Sprouts

Sprouts

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SproutsSprouts
We can live out what we want to see in the world
We can live out what we want to see in the world
True diplomacy = safety
True diplomacy = safety
We have to decide what work is ours.
We have to decide what work is ours.
The world we build will need a greater focus on care
The world we build will need a greater focus on care
Saying no is saying yes to your work, to what you need and what you want.
Saying no is saying yes to your work, to what you need and what you want.
Sometimes curiosity doesn’t feel safe; just opening the news…
Sometimes curiosity doesn’t feel safe; just opening the news…
Life provides some cruel limits
Life provides some cruel limits
Overwhelm shuts us down
Overwhelm shuts us down
Example - we’re not here to service the machine
Example - we’re not here to service the machine
Curiosity just requires that you turn your head an inch
Curiosity just requires that you turn your head an inch
Disrupt the common scripts
Disrupt the common scripts
Maybe images of cheese will help you sleep?
Maybe images of cheese will help you sleep?
What if being off the map is the POINT?
What if being off the map is the POINT?
3 min.→ 1 idea and 10 bullet points to capture an idea
3 min.→ 1 idea and 10 bullet points to capture an idea
Art = experience → something
Art = experience → something
It takes all of our attention to capture other people’s attention
It takes all of our attention to capture other people’s attention
We make art to experience becoming, to make our souls grow.
We make art to experience becoming, to make our souls grow.
Resting is doing something.
Resting is doing something.
Aim to carry both the terrible and the beautiful
Aim to carry both the terrible and the beautiful
Every time I share something, I ask for someone’s attention. In a world where everything is vying to steal our attention, it’s important to ask if what we have to share is worth stealing someone’s attention for.
Every time I share something, I ask for someone’s attention. In a world where everything is vying to steal our attention, it’s important to ask if what we have to share is worth stealing someone’s attention for.
Adding structure is like deciding what to do with a pile of groceries in order to make a dinner.
Adding structure is like deciding what to do with a pile of groceries in order to make a dinner.
To witness is just to be there, to remain with eyes open. It is a way of seeing.
To witness is just to be there, to remain with eyes open. It is a way of seeing.
To go big, we need the capacity to step beyond the rules we know
To go big, we need the capacity to step beyond the rules we know
If you build/write/make it, they will come.
If you build/write/make it, they will come.
Build it and they’ll come
Build it and they’ll come
Midlife crisis = transition = healing. It’s an opportunity, not a challenge.
Midlife crisis = transition = healing. It’s an opportunity, not a challenge.
The Semmelweis Reflex can help us understand when people—an entire society, profession, or community—reject  new information and instead choose to observe outdated norms.
The Semmelweis Reflex can help us understand when people—an entire society, profession, or community—reject new information and instead choose to observe outdated norms.
We have to aim to create an environment where learning/growth can occur.
We have to aim to create an environment where learning/growth can occur.
We have to deprogram our old ways in order to move forward.
We have to deprogram our old ways in order to move forward.
Confidence can be understood as the energy of being right.
Confidence can be understood as the energy of being right.
What if certainty isn’t the goal? What if the POINT is to be off the map?
What if certainty isn’t the goal? What if the POINT is to be off the map?
Our minds know before our bodies can know, and most times, our bodies take awhile to integrate the new information.
Our minds know before our bodies can know, and most times, our bodies take awhile to integrate the new information.
Accumulation of stuff begins as a response to a loss of trust.
Accumulation of stuff begins as a response to a loss of trust.
Release fairness and live based on what is possible, without regard to what others are doing
Release fairness and live based on what is possible, without regard to what others are doing
Staying exhausted hides things
Staying exhausted hides things
We are wired for connection.
We are wired for connection.
Beethoven provides an example of what you can do when your inputs are limited.
Beethoven provides an example of what you can do when your inputs are limited.
PVT explains adaptive changes to challenge
PVT explains adaptive changes to challenge
PVT is a lens or a perspective that can help to frame our inquiry. It is not however a static theory.
PVT is a lens or a perspective that can help to frame our inquiry. It is not however a static theory.
PVT offers a way of understanding how autonomic function relates to behavior.
PVT offers a way of understanding how autonomic function relates to behavior.
PVT gives us a context to understand movement “toward or away from people, places, and things”
PVT gives us a context to understand movement “toward or away from people, places, and things”
Joy makes ventral vagal more accessible!
Joy makes ventral vagal more accessible!
Autonomic states allow for different types of behavior
Autonomic states allow for different types of behavior
Focus on stimulus-response is typical, but what about intervening variables?
Focus on stimulus-response is typical, but what about intervening variables?
When individuals feel unsafe, they shift toward more protective mode, relying on adaptive survival responses.
When individuals feel unsafe, they shift toward more protective mode, relying on adaptive survival responses.
Build a library inside ourselves
Build a library inside ourselves
Just find the words to explain a tiny piece of how the world works
Just find the words to explain a tiny piece of how the world works
Blogs are a place to garden
Blogs are a place to garden
We make work that mirrors our own deeply held ideas about the world.
We make work that mirrors our own deeply held ideas about the world.
New ways of thinking with established technology
New ways of thinking with established technology
Sometimes NOT getting things done makes the most sense.
Sometimes NOT getting things done makes the most sense.
Dreams as portals
Dreams as portals
Educating at home is art
Educating at home is art
Stimulus-response is common paradigm
Stimulus-response is common paradigm
Safety allows for engagement
Safety allows for engagement
To move from a defensive autonomic state to safety, the ANS must be able to determine if risk is still present and if not, be able restrain mechanisms prepped toward defensive behaviors (fight, flight, or freeze).
To move from a defensive autonomic state to safety, the ANS must be able to determine if risk is still present and if not, be able restrain mechanisms prepped toward defensive behaviors (fight, flight, or freeze).
The autonomic nervous system has 2 branches of response, but polyvagal theory expands that to 3 potential hierarchal responses.
The autonomic nervous system has 2 branches of response, but polyvagal theory expands that to 3 potential hierarchal responses.
The ANS has the ability to bring calm, to spontaneosly engage with others, and to navigate threat responses through social cues.
The ANS has the ability to bring calm, to spontaneosly engage with others, and to navigate threat responses through social cues.
Neuroception distinguishes safe from dangerous
Neuroception distinguishes safe from dangerous
Working with our hands allows for thought
Working with our hands allows for thought
Working with your hands makes things happen in your brain
Working with your hands makes things happen in your brain
When we really face the weight of our current reality, we have to begin to ask what comes next. It creates new opportunities to make a new world.
When we really face the weight of our current reality, we have to begin to ask what comes next. It creates new opportunities to make a new world.
When we make art, we are exploring alternative realities.
When we make art, we are exploring alternative realities.
Attuned relationships include rupture and repair
Attuned relationships include rupture and repair
Groundwork is a way of “showing up” - even without feeling like it.
Groundwork is a way of “showing up” - even without feeling like it.
Seasons aligned with stages of maturity & creativity
Seasons aligned with stages of maturity & creativity
Being a maker is about collaborating with reality
Being a maker is about collaborating with reality
What I’m looking for to grow a seed into a sprout
What I’m looking for to grow a seed into a sprout
This is the safest, most dangerous time
This is the safest, most dangerous time
Criteria for collecting seeds for my garden
Criteria for collecting seeds for my garden
COVID happened to everyone; it’s causal, not co-occurring
COVID happened to everyone; it’s causal, not co-occurring
Imagination creates the limits of our world and we have to use our imagination to expand and improve things.
Imagination creates the limits of our world and we have to use our imagination to expand and improve things.
Community care will save us.
Community care will save us.
We can dream up new ways of being and care, to replace the systems of white supremacist capitalism.
We can dream up new ways of being and care, to replace the systems of white supremacist capitalism.
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⊝ Shoots →

 

Sprouts are ideas that I’ve made into useable components

Sprouts are individual ideas that might at some point contribute to the growth of something else. These typically result as I work with the individual seeds I’ve collected—in reading on the internet or books, as well as in my day to day—and thrown onto my “compost pile.” My action with sprouts is akin to “turning the compost heap” to transform quotes, observations, and other ideas into useable components that I can work with in my own process.

FAQs About Sprouts

What is a sprout in my garden?
A sprout is my interpretation, context, and rephrasing of a seed idea. By restating it as a standalone idea, I prepare the idea to use in my own creative process.
How do I decide what is worth adding as a sprout?
Duplicate this template in Notion and Copy the code in Bullet Dashboard. You should be able to use this template.
How do seeds in my digital garden compare to the Zettelkasten method?
Yes, you can use any language for this template.
 
