Curriculum Designed Around Meditative Philosophy
The inability to maintain one-pointed attention is due to the habitual habits of the mind. This is not to say that the mind is predetermined to wander, but rather it’s conditioned to do so. Everything we do, every experience we have makes us. So, if the students have wondering minds then it’s a result of past experience.
In a world of constant stimulus and technological engagement the minds of the students are condition to flash points and sound bites. We compete with this netherworld in our classrooms with lecture and worksheets. The deck is stacked against us. The students want to be anywhere but where they currently are, wherever that might be. This is not only evident in the adolescent mind however. Part of the reason we love vacation is because of the presence it brings to our minds. Amusement parks do the same thing. Holidays, new cars, deserts, television and music are also instances where external stimuli bring us presence.
This begs the question: Is it the objects of experience that brings the joy or the presence of mind that comes from the experience? It seems that the objects are quite often the source of the fear that comes with getting what we want and the anger when we don’t. What if we were able to enjoy life even during the mundane activities that actual make up the majority of our lives? These are certainly the moments many people seem to want to escape. Is it possible to live a life free of fear and anger?
In a world of constant stimulus and technological engagement the minds of the students are condition to flash points and sound bites. We compete with this netherworld in our classrooms with lecture and worksheets. The deck is stacked against us. The students want to be anywhere but where they currently are, wherever that might be. This is not only evident in the adolescent mind however. Part of the reason we love vacation is because of the presence it brings to our minds. Amusement parks do the same thing. Holidays, new cars, deserts, television and music are also instances where external stimuli bring us presence.
This begs the question: Is it the objects of experience that brings the joy or the presence of mind that comes from the experience? It seems that the objects are quite often the source of the fear that comes with getting what we want and the anger when we don’t. What if we were able to enjoy life even during the mundane activities that actual make up the majority of our lives? These are certainly the moments many people seem to want to escape. Is it possible to live a life free of fear and anger?
I was chaperoning a dance a few weeks back and was interested to see the number of students walking around the darkened gym with their faces illumined by their cell phones. They had banging hip-hop, a live DJ, friends all around them, strobe and laser lights, screens with aura imagery, and even smoke machines to stimulate the whole experience. Not even all this could keep their attention. Imagine five adolescents in a circle, none paying attention to one another or their surroundings, but rather their cells. I wanted to ask if they were texting each other and communicating because the music made it too difficult to hear each other. No, they were on Facebook. It was a wonderful social experiment, and I got great insights into their minds and my profession!
This is what we compete with, a mind that can’t be kept in the present even with all the stimulus you could possible throw at someone. “Now, young student,” we say, “come have a seat and be interested in what I have to say, because it’s important!” Or, “Here’s a book, now read!” Right.
In Conquest of Mind, Eknath Easwaran introduces us to “one-pointed attention.” This idea suggests you deliberately ONLY provide one stimulus for the mind to engage whenever possible. When the mind becomes one-pointed complete attention is on the task and only the task. One-pointedness is what meditation is, so anytime we can practice one pointed attention we’re taking control over the mind, and bending it to our will. When the mind becomes one-pointed stress is reduced as the brain needs to do less in order to maintain the world around it. As the brain slows its neural activity slows and it tells the body, “It’s alright; you don’t need to produce any more adrenaline in order to handle all that’s happening out there. Relax breathe. Heart, don’t pump so much, no need.” There is a physiological shift. And that matters! Stress is reduced, and the students’ ability to retain the information is now enhanced. It’s scientific. Two of my classroom rules that apply here are: “Take yesterday and tomorrow into today, and take today into now.” And, “Always practice one-pointed attention.” These are two of the five rules of the class presented to students on the first day of class.
This is what we compete with, a mind that can’t be kept in the present even with all the stimulus you could possible throw at someone. “Now, young student,” we say, “come have a seat and be interested in what I have to say, because it’s important!” Or, “Here’s a book, now read!” Right.
In Conquest of Mind, Eknath Easwaran introduces us to “one-pointed attention.” This idea suggests you deliberately ONLY provide one stimulus for the mind to engage whenever possible. When the mind becomes one-pointed complete attention is on the task and only the task. One-pointedness is what meditation is, so anytime we can practice one pointed attention we’re taking control over the mind, and bending it to our will. When the mind becomes one-pointed stress is reduced as the brain needs to do less in order to maintain the world around it. As the brain slows its neural activity slows and it tells the body, “It’s alright; you don’t need to produce any more adrenaline in order to handle all that’s happening out there. Relax breathe. Heart, don’t pump so much, no need.” There is a physiological shift. And that matters! Stress is reduced, and the students’ ability to retain the information is now enhanced. It’s scientific. Two of my classroom rules that apply here are: “Take yesterday and tomorrow into today, and take today into now.” And, “Always practice one-pointed attention.” These are two of the five rules of the class presented to students on the first day of class.
