Monday, 19 December 2016

Kya Khush Rahna Bahut Kathin Hai?

खुश रहना बहुत कठिन तो नहीं
एक संत से एक युवक ने पूछा:- “गुरुदेव, हमेशा खुश रहने का नुस्खा अगर हो तो दीजिए।
संत बोले:- “बिल्कुल है, आज तुमको वह राज बताता हूँ।
संत उस युवक को अपने साथ सैर को ले चले, अच्छी बातें करते रहे, युवक बड़ा आनंदित था।
एक स्थान पर ठहर कर संत ने उस युवक को एक बड़ा पत्थर देकर कहा:- “इसे उठाए साथ चलो।
पत्थर को उठाकर वह युवक संत के साथ-साथ चलने लगा।
कुछ समय तक तो आराम से चला लेकिन थोड़ी देर में हाथ में दर्द होने लगा, पर दर्द सहन करता चुपचाप चलता रहा।
संत पहले की तरह मधुर उपदेश देते चल रहे थे पर युवक का धैर्य जवाब दे गया।
उस युवक ने कहा:- “गुरूजी आपके प्रवचन मुझे प्रिय नहीं लग रहे अब, मेरा हाथ दर्द से फटा जा रहा है।
पत्थर रखने का संकेत मिला तो उस युवक ने पत्थर को फेंका और आनंद में भरकर गहरी साँसे लेने लगा।
संत ने कहा:- “यही है खुश रहने का राज़, मेरे प्रवचन तुम्हें तभी आनंदित करते रहे जब तुम बोझ से मुक्त थे, परंतु पत्थर के बोझ ने उस आनंद को छीन लिया।
जैसे पत्थर को ज़्यादा देर उठाये रखेंगे तो दर्द बढ़ता जायेगा उसी तरह हम दुखों या किसी की कही कड़वी बात के बोझ को जितनी देर तक उठाये रखेंगे उतना ही दुःख होगा।
अगर खुश रहना चाहते ।हो तो दु: रुपी पत्थर को जल्दी से जल्दी नीचे रखना सीख लो और हो सके तो उसे उठाओ ही नहीं।


Wednesday, 14 December 2016

How To Live If You're Going To Die

How to Live If You're Going to Die - Blanche Hartman

I got a call that a dear friend of mine, who received precepts from me years ago when I lived at Green Gulch, was dying. I arranged with her husband to go and see her and give her the precepts again. One of the things that have been very helpful to me around this matter of birth and death—around this matter of my death, anyhow—is meeting death with great curiosity. What is it? We don't know. We can't know ahead of time. Can we be there for it and find out what this great mystery of birth and death is? When I went to visit my friend Jenny, I said to her, "Well, Jenny, it looks like you're going to find out about the great mystery before Pete and I do." She was on a hospital bed in her room, but she jumped up and threw her arms around my neck and said, "Blanche! It's all about love and joy!" This was less than a week before she died. And so I thank you, Jenny, for that teaching. It's all about love and joy. Can we allow that as a possibility in our heart as we study this great mystery? I know that I find myself, the older I get, imagining whether I could say such a thing on my own deathbed, but it certainly is what I've been talking about as I'm approaching my deathbed. That love and joy are really right here and available for us if we will open up to them.

I came to practice because I discovered that I was going to die—me, personally. I just had never considered it before, but then my best friend, who was my age and had kids the age of my kids, had a headache one night when we were together. It was such a bad headache that she went to the doctor the next morning. She was diagnosed with an inoperable brain tumor, went into a coma, and died. Whoosh! Maybe a month altogether from the first headache.

Well, that could have been me as readily as Pat. Oh, my god! I'm going to die! But the next thought was, "How do you live if you know you're going to die?" It has been such a gift to me that that question came up. And so I started looking for who could tell me how to live if I know I'm going to die. And I do know I'm going to die. So I'll just share with you these Five Daily Recollections from the Upajjhatthana Sutra of the Buddha:

I'm of the nature to grow old. There is no way to escape growing old.
I am of the nature to have ill health. There is no way to escape having ill health.
I am of the nature to die. There is no way to escape death.
All that is dear to me and everything I have and everything I love are of the nature to change. There is no way to escape from losing them.
My actions are my only true belongings. I cannot escape the consequences of my actions. My actions are the ground on which I stand.

These Five Daily Recollections seemed to be, for me, some clue to how to live if you know you're going to die. Pay attention to how you live. Pay attention to your actions. Are your actions kind? Are your actions honest? Are your actions supported by the desire to help beings, to benefit beings? Are your actions selfish or generous? How are you living this life?

About the Author: Zenkei Blanche Hartman was the first woman abbot of the San Francisco Zen Center, practicing in the lineage of Shunryu Suzuki.