Garden Seeds & Sprouts
Garden Seeds & Sprouts
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There’s a concept in ecology of ‘niche creation.’ And the idea is: it’s not the case that a species will sort of come along and go, ‘oh, I could do well here, there’s lots of food,’ and things like that. A species comes along and just does his thing, and by acting in the world, he sort of creates the very environment he needs to survive.
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“People who you wouldn’t think there’s an obvious place for them in the world, but they just do their stuff regardless, and a place sort of builds around them.” - John Higgs
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There is a difference between knowing what you need to do (be independent and true to the potential in your ideas) and something else entirely to know how to embody that. Orienting in the right way to your thoughts is a skill. Like all skills, it takes practice. You also need to have a rich mental representation of how it is supposed to feel to embody the state so that you can orient toward that. This feeling is what you use to measure the relative success of whatever techniques you employ
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Being highly impressionable and introverted, he is crafting a defiant personality in the notebooks, a protective gear that allows his larval ideas to live, even those who seem too banal (“a man learns that he is dying and discovers that life is beautiful,” which turns into Seventh Seal ).
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If he had not known the shape of his interests and aims, he would have been more vulnerable to the standards and norms of the community—at least he seems to think so.
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The three years of solitary work at Montpellier had not been wasted in the least: that intellectual isolation was what had allowed him to access the cognitive space where new ideas arise. He had made himself at home there.
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If he had not known the shape of his interests and aims, he would have been more vulnerable to the standards and norms of the community—at least he seems to think so.
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After his three years of solitary work, Grothendieck did integrate into the world of mathematics. He learned the tools of the trade, he got up to date on the latest mathematical findings, he found mentors and collaborators—but he was doing that from within his framework. His peers, who had been raised within the system, had not developed this feel for themselves and so were more susceptible to the influence of others. Grothendieck knew what he found interesting and productively confusing because he had spent three years observing his thought and tracing where it wanted to go. He was not at the mercy of the social world he entered; rather, he “used” it to “further his aims.” (I put things in quotation marks here because what he’s doing isn’t exactly this deliberate.) He picked mentors that were aligned with his goals, and peers that unblock his particular genius
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Grothendieck had a talent to notice (and admit!) that he was subtly bewildered and intrigued by things that for others seemed self-evident (what is length?) or already settled (the Lebesgue integral) or downright bizarre (as were many of his meditations on God and dreams). From this arose some truly astonishing questions, surfacing powerful ideas, such as topoi, schemas, and K-theory.
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People show much more originality in solving problems than in deciding which problems to solve. Even the smartest can be surprisingly conservative when deciding what to work on. People who’d never dream of being fashionable in any other way get sucked into working on fashionable problems.
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It is this capacity to surface questions that set Grothendieck apart, more so than his capacity to answer them. When he writes that his peers were more brilliant than him, he is referring to their ability to answer questions ¹ . It was just that their questions were unoriginal.
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One thing that sets these intensely creative individuals apart, as far as I can tell, is that when sitting with their thoughts they are uncommonly willing to linger in confusion. To be curious about that which confuses. Not too rapidly seeking the safety of knowing or the safety of a legible question, but waiting for a more powerful and subtle question to arise from loose and open attention. This patience with confusion makes them good at surfacing new questions
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Einstein reinvented parts of statistical physics. Pascal, self-teaching mathematics because his father did not approve, rederived several Euclidean proofs. There is also a lot of confusion and pursuit of dead ends. Newton looking for numerical patterns in the Bible, for instance. This might look wasteful if you think what they are doing is research. But it is not if you realize that they are building up their ability to perceive the evolution of their own thought, their capacity for attention.
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there is often an element of reinventing the already known.
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As the philosopher Bertrand Russell remarked, the development of gifted and creative individuals, such as Newton or Whitehead, seems to require a period in which there is little or no pressure for conformity, a time in which they can develop and pursue their interests no matter how unusual or bizarre.
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what they are referring to as solitude is rather something like “a state of mind.” They are putting themselves in a state where the opinions of others do not bother them and where they reach a heightened sensitivity for the larval ideas and vague questions that arise within them.
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What if, instead of trying to get back to being a version of me I recognize, I embraced moving forward into the unknown?
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We learn the words before we embody them, and we embody them once we’ve had enough experience and integration.
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One of my favorite developmental models, the Loevinger scales, indicates that boundaries come only after the stage/level of conformity — typically during the level of self-awareness (where we start to question norms and develop more nuanced conceptions of ourselves) or even later, during the stage of conscientiousness . Applied singularly, a person learning the term boundaries but not actually having reached the level of maturity to embody boundaries (someone moving from conformity to conscientiousness) might do what a lot of us are doing, which is use the word excessively, incorrectly, and in a way that works to reinforce/defend less developed behaviors or stages of awareness.
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Your brain needs deep, consistent sleep, rest, and silence to make new connections, for memory retention, and to download.
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My body is an antenna for infinite ideas and inventions when I disconnect from the energy of technology and when I rest.
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Simon sees that if lies prevail in social life and if truth is necessary for one’s full humanity, daily life with others is virtually unbearable. What, after all, does daily social life consist in? A disparaging remark about another group; a rumor or story meant to draw outrage; a news story dug up by partisans seeking advantage; a crude expression of allegiance to an institution as flawed as its denigrated rivals. All of these are fundamental to the fabric of social life, especially in times when social life is unusually politicized, as it was in Simon’s time and as it is now, for us. (Location 1306) - Yves Simon, "Freedom in Daily Life"
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“I do not know, I cannot imagine, any group which does not include among its current ideas an enormous dose of lies. That being the case, the alternative is inevitable: either one must like falsehood, or one must dislike the familiar setting of daily life.” - (Location 1302)
Yves Simon, "Freedom in Daily Life," in Freedom and Community, ed. Charles P. O'Donnell (New York: Fordham,
1968), 5.
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Life feels like an exercise in double-think, she said. “To participate in society right now,” she said, “you have to either be blissfully unaware or to dissociate and carry on as if there isn’t a pandemic.”
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[Einstein] worked for seven years as a patent clerk, and in his spare time he wrote his seminal papers on the photoelectric effect, Brownian motion, and the theory of special relativity—papers that turned physics upside down. He called the patent office “that worldly cloister where I hatched my most beautiful ideas.”11 By calling the patent office a “worldly cloister,” Einstein means that this place of legal business, where a normal employee would go to earn a living in exchange for performing a certain public service, was for him a place of removal and retreat. For someone else it might have been the launching pad for a sparkling career in the civil service. But it is a cloister for Einstein, since in the office there were no hotshot professors to impress, no university administrators to placate, no students to whom he had to justify his existence. It is, then, chiefly a place where the love of learning is put to the test, where ambition is frustrated, where his work has to run on its own power without the grease of seeking out carrots and avoiding sticks. In the quiet of the patent office the beauty of the structures of nature can take hold of him and display itself with clarity.
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Here are just some of the works that I am most proud of. If you would like to read something and can’t access it because it is behind a paywall, shoot me an email and I will get it to you. (View Highlight)
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I have spent over a decade in higher education teaching and doing research. I am an interdisciplinary scholar who pulls from philosophy, psychology, and neuroscience to understand (and often completely rethink) the way that we define, understand, and treat mental illness.
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The e” is what the Village Voice reporter drew for Bradley many years ago. The beginning of the line is the present or somewhere near the present. (Frankly, you can start wherever you want in terms of time, but the present or recent past is fairly common.) And, typically, there’s a character doing something — a sequence of events.Then, at the point where the e loops up, the story leaves the present and, perhaps, goes back in time for history and or it widens for context. When the loop comes back around, you pick up the narrative where you left off and develop the story further to the end. Somewhere in that second straight line the story may reach it’s climax then the denoument or resolution of the story. (View Highlight)
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Developing a structure is seldom that simple. Almost always there is considerable tension between chronology and theme, and chronology traditionally wins. The narrative wants to move from point to point through time, while topics that have arisen now and again across someone’s life cry out to be collected. They want to draw themselves together in a single body, in the way that salt does underground. But chronology usually dominates. As themes prove inconvenient, you find some way to tuck them in. (View Highlight)
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Art can’t nourish us physically, can’t change the history of what has already happened. But art can help us build the emotional scaffolding that supports our processing, it can lay the cultural groundwork for change, it can cultivate the connections that we need for deeper empathy, and it can help to create a new story, a new future. Art can be a place that we find solace, and find community.
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Alexander, the researcher of the Rat Park experiments, argues..that addiction stems from an increasingly dislocated capitalist society—not from medical pathology.. addiction is a direct or indirect outgrowth of society; humans are becoming increasingly addicted not because some mutant addict gene is flooding the pool or because alcohol or addictive chemicals and behaviors are increasingly available, but because we are becoming more disconnected from our purpose, nature, culture, and each other (View Highlight)
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Dislocation is identified psychologically as a “lack of attachment, belonging, identity, meaning, [and] purpose”. Social and economic forces beyond the control of the individual – among them free-market capitalism, ecological devastation, consumerism, gross inequality, [LMIC] “development,” corporate culture, high speed [sic] technical change, financial market crises and more – work to alienate and dislocate the individual from structures of meaning. Our modern social arrangement, Alexander argues, means that we have to sacrifice “family, friends, meaning, and values” in order to be more “efficient” and “competitive” in the rat race. In this framework, addictive behaviors are adaptive responses meant to fill that void of meaning and purpose. Using substances can provide a temporary sense of community (with other users), purpose (to acquire the substance), and meaning (feelings of euphoria or calm from using the substance) [emphasis mine]. Substance abuse and addiction help to fill the gaps in meaning and purpose left by modern society. (View Highlight)
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Addiction is not a new phenomenon resultant of the current cultural context—Dr. Carl Erik Fisher traces back the earliest depictions of it to the Rig Veda (roughly 3,000+ years ago), and addiction, viewed through the learning model, is not a disease but adaption—humans are wired for it, and it’s always been there as both a potential and an expression. However, our current cultural context and economic system—end-stage American capitalism—is a system of addiction, an unprecedented schema no human body, nervous system, brain, and dopaminergic pathway has historically encountered, which feeds off and exploits that inherent wiring we’ve always had, demolishing the naturally occurring elements that keep us feeling whole as an individual and inherently belonging to a larger community and purpose, replacing them with an increasing supply of artificial and addictive compensations that are often for sale or at least profiting someone. Capitalism as a system of addiction is also known as the dislocation theory of addiction (proposed by Bruce Alexander in Globalization of Addiction). (View Highlight)
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We still largely mistake addiction to be something that destroys the lives of a select few with faulty wiring who succumb to a certain set of (compulsive, eventually addictive) behaviors, and narrow the “real” addictions to a handful of mostly social deviant behaviors (according to the puritanical ethos which still underpins our current social context), like gambling, drinking, smoking tobacco, using drugs, and fucking. An addict is a person that went too far with a substance or behavior they either were not supposed to partake in at all or were supposed to partake in moderation/socially accepted norms.
In other words: we’re all addicts. It’s just we think the real, fucked up people are over there shooting tranq and fentanyl and dying on the street, not over here snorting skincare routines or TikTok to fill an unfillable void. This is a mistake (View Highlight)
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When it came to assembling the vignettes, it was almost like with a poetry manuscript. I printed hundreds and hundreds of pages, lay them out on the floor of my living room, and color coded the different threads. I built the forward narrative, and I had all of these color-coded pieces–the other threads in the book. I would be like, “oh wait, the pink kind of drops out for 50 pages. I need some pink here.” I don’t even remember what pink was, but there was pink. Then I would go back and reorganize because I really wanted most of the threads to carry through without falling away. It was multiple breadcrumb trails in the woods, and I didn’t want one to drop off. (View Highlight)
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Yeah like a long long time ago and I was thinking about it even then I suppose but my sort of deeper understanding of burnout came from learning how it was autistic and the autistic community talk about burnout a lot because it's a it's like a really live issue for us and that helped me to see patterns of burnout across my life. Like it's it's just something that's unavoidable if you're trying to fit in with a society that isn't really made for you. But I think what I've really noticed is how that spread to the much broader community and that it's not a rare event for anyone anymore but it's actually this almost constant experience. It's how we experience life is in in this really burnout way and like we've got so far to go to unravel all the threads that have produced that. We're living in this environment that's hostile to our basic good health, mental and physical and it's going to be hugely complex to unravel that and I'm not even seeing the will to unravel that yet. It's enormous and I think it's going to be it's going to carry on being enormous for a decade to come.
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How do we actually embody accountability? I think we have to start with knowing that it's really hard. It's hard in our context to do. I don't think it's hard necessarily always or will always be hard, but I think given what we are embodied in, it's a really scary thing. I think a lot of us think about accountability in this moment as what are we going to do when something bad happens? What are we going to do when somebody did something wrong? That's when we start thinking about accountability. As opposed to accountability is a way that we live in relationship to one another. That's actually a component of the everyday that we are in the kind of relationship with ourselves. First where we know that we are changing, that we are growing, that we are making mistakes, and we live inside of communities that have that same knowledge. I think that begins to have it be so that accountability doesn't become an event, but is a daily practice of, oh, I could have done this differently. (Time 0:12:20)
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But being unlikeable wasn't the reason she was alone. She
was alone so she could hear herself thinking. She was alone so
she could hear herself living.p. 9
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Over time, I got good at modeling these reactions ahead of time. This changed my writing, and it changed me. I became shrewd-cute and the writing became not a line of words on paper but an instrument to manipluate my audience. This shaping is not bad in itself. The problem was rather this: the gravity field of this particular audience did not align with my ethics and aesthetics: their expectations pulled me away from the places my thoughts needed to go. The poems, in conforming to their laughs and tears, hollowed out. (View Highlight)
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Frusciante has an uncommon discipline about what he lets into his senses; he is uncommonly deliberate about curating his milieu. His mode of writing songs is to select a set of guitarists and play along to their recordings (**“**I'm playing along with music that I'd like to be influenced by”) until new ideas start to emerge. He arranges a constellation of nodes and channels the input they send him into new music. (View Highlight)
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As Nadia Asparouhova writes:

If “grit” – the desire to persevere when faced with a challenge, popularized by psychologist Angela Duckworth – has been the human trait du jour of the last fifteen-odd years, I suspect that “agency” – a belief in one’s ability to influence their circumstances – could be the defining trait of the next generation.

