Compassionate Critical Thinking by Rabois Ira;

Author:Rabois, Ira;
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers, Incorporated

To end the class, discuss diagraming the components of anger. (See table 3.2) “When you’re home, in order to pull together all that you’ve learned about anger, make a chart of its components. Write down what triggers anger. In the first column, record the physiology of anger—what goes on inside you, what sensations do you feel, where do they arise in your body, and what physiological changes lead to those sensations? What does anger “feel like” to you? In the second column, record the thoughts and stories that go on in your mind and the psychological explanations for those thoughts. In the third, record, what are the evolutionary uses for anger, what actions you imagine taking. And record interventions that you think will work with you.”

“Take time to contemplate anger and what often results from it. Explore your own experiences. Are there stories that come up whenever you get angry? Can you find any patterns to your feelings? Treat your stories like clues to the mystery of yourself. The book of yourself is a great book. Learn from it. Enjoy it.”

As a teacher, you need to remember to consult or recommend students speak with support staff, especially if students show persistent alienation, anger, anxiety, depression, and similar emotions.

Lesson Sixteen: Joy and Fear

Readings to Give Background for Discussion

• Paul Ekman, Emotions Revealed, 152–171.

• Daniel Goleman, Emotional Intelligence, 297–300.

When fear arises in a class, due to a test, one student’s response to another student’s actions, or a news event, make the conscious intent to face the fear sensitively and directly, with as much skill and compassion as you can bring to it. Obviously, fear can be a difficult subject to study in school. You have to be careful about bringing up deeply troubling memories. One way to start the discussion is first exploring joy. After greeting the students, ask them to be seated and begin mindfulness practice.

The Practice

“Let your mind and body settle down. Take a breath in, and then out. Just be easy on yourself. With your next breath, let your eyes close partially or fully. Relax into the breath and let your awareness follow it.”

Pause to let students follow the breath on their own for a few seconds.

“What does the word ‘joy’ bring up for you? What images come to mind, or feelings? Allow the memory or idea of a joyous moment to come to mind. Or allow joyous words to come to you. What were you doing when you felt joyous? What did it feel like? Breathe in and feel what it is like to breathe joy. You can even say to yourself: ‘I breathe in joy.’ Breathe out and say to yourself: ‘I breathe out in joy.’ Just breathe in and feel the moment of joy arise inside you. And breathe out in joy. Is joy energetic or lethargic? Is it light and open, or heavy? Notice how, when you feel joy, the world feels just right as it is. Just breathe it in and breathe it out. Sit for a moment with the feeling or idea of joy.

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