Today, a lizard visited me. It was on my bag… for no reason, well seemingly.
It might have appeared to tell me that my universe is aligned, that the things I need are with me. Just the way it was that hot night in Bangladesh when the power had gone off for hours and my daughter, a month old, had cried and cried until a Gecko appeared on the wall. As I held her in my sweaty arms, my mind frazzled and her face red from screaming… the presence of the Gecko soothed us, reminded us of the presence of something else. Something both smaller and bigger than us.
Today, this lizard might be telling me that what I just read and the connections I have just made are profound and that I must stop and listen to them, just the way I stopped and acknowledged the presence of the lizard.
This is what I read:
“… geniuses of all kinds excel in their capacity for sustained voluntary attention. Just think of the greatest musicians, mathematicians, scientists, and philosophers throughout history – all of them, it seems, have had an extraordinary capacity to focus their attention with a high degree of clarity for long periods of time. A mind settled in such a state of alert equipoise is a fertile ground for the emergence of all kind of original associations and insights. Might “genius” be a potential we all share – each of us with our own capacity for creativity, requiring only the power of sustained attention to unlock it? A focused mind can help bring the creative spark to the surface of consciousness. The mind constantly caught up in one distraction after another, on the other hand, may be forever removed from its creative potential.”
The Attention Revolution by Alan Wallace
These are the connections I made:
- We need to evaluate whether or not the “busyness” and scheduling in schools is, actually, exactly what Wallace is referring to by “caught up in one distraction after another”.
- We need to take some time to be very honest about whether or not students (and teachers) are, in fact, just being “caught up in one distraction after another”.
- We need to explore ways in which we can create “long periods of time” in which students (and teachers) can reach that “state of alert equipoise” in which everyone can be at their best.
- We need to make the relationship between mindfulness practice in schools and the capacity of students (and teachers) to sustained voluntary attention more explicit.
- We need to develop a sophisticated understanding of what attention means and move beyond thinking it is just either (a) listening to a teacher or (b) doing what a teacher expects students to do.
image by sergey245x on Flickr, shared under creative commons license