Grit is the node’s eye’s view. You are struggling against the graph. Agency, on the other hand, is the view from the graph. You are the graph. By changing it, you are changing yourself. (View Highlight)
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The milieu around you—which shapes you, and which you shape in turn—we can model as a directed graph. The nodes are people and objects and ideas connected to each other. And the graph is directed because you have nodes that send you input and nodes you send output to. (View Highlight)
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It is by changing your milieu that you change yourself (View Highlight)
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By replacing a peer group that is low-skilled (such as a peer group in a school) with one that is exceptional (such as Mersenne’s mathematical salon), we can leverage our human capacity to internalize our culture to foster exceptional talent. Erik Hoel calls this the peer replacement theory of genius. (View Highlight)
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There is so much that I cannot control. When my mind, my awareness, is overcome with the pain and the sorrow of the world, and my deepest prayer is to alleviate the suffering of others, I have a choice. I can choose to spiral into despair and panic and overwhelm, which generally makes me quite useless to others. Or I can choose to embody that which I want to flourish in the world. Presence, peace, love, care. I can embody that with the gas station attendant, the grocery store clerk, the neighbor at an airbnb I’m only calling home for two nights
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That’s what true diplomacy is. Helping people feel safe enough to stay, to listen, to speak, to stay in relationship.
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And I believe the only way to know what work is ours is to ask ourselves, to answer truthfully, to consult our bodies and our cells and our nervous systems, to trust what we hear without consulting, without making sure someone else approves. (View Highlight)
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the new world we are building is going to require us to care more about each other’s well-being and survival and flourishing, and less about who is right and who is wrong. (View Highlight)
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But what I learned is that igniting your curiosity doesn't have to do with what's going on in the outside world, but it has everything to do with how you interact with the outside world and your ability to be present in the outside world, with the outside world, with your community, with your larger community, smaller community, family, friends, work, everything. And I didn't realize at the time that it was my curiosity that had been shut down, but that's what it was. And as an artist, like, holy crap, that's essential. As a parent, very depressing and boring to try to be a parent without curiosity. Like, it's not good for you, it's not good for your kids because they're showing you things and you're like, ugh.
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And with everything that was going on in the outside world, I did not want to be curious because I felt like being curious was like opening myself up to how many more black men were shot today, how many more acts of racism and sexism and hatred went on today.
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And there was so much going on politically in 2016, that summer, that I was feeling it. Trump was running, like, oh my God. Hillary was running, she was going to win. Oops. You know, there was a lot going on. Black men were being killed more times than I can count. And my daughter was coming home from camp, and I was just feeling like I needed something to clean my palate every day. And I already had a daily yoga practice. I'm a yoga teacher, I was doing that. And it still wasn't, it wasn't enabling me to pick her up and look at her and feel like tomorrow is full of promise. I was like, no, tomorrow is going to be full of more misogyny, more racism, more hatred. How do I parent this, right?
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“The machine can try to compress you into something two dimensional, digestible, but that’s not you. And we’re not here to service the machine.” (Location 2521)
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“But there’s another way of making things too. Irene’s stuff…every time I look at it, I can’t help but feel like she was trying to find something. Or maybe get somewhere. Like she was bushwhacking through a very dense forest because something she just had to know lay on the other side.” (Location 2272)
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The trick is to just follow your small moments of curiosity. It doesn't take a massive effort. Just turn your head an inch. Pause for a instant. Respond to what has caught your attention. Look into it a bit. Is there something there for you? A piece of information?
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Passion is a tower of flame, but curiosity is a tiny tap on the shoulder — a little whisper in the ear that says, "Hey, that's kind of interesting…"
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But curiosity, I have found, is always within reach.
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Much of the work of living a meaningful life right now — and how I view my work as a writer — is reminding myself and others how to be human.
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What we want to point out here is that the physical manipulation of things, like direct personal experience of any kind, generates sensory images of all sorts and thus enables thought. Hands-on tinkering leads to minds-on thinkering. Bodily engagement with nature teaches much more than any amount of words or numbers in science books. Doing produces a personal understanding that symbols simply can't.
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journal page from Austin Kleon
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When we collaborate with reality, we are makers. We are makers when we act in response to life from our true being, instead of merely doing. On the making path we remember we are in relationship with a living world, not just conquering things on our to-do list or molding the world to our utilitarian purposes. (Location 215)
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“As artists, we're always practising alternative realities, we're always exploring beyond our current paradigm. Is there something about what it is to be an artist in the first place that we can harness, that we can sort of convene and use that as a power to say, how do we want to reimagine the world?”
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“Imagination has people thinking they can go from being poor to a millionaire as part of a shared American dream. Imagination turns Brown bombers into terrorists and white bombers into mentally ill victims. Imagination gives us borders, gives us superiority, gives us race as an indicator of ability. I often feel I am trapped inside someone else’s capability. I often feel I am trapped inside someone’ else’s imagination, and I must engage my own imagination in order to break free.”
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Individualism is leading us to the path of exhaustion and death. Community care will save us, and we can dream up all the ways to manifest and strategize the care of communities. (Location 1862)
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Imagine a life outside of grind culture right now. You can create it because you are more powerful than you believe. We are more powerful than we believe. What liberation can you craft outside of grind culture? What information can you exchange with yourself and others to find rest? Are you ready to begin slowly by imagining what it would feel like to have everything you need? Are you curious enough to try rest? (Location 1351)
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“Perhaps my indescribable suffering at being unable to produce is my most accurate response to the present situation + I would sooner submit to that suffering than make any concession in the essential.”
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'If you change, the countenance of the world changes' (2009: 273). —Jung
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“When you use Covid as the excuse or the reason, then you almost don’t have to come up with a solution, because you just acknowledge that this was something that globally impacted everyone,” (View Highlight)
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He wanted to understand a seeming paradox: Even though we live in a relatively safe time — with life expectancies steadily increasing — young people are consumed with worry and see risks and existential danger all around them. (View Highlight)
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She has long followed the mantra “meet your students where they are.” But she says if she meets them any further down, she’ll feel like a cruise director organizing games of shuffleboard. (View Highlight)
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The essence of making art is having play and rigor in pretty much equal balance or child and adult in pretty much equal balance. It’s so hard. It’s so hard to get the equilibrium right.

You’re too childish, and you can make a glorious mess, but it has no structure to it. It becomes unintelligible to another human being. Too much adult and the thing has no fire. There’s nothing animating it.

So this crazy middle ground in all of these cases that we’re talking about is somehow where you have to live. And it’s very hard to be there. (View Highlight)
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Tessa Hulls wrote a graphic novel called 'Feeding Ghosts' but found the process challenging. Despite its success, she doesn't plan to write another graphic novel and is now focusing on promoting her book. The novel delves into her family's history, blending personal stories with cultural exploration.
But she never wanted to be a graphic novelist. And though she does draw comics, she’s never really had passion for the form. “This was the only way I could tell this story, and so I learned for this,” she said. (View Highlight)
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I wasn’t “chatting.” I was spending hundreds of hours putting together FAQ pages to refute the conventional narratives. If someone repeated a rage-inducing simplification about criminal law, I sent them to this page. If someone offered a rage-inducing simplification about the DOJ investigation, I sent them to this page.
I can tell you from experience that if you dare go against the collective thinking, you’d better come with receipts because people will be furious. Recipts look like this.
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In beginning such work we take endings into our own hands, perhaps for the first time. And this is exactly what I see students doing; acknowledging the despair and rage of countless unchosen endings, and asking again and again “what life must become going forward.” It is an empowering and world-making shift.
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“Work is what we do by the hour. It begins and, if possible, we do it for money. Welding car bodies on an assembly line is work; washing dishes, computing taxes, walking the rounds in a psychiatric ward, picking asparagus – these are work. Labor, on the other hand, sets its own pace. We may get paid for it, but it’s harder to quantify… Writing a poem, raising a child, developing a new calculus, resolving a neurosis, invention in all forms — these are labors.

Work is an intended activity that is accomplished through the will. A labor can be intended but only to the extent of doing the groundwork, or of not doing things that would clearly prevent the labor. Beyond that, labor has its own schedule.” (View Highlight)
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Groundwork is the practice of asking: What are the rituals and practices that help me feel more grounded, connected, and expansive?

Groundwork is engaging with those rituals and practices before you decide whether or not you are “in the mood” to be creative.

Groundwork is how you show the muse that you are dedicated to showing up. (View Highlight)
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In beginning such work we take endings into our own hands, perhaps for the first time. And this is exactly what I see students doing; acknowledging the despair and rage of countless unchosen endings, and asking again and again “what life must become going forward.” It is an empowering and world-making shift.
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When an entire society or profession rejects new information and chooses to hug outdated norms, they're demonstrating the Semmelweis Reflex
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The most important person in the learning process is the learner. The next most important is the teacher… The teacher does not fill up bottles—it’s much more like gardening. You don’t grow plants by going out with Scotch tape and sticking leaves onto the stems. The plant grows. But the gardener creates as far as she or he can the conditions for growth—in the case of plants, soil, fertilizer, acidity, shade, water, etc. It’s simple with plants. With children, it’s more complicated. What the teacher does—and the parents at home—is to create an environment, which is in part physical—there are books, records and tapes, and tools—and in part emotional, spiritual, moral, intellectual, in which growth can occur. Now that’s a very subtle, very difficult, very interesting task. Nobody in any school of education that I’ve ever heard of would describe it that way.
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The options seemed to be: If I went for it, I’d be penniless, and if I didn’t go for it, I’d be bitter. I’d be bitter going forward. Penniless certainly beats bitter. So I made the decision. And that was ten years ago! And I’m still going.
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You sort of create the niche that need. It’s not like the world was going, ‘Oh, there’s a real need for books by John Higgs, where are they?’ But if you do them, the world sort of reacts around them
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It was when I made the decision to attempt to become a full-time writer — knowing full well the absurdity of it given all the business models of writing — there was a sort of act of faith that if I just did it, people who read my books would start to appear. And slowly over time, I’d build people who would go, ‘Oh, that guy’s interesting, I’ll read his next book.’ Just enough to support me.
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But the point is: being exceptionally talented and trained was, in the long run, not enough to do groundbreaking work because they lacked the capacity to go beyond the context they had been raised in.

