August
30, 2010
As I was working on repairing our back
deck yesterday, I recalled some incidents and insights about teaching
and seeing that I thought might be of interest to you and your
teaching/learning.
When she was the director of Oak Grove
School, Karen Hesli had a strategy for observing prospective teachers
trying out for teaching positions there. She liked to observe if
teachers could keep a wide enough focus when teaching to notice when
a student or students on the periphery started to lose focus or act
out during a class activity, so that the teacher could re-engage the
student or students back with the class before their spinning out
could spread to the rest of the class. To be able to do this
suggested that a prospective teacher realized that he or she could
not afford to only concentrate on a particular student or lesson
plan, but at the same time needed to keep a wider focus on the class
as a whole.
Along these lines, Katherine,who taught
a primary class at Oak Grove School, and who was originally from
France, told me that she purposely did not wear her prescription
glasses when teaching, because she felt they inhibited her ability to
notice peripheral movement in the classroom. She also told me that
she deliberately cultivated in her students the sense that she could
notice what students were doing at all times even though she might be
facing in the opposite direction.
A friend of mine, who had recently
returned to teaching high school earth science classes, upon learning
of my interest in seeing and peripheral awareness told me that she
had had an interesting experience in this regards at her recent eye
examination.
The vision assistant, who was testing
her peripheral vision at her optometrist's office, told my friend
that she had excellent peripheral vision, and then the assistant
off-handedly asked if my friend was a teacher by any chance? After my
friend answered in the affirmative, my friend asked the assistant why
she asked her if shewas a teacher, and the assistant replied: “Oh,
teachers tend to do very well in our peripheral awareness exam.”
My friend then told me that, when she
first started teaching again with high school students, they would
pull stuff on her all the time. For instance, while she was writing
something up on the white board at the front of the room, a student
would throw a spitball or a wad of paper across the classroom, and
when my friend turned to see who had thrown it, she could not detect
who had done it, because everyone was sitting perfectly still and
attentive. But after a short while, she learned to utilize her
peripheral awareness more effectively, and she could notice and abort
a student preparing to throw something, as she continued to write on
the class white-board at the front of the classroom..
I believe I first became aware of the
possibility of developing peripheral awareness from the books of Tom
Brown, Jr. including The Search and The Tracker. He
wrote about his best friend's grandfather, Stalking Wolf, an Apache
Indian stalker, and he explained that it was virtually impossible for
either Tom Brown, Jr. or Stalking Wolf's grandson to get anywhere
close to Stalking Wolf by sneaking up on him. No matter what Stalking
Wold was doing, he kept his peripheral vision awake and he quickly
spotted Tom Brown, Jr. or his grandson attempting to sneak up on him.
Someone I knew attended an intensive
wilderness awareness workshop with Tom Brown, Jr. in the Pine Barrens
of New Jersey. At the workshop he learned a game called Deer
Stalking, and when he returned to Ojai he taught the game to me. Over
my many years as a naturalist at the Matilija Environmental Science
Area I have shared it with thousands of young people and their
teachers and parents, but I can't remember if I ever did it with a
class you were in?
In deer stalking, everyone but the
leader of the activity lines up in a line facing out towards where I
am facing them about twenty feet out in front of everyone. I explain
that all the animals of the forest have learned to be wary of humans,
so everyone will need to keep their hands crossed and still in front
of them, not swinging freely at your side which advertises that you
are a human.
You will also need to not stare at the
deer with a hard, penetrating look, but instead soften your vision,
take in the whole scene noticing all around the deer, rather than
narrowly focusing intently on the deer.
While gazing straight ahead, notice
when the deer drops its head and begins to chew on the grass. Then
you can proceed moving very slowly towards the deer, because quick,
sudden movements will alert the deer to your presence and send it
into the next county.. Use a narrow fox walk step, that allows you to
freeze at any moment, whenever the deer looks up from its feeding.
Hold yourself completely still when the deer is looking in your
direction, and only resume a very slow stalking when the deer's
attention has returned primarily to feeding.
I explain, as I crouch down in front of
them on all fours, that I've arranged to have a deer come by. Well,
actually I'm going to pretend to be a deer. As a deer, I will be
instinctively using my own 'soft eyes' to notice any quick and sudden
movements, or someone who keeps moving towards the deer even when the
deer is looking up and right at them. It's a little like the red
light green light game. If you move too quickly when I'm not looking,
or keep moving when I am looking, then I will point to you and you
will need to take 2 giant steps back before continuing. Requiring
rushing or inattentive participants to take 1 or 2 giant steps back,
will usually slow down the rushers a bit and help remind all of the
participants to pay more attention to whether the deer is looking at
them or not.
