My thoughts are uglier than your thoughts. What is a thought? Why can’t I catch thoughts? What are thoughts made of? Why can’t I answer this question?
Today I asked my 8 and 9-year-old students where their thoughts came from? Here are the answers I received: Your brain, your 5 senses, your mind, your eyes, and your skull. When I asked what thoughts were made of, they were all stumped. “I don’t know either,” I said.
For today’s mindfulness session with the children, I used imagery of sand settling in a fish tank and clouds floating in the sky. We did a long lying down mindfulness session – ten minutes. Each of our meditation sessions has some variations on the following: Hand tapping, body wiggling, rolling, poking, giggling, quiet singing to self, mumbling, fake snoring intercepted by magical moments of quiet. It’s quite fun and it reminds me how hard it is to relax.
After the ten minutes, they sat up, some rubbing their sleepy eyes, others thrilled to be back in talk land. I asked them to talk about how their thoughts came to them. They like to embellish a bit, but this time their embellishments were focused. One student told us very clearly that her thoughts were like fish crashing into rocks, one students said her thoughts went “pop”, one student told a long story about fish eating other fish, (thoughts eating other thoughts?). They mentioned thoughts that explode, thoughts that float, thoughts that multiply, but they didn’t mention any actual thoughts. Often when I teach, my students teach me how I should be teaching. I think I learn more than they do. My students had a hard time speaking directly about their thoughts and so do I. It is hard to catch a thought.
As I exited the L train at First Avenue, I noticed my own thoughts and assumptions about other people popping. I noticed how ugly I believed some of these thoughts were. I noticed how agitated I felt. The angry thought fish were colliding against sold belief rocks in turbulent discursive waters. I thank my students for this expanded metaphor about thinking.
And how, monks, does a monk live contemplating consciousness in consciousness?
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Comments
wow.
Meredith,
if i may say- I want to take your class?
what an amazing teaching!
POP, POP, CRASH!
this is a lovely and joyous offering -
thank you for such an intimate posting!
xo J
kids are awesome. I love how
kids are awesome.
I love how you engage your students in their understanding of the world...
learning becomes so much richer - for both the students and the teacher - when the ideas don't just flow one direction, but become a collaboration and a shared journey. The image of thought fish crashing into rocks is so great. I'm going to see that while sitting for a while, I have a feeling.
In my art classes yesterday with kids (4-6 yr olds, I was interviewing them on the concept of "What is Love?" They made pictures to show their ideas.
In addition to the obligatory love-fest for mommy and daddy and friends, the answers included:
"Love is watching berds."
"Love is listening to my sister play the flute."
"Love is tiny little Smurfs."
"Martin Luther King is the God of Love."
"Love is geting a new gerl ferend."
"Love is hugging your BFF."
"Love is helping people poor or not."
"I love long-haired guinea pigs."
"Love is a salon. And designs. And fireworks."
"I love peace and flowers."
"I love love."
the drawing for this last one - "I love love." - was of someone mourning at a gravesite, oddly, eyes shut, no tears, but her hand on her heart. When i asked the 6-yr old artist about it, it seems that a grandma's funeral and the outpouring of love had really touched the little girl...
I kept that with me the rest of the day, the simple understanding of grief as a doorway to some very pure, unconditional form of love. i don't know what to make of it, really, but it stays with me like a little warm coal in my chest. children are wonderful partners in practice.