In fact, most of these comrades who I gauged to be more brilliant than I have gone on to become distinguished mathematicians. Still, from the perspective of 30 or 35 years, I can state that their imprint upon the mathematics of our time has not been very profound. They’ve all done things, often beautiful things, in a context that was already set out before them, which they had no inclination to disturb. Without being aware of it, they’ve remained prisoners of those invisible and despotic circles which delimit the universe of a certain milieu in a given era. To have broken these bounds they would have had to rediscover in themselves that capability which was their birth-right, as it was mine: the capacity to be alone.
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Write down 1 idea that's top of mind to write about
• Brain dump 10 bullet points on that idea without judgement
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“Sometimes, when I can’t sleep because I’m nervous, I look up cheese on Google Images and I just . . . scroll. I scroll infinitely. And I feel peace.”
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What if this old kind of confidence is, in fact, gone—and what if that’s okay? What if not knowing, and not pretending to know, is the path now?
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what I recognize as confidence is also the thing that made me want to build a business empire (and nearly murder myself in the process); it’s the kind of swagger-y assuredness so valued by capitalist (white, male) culture. It is the energy of being right.
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American culture tells us the middle place should only be a quick stop on the way back to certainty. But what if certainty isn’t the goal?
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Refusing the need to reconcile what is too late to change or take back, forgiveness makes way for “the only possible future” that can come of it. And though it’s often taken up with some amount of hesitation, forgiveness always entails “a stance of openness toward the future,” from which a “refusal to forget its wrong imagines what a wronged life lived well might be.”
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We’re also big fans of nature, and we love its unique, gorgeous colors, and using those colors to connect to the powers of each season. We love to create seasonal sacred spaces that invoke the essence of each season: the deep rich orange of autumn leaves, the soft lush green of grass, the craggy gray of mountains, the golden sand of deserts, the turquoise of ocean waves.
That’s one reason why we love creating seasonal altars and incorporating bits of seasonal magic into our sacred spaces. This blog will share a few ideas to help you create your next seasonal altar!
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In beginning such work we take endings into our own hands, perhaps for the first time. And this is exactly what I see students doing; acknowledging the despair and rage of countless unchosen endings, and asking again and again “what life must become going forward.” It is an empowering and world-making shift.
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Imagine what it would feel like, taste like, and smell like to believe you don’t have to prove who you are by your accomplishments and labor. (Location 1581)
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CO2 is a tool to help gauge risk, but has many limitations and so you might assume a high risk space is low risk or vice versa.
A better use of CO2 is to ensure the ventilation is working as designed and identify poorly ventilated spaces.
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Patriarchy, which isn't about men. It's about control. Because patriarchy is about the father child relationship. That is the only way that you pass on accumulation. And if the father child relationship is important, then controlling women becomes important.
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There’s a concept in ecology of ‘niche creation.’ And the idea is: it’s not the case that a species will sort of come along and go, ‘oh, I could do well here, there’s lots of food,’ and things like that. A species comes along and just does his thing, and by acting in the world, he sort of creates the very environment he needs to survive.
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“People who you wouldn’t think there’s an obvious place for them in the world, but they just do their stuff regardless, and a place sort of builds around them.” - John Higgs
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There is a difference between knowing what you need to do (be independent and true to the potential in your ideas) and something else entirely to know how to embody that. Orienting in the right way to your thoughts is a skill. Like all skills, it takes practice. You also need to have a rich mental representation of how it is supposed to feel to embody the state so that you can orient toward that. This feeling is what you use to measure the relative success of whatever techniques you employ
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Being highly impressionable and introverted, he is crafting a defiant personality in the notebooks, a protective gear that allows his larval ideas to live, even those who seem too banal (“a man learns that he is dying and discovers that life is beautiful,” which turns into Seventh Seal ).
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If he had not known the shape of his interests and aims, he would have been more vulnerable to the standards and norms of the community—at least he seems to think so.
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The three years of solitary work at Montpellier had not been wasted in the least: that intellectual isolation was what had allowed him to access the cognitive space where new ideas arise. He had made himself at home there.
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If he had not known the shape of his interests and aims, he would have been more vulnerable to the standards and norms of the community—at least he seems to think so.
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After his three years of solitary work, Grothendieck did integrate into the world of mathematics. He learned the tools of the trade, he got up to date on the latest mathematical findings, he found mentors and collaborators—but he was doing that from within his framework. His peers, who had been raised within the system, had not developed this feel for themselves and so were more susceptible to the influence of others. Grothendieck knew what he found interesting and productively confusing because he had spent three years observing his thought and tracing where it wanted to go. He was not at the mercy of the social world he entered; rather, he “used” it to “further his aims.” (I put things in quotation marks here because what he’s doing isn’t exactly this deliberate.) He picked mentors that were aligned with his goals, and peers that unblock his particular genius
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Grothendieck had a talent to notice (and admit!) that he was subtly bewildered and intrigued by things that for others seemed self-evident (what is length?) or already settled (the Lebesgue integral) or downright bizarre (as were many of his meditations on God and dreams). From this arose some truly astonishing questions, surfacing powerful ideas, such as topoi, schemas, and K-theory.
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People show much more originality in solving problems than in deciding which problems to solve. Even the smartest can be surprisingly conservative when deciding what to work on. People who’d never dream of being fashionable in any other way get sucked into working on fashionable problems.
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It is this capacity to surface questions that set Grothendieck apart, more so than his capacity to answer them. When he writes that his peers were more brilliant than him, he is referring to their ability to answer questions ¹ . It was just that their questions were unoriginal.
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One thing that sets these intensely creative individuals apart, as far as I can tell, is that when sitting with their thoughts they are uncommonly willing to linger in confusion. To be curious about that which confuses. Not too rapidly seeking the safety of knowing or the safety of a legible question, but waiting for a more powerful and subtle question to arise from loose and open attention. This patience with confusion makes them good at surfacing new questions
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Einstein reinvented parts of statistical physics. Pascal, self-teaching mathematics because his father did not approve, rederived several Euclidean proofs. There is also a lot of confusion and pursuit of dead ends. Newton looking for numerical patterns in the Bible, for instance. This might look wasteful if you think what they are doing is research. But it is not if you realize that they are building up their ability to perceive the evolution of their own thought, their capacity for attention.
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there is often an element of reinventing the already known.
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As the philosopher Bertrand Russell remarked, the development of gifted and creative individuals, such as Newton or Whitehead, seems to require a period in which there is little or no pressure for conformity, a time in which they can develop and pursue their interests no matter how unusual or bizarre.
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what they are referring to as solitude is rather something like “a state of mind.” They are putting themselves in a state where the opinions of others do not bother them and where they reach a heightened sensitivity for the larval ideas and vague questions that arise within them.
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What if, instead of trying to get back to being a version of me I recognize, I embraced moving forward into the unknown?
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We learn the words before we embody them, and we embody them once we’ve had enough experience and integration.
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One of my favorite developmental models, the Loevinger scales, indicates that boundaries come only after the stage/level of conformity — typically during the level of self-awareness (where we start to question norms and develop more nuanced conceptions of ourselves) or even later, during the stage of conscientiousness . Applied singularly, a person learning the term boundaries but not actually having reached the level of maturity to embody boundaries (someone moving from conformity to conscientiousness) might do what a lot of us are doing, which is use the word excessively, incorrectly, and in a way that works to reinforce/defend less developed behaviors or stages of awareness.
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Your brain needs deep, consistent sleep, rest, and silence to make new connections, for memory retention, and to download.
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My body is an antenna for infinite ideas and inventions when I disconnect from the energy of technology and when I rest.
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Simon sees that if lies prevail in social life and if truth is necessary for one’s full humanity, daily life with others is virtually unbearable. What, after all, does daily social life consist in? A disparaging remark about another group; a rumor or story meant to draw outrage; a news story dug up by partisans seeking advantage; a crude expression of allegiance to an institution as flawed as its denigrated rivals. All of these are fundamental to the fabric of social life, especially in times when social life is unusually politicized, as it was in Simon’s time and as it is now, for us. (Location 1306) - Yves Simon, "Freedom in Daily Life"
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“I do not know, I cannot imagine, any group which does not include among its current ideas an enormous dose of lies. That being the case, the alternative is inevitable: either one must like falsehood, or one must dislike the familiar setting of daily life.” - (Location 1302)
Yves Simon, "Freedom in Daily Life," in Freedom and Community, ed. Charles P. O'Donnell (New York: Fordham,
1968), 5.
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Life feels like an exercise in double-think, she said. “To participate in society right now,” she said, “you have to either be blissfully unaware or to dissociate and carry on as if there isn’t a pandemic.”
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[Einstein] worked for seven years as a patent clerk, and in his spare time he wrote his seminal papers on the photoelectric effect, Brownian motion, and the theory of special relativity—papers that turned physics upside down. He called the patent office “that worldly cloister where I hatched my most beautiful ideas.”11 By calling the patent office a “worldly cloister,” Einstein means that this place of legal business, where a normal employee would go to earn a living in exchange for performing a certain public service, was for him a place of removal and retreat. For someone else it might have been the launching pad for a sparkling career in the civil service. But it is a cloister for Einstein, since in the office there were no hotshot professors to impress, no university administrators to placate, no students to whom he had to justify his existence. It is, then, chiefly a place where the love of learning is put to the test, where ambition is frustrated, where his work has to run on its own power without the grease of seeking out carrots and avoiding sticks. In the quiet of the patent office the beauty of the structures of nature can take hold of him and display itself with clarity.
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Here are just some of the works that I am most proud of. If you would like to read something and can’t access it because it is behind a paywall, shoot me an email and I will get it to you. (View Highlight)
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I have spent over a decade in higher education teaching and doing research. I am an interdisciplinary scholar who pulls from philosophy, psychology, and neuroscience to understand (and often completely rethink) the way that we define, understand, and treat mental illness.
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The e” is what the Village Voice reporter drew for Bradley many years ago. The beginning of the line is the present or somewhere near the present. (Frankly, you can start wherever you want in terms of time, but the present or recent past is fairly common.) And, typically, there’s a character doing something — a sequence of events.Then, at the point where the e loops up, the story leaves the present and, perhaps, goes back in time for history and or it widens for context. When the loop comes back around, you pick up the narrative where you left off and develop the story further to the end. Somewhere in that second straight line the story may reach it’s climax then the denoument or resolution of the story. (View Highlight)
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Developing a structure is seldom that simple. Almost always there is considerable tension between chronology and theme, and chronology traditionally wins. The narrative wants to move from point to point through time, while topics that have arisen now and again across someone’s life cry out to be collected. They want to draw themselves together in a single body, in the way that salt does underground. But chronology usually dominates. As themes prove inconvenient, you find some way to tuck them in. (View Highlight)
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Art can’t nourish us physically, can’t change the history of what has already happened. But art can help us build the emotional scaffolding that supports our processing, it can lay the cultural groundwork for change, it can cultivate the connections that we need for deeper empathy, and it can help to create a new story, a new future. Art can be a place that we find solace, and find community.
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Alexander, the researcher of the Rat Park experiments, argues..that addiction stems from an increasingly dislocated capitalist society—not from medical pathology.. addiction is a direct or indirect outgrowth of society; humans are becoming increasingly addicted not because some mutant addict gene is flooding the pool or because alcohol or addictive chemicals and behaviors are increasingly available, but because we are becoming more disconnected from our purpose, nature, culture, and each other (View Highlight)
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Dislocation is identified psychologically as a “lack of attachment, belonging, identity, meaning, [and] purpose”. Social and economic forces beyond the control of the individual – among them free-market capitalism, ecological devastation, consumerism, gross inequality, [LMIC] “development,” corporate culture, high speed [sic] technical change, financial market crises and more – work to alienate and dislocate the individual from structures of meaning. Our modern social arrangement, Alexander argues, means that we have to sacrifice “family, friends, meaning, and values” in order to be more “efficient” and “competitive” in the rat race. In this framework, addictive behaviors are adaptive responses meant to fill that void of meaning and purpose. Using substances can provide a temporary sense of community (with other users), purpose (to acquire the substance), and meaning (feelings of euphoria or calm from using the substance) [emphasis mine]. Substance abuse and addiction help to fill the gaps in meaning and purpose left by modern society. (View Highlight)
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Addiction is not a new phenomenon resultant of the current cultural context—Dr. Carl Erik Fisher traces back the earliest depictions of it to the Rig Veda (roughly 3,000+ years ago), and addiction, viewed through the learning model, is not a disease but adaption—humans are wired for it, and it’s always been there as both a potential and an expression. However, our current cultural context and economic system—end-stage American capitalism—is a system of addiction, an unprecedented schema no human body, nervous system, brain, and dopaminergic pathway has historically encountered, which feeds off and exploits that inherent wiring we’ve always had, demolishing the naturally occurring elements that keep us feeling whole as an individual and inherently belonging to a larger community and purpose, replacing them with an increasing supply of artificial and addictive compensations that are often for sale or at least profiting someone. Capitalism as a system of addiction is also known as the dislocation theory of addiction (proposed by Bruce Alexander in Globalization of Addiction). (View Highlight)
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We still largely mistake addiction to be something that destroys the lives of a select few with faulty wiring who succumb to a certain set of (compulsive, eventually addictive) behaviors, and narrow the “real” addictions to a handful of mostly social deviant behaviors (according to the puritanical ethos which still underpins our current social context), like gambling, drinking, smoking tobacco, using drugs, and fucking. An addict is a person that went too far with a substance or behavior they either were not supposed to partake in at all or were supposed to partake in moderation/socially accepted norms.
In other words: we’re all addicts. It’s just we think the real, fucked up people are over there shooting tranq and fentanyl and dying on the street, not over here snorting skincare routines or TikTok to fill an unfillable void. This is a mistake (View Highlight)
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When it came to assembling the vignettes, it was almost like with a poetry manuscript. I printed hundreds and hundreds of pages, lay them out on the floor of my living room, and color coded the different threads. I built the forward narrative, and I had all of these color-coded pieces–the other threads in the book. I would be like, “oh wait, the pink kind of drops out for 50 pages. I need some pink here.” I don’t even remember what pink was, but there was pink. Then I would go back and reorganize because I really wanted most of the threads to carry through without falling away. It was multiple breadcrumb trails in the woods, and I didn’t want one to drop off. (View Highlight)
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Yeah like a long long time ago and I was thinking about it even then I suppose but my sort of deeper understanding of burnout came from learning how it was autistic and the autistic community talk about burnout a lot because it's a it's like a really live issue for us and that helped me to see patterns of burnout across my life. Like it's it's just something that's unavoidable if you're trying to fit in with a society that isn't really made for you. But I think what I've really noticed is how that spread to the much broader community and that it's not a rare event for anyone anymore but it's actually this almost constant experience. It's how we experience life is in in this really burnout way and like we've got so far to go to unravel all the threads that have produced that. We're living in this environment that's hostile to our basic good health, mental and physical and it's going to be hugely complex to unravel that and I'm not even seeing the will to unravel that yet. It's enormous and I think it's going to be it's going to carry on being enormous for a decade to come.
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How do we actually embody accountability? I think we have to start with knowing that it's really hard. It's hard in our context to do. I don't think it's hard necessarily always or will always be hard, but I think given what we are embodied in, it's a really scary thing. I think a lot of us think about accountability in this moment as what are we going to do when something bad happens? What are we going to do when somebody did something wrong? That's when we start thinking about accountability. As opposed to accountability is a way that we live in relationship to one another. That's actually a component of the everyday that we are in the kind of relationship with ourselves. First where we know that we are changing, that we are growing, that we are making mistakes, and we live inside of communities that have that same knowledge. I think that begins to have it be so that accountability doesn't become an event, but is a daily practice of, oh, I could have done this differently. (Time 0:12:20)
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But being unlikeable wasn't the reason she was alone. She
was alone so she could hear herself thinking. She was alone so
she could hear herself living.p. 9
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Over time, I got good at modeling these reactions ahead of time. This changed my writing, and it changed me. I became shrewd-cute and the writing became not a line of words on paper but an instrument to manipluate my audience. This shaping is not bad in itself. The problem was rather this: the gravity field of this particular audience did not align with my ethics and aesthetics: their expectations pulled me away from the places my thoughts needed to go. The poems, in conforming to their laughs and tears, hollowed out. (View Highlight)
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Frusciante has an uncommon discipline about what he lets into his senses; he is uncommonly deliberate about curating his milieu. His mode of writing songs is to select a set of guitarists and play along to their recordings (**“**I'm playing along with music that I'd like to be influenced by”) until new ideas start to emerge. He arranges a constellation of nodes and channels the input they send him into new music. (View Highlight)
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As Nadia Asparouhova writes:

If “grit” – the desire to persevere when faced with a challenge, popularized by psychologist Angela Duckworth – has been the human trait du jour of the last fifteen-odd years, I suspect that “agency” – a belief in one’s ability to influence their circumstances – could be the defining trait of the next generation.