As the stalkers slowly approach the
deer, I call out that once they reach the deer they can touch it
gently on the shoulders and get behind the deer until everyone has
touched the deer.
After everyone has reached the deer, I
ask if they would like to do the activity again, and they all usually
do. Then after being the deer one more time, I ask if anyone else
would like to be a deer?
Usually several will volunteer to be
deer, and if enough want to be a deer, I will become a stalker with
the remaining deer students and parents and teachers.
With many students being deer, it's
quite difficult to make any movement at all without being spotted. I
will often feign frustration at being 'caught' moving so much and
having to take giant steps back before proceeding.. At the close of
the activity we talk about how deer grazing in herds enables some to
graze while others are on alert as sentinels. I then explain that you
can use deer stalking not only to stalk deer, but also to stalk
squirrels birds and lizards, and other wildlife, and one student
wrote me that he had even stalked his dad while he was reading his
morning newspaper at the table on their patio..
Many times I have been walking with
friends out in nature, and I have suggested that we put 20 or 30
yards between ourselves on the trail, and occasionally using our arms
outstretched to the side with wiggling fingers, to remind us to widen
our gaze.
On one particular walk I was taking in
the Ojai Valley with two college student friends, we separated on the
trail and experimented with widening our vision as we walked
individually along the trail. At the conclusion of our walk one of
them mentioned to me that Frank Ottiwell, a master Alexander Teacher
who taught in San Francisco, had some related information, and she
encouraged me to contact him about it.
I wrote Frank and he wrote me back with
an interesting story. It seems he was having lunch at the Ojai Valley
Inn out on an open patio when he notice a bird of prey sitting in a
nearby tree. I don't know if it was a hawk or an owl, but since it
was during the day most likely it was a hawk. The bird's eyes shone
with an intense alertness that totally captured Frank's attention. He
couldn't get over the wild aliveness of the bird's gaze.
A short time later while walking down
Geary Street back in San Francisco, a strange feeling of his eyes
spontaneously widening came over Frank causing him to first recall
the very alert bird of prey he had noticed at the Ojai Valley Inn and
then a transcript he had back at his office on widening of the eyes
and the Alexander Technique.
In his initial letter to me he promised
to follow the letter with a copy of the transcript he had on widening
the gaze. When I received the transcript from Frank in the mail, I
read it with great interest. The transcript was taken from a talk in
the late sixties given by a master Alexander Technique teacher who
studied with F.M. Alexander, the founder of the Alexander Technique.
Her name was Countess Catharine Wielopolska In her talk she was
joined by Dr. Mario Pazzaglini a Clinical Psychologist. The Countess
explained that most of her Alexander Technique teaching involved
carefully implementing the directions she had received from the
founder of the Alexander Technique, F.M.Alexander..
However, she had stumbled upon a new
direction, one that she made up herself. It was “Eyes free to go
apart.” She found that it provided a dramatic additional release in
many of her Alexander Technique students that she asked to try it
out. In her talk with Mario, she explained how she stumbled upon the
“eyes free to go apart: direction and why they thought it was so
effective in initiating release in her Alexander Technique students.
I have been playing with the “eyes free to go apart.” Alexander
Technique direction for many years now, and I have found it very
helpful in engaging peripheral vision and allowing stationary objects
to appear to move, an important aspect of Bates natural vision
training.
With the “let stationary objects
appear to move.” Bates direction, when we walk down the side of a
street or on a nature path the objects, such as trees and telephone
poles we approach can appear to move as we approach them and move by
them, or because we know them to be stationary objects, they can
appear to remain quite stationary.
It's as if we are making a choice to
perceive objects as we know them to be – stationary and unmoving,
and we consequently register them in our minds as a series of still
snapshots as we move through and past them, or we can perceive their
apparent movement as we move up to and past them, as if we had a
video camera mounted on top of our head. We know the trees are not
moving, but direct perception indicates these stationary objects
appear to move as we move by them, because it is difficult to easily
perceive whether the trees are moving or we are. The speed of the
apparent movement of the trees or other stationary objects increases
dramatically when perceiving from a moving car or train.