The design of activities that include one-pointed attention is our defense against the world of objects and habits that erode at peoples' ability to stay present and content with the present moment. There are many ways we can provide a lasting service by teaching them through one-pointed practice. One way this can be done is during direct instruction. I refuse to allow my students to write while I’m talking. I know this could spark discussion: “What if this is how they learn?” “Some learn better by “doodling, it’s been proven!” “I don’t have time to stop to let them write!” I’m not saying this is what you should do, I’m only providing the perspective of possible benefits related to controlling the mind and limiting the stress students experience during the day; and do they ever experience stress!
Ask yourself the question: “How do I feel when I’m being bombarded from all sides with information and stimulus for seven straight hours?”
Sure you could argue, “It’s the way the world is, fast paced, and they had better get used to it!” Sure, but how fulfilling will life be when overwhelmed day in day out because they think that doing ten things at once begets success. Because the truth is, this isn’t success at all. Success should be measured as a successful present moment! Doing ten things at once is grasping for the next moment, never being content with what is. Of course there are times when much is happening, and that’s inescapable (I’m a teacher ; ) but I know the way it makes me feel when I get to stop and just focus on one thing at a time, and I know the way they feel when life is simplified, just a little bit, whenever it can be. They don’t have a problem multitasking, they have a problem focusing and accepting the moment as it is. This is big picture stuff!
Ask yourself the question: “How do I feel when I’m being bombarded from all sides with information and stimulus for seven straight hours?”
Sure you could argue, “It’s the way the world is, fast paced, and they had better get used to it!” Sure, but how fulfilling will life be when overwhelmed day in day out because they think that doing ten things at once begets success. Because the truth is, this isn’t success at all. Success should be measured as a successful present moment! Doing ten things at once is grasping for the next moment, never being content with what is. Of course there are times when much is happening, and that’s inescapable (I’m a teacher ; ) but I know the way it makes me feel when I get to stop and just focus on one thing at a time, and I know the way they feel when life is simplified, just a little bit, whenever it can be. They don’t have a problem multitasking, they have a problem focusing and accepting the moment as it is. This is big picture stuff!
They don’t have to take notes while direct instruction is happening. Send them the PowerPoint, or even your lesson plan. Why not? Tell them you’ll give them two minutes to write what’s on the board when you’re done talking. Why not? You would have had their full attention while talking, and their minds would have been one pointed, ideally. When they write their minds would have been one pointed, ideally. It’s just an opportunity to help train the mind to be present with one thing. It’s analogous to a golf swing: It’s a better shot with 70% power and 100% contact then 100% power and 70% contact. It’s all about the contact.
Another chance is while working alone. Boy they want to listen to their 'ear buds' while working. They want this because they think it helps them focus. But they’re training their minds to be weak and dependent. Instead, say no, like a responsible parent who turns off the T.V. even though they know there’s likely an argument to follow. Explain why they can’t listen to the music while looking up terms and defining them, or while typing a paper, or while doing math problems. Using ear buds to drown out noise is one thing, but the other end doesn’t need to be plugged in to a MP3 player. We’re deliberately training their mind to be one-pointed. Another strong argument for not allowing music while studying is that they can’t listen to music during the summative assessment. If they’re allowed to listen to music while studying and not being allowed to listen to it when taking the test is like me training for a cycling marathon with training wheels but not being able to use them the day of the big race. It makes absolutely no sense whatsoever.
Another chance is while working alone. Boy they want to listen to their 'ear buds' while working. They want this because they think it helps them focus. But they’re training their minds to be weak and dependent. Instead, say no, like a responsible parent who turns off the T.V. even though they know there’s likely an argument to follow. Explain why they can’t listen to the music while looking up terms and defining them, or while typing a paper, or while doing math problems. Using ear buds to drown out noise is one thing, but the other end doesn’t need to be plugged in to a MP3 player. We’re deliberately training their mind to be one-pointed. Another strong argument for not allowing music while studying is that they can’t listen to music during the summative assessment. If they’re allowed to listen to music while studying and not being allowed to listen to it when taking the test is like me training for a cycling marathon with training wheels but not being able to use them the day of the big race. It makes absolutely no sense whatsoever.
A good question to ask is: “Why do they need the stimulus in the first place?” Well, do you need the radio on while driving a car? Do you have to have the TV on in the background at home while eating dinner? The sense stimulus drowns out the voice in the head, the mental noise. However, this isn’t taking steps to get to the root problem, the noise. The traffic from the highway just through the trees is not gone because the radio is turned up, it’s just suppressed. What happens when your radio breaks? How will you handle the inevitable? The inevitable in this case is the mental noise challenging the ability to focus. The ramification for not being able to do this seemingly simple task is quite great. Look around, stress levels are through the roof, and it’s all because adults and students alike can’t handle mental noise, and are strung up by multi-tasking.
It’s truly quite simple; whenever possible include one-pointed attention at home and in your classroom practice, both for yourself and your students. It is just one more arrow in the quiver.
It’s truly quite simple; whenever possible include one-pointed attention at home and in your classroom practice, both for yourself and your students. It is just one more arrow in the quiver.
