kids who have a “rage to learn,” of kids who have a “passion” (sometimes permanent, often ephemeral) for a subject or a project or a system or a field of study. We’ve seen kids “on fire” to explore something new, who are driven from within to understand, to investigate some mystery or other, who can’t bear to put down a book before they’ve finished it. What is it that we’re seeing? Love.

We’ve seen kids who are traumatized by news broadcasts that show images of man’s inhumanity to man, or to animals, or to the Earth itself. We often explain that trauma by saying they feel innately “connected” to humanity, other living beings, and their home planet. When kids become distraught over bullying or conflict on the playground, even when they themselves are not the target, or protest practices they consider unfair, we call it “empathy.” We could call that, too, love.

Parents have told me of children who “hate” a school subject nevertheless willingly putting time and effort into that subject, or children who make it through an entire school year with few complaints even when—as in the “awful” years—there was almost nothing new or challenging to learn, just because they “like” the teacher. Love, again. The best mentors we find for children with a passion for a subject are adults who share that same passion. The relationship that develops between subject, child and adult—love.

It is often said that as individuals, we cannot fully love another until we are able to love ourselves. Years ago my son said that I should give up the effort of trying to make anyone “feel sorry” for gifted kids, because people see them as having so much more going for them in life. And of course, in one way it is true—they have greater than average capacities that could lead them to the achievement and success so valued in our culture. But they’re also children, trying to figure out who they are in a world that makes it quite clear that whoever they are, they “don’t fit.” How do they learn to love themselves?

Highly gifted kids often suffer the whiplash that comes from systems that aren’t able or don’t wish to really challenge them to give their best, yet at the same time demand perfection in all things—“if you’re so bright, why can’t (or don’t) you…?” If they do shine when challenged, and rejoice in that (as is natural and only fair), they may be accused of arrogance, and if they don’t shine as they and others expect, they feel and may be treated like failures. And in cases where parents are overly invested in their children’s unusual or extreme gifts kids may feel they are loved not for who they are, but solely for what they do; that does not feel like love! A girl once told me that her parents were so insistent that she become a brilliant concert violinist (because she had the talent) that by the age of 15, she still had no idea what she loved to do, because she’d never been allowed the time to explore anything else.

We live in a world that doesn’t much like the word “gifted,” because it seems to mean that God or the Fates, or Life or the Universe has bestowed a gift on some minority of individuals, a gift that has been withheld from everybody else. The backlash is in the often heard (and often disputed) statement “All children are gifted.” I’ve argued against that statement myself, over and over again, usually by using an analogy: “all children have height, but not all children are tall.”

But my own belief about humanity is that every single child and every single adult has value, has a vital place in the world. As a fiction writer, I am aware that every character in a novel or even a vast, sprawling saga, is there for a reason and has a part to play in the story. And science has shown us that each human being is unique. Even among identical twins, there are no two identical human beings.

At the same time all of us belong to a larger oneness, the web of life, the interconnectedness of all things—all of us are, as some have said, “star stuff.” It is a paradox, this individuality and oneness.

It seems likely to me that every individual is born with the capacity for love of one kind or another, though the direction of that love is individual. My husband truly loved to do crossword puzzles. For me doing a crossword puzzle is about as enjoyable as sticking a needle in my eye. But both of us loved words and the stories they can create. We followed that love in different ways.

Consider a change in terminology. What we call “gifts,” could also be thought of as “loves.” Now imagine an education in which love really did have everything to do with it. Imagine, instead of categorizing and grouping children by their abilities, we were to purposely set out to help them find what it is they love and then to support that, even as we help them learn what else they’re likely to need on their life journey. What would that change? How would such a world look?

The symbol of Valentine’s Day is, of course, the heart. Gifted children are often expected (or even required) to “live in their heads,” and when we focus relentlessly on their intellects, we teach them to value that shard of who they truly are more than any other. The HeartMath Institute has shown that the human heart’s energy field is very much larger than the brain’s, and that learning to create coherence between brain and heart is beneficial not only to the individual, but to those around them. Far from competing, our heads and hearts work best together, energizing us and allowing access to ways of knowing and connecting seldom tapped or even recognized in education. It shouldn’t surprise us, by the way, that a standard method of creating heart-brain coherence is to focus on an image or memory that evokes love.

We could use 364 more days to focus on the heart, and to acknowledge what Love has to do with it!

Meantime, Happy Valentine’s Day!

If you wish to explore the findings of the HeartMath Institute further, you might start here: https://www.youtube.com/embed/QdneZ4fIIHE

 

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