Grit is the node’s eye’s view. You are struggling against the graph. Agency, on the other hand, is the view from the graph. You are the graph. By changing it, you are changing yourself. (View Highlight)
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The milieu around you—which shapes you, and which you shape in turn—we can model as a directed graph. The nodes are people and objects and ideas connected to each other. And the graph is directed because you have nodes that send you input and nodes you send output to. (View Highlight)
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It is by changing your milieu that you change yourself (View Highlight)
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By replacing a peer group that is low-skilled (such as a peer group in a school) with one that is exceptional (such as Mersenne’s mathematical salon), we can leverage our human capacity to internalize our culture to foster exceptional talent. Erik Hoel calls this the peer replacement theory of genius. (View Highlight)
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since May, I’ve been helping Erik Hoel comb through the literature on the upbringings of historical geniuses. What has struck me, more than anything else, is the quality of the cultures they internalized. The pedagogies their guardians employed differed radically; they had differing temperaments; they mastered different disciplines, but they all had this in common: they spent their days around highly competent people. (View Highlight)
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Take care over who you listen to, because ideas and expectations are as powerful as drugs and poisons. Human beings understand the world through stories: not all have a happy ending, but each of us has a hand in writing part of our own.’
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‘Doctors and nurses are more like gardeners than mechanics, and healing happens thanks to the same force that greens the trees in spring and pushes bulbs up through the earth. Be kind to yourself. Take care over who you listen to, because ideas and expectations are as powerful as drugs and poisons. Human beings understand the world through stories: not all have a happy ending, but each of us has a hand in writing part of our own.’
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“The purpose of this dissertation is to make visible the often invisible processes that occur in the creation of that final report.”
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We also, I say, ought to copy the bees, and sift whatever we have gathered from a varied course of reading, for such things are better preserved if they are kept separate; then, by applying the supervising care with which our nature has endowed us . . . we could so blend those several flavors into one delicious compound that, even though it betrays its origin, yet it nevertheless is clearly a different thing from whence it came.

–Seneca the Younger, Epistulae morales, 65 AD (View Highlight)
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Working this way means that the work feeds itself. In the course of exploring my seeds, some of them start sprouting - they begin to spark new ideas. And all I have to do is to follow those ideas wherever they lead, always being mindful of the need to stay focused on the ideas rather than on a finished product (View Highlight)
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Let's say I want to make a series of paintings about stormy weather.

I might start by writing about stormy weather - how does it feel, how does it look, why do I care about it?

Then I will start creating my seeds.

One might be colour - I'll start exploring what colours might express the way a storm looks and feels.

I might explore marks - what marks convey the feeling of a storm?

What compositions might convey the feeling?

Will my paint be fluid or thick (or both?)

Wil I paint large or small?

How could I use my materials in a different way?

Could I change the way I work? (For example, might I go out and work in the rain? or might I leave my canvases out during a storm?)

I'll nurture each of these ideas and I'll try to avoid pushing too soon towards a finish line. This means that for quite a while I'm not making paintings - instead I'm working on studies (View Highlight)
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In his book "The Creative Act" he describes these explorations as 'seeds' and explains that we don't know which seeds will bloom quickly, and which will take a while - and even which ones might never flower. And so he says, we must tend to all our seeds at first, until we know.

I love this analogy and I take it further - I use my initial idea to create my seeds. (View Highlight)
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The mistake here is in believing that we're supposed to know how to do it - that there is some key that if we could just find it, would give us all the answers.

But that's not how this works in my experience.

Instead we start with the idea and then we find as many different ways to explore it as possible. (View Highlight)
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For example, when Ravet (2007) asked 10 highly disengaged students why they had disengaged, most of them explained that they were bored with the curriculum. When Ravet asked these students' teachers the same question, teachers blamed perceived deficits in students' attitude, ability, personality, and family background. If instead of blaming, these teachers had respectfully listened to students, they would have gained insight into how to intervene. (View Highlight)
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Day-to-day interactions are more important than formal questionnaires. A smile, a hand on the shoulder, the use of a student's name, or a question that shows you remember something the (View Highlight)
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The consequences of disengagement are more serious for low-income students: When students from advantaged backgrounds become disengaged, they may learn less than they could, but they usually get by or they get second chances. … In contrast, when students … in high poverty, urban high schools become disengaged, they are less likely to graduate and consequently face severely limited opportunities … [including] unemployment, poverty, poor health, and involvement in the criminal justice system. (National Research Council, 2004, p. 1) (View Highlight)
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The teachers work hard to design interesting lessons, but if students are disengaged, the quality of the lessons will be irrelevant and misbehavior will reveal students' underlying resistance. (View Highlight)
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Joseph Beuys equated thinking to sculpture. He explains that art is action that produces objects that are imprints of the action (Beuys, 1979, c.f. Harlan, 2004). (View Highlight)
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Cutup 1 - Four quadrants
The normal cutup process involves taking a full page of your text, folding it in half vertically and horizontally and cutting along the folds to produce four quadrants of text, then rearranging those quadrants out of order. (View Highlight)
Cutup 2 - Random (kidnapping/ransom) Text
Find some text passages, words or phases you like - keep a random box of them if you like. Use magazines, newsclippings, old documents and receipts, etc - even passages from your current work.
Tip them out and rearrange them together to see what they trigger. This is similar to kidnapping or ransom notes made of newsclipped words, which is fun anyway. (View Highlight)
Cutup 3 - The Fold-In Method
This method takes two pieces of text-filled pages (perhaps from your own manuscript), and folding one vertically in half. Then you sit that half sheet on top of the other, and read from one text side across to the other text side. (View Highlight)
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Basically cutups involves taking a complete text, cutting it up and rearranging the pieces to make a new text (View Highlight)
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In a 2008 interview, Bowie further explained his use of cut-ups: “You write down a paragraph or two describing different subjects, creating a kind of ‘story ingredients’ list, I suppose, and then cut the sentences into four or five-word sections, mix ‘em up and reconnect them.” The technique allows songwriters, he says, to “get some pretty interesting idea combinations,” even if they “have a craven need not to lose control.” Bowie almost single-handedly created the category of “art rock” with his application of avant-garde techniques to conventional song structures and rock ‘n’ roll attitudes (View Highlight)
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“I think the relationship of a warm blooded creature vs an object that is still and silent – which is essentially what I think sculpture is – for me is the sort of fundamentals. Sculpture is in our everyday lives the whole time. Crossing the road with a lorry coming towards you, is, in my opinion, a sculptural experience, where you as a flesh and blood object is up against the thing that isn't. And one’s emotional and psychological assessment of that all happen in a in a flash.

To me, there is a big, sculptural presence there because of the way that large lorry is constantly displacing space as it comes towards you – so the track that is left behind, which is now empty, was once filled. And that's what I think we do when we're interacting with sculpture: the space is filled. As we walk around it, we are constantly losing an image of it, and finding a new image. So quite a large part of what sculpture is not necessarily visual. And I think that’s quite shocking. A state of affairs that we're assessing (View Highlight)”
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Winfrey echoed a version of the same sentiment. “I felt less alone because of books during that period of being isolated,” she said, describing how, “as a girl growing up in Mississippi and Milwaukee, all the times I felt so removed and not valued, it was books — ‘A Tree Grows in Brooklyn,’ in particular — that made me feel that I was connected to the world (View Highlight)
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Yeah. Why am I doing this? What's it for? I mean, the ultimate answer to that is doing this because I want to. And because there are enough moments where it feels good. And I get something that is satisfying to me in a way that nothing else I do or experience answers. And that's why like a masochist, I keep turning myself up and putting myself through the ringer and all the moments where I'm not sure. And I think that's the ultimate answer (Time 0:33:59)
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Every situation already has a feeling; a tone and mood of being in the world. Heidegger (1962) explains that, "it comes neither from 'outside' nor from 'inside,' but arises out of Being-in-the-world, as a way of such being" (p. 176). (View Highlight)
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Gendlin (1979) writes that "we don't come into situations as if they were mere facts, independent of us. We have had some part in getting ourselves into these situations ... and the mood has the implicit 'understanding' of all that" (p. 45). This is the mood Heidegger (1962) refers to as "our Being-attuned" (p. 172).(View Highlight)
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Scissors and tape are a significant part of it. Maybe we’d call them the middle part. Basically, for any of these supercut texts (the subset of citational fiction that I work in), I first spend a lot of time collecting whatever I’m focusing on, be it first sentences of New Yorker stories or last sentences of sci-fi novels or, in the case of The Nature Book, nature descriptions in novels. In a way, I’m collecting a dataset. Sometimes that set might be more comprehensive. For the piece made entirely out of sentences from New Yorker stories, I gathered and printed out the first line of every short story published by them during the past twenty years. (View Highlight)
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For The Nature Book, the process was a bit more improvisatory. I first focused on canonical books and then branched out because they were quite limiting. I spent a year skimming through ebooks or using Command-F with a list of nature terms like moon and tree, searching for chunks of nature language. By the end of the year, I’d gathered 1,500 pages of nature descriptions, which seemed like enough to get started—enough to make the claim that I was finding patterns in how we write. I printed them out, cut them up, and then started to look for similarities in these disparate texts. When I found enough similarities that fit together, I’d then physically tape the quotations into a paragraph, then paragraphs, and eventually chapters. Afterwards I digitized everything by retyping it all into my computer—the book does not look like a ransom note (View Highlight)
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Kota had recently made this video called City of Nature where he took nature shots from feature films, rotoscoped, and collaged them into a short animation. (View Highlight)
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In writing this piece I wanted to examine the production of prestige fiction as well as the editorial character of The New Yorker fiction section, its idiosyncrasies, biases and imaginative limits. As with any fully sampled text, the source material directed the kind of stories I could tell. Some sections almost wrote themselves given the abundance of a particular pattern. Some sections blended two or more related patterns into one narrative. Some came together under the constraint of scarcity (e.g. a majority of these sentences were written from a male point of view; I could tell the story of a man’s life, but only a fragment of a woman’s). In these ways each vignette of “First Impressions” doubles as narrative and archive, microfiction and data analysis. —TC (View Highlight)
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"First Impressions" consists entirely of first sentences from 268 short stories published in The New Yorker over the past 20 years, from 1997 to 2017, all of which are cited below. After collecting every first sentence, I found they fell into a number of patterns, some surprising, others obvious: points of view, different tenses, genre fiction like western and military, stories set in smalltown America, stories set in Montana (oddly there were a lot), etc. I then arranged these patterns into a sequence of vignettes, a short story in its own right.