Mark Lee in an address to an education
conference shared a vision related incident with Krishnamurti when
Mark was teaching at the Rishi Valley School in India. Krishnamurti
asked a small group of students to try out an exercise in which they
were asked the next time they went to their classroom, to not look
around by moving their eyes, but to look straight ahead while
noticing everything around them while keeping their eyes still.
Mark reported that several students
said they had noticed a significant difference in their perception,
noticing things that they had previously been unaware of..
Through using the Krishnamurti CD, I
discovered that Krishnamurti, over the many decades that he spoke
with people throughout the world, asked people to explore keeping
their eyes still, not in a concentrated stare, but with eyes and
brain 'completely alive but still'. He asserted that when we think,
the eyes will move.
I shared some of the quotes I found by
Krishnamurti on seeing in the Krishnamurti CD with Krishnamurti's
friend, Mary Zimbalist, and I requested to interview her on the
subject. She agreed to my interviewing her, and when I talked with
her in her home, she told me that Krishnamurti often encouraged
people to “Look wide like the Buddha looked.”, and she said that
she took Krishnamurti to mean to look with a wide gaze, as portrayed
in many Buddha statues.
Ms. Zimbalist also told me that while
driving one time near Malibu, she had attempted to convey to
Krishnamurti what it was like for her swimming in the Pacific Ocean,
which she had done when she was younger. She told Krishnamurti about
the bracing coldness of the water, and swimming against the waves and
the rip currents. Krishnamurti listened raptly, and then he replied,
“That's the kind of seeing that I am talking about.” Mary said
that a few weeks later, Krishnamurti gave a public talk in Ojai on
seeing with all the senses, but she said she didn't know if their
conversation about her ocean swimming had sparked that particular
talk.
When I relayed this story to Mark Lee,
he told me he had another related story. It seems in the early
sixties, when Mark Lee was teaching at the Rishi Valley School in
India, that Krishnamurti was meeting with teachers at the school.
Krishnamurti asked the teachers to be very aware of how the students
at the school walked, talked, looked and listened. He then explained
a little more about what to watch for with each activity, and when
Krishnamurti got to how the students looked he mentioned the
aborigines of Australia. He said that he's heard that when the
Aborigines are out in the outback, they notice everything. What's in
front of them, what's beside them, and even what's behind them! “How
can we help our students here at Rishi Valley School to see in this
way?”
Mark told me he went away from that
meeting quite perplexed, as he wrestled with Krishnamurti's simple
but challenging question. After considering it for awhile, Mark came
up with an activity that he implemented for awhile at the Rishi
Valley School. Each morning he would have the students stand by their
desks in the classroom and extend their arms out to their sides at
shoulder level with their fingers pointing towards the ceiling. Then
while looking straight ahead and slowly wiggling their fingers they
would slowly move their hands forward until they could notice their
wiggling fingers out of the corners of their eyes while still looking
straight ahead..
Apparently, at first the students had
to bring their arms well forward of 180 degrees before they noticed
their wiggling fingers, but after a little practice, they could
notice their fingers earlier in a much wider range while still
looking straight ahead.
Mark approached Krishnamurti with this
new activity he had introduced and told Krishnamurti of the students'
progress in noticing more widely. Krishnamurti listened
enthusiastically and then commented,
“This is great. Now we just have to
get them to see this way all the time and not just for 10 minutes in
the morning.”
While surfing the Internet I discovered
a related quote by Lord Baden Powell, the founder of the Boy Scouts.
“And when you look up, look wide. And even when you think you are
looking wide, look wider still.”
In Carlos Castaneda's book, The
Second Ring of Power, he wrote about instruction he received from
one of his teachers, Don Juan Marcos: “Instead of teaching me to
focus my view as gazers did, he taught me to open it, to flood my
awareness by not focusing my sight on anything. I had to sort of feel
with my eyes everything in the 180-degree range in front of me, while
I kept my eyes unfocused just above the line of the horizon.”
Carlos Castaneda also wrote extensively
about “seeing” in A Separate Reality and referred to the
multisensory quality of 'seeing.” Carlos had assumed that vision
was something that one did only with one's eyes, but Don Juan was
quite impatient with him and how long it took Carlos to realize that
'seeing' might be something that involved other bodily senses as
well.