Tuesday, 13 December 2016

The Open Mind

The Open Mind – Dan Siegel

The most vivid part of the mind bubbles up through sensation and new experience when unencumbered by analytical thought.

For some 2,500 years, humans have located the mind in the brain inside our heads. But we ought to consider the origin of mind with an open mind. Is the mind truly within the brain? Or is this an illusion?

I gained some insight back in the 1980s, as college drew to a close. I was in my 20s and working in Mexico for the World Health Organization on a project to study curanderos – folk healers – in a region where the press of modernisation of a local dam, La Presa Miguel Alemán, 250 miles south-east of Mexico City, was changing communities and local medical services. One morning, on a horseback journey to interview a local healer as part of my project, the saddle on my horse loosened and, with feet still strapped into the stirrups, I was dragged, they tell me, a hundred yards over gravel and rock, my head banging against the ground beneath the horse’s racing hooves. When the young and frightened horse finally came to a stop, my riding companions thought I must be dead, or at least that I’d broken my neck. I did break my teeth and nose, and damaged my arm. The head trauma induced a state of global amnesia that lasted about a day.

In the aftermath of the horse accident, I became attuned to a level of knowing beneath personal identity, personal belief and personal expectation. I had no idea what to call this change in ‘me’ so I never discussed it with anyone, putting it into a category of some existential wakeup call to lighten up, given life’s fragility following that near-death accident, to be grateful to be able to move my neck, be alive, be awake and aware. I didn’t think of it then as a gift, but I realise now it was one of those unplanned experiences that are turning points, even if we don’t realise their impact at the time.

How do all these layers of reality, these domains of life, find some common home, some common ground of understanding? Two terms that offer some insight and indicate how information is processed in our minds and brains are ‘top-down’ and ‘bottom-up’. These terms are sometimes used for the anatomical location of processing: the higher cortex (seat of executive function) at the top, the lower brainstem (heart rate, breathing) and limbic areas (emotion) at the bottom. But the same terms are also used for layers of processing not related to the anatomical distribution of up and down. Instead, they are used for the degree of processing of information.

In the view we will be using here, top-down refers to ways we have experienced things in the past and created generalised summaries or mental models, also known as schema, of those events. For example, if you’ve seen many dogs, you’ll have a general mental model or image of a generic dog. The next time you see a furry canine strolling by, your top-down processing might use that mental model to filter incoming visual input, and you won’t really see the uniqueness of this dog in front of you. You have overlaid your generalised image of ‘dog’ on top of the here-and-now perceptual stream of energy that creates the neural representation of ‘dog’. What you actually have in awareness is that amalgam of the top-down filtering of your experience.

So here, ‘top’ means that prior experience is activated, making it difficult to notice the unique and vibrant details of what is happening here and now. The top-down generalised notion of dog will shade and limit your perception of the actual animal in front of you. The benefit of top-down is that it makes your life more efficient. That’s a dog, I know what it is, I don’t need to expend any more energy than needed on insignificant, non-threatening things, so I’ll take my limited resources and apply them elsewhere. It saves time and energy, and therefore is cognitively efficient. That’s top-down processing.

On the other hand, if you’ve never seen a spiny anteater before, the first time you come across one on the trail, it will capture all of your attention, engaging your bottom-up processing so that you are seeing with beginner’s eyes. These are eyes leading to circuitry in the brain, not shaping and altering ongoing perception through the top-down filters of prior experience. You’ll be taking in as much pure sensation from eyesight as possible, without the top-down filter altering and limiting what you see now based on what you’ve seen before.

When we travel to a foreign country, bottom-up perceiving can fill our journey with a profound sense of being alive. Time seems extended, days full, and we’ve seen more details in a few hours than we might have seen in a week in our familiar life. What seen means for bottom-up perception is that we become more attentive to novelty, seeing the unique aspects of what is, literally, in front of our eyes. The social psychologist Ellen Langer at Harvard University calls this ‘mindfulness’, and has done numerous studies to reveal the health benefits of being open to the freshness of the present moment.

The novel experience of foreign travel, in contrast to the sense of dullness in our lives back home, also reminds us of what life is like in familiar terrain: top-down can dominate bottom-up and give us a familiar sense of the same-old, same-old. A street at home with just as much detail seems dull compared with the novelty of a street in a foreign town seen for the first time. This loss of attention to the familiar can be called top-down dominance. Prior learning creates top-down filters through which we screen incoming data and lose the detail of things seen for the first time.

This top-down dominance is one of the side effects, if you will, of experience and knowledge. It’s one of the downsides of expertise – we stop seeing clearly because we know so much. We know what a dog is, so let’s move on and not lose attentional energy by focusing on something we already know. We save our attentional resources for something more pressing than the familiar. Knowledge from prior experience helps us become selective in what we perceive so we can be more efficient in allocating attentional resources and more effective and rapid in our behavioural responses. But something gets lost with that efficiency. We literally walk next to the roses and pass them by, naming them, knowing them as the flowers they are, but we don’t stop to immerse ourselves in their scents or notice their unique rainbow of colours and textures.