—TC (View Highlight)
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“Indeed, recognizing the impact that the context has on the individual and the community is essential. In the context of political violence, it is the external that often lies at the centre of the reality, forms an integral part of each individual's internal world, identity, values, beliefs and history and is paramount to the way in which individuals understand and experience their world (Kalmanowitz and Lloyd 2005).” p. 142
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Creation is defiance of ordinary verbal communication. Its origins lie in the ineffable part of one's own being and are much closer to the silence of the universe than to its noises and verbalizations. Art is always just beyond language.
(Tawney 2012)
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“the use of art allows for the possibility of exploring that which may be implicit, largely unspoken, and at times not easily accessible.” p. 141
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“The simple word 'research' brings with it the weight of proof - investigation, study, examination, enquiry, all of these, words demanding answers. And it is mostly not answers, but the answer, tried, tested and proven, that is sought.” p. 142
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“Indeed, when it comes to understanding the dynamics and intricacies of human relationships, understandings and experiences, the closer we get to fiction and multiplicity the closer we sometimes are to the truth. In fact, just like in prayer, frequently the use of graphic language, poetry, metaphor or image describe experiences that cannot adequately otherwise be conveyed.” p. 142
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“What are you going to do? Why? And how will it be of use to others?” p. 112
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I asked both classes to give me questions about the topics we’d be covering — American Indian history in one class, and the history of gender and sexuality in the U.S. in the other. I was then able to craft a syllabus for each class that wove together my own sense of important historical context together with answers to the questions they had posed. The students were offered a sense of ownership in the course, and I was alerted to things I might not otherwise have considered — basic terminology around which there was confusion, for example, or, say, a strong interest in understanding changing concepts of masculinity over time.
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When my students turned in a paper, they also filled out a self-evaluation of their work that asked them what they’d do differently next time, how pleased they were with what they produced, and what they learned about themselves.
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by designing my class to accommodate all types of learning I’m demonstrating something important about the ways in which we should be creating a more just world.
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Transactional models of education identify students as consumers and teachers as retail workers who must please their customers (an inhumane model for retail sales as well as the world of learning). Administrators become managers in this model, looking for cents they can save rather than people they can support. This drains the entire system of its humanity, and leads to decisions at every level where the personhood of a student, teacher, or administrator is diminished
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My graduate education encouraged me to think of students as antagonists, always trying to get one over on their instructors. I was urged to be on the lookout for plagiarism, to be vigilant for cheaters, to assume that the students wouldn’t do the reading, and to expect to be treated as a cog in a consumerist machine by students who would challenge their grades on a whim. I was once advised by a senior graduate student to “be a bitch” on the first day of class so that my students never wanted that version of myself to show up again, advice that I dutifully repeated to several of the graduate students who came after me. I was a stickler for deadlines, and memorably once refused to excuse the absence of a student who was battling a burst pipe in his house when class was in session. I look back on that now and wince.
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Feb 17, 2023 06:41 PM GMT+0
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My graduate education encouraged me to think of students as antagonists, always trying to get one over on their instructors. I was urged to be on the lookout for plagiarism, to be vigilant for cheaters, to assume that the students wouldn’t do the reading, and to expect to be treated as a cog in a consumerist machine by students who would challenge their grades on a whim. I was once advised by a senior graduate student to “be a bitch” on the first day of class so that my students never wanted that version of myself to show up again, advice that I dutifully repeated to several of the graduate students who came after me. I was a stickler for deadlines, and memorably once refused to excuse the absence of a student who was battling a burst pipe in his house when class was in session. I look back on that now and wince.
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I took a good long look at my syllabus, and realized I had communicated everything in it from a position of absolute authority.
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Yet in practice, I’ve found that kindness as pedagogical practice distills down to two simple things: believing people, and believing in people
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Believing in students means seeing them as collaborators — believing they have valuable contributions to make to the way in which syllabi, assignments, and assessments are designed, and life experiences that should be respected in the classroom.
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As Frankl would have done, therapists such as Litz and Harwood-Gross encourage clients to accept the depth of inhumanity in the world rather than attempt to blot out awareness of that inhumanity. The essential question—the same one Frankl confronted—then becomes: “In the midst of what has happened and what is still happening, how can I find meaning in life?”
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Therapy can help you move on from past choices, but unless your employer hires more staff or supplies more resources, chances are you’ll have to keep making decisions that violate your ethics, compounding your trauma. A lot of problems that cause moral injury “require systemic solutions on a much broader level,” says Andrews, the California public defender.
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PTSD typically takes root when someone’s life or safety is threatened. But much of the lingering trauma Litz saw in vets had nothing to do with direct personal threat. It was related to mounting guilt and hopelessness, “the totality of the inhumanity, the lack of meaning and the participation in grotesque war things,” he says.
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“Moral injury tends to turn up when you have a vision of the world as fundamentally fair and good and something you’ve done or witnessed destroys that vision.”
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McGowan has struggled with the dislocation of shuttling between the ER—a personal hell of COVID deniers, irate family members and dying patients—and the outside world, which feels disturbingly normal. How, she wonders, can people nonchalantly chat and sip coffee when, minutes before, she sent someone home who could barely breathe? How can her own moral world be knocked so profoundly off-axis while the larger world continues to spin with scarcely a wobble?
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Instead they’re suffering from a severe disconnect between the moral principles they live by and the reality of what is happening or has happened. In moral injury, “that sense of who you are as a person has been brought into question,” Dean
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Moral injury is a specific trauma that arises when people face situations that deeply violate their conscience or threaten their core values.
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“And the thought that people are so callous with a life, when I place so much value on somebody’s life—it’s a lot to carry.”
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moral injury is much more of a leadership issue than an individual issue because it’s the responsibility of leadership to make sure the individuals who work for them have access to the resources and support they need. (View Highlight)
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“Treat art less like a diversionary pleasure and more like exercise or sleep or loving relationships: a necessity for a life full of deep satisfaction. I’m not saying you need to quit your job and become a poet. But you should make a daily effort to get off the wheel of Ixion.”
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Feb 17, 2023 06:01 PM GMT+0
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“ As music therapist David Aldridge says, 'In artistic expression we have the possibility of making perceptible an inner experience' (1996: 94).” p. 20
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“We wanted to use an art process to investigate this relationship”
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Quote in page — “…Once again the dominant paradigm took precedent and only one kind of method was valid enough. And once again the essence of the field, the thing that saved these two boys, the art, was pushed aside….”
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“The artwork, no matter what the medium (sound, rhythm, movement, enactment, poetry, paintings), opens up a space in which both the world and our being in the world is brought to light as a single, but inexhaustibly rich totality.” p. 20
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“Art-based enquiry can be defined as the use of artistic process, and the actual making of artistic expressions in all of the different forms of art, as a primary mode of understanding and examining experience by therapist, client, researcher and research participants (McNiff 2004).” p. 20
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“A critical part of our art-based enquiry must the the physical enactment of the stories our images tell, bringing them to life before an audience, performatively and emotively transmitting the truth of the images so that they enter bodies as well as minds. The image and its information are vetted through not only the mind but also through the heart and the gut.” p. 17
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a 'knot in the fabric of human existence' (Allen 1999) p. 16
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Allen developed what she determined to be “the necessary constituents of art-based research:
• passionate interest or question
• art as the method of enquiry
• disciplined adherence to a clear method
• systematic evaluation of the process.” p. 16
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“developed a method we call the Open Studio Process (OSP) that entails setting an intention, making art and writing a witness, which consists of a dialogue with the image, along with any observations or questions which come up. (Allen 2005: 7-61).” p. 15
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the Open Studio Project (Open Studio Project 2011), which became and remains a laboratory to experiment with new ways of art making and working with others.” p. 14
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“The heart of research is the burning passionate interest in a question, idea or image.” p. 14
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'If you change, the countenance of the world changes' (2009: 273). —Jung
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“material under study that can be described as a joint endeavour between one, own soul and the soul of the world.” p.12
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“Combining art and writing in a particular way in which each illuminates and furthers the other is a unique discipline that lends itself to the deepest kind of enquiry. There is a partnership created between the thinking and feeling aspects of self, nourished by careful attention to sensation and intuition.” p. 1
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“the decisive factor about the value of research based in artistic enquiry is whether or not the work is useful to other people.” p. 6
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“our inability to appreciate how personal enquiry can serve others and transcend introspection for its own sake.” p. 6
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“But like the chemist in the lab, the art-based researcher conducts direct experimentation with the materials of expression and imagination in creative writing, dance, dramatic improvisation, drawing, paintings, …” p. 5
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“definition of research as a process of systematic enquiry that includes experimentation and seeking out information with the objective of answering questions, solving problems and generating new understand-ing.” p. 5
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“Professions involving the arts in therapy, health care and education base their relevance on expanding the process of knowing, communicating and transforming life situations through artistic expression and understanding but yet when it comes to the formal process of conducting research to advance the work, we paradoxically rely on other disciplines.” . p5
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We use the term art-based research to affirm a community of art and artists including all of the arts (McNiff 1998). Art-based research in this respect contains and embraces the related terms of arts-informed research (Knowles and Cole 2008), arts-based research (Barone and Eisner 2012; Leavy 2009; Liamputtong and Rumbold 2008; MeNiff and Speiser 2004) and artistic enquiry (McNiff 1999; Wadsworth Hervey 2000).
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“As actors, dancers, film-makers, musicians, visual artists and writers immerse themselves in any area of problem solving, they bring their unique ways of examining and communicating experience, which further what we might call a more complete community of enquiry where methods of research are designed in an effort to find the best ways to address certain questions.”
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Feb 10, 2023 10:29 PM GMT+0
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Art is a way of knowing, problem solving, healing and transformation that we marginalize if we do not embrace it as a vehicle of research. There is a striking disconnect when people and professions understanding the unique resources of the arts in addressing problems and issues inaccessible to verbal analysis nevertheless persist in the use of the latter as an exclusive foundation of research.
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Paintings are but research and experiment. I never do a painting as a work of art. All of them are researches.
(Pablo Picasso [Liberman 1956])
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to use artistic expression as a primary mode of inquiry
art as a primary vehicle of research
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Being creative is not so much the desire to do something as the listening to that which wants to be done. The dictation of the materials. — Anni Albers
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It’s like the idea says, “Get in the car.” And I’m like, “Where am I going?” And the idea says, “Don’t worry, I’m driving.” And then you just get there. - Dave Chappelle. Be ready to receive the inspiration when it comes; be ready to let it go when it vanishes.— Tom Waits
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We love to create seasonal sacred spaces that invoke the essence of each season: the deep rich orange of autumn leaves, the soft lush green of grass, the craggy gray of mountains, the golden sand of deserts, the turquoise of ocean waves.
That’s one reason why we love creating seasonal altars and incorporating bits of seasonal magic into our sacred spaces.
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Show Up to every opportunity that excites us and some of those opportunities are going to yield fruit for us, and some of those opportunities are going to be deadends. But they are all opportunities that are worth talking because there was something about that thing that attracted us
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Affirmation and rapport are really about building trust, not self-esteem. Trust and fear are inversely related; fear activates the amygdala and the release of cortisol. Cortisol stops all learning for about 20 minutes and stays in the body for up to 3 hours. Remember, when the brain feels there’s a potential threat based on past experience with a particular person or because of one’s own implicit bias or marginalized status in the larger sociopolitical context, the amygdala goes into action and “hijacks” the brain’s other systems, throwing the body into defensive fight, flight, or freeze mode. Trust deactivates the amygdala and blocks the release of cortisol. (Location 1896)
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Leadership means taking responsibility for what matters to you. —National Equity Project (Location 3726)
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While delivering negative feedback, the wise educator adds three specific elements to her feedback: An explicit holding of high standards. This helps the student understand that his or her mistakes are not necessarily a sign of (perceived) low capability but rather a sign of the high demands of the education program or academic task. A personal assurance to the student that he is capable and can improve with effort. Specific actionable steps to work on. (Location 2588)
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Cultural responsiveness is not a practice; it’s what informs our practice so we can make better teaching choices for eliciting, engaging, motivating, supporting, and expanding the intellectual capacity of ALL our students. (Location 170)
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Give feedback in emotionally intelligent ways so students are able to take it in and act on it (Location 636)
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Practicing vulnerability requires that we be willing to let down our guard a bit. The most powerful thing we can do to create a culture of caring is to allow ourselves to be seen as human beings, not just in our role as teachers. (Location 1983)
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The second practice area focuses on building trust with students across differences so that the teacher is able to create a social-emotional partnership for deeper learning. (Location 632)
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Attention is the first step in learning. (Location 3111)
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Unfortunately, teachers are too often unaware of the fact that the connections they choose to assist students in understanding concepts being taught are in fact “cultural,” reflective of the lived, familiar experiences of students who are not students of color, leaving students of color in a state of disconnect, and often a deep sense of frustration. (Location 158)
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Talking helps us process our learning. Talking helps us connect with others. Talking helps us expand our thinking when we hear the ideas of others. Vygotsky refers to this as the sociocultural nature of learning. (Location 3632)
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Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. —Paulo Freire, Pedagogy of the Oppressed (Location 492)
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“brain-based learning” (Location 326)
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When the brain encounters information, especially during the act of reading and learning, it’s searching for and making connections to what is personally relevant and meaningful. What is relevant and meaningful to an individual is based on his or her cultural frame of reference. (Location 153)
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My scientific journey has been a personal quest for an intervening variable that would contribute to our understanding of individual differences in behavior. This journey led me to an understanding of the importance of autonomic state as a neural platform for behavior and psychological experiences, including feelings of being safe. Basically, autonomic state influence on behavior is not causal in a one-to-one manner. However, the range of emergent behavior and psychological experience is limited by autonomic state. An alternative way of viewing this relationship is to conceptualize autonomic state changes as producing shifts in the probability (and possibility) that specific behaviors and psychological feelings will occur. (Location 655)
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The theory provided an understanding of how risk and threat shift physiological state to support defense. Moreover, and perhaps most important, the theory explains how safety is not the removal of threat and that feeling safe is dependent on unique cues in the environment and in our relationships that have an active inhibition on defense circuits and promote health and feelings of love and trust (e.g., Porges, 1998). (Location 676)
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Universities are not structured to make faculty feel safe and secure. (Location 661) Evaluative models, when chronic, shift physiological state to support defense. The physiological states that support defense are incompatible with those that support creativity and expansive theories. (Location 663)
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Evaluative models, when chronic, shift physiological state to support defense. The physiological states that support defense are incompatible with those that support creativity and expansive theories. (Location 663)
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Within Polyvagal Theory, the neural process that evaluates risk in the environment without awareness is called neuroception (Porges, 2003, 2004). (Location 684)
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Consistent with this theme, the debilitating effects of challenges to our mental and physical health, which are often defined as stressing and calibrated via changes in cognitive performance, are frequently less dependent on the physical features of the event than they are on our bodily responses. (Location 685)
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The same features of our nervous system that protect us as we navigate the world at large provide us information about the state and needs of our clients. We have this exquisitely tuned capacity to derive their state and intention from the tone of their voice, their facial expressions, their gestures, and their posture. We may not have words for this information, but if we listen to the way they make us feel, it will inform our practice. (Location 691)
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Polyvagal Theory emphasizes that the neural circuits that support social behavior and emotional regulation are available only when the nervous system deems the environment safe and that these circuits are involved in health, growth, and restoration. (Location 726)
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Safe states are a prerequisite not only for social behavior but also for accessing the higher brain structures that enable humans to be creative and generative. However, what are the features of our institutions, such as educational institutions, governments, and medical treatment centers, in promoting states of safety? What are the priorities of our culture and society in respecting individual needs for safety? We need to understand what features in the world disrupt our sense of safety and realize the cost to human potential of living in an unsafe world. As we understand our vulnerability to danger and life threat, we have to start respecting the importance of social behavior and the social engagement system (Porges, 2007) in dampening defensive systems that enable us to form strong social bonds, while simultaneously supporting health, growth, and restoration. (Location 728)
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May 2, 2022 01:52 AM GMT+0
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Safe states are a prerequisite not only for social behavior but also for accessing the higher brain structures that enable humans to be creative and generative. However, what are the features of our institutions, such as educational institutions, governments, and medical treatment centers, in promoting states of safety? What are the priorities of our culture and society in respecting individual needs for safety? We need to understand what features in the world disrupt our sense of safety and realize the cost to human potential of living in an unsafe world. As we understand our vulnerability to danger and life threat, we have to start respecting the importance of social behavior and the social engagement system (Porges, 2007) in dampening defensive systems that enable us to form strong social bonds, while simultaneously supporting health, growth, and restoration. (Location 728)
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Polyvagal Theory respects how our psychological, physical, and behavioral responses are dependent on our physiological state. (Location 736)
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For the social interaction to be mutually supportive and to enable a co-regulation of physiological state, the expressed cues from the dyad’s social engagement systems need to communicate mutual safety and trust. (Location 752)
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How we look at each other is a critical feature of this capacity to connect. Subtle cues of understanding, of shared feelings, and of intent are conveyed. These cues, often covarying with the intonation or prosody of vocalization, are also communicating physiological state. Only when we are in a calm physiological state can we convey cues of safety to another. These opportunities to connect and co-regulate determine the success of relationships, (Location 769)
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In this model, our bodily feelings (i.e., autonomic state) function as an intervening variable contributing to our reactions to others. (Location 779)
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As we ponder the importance of feeling safe in our lives, we realize that understanding the physiological signatures of feelings and the cues that trigger feelings may guide us in improving our relationships and in providing support for our clients, family, and friends. Thus, to fulfill our biological imperative of connectedness, our personal agenda needs to be directed toward making individuals feel safe. (Location 787)
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Outside the realm of conscious awareness, our nervous system is continuously evaluating risk in the environment, making judgments, and setting priorities for behaviors that are adaptive. These processes occur without our awareness and without the conscious mental processes that we attribute to the “executive” functions involved in decision-making. (Location 823)
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the decision of whether we use a mobilized flight/flight or an immobilization shutdown defense strategy is not a voluntary decision. (Location 822)
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Cleese outlines “the 5 factors that you can arrange to make your lives more creative”:

Space (“You can’t become playful, and therefore creative, if you’re under your usual pressures.”)
Time (“It’s not enough to create space; you have to create your space for a specific period of time.”)
Time (“Giving your mind as long as possible to come up with something original,” and learning to tolerate the discomfort of pondering time and indecision.)
Confidence (“Nothing will stop you being creative so effectively as the fear of making a mistake.”)
Humor (“The main evolutionary significance of humor is that it gets us from the closed mode to the open mode quicker than anything else.”) (View Highlight)
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Gardening is a practice that treats a personal website as a constantly evolving landscape where you develop your ideas in public.
Gardens are...
a) Explorable, rather than structured as a strictly linear steam of posts. This is usually achieved through deeply interlinking notes where readers can navigate freely through the content.
b) Slowly grown over time, rather than creating "finished" work that you never touch again. You revise, update, and change your ideas as they develop, and ideally find a way to indicate the "done-ness" state to your reader.
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We can only connect the dots that we collect. —Amanda Palmer
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A 2015 study from Stanford University demonstrated that those who took a ninety-minute walk through a natural landscape had reduced neural activity in an area of the brain linked to risk for mental illness compared to those who walked in an urban environment. (Location 1418)
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Much has been written about the human hand and how its use effects the brain, language and culture (see Frank R. Wilson's The Hand, 1998). What we want to point out here is that the physical manipulation of things, like direct personal experience of any kind, generates sensory images of all sorts and thus enables thought. Hands-on tinkering leads to minds-on thinkering. Bodily engagement with nature teaches much more than any amount of words or numbers in science books. Doing produces a personal understanding that symbols simply can't.
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Freddie Robbins, senior tutor for knitted textiles, Royal College of art, London: I encourage everyone to use their hands. Process is so important, hands connecting with the mind, it is a terrific well-being pursuit. Page 27
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Bringing your awareness to the present moment through mindful meditation, and through any focus activity in which you are alert to do what is happening right now, has been shown to regulate mood, reduce stress and anxiety and to improve sleeping patterns. Page 24
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All of us engage in routine everyday creativity -- it's a fact. If you've ever decorated your house, put on wake up, got a tattoo, daydreamed, made a list of priorities, fix the taps in the bathroom or tried a new recipe -- then you have proved the theory if we believe creativity is about problem solving and adapting our environment to suit our needs then we are all creative. Everyday creativity is part of being human, a natural impulse to work around obstacles make do and mend where necessary. Page 20
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"Using your creativity can maintain health and well-being, foster imagination, and make a space for the reverie you can feel when you are making." Sarah Vanic page 45
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Csikszentmihalyi (author of Flow) underlines that by learning how to control our experiences and introduce flow into our activities, we can overcome the obstacles to fulfillment and enjoy a richer, more meaningful life. This may seem like a tall order, but whether it’s a solitary walk in the woods or a daily meditation, the goal is to abandon ourselves entirely to it, to separate ourselves from our internal struggles and the concerns of the day for a short while and shift our focus to a space where our thoughts aren’t all-consuming.
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Our craft activity performs a similar mindful function to meditation: when Rosemary is knitting or Arzu is preparing her Japanese woodblock prints, awareness of the outside world is reduced, the volume turned down, while attention and focus remain exclusively on the project itself. This intense concentration (or flow state) parentheses has similar neurological effects on the brain as meditation. Page 25
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Big ideas tend to appear when we are least expecting or prepared for them -- and often when we are not striving for solutions, not actively doing, but rather when we allow the mind to wander. Thoughts quieten and, while the active brain is focused on the task at hand, the untethered resting mind can wander, to expand and explore deeper realms of the unconscious comma and sometimes spark new ideas and new ways of looking at old issues. Page 18
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Doing creative things today predicts improvement and well-being tomorrow. Full stop. Page for 52
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Today, the growing body of research from clinical trials leaves little room for doubt that creative activity in which people participate because they want to, in an unpressured environment, delivers therapeutic benefits that are positive, significant and can be life changing. Indeed, in his book Creativity as Repair: Bipolarity and its Closure, Andrew Brink makes the plain and bold assertion that creativity is the ‘ original antidepressant’. Page 36
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everyone can express their creativity by making . It doesn't really matter at all if you don't create a perfect artwork or object at first, because it's the flexing of your creative muscles that counts: the real "value" is not necessarily in the outcome, the finished piece, but in pursuing your creative impulse. Page 14
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As children we flow naturally. And as we grow we develop constantly by evolving new skills to meet new challenges. At school, the opportunities for unstructured imaginative play are a little more limited and as we climb the academic ladder, they are fewer still. By adulthood, most of us have forgotten that blissful feeling of utterly losing ourselves in an activity. page 65
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Diana Butler Bass in her book Grateful: “Gratitude is the emotional response to the surprise of our very existence, to sensing that inner light and realizing the astonishing sacred, social, and scientific events that brought each one of us into being.” (Location 2061)
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O’Donohue describes blessings as “a circle of light drawn around a person to protect, heal, and strengthen.” (Location 2157)
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Even if we can’t leave the house, nature can come to us. With each passing season my mother decorated a small table in our house’s entryway. It featured books or a painting reflecting the time of year, like mushrooms, say, in early autumn. Or it would have tall branches in springtime with home-decorated Easter eggs. Large pumpkins around Halloween. An enormous wreath of evergreens and holly in December. Today, rather than a nature table my husband arranges flowers and greens: pink ranunculus, white peonies, tall grasses, sweet peas. They too announce the passing rhythm of the seasons. I’ve found that a simple handpicked bouquet can infuse us with what the Scottish writer Richard Holloway describes as “the sense many of us can’t quite shake off, that though it does not explain itself, nevertheless the universe seems to have known we were coming.” That somehow we belong to the universe, that witnessing nature’s beauty is a homecoming, bringing a sense of completion and sureness to our lives. (Location 1725)
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Walking a pilgrimage is like living a question mark. Everything is new, even when you’ve seen it before. A walk you’ve taken before can become a mini pilgrimage if you infuse it with openness to transformation during the experience and a keen, observant attitude. Things get churned up by walking. You wonder. You reminisce. You question. As we connect with forgotten bits of a landscape, we connect with forgotten bits of ourselves too. As pilgrims, we remember how to actually be in a place. (Location 1530)
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That’s what this book is all about—taking things we do every day and layering meaning and ritual onto them, even experiences as ordinary as reading or eating—by thinking of them as spiritual practices. (Location 108)
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When our body expects to get better, it sends out messages to start the healing process. Hormones, immune cells, and neurochemicals are all released. The placebo effect provides proof that when we believe we are going to get better or feel better, we often do. It’s a testament to the power of the mind to affect the body with mere suggestion. (Location 436)
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Other forms of compassion-based meditation (or just closing your eyes and thinking about someone you love) help strengthen an area called the limbic system, which is the emotional center of the brain. All of this work helps to rewire our brain, disrupt our default thought patterns, and wake us up out of our subconscious-driven autopilot. From this foundation of consciousness we can then begin to witness the conditioned patterns in our thoughts, beliefs, and relationships. This honest self awareness shows us our pathway towards change and ultimately healing. (Location 713)
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Back at home in the hustle and bustle of city life, I could mask these troubling feelings by channeling all of these energies into action: cleaning the kitchen, walking the dog, making endless plans. (Location 81)
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Dr. Jennifer Carter, the director of sport psychology at Ohio State University’s Wexner Medical Center, has explained that “our bodies can hold tension and negative emotions that can be released during physical activity.” (Location 1218)
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The gentle burbling of a brook or the sound of the wind in the trees shifts your nervous system into a relaxed state, according to a 2017 Scientific Reports paper, and data reveals that people who have regular access to nature are less likely to be on antidepressants. (Location 1415)
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The title of my talk was “Behavior Modification Through the Lens of the Polyvagal Theory.” The talk described my personal search for variables that could measure physiological state as an intervening variable between the stimulus-response (S-R) relationship that defines behavioral methods. My talk reintroduced a much older model for learning that acknowledged the important role of variations in the organism as a mediator of S-R relationships. In the S-O-R model (e.g., Woodworth, 1929), “O” represents the organism and serves as an intervening variable in S-R paradigms. However, historically the “O” in S-O-R models did not have a neurophysiological basis and did not use physiological state as a defining feature. (Location 640)
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From a Polyvagal perspective, deficits in feeling safe form the core biobehavioral feature that leads to mental and physical illness. (Location 58)
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Look into the work by Kelly Lambert behavioral scientists and author of lifting depression, she looks at the impact of contemporary lifestyle on mental health . She argues convincingly that the process is important for our mental health because making things makes us effective . Page 31
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When we are absorbed in the process of making, our minds rest and roam. Feelings and ideas that might otherwise be blocked or drowned out by the demands of directed thinking take root and hopefully inspire new ideas, projects, and creations. page 48
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In the book Making is Connecting by David gauntlet the definition of creativity is: everyday creativity refers to a process which brings together at least one active human mind, and the material or digital world, in the activity of making something which is novel.
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get the book hands: what we do with them dash dash and why by Darian leader in it he argues that we have to use our hands it's a natural compulsion we fidget mould kneed shape pick pluck and touch we feel compelled to keep them busy and to make things
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Research also indicates that any number of activities where the brain and the hand connect in absorbing and deliberate, repetitive, focused movements (such as in knitting, weaving, sewing, even chopping vegetables) can be useful for diffusing stress and distracting the mind from an unhelpful rumination and negative thinking loops. Page 48
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When we use both body (the hands) and mind, we enjoy a fuller brain experience that in purely intellectual dash driven reward, and this helps us prepare us for life's next challenge. Page 30
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When we are being creative and making, and if we allow the mind to roam undirected and unmoored, we tap into our unconscious thoughts and read connect with Winnicott’s authentic self. This, in turn, can lead to moments of real insight and a happy awakening or lifting of emotions. Page 44
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Understanding the mechanisms of Polyvagal Theory can help professionals increase awareness of how their own nervous system states impact the process, understand the need to self-regulate and maintain a ventral vagal state, and the importance of bringing regulation into their interactions with other professionals to reduce reactivity and support collaboration.
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Parents and children can learn how to intentionally stimulate the ventral vagus to regulate the physiological response to the visceral perception of a lack of safety (neuroception). A few slow deep breaths from the belly, engaging the diaphragm (the stomach rises, not the chest), an extended exhalation, even just breathing a sigh are ways to exercise the ventral vagus, slowing heart rate, low- ering blood pressure, and bringing the body back into balance (George et al., 2000). Holding the breath for a moment and bearing down or putting cold or cool water on the face have also been shown to bring the body back into regulation (Shapiro & Schwartz, 2000). All of these actions increase the influence of the ventral vagus leading to clearer thinking and improved problem solv- ing. Other simple practices to stimulate the ventral vagus and bring the nervous system back to reg- ulation include a brief, purposeful break from the work environment, sipping (not gulping) a warm or cold beverage and bringing awareness to how it travels down to the stomach, a short walk with awareness of how the feet feel as they touch the ground, warming the hands and placing them on the chest noticing the warmth that is generated, and humming (Vago & Silbersweig, 2012).
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Emotional dysregulation is contagious and affects not only each family member, but also the larger family system and all other involved professionals. Interventions that help to explain the interplay of the autonomic messages and responses between all participants, and techniques to modulate and manage them, provide the opportunity for awareness, safety in connection, and repair.
