“If you have done any Focusing at all you know the difference it makes to have someone there with you.”Dear Readers: Many of you have been expressed strong interest in this topic of comparing Focusing to meditation.
Rogers relates his experience of visiting a classroom in 1981, where the teacher “is clearly being a person in the classroom, not a mask or façade” and where he shows his obvious liking for the children, as well as his openness with them. The children develop their own cooperative systems as part of a democratic framework of engaged freedom of choice in project-based group and individual learning. Standardized achievement tests show that the children have learnt more than would be expected, but the significant learning is much more impressive: increases in self-confidence, creativity, self-discipline in learning. Unfortunately, the same teacher is leaving at the end of the year due to more rigid, bureaucratic and authoritarian policies being adopted by his school.
“I spend so much time thinking about bicycles because…I like bicycles!”In last week’s Tip, Simon asked, “Why do parts obsess about things/people?” After my answer, Simon wrote again: Thanks very much for answering my question about obsession.
“How about if we spend half an hour a day doing what you want to do…”Dear Ann: The other day while Focusing I got in touch with a part of me that doesn’t want to clean up my clutter and get my desk organized.
“I would rather have a relationship with what I feel than let it pass by me.” A Reader writes: I find that I feel a certain resistance toward the whole “brand” of mindfulness, and today I was reading your article about Finding Distance Techniques,...
It is risky – better to play safe, keep a distance. She has been conditioned to think of herself as “the expert, the information giver, the keeper of order, the evaluator of products, the examination giver, the one who, at the end, formulates that goal of all ‘education’, the grade.She firmly believes she would be destroyed if she let herself emerge as the human being she really is” - the consequences of ‘letting her mask slip’. And students also have their façade to maintain, too, a similarly protective way of being that will help them simply pass the course – and not risk being themselves, showing their true feelings. In such an ‘educational’ atmosphere, students become passive, apathetic, bored. Teachers become case-hardened stereotypes, and eventually burn out.Rogers asks “Is this angry dissatisfaction necessary? Could a classroom be a place of exciting, meaningful learning … a place where mutual learning takes place?” This is why he wrote this book…
Combines mindfulness with the Focusing technique made popular by Eugene Gendlin to tap into your body's subtle wisdom for dealing with all life's challenges. Your body has an answer to just about any question or challenge that arises. It's simply a matter of learning to recognize and listen to the subtle physical signal that comes from someplace inside you other than your mind. This felt sense was first made widely known by the psychologist Eugene Gendlin