One general way of considering the distinction between these perception modes is that with the bottom-up we are experiencing the mind as a conduit of sensory experience, whereas in top-down we are additionally a constructor of information. A conduit enables something to flow freely, directing that flow but not changing it much; a constructor is fuelled by input and then generates its own output, a transformation that changes the fuel into another form: it constructs a new layer of representational information beyond the initial sensory stream.

The mind can be a bottom-up conduit and top-down constructor.

To help answer the question ‘Who are we?’ consider that we are at least a conduit and constructor. It might be that if only one or the other is utilised in our lives, we become blocked in our functioning. Without the constructor, we don’t learn; without the conduit, we don’t feel. Could this be an extreme constructor thing to say? My conduit mind somehow urges me to stay open about this – maybe being only a conduit is fine. But if I have put these thoughts into words, my conduit is connecting with my constructor to stand up for itself – a sign of the importance of both, don’t you think, don’t you feel? Both are important, each playing an important but distinct role in our experience of being alive. Use one without the balance of the other, and our lives become limited. Differentiate and then link the two, and we become integrated.

The mind is both embodied and relational. In our communications with one another, we often send linguistic packets of top-down words with narratives and explanations that are already constructing the reality we are sharing with another. Even when we try our best to use words to describe what we are experiencing, rather than explain what is going on, we are still using the construction of linguistic forms.

And in our brain? Energy and information flow within us as well as between us. The nervous system, including its brain, plays a major role in shaping our embodied energy-flow patterns. This is how brain research illuminates, though not with totality, what the mind is and who we are.

One recent finding is that in the brain there are two anatomically distinct circuits mediating conduit and constructor. A more lateralised (side) process involving sensory input areas includes the anterior insula (which some say is part of the ventrolateral prefrontal cortex) and the consciousness-mediating dorsolateral prefrontal cortex (the upper side area in the front of the brain, behind the forehead and above and to the side of the eyes). Notice the term lateral in each of these regions. These side circuits seem to be active when we focus primarily on moment-by-moment sensation. In contrast, we have a more centralised circuit in the brain that seems to generate thought and construct all sorts of top-down chatter about others and the self.

Sensation might be as bottom-up as we get. Since we live in a body, our within-mind experience is shaped by the physical apparatus that lets us take in energy flow from the outside world. We have our first five senses of sight, hearing, smell, taste and touch; we have our proprioceptive sense of motion; and we have our ‘interoceptive’ sense of the signals from the interior of the body. These perceptual capacities to sense the outer world and internal bodily world are built upon the physical neural machinery that enables energy to flow. Information is created with these energy patterns, generated as ions flow in and out of membranes and chemicals are released in the pathways of neural activity. As energy flows into the brain from our external sense organs, such as our eyes and ears, or from internal receptors of our body’s muscles, bones and internal organs, we move from sensation to perception – with pure sensation as close as we get to being fully present in the world.

When we assemble those bottom-up sensations into perceptions, or go even further and reflect on the meaning of a sensation or perception, associating it with thought and memory, we are utilising the activity of a more central circuit that involves distinct areas, including midline areas of the prefrontal cortex, and regions such as the precuneus, medial and temporal lobes, lateral and inferior parietal cortex, and cingulate cortex. All this observing circuitry is a part of a brain system that neuroscientists call the default mode network, which matures during development into a cohesive, integrated whole residing at the midline front and back areas of the brain.

This circuit is called ‘default’ because when a test subject is at rest in a scanner, the network continues to fire as the baseline without the volunteer having been assigned a specific task to perform. What does this circuit involve itself with? ‘Self and others’, also known as the OATS system. In fact, some neuroscientists have suggested that elements of the default mode circuitry give rise to our sense of personal identity and might be connected to our mental health. Studies of mindfulness meditation have pointed out that this system becomes more integrated with sustained practice. We are reflective and social beings, and it would be natural to focus on others and self as a baseline activity when we’re just hanging out with no particular assignment – even in a big blasting brain scanner.

Perhaps it was this OATS system that was temporarily disabled after my horse accident. Without the engagement of a more distanced constructor of this top-down circuitry, the direct sensory input of each moment at that time could then more easily fill my awareness. Without the top-down filter of prior experience and personal identity, I was literally seeing things for the first time. The lateral sensory bottom-up conduit circuit and the midline top-down constructor/observing circuit have been shown to be reciprocal in their activation: when one is turned up, the other is turned down. When my midline construction circuit was knocked offline for a day, I could experience a fuller, richer, bottom-up, sensory world through the conduit of my within-mind machinery.