In the Japanese martial art of Aikido,
they use something called “soft eyes”. Using “soft eyes” is
about resting your relaxed gaze on some distant point while
simultaneously fully engaging your peripheral vision. Soft eyes allow
you to be aware of the whole, both inwardly and outwardly with all
the senses, and simultaneously both centrally focused and
peripherally aware. It is the antithesis of a concentrated,
self-absorbed stare.
Soft eyes enable you to not become
exclusively concentrated on any one thing, for instance, an
individual attacker, so you can respond to everything that is going
on around you, including, for instance, multiple attackers, because
to concentrate on only one attacker would leave you vulnerable to the
actions of the other attackers.
Sally Swift has adapted 'soft eyes' to
the teaching of horseback riding and she writes about it in her book
Centered Riding. She has found that employing 'soft eyes'
helps her riding students to be more aware of themselves inwardly,
such as their breath, and of their horses under them, while
maintaining an arena awareness that allows them to skillfully avoid
running into each other or the arena.
In Centered Riding Ms. Swift
summarizes:“Using soft eyes is like a new philosophy. It is a
method of becoming distinctly aware of what is going on around you,
beneath you, inside you. It includes feeling and hearing as well as
seeing. You are aware of the whole, not just separate parts.”
Donna Farhi, a yoga teacher and author
of The Breathing Book, is familiar with Sally Swift's
application of soft eyes to horseback riding instruction. Ms. Farhi
uses soft eyes with her yoga students. She encourages her students to
use soft eyes when encountering a particularly challenging yoga
asana, Ms. Fahi also describes in her book how she uses soft eyes to
stay centered in chaotic situations or when walking down a busy city
street. She also mentions in The Breathing Book that when using 'soft eyes' she imagines that she is looking
from behind her eyes with receptive rather than grasping eyes.
I think Ms. Farhi would appreciate this
quote from Rosemary Gaddem Gordon a natural vision teacher whom I
interviewed on KMUD radio a few years ago: “Look effortlessly from
the core and let the world touch you.”
I also came across a website from a
high performance auto racing school that advocates using soft eyes to
help their students to be more aware of the road ahead of them, how
their engine is running, and how well their tires are gripping this
particular road surface. These High Performance Driving School
students are also encouraged to use soft eyes, so that they can be
aware of, not only the road ahead, but simultaneously anything that
is going on in their rear view and both side mirrors.
Bill Bradley, New York Knicks
basketball legend and Democratic presidential candidate, had
exceptional peripheral vision which he reportedly developed in his
youth by dribbling a basketball around dispersed folding chairs in a
gym while wearing special training glasses that blocked out his
normal central vision. Bradley would also walk down the main street
of his small hometown and attempt to notice with his peripheral
vision all the merchandise displayed in the shop windows while
looking straight ahead. He would then retrace his steps to determine
how accurately he had noticed things with his peripheral vision.
Another NBA great basketball hall of
famer, Magic Johnson, talked and wrote about how on a fast break down
the court there are so many things to simultaneously attend to: who's
with him, who's defending him, who's fast, who's slow, who's open,
who's covered, who's where he likes to shoot from, who's not, does
this player have good hands for taking hard passes in traffic? Magic
calls it: “seeing with your 100 eyes.”
The Great One, hockey immortal Wayne
Gretsky had exceptional court sense. He chalked it all up to self
preservation. He said that when you weigh 170 pounds, and your
playing with 210 pound guys, then it's essential that you know where
every player is on the hockey court at all times, or “you'll find
yourself forechecked into the mezzanine.”
Hap Palmer writes in his book The
Courage to Teach: “I want to make a conscious effort to help
myself and my students develop softer eyes when confronted with
something new. I believe it will allow all of us to have more
authentic responses and “think” more “new” thoughts.”
Song of The Seeing Being
By Polly Berrien Berends
The more we realize that seeing is the
Issue in Life
the more interested we are in seeing.
The more interested we are in seeing,
the more we look at everything for what
it has to teach us,
The more we look at everything for what
it has to teach us,
the more we see that we are being
taught,
the more we know that we are loved.
The more we know that we are loved,
the more we see love.
The more we see love,
the more lovingly we are seeing.
The more lovingly we are seeing,
the more loving we are being,
the more we realize that seeing is the
issue in life.
{Start over}
“The real voyage of discovery is not
in seeking new landscapes but in having new eyes.”
Marcel Proust, Remembrance of Things
Past