Tag Archives: Inquiry

asking questions about beliefs

Yoga — a Life Practice

Yoga Became a Lasting Practice

Headstand Photo

Photo taken 1987.

He who practices the Headstand for three hours daily conquers time.” — Yoga

Upanishad (The Sivananda Yoga Center, 1983, P. 38)

This post reflects on one of my key learning experiences, learning Yoga, for further insights into my skills, knowledge, and values.

Context

While growing up I spent a lot of time at the city library and at some point, perhaps about 1970, I discovered books about Yoga. I was intrigued by details of esoteric practices like the cleansing Kriyas and inspired to have the kind of power to influence my well being that was promised by the teachings I read. That year my parents gave me Yoga for Young People by Michaeline Kiss. I believe they hoped to support my interest while also steering me away from  more extreme practices. Kiss’ book provided a wonderful introduction to a regular yoga practice. I studied her book thoroughly and adopted her suggested seven-day exercise plan as a regular habit.

Explicit Skills and Knowledge

By following the instructions, photos, and drawings in a variety of books I learned to execute a range of yoga poses including the lotus, crane, cobra,  locust,  bow, dead man’s pose, shoulder stand, plough, and headstand. I had to be able to follow instructions, use my body and my concentration, and establish regular times and places for my practice. My practice of poses also enhanced my awareness of balancing and breathing.

With reference to the “Skill Areas Worksheet” I selected six areas, large motor skills, information literacy, sustainability knowledge and engagement, helping individuals, science, and social science, that were employed and enhanced by my Yoga exploration. I used large motor skills to execute poses and information literacy for finding multiple books, and developing my physical practice through interpreting text and images. The Sustainability knowledge and engagement and Helping individuals  categories relate to my focus on yoga as a lifelong care practice for optimal physical and mental well being. My Science and Social Science knowledge  were increased by increased knowledge of body mechanics and of some practices from a culture different than my native culture.

Outcomes of My Initial Practice

Developing my personal practice early in life gave me a sense of making Yoga my own, as a casual hobby, and as part of caring for myself. Over the years I purchased many books, took  classes and workshops, and learned additional poses as well as diverse ways of combining and executing poses. At one point, when I had only one young child, I taught a basic Yoga class that welcomed parents with babies.  In spite of a long standing interest and trust in Yoga as a path toward balance, I’ve never become “expert”  in a particular way. I don’t hold any certifications and the most extreme pose I confidently sport is the headstand. However, the valuable outcomes I attribute to my early learning experience with Yoga are many and diverse. A sense of empowerment to take charge of my physical and mental well-being by discovering methods of self-care led to:

  • attachment style parenting
  • adopting homeopathic remedies as a first line of defense
  • natural child birth
  • breastfeeding
  • learning clinical massage to help friends in pain
  • learning Reiki as a channel for healing and a life practice
  • embracing fresh natural foods

Many times my Yoga practice has lapsed. Often aches and pains brought me back because I knew from experience that with regular yoga practice I felt physically flexible and balanced. Now in my sixth decade, experiencing previously unimagined vulnerability to aches and pains, I’m more faithful to my practice than ever before and I’ve returned to Michaeline Kiss’ recommended daily routines, for the variety and balance they offer, augmenting them with additional poses as feels appropriate.

Deeper Examination

An “a-ha” for me that came through reading about yoga was a sense of empowerment to apply knowledge to my own life. While growing up, I read fiction books endlessly, and was sometimes  wistful about the gap between my virtual characters’ life situations and my own. In contrast, Yoga books invited and enabled me to make the poses and their potential benefits real through my own practice.

Learning basic poses was easy and enjoyable. I was naturally flexible and already had some basic gymnastics skills. More challenging, was maintaining a progressive practice. I established a regular practice, to a degree .. but I was not faithful nor inspired enough to develop to an advanced stage or learn deeply enough to become a qualified teacher. Because I have such an abiding and deep affection for Yoga, I believe that not developing expertise is evidence of not taking initiative and responsibility, not following through, with something that part of me embraced deeply. I see this as a form of sabotage. Part of me betrayed another part of me. I never examined this dichotomy before, but upon reflection, I believe that a number of habits, tendencies, preconceptions, prejudices, and distractions conflicted with my interest in yoga and I never consciously addressed the conflict.

My Yoga practice has influenced others more peripherally than intentionally. For example, my children grew up with my practice and although none of them practiced with me, they now each have their own practice. There may be no connection, but if so, it’s an interesting coincidence.

Future Connections – Inquiry!

Examining this experience reinforces my awareness that determined, creative research can uncover valuable information. I see my relationship with “information” as both a strength and a weakness. On the one hand, I’m always aware that tremendous amounts of information await discovery. On the other hand I’m sometimes afraid of being inadequate to the task of digesting, evaluating, and interpreting a necessary amount to become truly “responsibly knowledgeable” in a particular area.  With  more conscious awareness of this barrier I will research more issues I care about.

Note: This post is one of three developed as part of my personal example of exploring key learning experiences for deeper self-awareness. The steps for the project will be described in detail on a page of this site.

References

Kiss, M. (1971). Yoga For Young People. Indianapolis: Bobbs-Merrill Company, Inc.

The Sivananda Yoga Center. (1983). The Sivananda Companion to Yoga. New York: Simon and Schuster

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Reflection ? !

Life without examination is not worth living — Socrates

Reflection Matters!

Reflection Matters!

Upon Reflection I’ve decided …..”

That phrase “upon reflection” sounds so casual, so gentle, so optional in a way – as if you hadn’t really needed to do it, but you did, and by the way, it changed your mind … hmm ….

So, what is the process of reflection – that one might use it to change one’s mind? What does it actually mean?

Reflection put simply means examining WHY you believe what you believe – asking yourself questions about your reasons for your beliefs and considering the results with the possibility of forming new conclusions – beliefs.

It turns out that this inquiry process that we call reflection is considered a KEY element to a good life – an integrated life – a life of wisdom – a life worth living – according to some highly respected teachers.

Who said it first? Socrates. According to Plato’s works, Socrates embodied a practice of constant inquiry and believed that without such inquiry life was not worth living.

A much later teacher, John Dewey, an educator and philosopher of the early 20th century, wrote a lot about how people think and he identified reflective thought as a system of “protracted inquiry”, while suspending judgment. He identified the ability to think this way as necessary for intelligent action related to ill-structured problems – all those problems we face for which no particular solution algorithm exists.

The importance of preparing learners to address such ill-structured problems, related to complex world issues as well as personal life choices, is now a frequent topic in education at many levels, in many countries.

And what is a key practice, encouraged by many respected educators, to help learners develop intelligent problem solving skills? Surprise – a practice of reflective inquiry! Many institutions, programs, and individuals are adopting processes that guide and stimulate reflective thought – responding to questions – particularly related to one’s learning experiences – both formal and informal. Evidence shows that learners can learn more deeply by responding to questions about their learning. They can learn more deeply about the topic under focus, by making more connections with the concepts, and they can learn more deeply about themselves, about how they learn, why they learn, and what matters to them. Such learning contributes to deeper integration of learning and to better, more integrated life choices, because the better one understands what one values  and how to apply concepts in new contexts, the better prepared one is to make meaningful life choices related to all issues.

Based on the advice from diverse sources – a reflective thinking practice involving systematic inquiry about our learning experiences and our resulting beliefs is a valuable tool for developing and leading a life worth living.