Construction could have many top-down layers. One is at the level of perception, so when we see a familiar dog it is just a dog. We literally sense the visual input of the dog but do not perceive that input with any great detail of awareness. We can also have the experience of observing at a distance, having the experience of ‘Dan is seeing a dog. How interesting for him. Let’s move on.’ Such observation with the presence of an ‘observer’ – in this case, Dan – might be just the beginning of the OATS activity. Now there is a personal identity that indicates who is doing the seeing. Once I actively link autobiographical and factual memory together with linguistic forms, top-down has become the active constructor, and the OATS activity is off to the races.

We are now observing, not sensing. Such observation can then give rise to a well-defined witness – we witness an event from an even more distant stance. Language emerges from this observational flow, and wording the world can make us more distant still from the sensory richness that surrounds us. We then move further in a top-down mode to narrating what we are witnessing and observing. This is how we OWN an experience, as we observe, witness, and narrate an event – and become far more distant than if we were simply immersed in the sensory bottom-up flow of our conduit circuitry in the present moment. This is the balance we live day-by-day, moment-by-moment, between top-down and bottom-up, conduit and constructor.

The experience of living in the moment is potent and profound – and one longstanding hypothesis holds that it bubbles up from an ultra-thin layer of the upper brain. Vernon Mountcastle and other neuroscientists noted decades ago that the flow of energy in the cortex, the highest part of the brain, was bidirectional. Movement was through the cortex’s vertical columns, most of which are six cell-layers deep. The highest layer is labelled number one; the lowest is labelled six. Folded over and over itself, the cortex appears thick, but six layers of cells is actually quite thin, like six playing cards laid on top of one another. The cortex serves to make neural ‘maps’ of the world – taking in our sensory input of sight and sound and building larger maps, finally constructing our conceptual thoughts about self and other – OATS.

Imagine the possibility, yet-to-be verified, that our sense of wonder, the thrill of the new, moves from the outside world through our senses to those microscopic layers – six to five to four. Travel up one more layer, and we start to parse and analyse, then add language, and reality shifts again. We humans revel in the experience the mind provides, even as its boundaries and contours remain at large.

Reprinted from ‘Mind: Journey to the Heart of Being Human’ by Daniel J Siegel, Copyright © 2017 by Mind Your Brain, Inc. With permission of the publisher, W W Norton & Co, Inc. All rights reserved.
For some 2,500 years, humans have located the mind in the brain inside our heads. But we ought to consider the origin of mind with an open mind. Is the mind truly within the brain? Or is this an illusion?

I gained some insight back in the 1980s, as college drew to a close. I was in my 20s and working in Mexico for the World Health Organization on a project to study curanderos – folk healers – in a region where the press of modernisation of a local dam, La Presa Miguel Alemán, 250 miles south-east of Mexico City, was changing communities and local medical services. One morning, on a horseback journey to interview a local healer as part of my project, the saddle on my horse loosened and, with feet still strapped into the stirrups, I was dragged, they tell me, a hundred yards over gravel and rock, my head banging against the ground beneath the horse’s racing hooves. When the young and frightened horse finally came to a stop, my riding companions thought I must be dead, or at least that I’d broken my neck. I did break my teeth and nose, and damaged my arm. The head trauma induced a state of global amnesia that lasted about a day.

In the aftermath of the horse accident, I became attuned to a level of knowing beneath personal identity, personal belief and personal expectation. I had no idea what to call this change in ‘me’ so I never discussed it with anyone, putting it into a category of some existential wakeup call to lighten up, given life’s fragility following that near-death accident, to be grateful to be able to move my neck, be alive, be awake and aware. I didn’t think of it then as a gift, but I realise now it was one of those unplanned experiences that are turning points, even if we don’t realise their impact at the time.

How do all these layers of reality, these domains of life, find some common home, some common ground of understanding? Two terms that offer some insight and indicate how information is processed in our minds and brains are ‘top-down’ and ‘bottom-up’. These terms are sometimes used for the anatomical location of processing: the higher cortex (seat of executive function) at the top, the lower brainstem (heart rate, breathing) and limbic areas (emotion) at the bottom. But the same terms are also used for layers of processing not related to the anatomical distribution of up and down. Instead, they are used for the degree of processing of information.

In the view we will be using here, top-down refers to ways we have experienced things in the past and created generalised summaries or mental models, also known as schema, of those events. For example, if you’ve seen many dogs, you’ll have a general mental model or image of a generic dog. The next time you see a furry canine strolling by, your top-down processing might use that mental model to filter incoming visual input, and you won’t really see the uniqueness of this dog in front of you. You have overlaid your generalised image of ‘dog’ on top of the here-and-now perceptual stream of energy that creates the neural representation of ‘dog’. What you actually have in awareness is that amalgam of the top-down filtering of your experience.