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With an ability to self-regulate, individuals can offer co-regulation to others who in the moment may be unable to regulate on their own. When professionals recognize a child or family member has moved into an active dorsal vagal or sympathetic state, the subjective experience of the lack of safety and emotional turmoil can be understood and appreciated. When individual history, family history and autonomically triggered responses to stress or trauma are understood and appreciated, individuals can be met with an offer of regulation and balance. This empathic response is an effective tool to facilitate safe connection and engage the ventral vagal self (Porges, 2001).
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If one family member is experiencing an activated survival response, the family system reacts. Individual family members, sensing the dysregulation, often respond with a survival response and state change of their own.
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• [ ] A polyvagal approach engages the ventral vagal system and skills to either activate or calm the nervous system through social engagement (Porges, 2009).
Porges, S. W. (2009). The polyvagal theory: New insights into adaptive reactions of the autonomic nervous system. Cleve-
land Clinic Journal of Medicine, 76(Suppl. 2), S86–S90. https://doi.org/10.3949/ccjm.76.s2.17
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Through neuroception, clients pick up subtle cues from the therapist via tone of voice, eye contact, body postures, and facial expressions. Throughout the session, clients react to these signals with sympathetic activation, dorsal shutdown, or ventral openness and trust.
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ANS creates the platform for daily living experience. The ANS, responding to the demands of the moment, exercises a repertoire of mobilization, disconnection, and engagement behaviors. In each of these states, specific emergent properties – the thoughts, feelings, behaviors, and beliefs that are possible from that state – are activated. It is through these emergent properties that people are moved to behave in predictable ways and the stories about themselves and the world they inhabit are generated and perpetuated. With a map of the ANS, individuals can begin to under- stand the connection between their physiology and cognitions and begin to see the ways their auto- nomic state creates their psychological story (Dana, 2018).
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Through the ongoing neuroception process the ANS scans for cues of safety and danger, initiating actions in service of safety and survival. While we do not always recognize the cues of safety and danger, we feel the physiological response. And, because humans are meaning-making beings, what begins as the autonomic experience of neuroception travels to the brain and becomes the story that directs daily life. From a dorsal vagal or sympathetic state, danger rules and the story is one of survival. It is only from a ventral vagal state of safety and connection that the story can be one of hope and possibility.
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Sometimes called the safety circuit, the Social Engagement System uses eye gaze, facial expression, tone of voice, head movements, and social gesture to create safe connections with others (Porges, 2004).
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Polyvagal Theory describes the primary role of the ANS in shaping thoughts, feelings, behaviors, and beliefs (Porges, 2007). The fundamental premise of Polyvagal Theory is that human beings need to not only feel safe, but to feel safe in connection with others for survival.
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The body’s rapid-response survival system is orchestrated by the ANS.
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bringing curiosity and attention to the cues of danger triggering the survival response is a step toward creating a collaborative process.
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Children who have repeatedly been told they are safe and yet do not have a subjective feeling of security often cannot trust any adult reassurance and, in order to survive, instinctively learn to not listen to their own internal feelings.
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This experience activates a perception of danger and an autonomic response (that is involuntary or instinctual) and the child may move into a survival mode.
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Without the lens of Polyvagal Theory, these autonomically enacted responses may be viewed as voluntary acts and often are erroneously labeled as resistance, non-compliance, or disinterest. By understanding these behaviors as adaptive survival responses and exploring the factors triggering the sense of a lack of safety, clinicians and professionals can move away from assigning motivation and moral meaning towards in favor of increased awareness, understanding, and a greater capacity to intervene effectively. Without the layer of social judgment, clinicians and professionals can help all parties experience a sense of agency, feel included in the process and cope more effectively with inevitable changes.
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An individual’s history, the present moment environment, and the people in that same environment will each have an impact on both the embodied and cognitive understanding of safety and will affect physiological and psychological responses to perceived danger.
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• [ ] PRSD and Chronic stress generate an alertness to threat and a feeling of lack of safety in which mental processing falls second to adaptive survival responses (Williamson, Porges, Lamb, & Porges, 2015).
Williamson, J. B., Porges, E. C., Lamb, D. G., & Porges, S. W. (2015). Maladaptive autonomic regulation in PTSD acceler- ates physiological aging. Frontiers in Psychology, 5, 1–12. https://doi.org/10.3389/fpsyg.2014.01571
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When there is ongoing misattunement, when ruptures aren’t recognized and repaired, the autonomic experience of persistent danger shapes the system away from connection into patterns of protection. (Location 624)
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There, a story is created to make sense of the experience. The physiological state creates a psychological story. (Location 571)
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Through neuroception, your autonomic nervous system is either open to connection and the possibility of change or locked in a protective response and stuck in a survival story. (Location 551)
Patterns of connection arise from cues of safety that the down-regulate your defense systems and activate the social engagement system (Location 552)
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Based on interactions with people and places, neuroception creates habitual patterns of connection or protection. Over time, your internal radar is calibrated to respond in particular ways. (Location 543)
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Shaped in an environment that is safe and supportive, the system reads cues accurately and inhibits defense systems in safe environments or activates them when there is risk (Porges, 2004). Shaped in an environment that is unpredictable and filled with unexpected events, an environment in which you feel unsafe or unseen, neuroception is biased toward protection which leads to a mismatch between autonomic state and actual safety or risk (Porges, 2015a). (Location 545)
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Long before the information reaches the brain to form a thought, biology has taken action. (Location 535)
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Through neuroception, the autonomic nervous system is listening inside to what is happening in your internal organs; outside, scanning the environment; and between, sensing the connection to another nervous system. (Location 517)
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The ability to return to regulation is the essence of resilience. When you establish and resource pathways to ventral vagal regulation, you recover your innate abilities for resilience. The ventral vagus connects with the heart’s pacemaker—the sinoatrial node—that regulates the rhythms of the heart. This pathway has been named the vagal brake because it describes the actions of the ventral vagus to slow down or speed up the heart, supporting a flexible response to the challenges of everyday living (Porges, 2017a). A well-functioning vagal brake brings the ability to rapidly engage and disengage, energize and calm, and experience ease in making these transitions. With a flexible vagal brake, you can reflect and respond rather than react. (See Chapter 7 for a full description and a vagal brake exercise.) (Location 486)
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The ventral vagal experience is one of being a part of the world, connected to self, able to reach out to others, open to change and willing to look at possibilities. Here, solitude and social connection, excitement and rest, joy and sadness, and frustration and flow are found. The glue for the diverse ventral vagal experiences is a sense of safety. (Location 438)
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The vagus nerve is the major component of the parasympathetic branch of the autonomic nervous system. Not a single nerve, the vagus is actually a “family of neural pathways” that wander (vagus means wanderer in Latin) throughout the body (Porges, 2011, p. 27). Beginning in the brainstem, the dorsal vagus primarily influences organs below the diaphragm and the ventral vagus mainly affects organs above the diaphragm. Through the dorsal and ventral vagal pathways, messages are sent in two directions. Sensory information travels from the body to the brain and motor information returns from the brain to the body, making this a rich, bidirectional information highway. The two vagal pathways represent either end of the evolutionary history of the autonomic nervous system. The oldest dorsal vagal (our reptilian ancestors) and the newest ventral (Location 420)
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The earliest dorsal vagal system runs in the background, regulating organs below the diaphragm, including the digestive system. The sympathetic nervous system, next to arrive, works to circulate blood, shape normal heart rhythms, regulate body temperature, respond to changes in posture, and provide energy to the system to support passion and play. The most recent system, the ventral vagal system, brings the ability for connection and social engagement. The ventral vagus is tasked with overseeing the autonomic (Location 412) nervous system, metaphorically holding the sympathetic and dorsal vagal systems in a warm embrace. When the newest autonomic pathway is directing the system, healthy homeostasis is the result. (Location 415)
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Trauma, which might be thought of as “what happens to a person where there is either too much too soon, too much for too long, or not enough for too long” (Duros & Crowley, 2014, p. 238), creates an autonomic demand that shapes the system away from connection toward protection. (Location 366)
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Neuroception, detection without awareness, describes the way the autonomic nervous system interfaces with the world. •Working below the level of awareness, the autonomic nervous system listens inside the body, outside in the environment, and in the relationships between people. •Reshaping the autonomic nervous system involves first making the implicit experience explicit by bringing perception to neuroception and then adding context through the lens of discernment. •Neuroception is at work in every moment of the therapy session. The ability to tune into the implicit autonomic conversations that are happening between you and your clients is an essential part of creating therapeutic presence and building trust in the therapy process. (Location 304)
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The theory emphasizes that physiological state limits the range of social behavior and the ability to regulate emotion. Thus, creating states of calmness and exercising the neural regulation of the striated muscles of the face and head may potentiate positive social behavior by stimulating the neural regulation of the social engagement system. (View Highlight)
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Immobilization, as a defense system, is phylogenetically old and is associated with reduced metabolic demands and increased pain threshold (View Highlight)
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Based on the relative risk of the environment, both social engagement and defense behaviors may be interpreted as either adaptive or maladaptive. For example, the inhibition of defense systems by the social engagement system would be adaptive and appropriate only in a safe environment (View Highlight)
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Thus, the neuroception of familiar individuals and individuals with appropriately prosodic voices and warm, expressive faces frequently translates into a positive social interaction, promoting a sense of safety. Autonomic state responds to the top-down detect of risk or safety (View Highlight)
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Central to Polyvagal Theory is the role that the autonomic nervous system plays as an intervening variable influencing mammalian behavioral and physiological reactions to challenges both in the body (e.g., illness and distress) and in the environment (e.g., cues of threat and safety). (View Highlight)
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a product of an extraction of principles derived from the integration of several disciplines each with its own history, research paradigms, literature, methodology, and theoretical context.
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to explain how evolution and development of neuroanatomical structures and neurophysiological processes contribute to Polyvagal Theory. (View Highlight)
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Polyvagal Theory is premised on the idea that neuroception plays a key role in the nervous system’s ability to assess danger in the environment. Neuroception is a neurophysiological response that does not involved cognitive processing. When cognitive processing is not involved, the result may lead to misinterpretation of, and an ability to accurately assess situations: executive functioning including rational thinking and communication skills are lost to physiological response.
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Applying Polyvagal Theory to court involved populations can help both litigants and practitioners recognize the role of the autonomic nervous system, providing the opportunity to understand, to self-regulate, and to improve communication and decision-making.
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Mar 5, 2022 08:39 PM GMT+0
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Applying Polyvagal Theory to court involved populations can help both litigants and practitioners recognize the role of the autonomic nervous system, providing the opportunity to understand, to self-regulate, and to improve communication and decision-making.
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Mar 5, 2022 08:38 PM GMT+0
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Polyvagal Theory is premised on the idea that neuroception plays a key role in the nervous system’s ability to assess danger in the environment. Neuroception is a neurophysiological response that does not involved cognitive processing. When cognitive processing is not involved, the result may lead to misinterpretation of, and an ability to accurately assess situations: executive functioning including rational thinking and communication skills are lost to physiological response.
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Mar 5, 2022 08:37 PM GMT+0
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