So here, ‘top’ means that prior experience is activated, making it difficult to notice the unique and vibrant details of what is happening here and now. The top-down generalised notion of dog will shade and limit your perception of the actual animal in front of you. The benefit of top-down is that it makes your life more efficient. That’s a dog, I know what it is, I don’t need to expend any more energy than needed on insignificant, non-threatening things, so I’ll take my limited resources and apply them elsewhere. It saves time and energy, and therefore is cognitively efficient. That’s top-down processing.

On the other hand, if you’ve never seen a spiny anteater before, the first time you come across one on the trail, it will capture all of your attention, engaging your bottom-up processing so that you are seeing with beginner’s eyes. These are eyes leading to circuitry in the brain, not shaping and altering ongoing perception through the top-down filters of prior experience. You’ll be taking in as much pure sensation from eyesight as possible, without the top-down filter altering and limiting what you see now based on what you’ve seen before.

When we travel to a foreign country, bottom-up perceiving can fill our journey with a profound sense of being alive. Time seems extended, days full, and we’ve seen more details in a few hours than we might have seen in a week in our familiar life. What seen means for bottom-up perception is that we become more attentive to novelty, seeing the unique aspects of what is, literally, in front of our eyes. The social psychologist Ellen Langer at Harvard University calls this ‘mindfulness’, and has done numerous studies to reveal the health benefits of being open to the freshness of the present moment.

The novel experience of foreign travel, in contrast to the sense of dullness in our lives back home, also reminds us of what life is like in familiar terrain: top-down can dominate bottom-up and give us a familiar sense of the same-old, same-old. A street at home with just as much detail seems dull compared with the novelty of a street in a foreign town seen for the first time. This loss of attention to the familiar can be called top-down dominance. Prior learning creates top-down filters through which we screen incoming data and lose the detail of things seen for the first time.

This top-down dominance is one of the side effects, if you will, of experience and knowledge. It’s one of the downsides of expertise – we stop seeing clearly because we know so much. We know what a dog is, so let’s move on and not lose attentional energy by focusing on something we already know. We save our attentional resources for something more pressing than the familiar. Knowledge from prior experience helps us become selective in what we perceive so we can be more efficient in allocating attentional resources and more effective and rapid in our behavioural responses. But something gets lost with that efficiency. We literally walk next to the roses and pass them by, naming them, knowing them as the flowers they are, but we don’t stop to immerse ourselves in their scents or notice their unique rainbow of colours and textures.

The mind is both embodied and relational. Energy and information flow within us as well as between us

One general way of considering the distinction between these perception modes is that with the bottom-up we are experiencing the mind as a conduit of sensory experience, whereas in top-down we are additionally a constructor of information. A conduit enables something to flow freely, directing that flow but not changing it much; a constructor is fuelled by input and then generates its own output, a transformation that changes the fuel into another form: it constructs a new layer of representational information beyond the initial sensory stream.

The mind can be a bottom-up conduit and top-down constructor.

To help answer the question ‘Who are we?’ consider that we are at least a conduit and constructor. It might be that if only one or the other is utilised in our lives, we become blocked in our functioning. Without the constructor, we don’t learn; without the conduit, we don’t feel. Could this be an extreme constructor thing to say? My conduit mind somehow urges me to stay open about this – maybe being only a conduit is fine. But if I have put these thoughts into words, my conduit is connecting with my constructor to stand up for itself – a sign of the importance of both, don’t you think, don’t you feel? Both are important, each playing an important but distinct role in our experience of being alive. Use one without the balance of the other, and our lives become limited. Differentiate and then link the two, and we become integrated.

The mind is both embodied and relational. In our communications with one another, we often send linguistic packets of top-down words with narratives and explanations that are already constructing the reality we are sharing with another. Even when we try our best to use words to describe what we are experiencing, rather than explain what is going on, we are still using the construction of linguistic forms.

And in our brain? Energy and information flow within us as well as between us. The nervous system, including its brain, plays a major role in shaping our embodied energy-flow patterns. This is how brain research illuminates, though not with totality, what the mind is and who we are.

One recent finding is that in the brain there are two anatomically distinct circuits mediating conduit and constructor. A more lateralised (side) process involving sensory input areas includes the anterior insula (which some say is part of the ventrolateral prefrontal cortex) and the consciousness-mediating dorsolateral prefrontal cortex (the upper side area in the front of the brain, behind the forehead and above and to the side of the eyes). Notice the term lateral in each of these regions. These side circuits seem to be active when we focus primarily on moment-by-moment sensation. In contrast, we have a more centralised circuit in the brain that seems to generate thought and construct all sorts of top-down chatter about others and the self.

Sensation might be as bottom-up as we get. Since we live in a body, our within-mind experience is shaped by the physical apparatus that lets us take in energy flow from the outside world. We have our first five senses of sight, hearing, smell, taste and touch; we have our proprioceptive sense of motion; and we have our ‘interoceptive’ sense of the signals from the interior of the body. These perceptual capacities to sense the outer world and internal bodily world are built upon the physical neural machinery that enables energy to flow. Information is created with these energy patterns, generated as ions flow in and out of membranes and chemicals are released in the pathways of neural activity. As energy flows into the brain from our external sense organs, such as our eyes and ears, or from internal receptors of our body’s muscles, bones and internal organs, we move from sensation to perception – with pure sensation as close as we get to being fully present in the world.

When we assemble those bottom-up sensations into perceptions, or go even further and reflect on the meaning of a sensation or perception, associating it with thought and memory, we are utilising the activity of a more central circuit that involves distinct areas, including midline areas of the prefrontal cortex, and regions such as the precuneus, medial and temporal lobes, lateral and inferior parietal cortex, and cingulate cortex. All this observing circuitry is a part of a brain system that neuroscientists call the default mode network, which matures during development into a cohesive, integrated whole residing at the midline front and back areas of the brain.

This circuit is called ‘default’ because when a test subject is at rest in a scanner, the network continues to fire as the baseline without the volunteer having been assigned a specific task to perform. What does this circuit involve itself with? ‘Self and others’, also known as the OATS system. In fact, some neuroscientists have suggested that elements of the default mode circuitry give rise to our sense of personal identity and might be connected to our mental health. Studies of mindfulness meditation have pointed out that this system becomes more integrated with sustained practice. We are reflective and social beings, and it would be natural to focus on others and self as a baseline activity when we’re just hanging out with no particular assignment – even in a big blasting brain scanner.

Wording the world can make us more distant still from the sensory richness that surrounds us. We then move further in a top-down mode

Perhaps it was this OATS system that was temporarily disabled after my horse accident. Without the engagement of a more distanced constructor of this top-down circuitry, the direct sensory input of each moment at that time could then more easily fill my awareness. Without the top-down filter of prior experience and personal identity, I was literally seeing things for the first time. The lateral sensory bottom-up conduit circuit and the midline top-down constructor/observing circuit have been shown to be reciprocal in their activation: when one is turned up, the other is turned down. When my midline construction circuit was knocked offline for a day, I could experience a fuller, richer, bottom-up, sensory world through the conduit of my within-mind machinery.

Construction could have many top-down layers. One is at the level of perception, so when we see a familiar dog it is just a dog. We literally sense the visual input of the dog but do not perceive that input with any great detail of awareness. We can also have the experience of observing at a distance, having the experience of ‘Dan is seeing a dog. How interesting for him. Let’s move on.’ Such observation with the presence of an ‘observer’ – in this case, Dan – might be just the beginning of the OATS activity. Now there is a personal identity that indicates who is doing the seeing. Once I actively link autobiographical and factual memory together with linguistic forms, top-down has become the active constructor, and the OATS activity is off to the races.

We are now observing, not sensing. Such observation can then give rise to a well-defined witness – we witness an event from an even more distant stance. Language emerges from this observational flow, and wording the world can make us more distant still from the sensory richness that surrounds us. We then move further in a top-down mode to narrating what we are witnessing and observing. This is how we OWN an experience, as we observe, witness, and narrate an event – and become far more distant than if we were simply immersed in the sensory bottom-up flow of our conduit circuitry in the present moment. This is the balance we live day-by-day, moment-by-moment, between top-down and bottom-up, conduit and constructor.

The experience of living in the moment is potent and profound – and one longstanding hypothesis holds that it bubbles up from an ultra-thin layer of the upper brain. Vernon Mountcastle and other neuroscientists noted decades ago that the flow of energy in the cortex, the highest part of the brain, was bidirectional. Movement was through the cortex’s vertical columns, most of which are six cell-layers deep. The highest layer is labelled number one; the lowest is labelled six. Folded over and over itself, the cortex appears thick, but six layers of cells is actually quite thin, like six playing cards laid on top of one another. The cortex serves to make neural ‘maps’ of the world – taking in our sensory input of sight and sound and building larger maps, finally constructing our conceptual thoughts about self and other – OATS.

Imagine the possibility, yet-to-be verified, that our sense of wonder, the thrill of the new, moves from the outside world through our senses to those microscopic layers – six to five to four. Travel up one more layer, and we start to parse and analyse, then add language, and reality shifts again. We humans revel in the experience the mind provides, even as its boundaries and contours remain at large.

Reprinted from ‘Mind: Journey to the Heart of Being Human’ by Daniel J Siegel, Copyright © 2017 by Mind Your Brain, Inc. With permission of the publisher, W W Norton & Co, Inc. All rights reserved.

Sourced From www.dailygood.org

Wednesday, 7 December 2016

How To Awaken Joy In Kids

Childhood is the world of miracle and wonder...as if creation rose, bathed in the light, out of the darkness, utterly new and fresh and astonishing. -- Eugene Ionesco

How to Awaken Joy in Kids

--by James Baraz, Michele Lilyanna, syndicated from Greater Good, Oct 22, 2016
Can joy be cultivated? And, if so, can we teach our kids how to be more joyful in their lives?
In our experience, the answer to both of these questions is yes. But it takes knowing what kinds of practices bring true happiness—and not just momentary pleasure—to your life. Once you’ve mastered that, it’s not too hard to introduce those practices to kids in a way that they can understand and appreciate.
This essay is adapted from Awakening Joy for Kids by James Baraz and Michele Lilyanna ©2016. Reprinted with permission of Parallax Press.
Our new book, Awakening Joy for Kids, is a resource for parents, teachers, and caregivers who want to give their kids the gift of authentic happiness. Filled with practices you can integrate into your day at home or at school, our book is designed to be a guide to helping your children increase their well-being and enable them to meet the stresses of the world with presence, self-compassion, and openness. We offer practices for adults as well as kids, since your own well-being is the best prescription to passing it along to younger people.
Many of our practices are rooted in science. For example, we suggest helping kids to set intentions for happiness because paying attention to the good things that happen in life rather than focusing only on the bad can help rewire their brains for happiness. We teach mindfulness meditation because mindfulness has been shown to decrease stress and increase happiness. And we teach the practice of compassion because caring for others is key to better relationships, health, and emotional well-being.
These practices and the others outlined in our book come from our experiences as meditation practitioners and as teachers of adults and children. The two described below—cultivating gratitude and building resilience in difficult times—are some of the most powerful.

1. Gratitude

Why practice gratitude? Because gratitude has been found to increase happiness and social supportin kids, both crucial for long-term well-being. It also seems to benefit adults.
Paying attention to what you’re grateful for can switch the channel of your negative thinking and help you appreciate what is here in your life right now. To deepen the effect, though, it’s important to let yourself fully experience gratitude when it’s here and take time to savor the moment, particularly in the body. Even just a few seconds of registering the positive feelings of gratitudewhen they arise help to strengthen their impacts.
Here are a couple of ways we encourage the practice of gratitude, first in adults, then in kids:
Gratitude meditation for adults
To experience a taste of gratitude, try sitting quietly in a relaxed posture and focusing on your heart center. As you inhale, visualize breathing in kindness; as you exhale, allow negativity to be released. Then reflect on some blessing in your life—any person or thing that you are grateful for. It could be as simple as having eyes to see, food to eat, and air to breathe; or it could be thankfulness for having love in your life or a good job or kind friends. Whatever it is, take time to say a quiet “thank you” and then to mindfully experience the good feelings in your body.
Other gratitude practices we’ve found helpful are writing a gratitude letter, listing three good thingsin a journal before going to bed at night, or just sharing your appreciation for others when you encounter them in your everyday life. Whenever you do a gratitude practice, you deepen your feelings of joy and increase the joy around you. Here’s the key: Don’t miss it!
Gratitude exercises for children
To help instill gratitude in your own children, try starting a gratitude practice at the dinner hour. Perhaps you can hold hands with your children and all share something that you were grateful for that day. It can be something as simple as noticing a flower or the kindness of a friend. Just sharing in this way helps parents and their kids to get a better idea of what’s happening in each other’s lives and is a simple way to build deeper family bonds.
At school, a practice we suggest is to have children gather in a circle and pass around a special stone, sharing what they are grateful for. With a little encouragement, children will come up with many ideas, like “having Mom make my lunch” or “snuggling with my cat” or “living on such a beautiful planet.”
Teachers can encourage kids to write in a special journal about what they are grateful for or to make “gratitude flags”—small pieces of fabric where they write down what they are grateful for—and then hang them from a string in the schoolyard. That way, kids can remember and show their friends what they are thankful for whenever they are outside playing.

2. Help in difficult times

Gratitude and other skills we write about—like intention, mindfulness, and compassion—can be cultivated over time through attention and practice, and they all lead to greater happiness and social-emotional well-being.
But that doesn’t mean that life is always joyful—nor should it be. One of the great truths is that life also brings challenges. It’s important for us to breed joy in our lives not to avoid the inevitable difficulties, but to meet them with strength and compassion.
The practice of embracing the difficult is a vital part of awakening joy. The more we understand suffering and are willing to come to terms with it, the greater the possibility of developing a mind that is not afraid of the hard stuff when it comes—because underneath the pain lies wisdom, compassion, and love that can open to it.
RAIN: How adults can work with difficult feelings
When we suffer, we often experience pain, anger, fear, or sadness. The acronym RAIN can help us remember how to directly open to and work skillfully with these difficult feelings. Here are the steps to doing this practice:
Recognize what you’re feeling. Let yourself be open to your emotions of sadness, anger, or fear, and name it.
Allow it to be here. Let go of any agenda for it to change and, for a few moments, give it permission to be just as it is.
Investigate how it feels in your body on an energetic level without getting into the story behind it or trying to get rid of it. Bring a curiosity or interest that involves simply exploring the landscape of your emotion without needing to figure it out.
Non-identification—meaning, don’t take it personally; don’t assume the experience reflects who you are at your core. (For example, don’t say to yourself, “I’m an angry person.”) Recognize that everyone experiences emotions; they are part of the human condition. Open up to that truth and don’t let it define you.
If exploring difficult emotions becomes too hard, you can always practice a little mindful breathingor gratitude, and go back to exploring the emotions later. This will help you to be kind to yourself, while bringing more balance to your emotions.
Self-compassion for adults
When working with a difficult experience, the most important thing you can do is to be compassionate and caring toward yourself—to not beat yourself up about it and invoke more pain. Practicing self-compassion involves turning your caring attention toward yourself, remembering that your pain is something everyone experiences.
Researcher Kristin Neff suggests placing your hand on your heart and sending yourself positive messages, like “Suffering is a part of life” and “May I hold my suffering with kindness and compassion.” She has found that mindful self-compassion practices have the potential to increase calmness, decrease emotional reactivity toward others, and help us take setbacks less personally—all useful in difficult situations.
Helping children navigate difficult times
Many parents want to “be there” for their kids, to support their growth and well-being. But being there for them all the time, and not allowing them to experience difficulties and frustrations, can keep them from learning resiliency or the power of handling their emotions with wisdom and compassion. Over-protected children are often more anxious than their peers and have trouble bouncing back from setbacks.
To help children navigate difficult times, we still need to encourage joy practices with our kids. Practicing gratitude and mindfulness during the good times gives them the energy to really put in a concentrated effort when things are difficult—sort of like charging a battery.
But that doesn’t mean we ignore our sadness, anger, fear, or pain. We want to teach children to express their emotions in healthy ways rather than stuffing them down or exploding.
Reframing kids’ thoughts
One thing teachers can do in the classroom is to help children find antidotes to negative thinking—often a big source of stress for kids as well as adults. Children get a lot of negative messaging, and they need ways to counteract that so that it doesn’t lead them down a spiral of despair or helplessness. Reframing or correcting distorted thinking is one way to change negative thinking into realistic thinking.
One exercise involves giving children a sheet of paper that has been divided in two. On one side, the children write down one or more of their own negative thoughts—the kind that tends to run around in their heads, like “I’m not good at math” or “No one likes me.” On the other side, they write down the opposite or the antidote to those negative thoughts, like “I find math challenging, but I’m taking on that challenge and it’s OK if I don’t get every answer right; I’m learning,” or “Just because one person was mean to me doesn’t mean I’m not likable; I can keep being open and kind to others, because that helps me connect and be a good friend.”
Then teachers can ask their students to notice throughout the next day or week when the more positive antidotes run through their minds and encourage them to focus on these when a negative thought arises. By doing this, you are helping to rewire their brains to pay attention to the positive and make it their natural, default setting. This helps kids to be courageous when things get tough, and to not get bogged down in self-defeating thoughts.
Encourage compassion in kids
Another thing that helps is fostering compassionate action. When we learn how to help others who are going through hard times, it can help us to strengthen our relationships, an important resource in challenging situations.
Try this: Ask children to think of someone—a person or an animal or even “the earth”—who is having a hard time. It can be someone they are familiar with or whom they don’t know well.
Then ask them to think of an action they could take to make things better. It’s important to encourage kids to take baby steps and not expect them to solve the whole problem. But they can do small things like write a get-well letter to a sick relative, make a quick phone call to a friend who fell down at school, give a hug to a pet that’s been home alone all day, or water the thirsty plants outside. Encouraging kids to notice others going through challenging times and to take positive steps helps them to stay attuned to the world around them. And it feels great!
We believe that sharing mindfulness and social-emotional practices are vital not only to the next generation but to the well-being of our planet. Whenever we teach our children—and ourselves—to shine a light on the good and to rest our minds on uplifting moments, we are strengthening the ability to empathize with others, feel more connected, build resilience, and be inspired to make this a better world. And that makes for a more joyful life for all!

This article is printed here with permission. It originally appeared on Greater Good, the online magazine of the Greater Good Science Center (GGSC). Based at UC Berkeley, the GGSC studies the psychology, sociology, and neuroscience of well-being, and teaches skills that foster a thriving, resilient, and compassionate society. 

Be The Change: Experiment with using the practices in the article when interacting with children in your own life.

Sourced From www.dailygood.org