Tag Archives: Transition Consciousness

First Book Review for First Steps to Seeing: by Simon Robinson

This is an excerpt from First Steps to Seeing‘s first ever book review! The review is from my wonderful friend, colleague and fellow aficionado in a dynamic way of seeing, Simon Robinson – editor of Transition Conciousness and co-author of the wonderful new book Holonomics.

Simon has been been supporting and encouraging my philosophical work on exploring and understanding a dynamic way of seeing, almost from the very beginning. So it is with great pleasure that I share with you his reflections on First Steps to Seeing – and with much gratitude that he is the first person to review it. To see the original book review on Transition Consciousness click here.

BOOK REVIEW: FIRST STEPS TO SEEING BY EMMA KIDD

July 6, 2015 · by Simon · in Reviews. ·

If I were only to say that I have been looking forward to reading First Steps to Seeing: A Path to Living Attentively you may not quite realise how much. So I thought I would first start this review by mentioning that I first had the pleasure to meet Emma at Schumacher College in 2009, just after I started my masters degree in Holistic Science and just after Emma had graduated, also in Holistic Science, the year before.

henri-bortoft

Photo credit: Emma Kidd

In fact, I think I may have first heard of Emma I believe before meeting her, since Henri Bortoft, who was giving the first week of lectures on wholeness, did in fact quote from Emma’s dissertation in one of our classes. This is the quote:

A phenomenological inquiry, as conducted with Goethean methodology, is a form of dynamic engagement with the world – dynamical doing by dynamical seeing; it allows you to see the whole within the parts and brings the world to expression.”

In bringing a phenomenon to expression, perceived qualities have to be expressed, but also simultaneously expressed to be perceived; as if the phenomenon is an active subject that reaches out to us. This calls for a hermeneutic understanding of expression as a reciprocal dynamic process, with perception and expression being intrinsically related.

To read the rest of the original post click here – Book review

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Part Two of a guest article featured Transition Conciousness

Guest Article: Emma Kidd – “A Pathway to Living Knowledge” Course review – Part Two

Part One of this article can be read here. In this second part Emma discusses in detail a phenomenological way of knowing plants. At the end of the article she provides guidance notes on this process.

A Pathway to Living Knowledge 2012 – Course Review – Part Two

The question is not what you look at — but how you look and whether you see. – Thoreau

As I mentioned at the end of Part One, during the week long course we did not study an abstract theory, methodology, nor were we overloaded with information. Instead we were led from day one on our own pathway to living knowledge, by using the practice of phenomenological inquiry from the outset to get to know the world in terms of itself through our direct, lived experience.

Photo credit: Emma Kidd

Photo credit: Emma Kidd

In the mornings we mostly worked with Craig on phenomenological plants studies, and in the afternoons with Henrike we did various forms of projective geometry, discovering the patterns of lawfulness that emerge from pure mathematics. From the very beginning Craig encouraged us to reverse our habitual approach to studying the world. To do something and then consider it, rather than to consider something in abstraction, and then do it. He described the phenomenological process as a shift of focus, a turning to something in the world where you enter the methodology through directly participating with the phenomenon, and this is what we did.

Over a series of sessions, both indoors and outdoors, we were encouraged to describe, as exactly as possible, the natural phenomena that we were introduced to such as the wildflower Golden Rod, which inhabited the surrounding sunlit meadows. During the process of describing our observations of the plants we were led to, gently but firmly, discern between descriptions that were true to our visual observations and that could be verified through consensus within the group, and to reject those that were projections, judgments or assumptions, and thus not true to phenomenon itself. The latter were held lightly and always put to one side so to be sure as possible that it was the phenomenon speaking to us, not us making things up on it’s behalf. In practicing a phenomenological inquiry the encounter with the phenomenon becomes a riddle, and being able to dwell in a space of ‘not knowing’ becomes vital. When we fix something with the idea that we ‘know’ it, we close a door it – a phenomenological inquiry keeps the door always open. During our observations and descriptions we were asked to consider the concept of what it even means ‘to know’ at all, and to develop the capacity within ourselves to remain open, whilst we allow ourselves to further deepen our relationship with the particular ‘riddle’ that we had chosen to engage with.

After practicing describing different natural phenomena such as the Golden Rod, we were then asked to reflect on our observations. What emerged was that all sense perceptions occur in the present moment, which means there are limits to what is possible when approaching a phenomenon in this way. When you get to the limits of your observations in the present moment, the impulse to experiments arises. To create more sense perceptions you may feel like you want to dissect the phenomenon, to refrain from being stuck in your own story, but then you end up breaking up the phenomenon rather than studying it as a whole. To get around this we used hand-held magnifying glasses to study a closer level of detail in our plants, but this was done with consideration and the knowledge that any apparatus we use is putting up a physical veil between the phenomenon and our direct sense perception. To gain an even broader, living  picture we went to the various different places that the plants grew, such as the meadows, hedgerows and woodlands, and observed the differing  physical contexts and how the plants manifested themselves the same but differently in different places and growing conditions. There was a huge contrast between how the plants manifested. In the sunny paddock, they were bursting full of tiny yellow flowers, just like a firework had been set off and then freeze framed. Where as in shaded woodland, only dappled with light, there was a much great degree of spacing between the flowers, the plants were smaller with fewer branches and the flowers organs even had a slightly different configuration.

Photo credit: Emma Kidd

Photo credit: Emma Kidd

After our direct sense observations we used a technique that is called, exact sensorial imagination (or inner re-picturing), to re-member in our minds the exact details of the plants that we had previously observed. This is a process of reliving your encounter with the phenomenon, but inside your mind, as concretely and intensely as possible. It is a process that helps your mind to develop a dynamic way of seeing. It helps you to get a sense of the living dynamics of the phenomenon – dynamics that are not available to our present moment sense perception. It is similar to creating the effect that you would get by documenting a plant’s growth with a time lapse camera, but building your own cognitive capacities in the process. It allows us to build up a rich, fluid, internal picture and helps us to notice what we need to pay more attention to when we next return to the phenomenon.

During the week it became obvious that mystery is an important part of this process. There is an interesting tension in relation to the process of getting to know something and it becoming ‘known’. Whilst practicing a phenomenological attitude you interact with, discover the story of, and participate in the phenomenon in a way that keeps the sense of mystery alive. Through engaging in the process of ‘getting to know’ something, we also became more aware of the process of knowing itself. The phenomena that we choose to meet do not reveal themselves in their entirety to us immediately. You must meet them time and time again, and each time let go and allow yourself to respond differently and freshly to what you are seeing, similar to when you are authentically getting to know a new friend. Likewise for meeting anything new, if we just know something according to our primary experience of it restricts how fully we can actually meet it at all. The knowing that really matters for me, is the one that you can stand fully in, in your embodied sense of knowing that has arisen from your own experience of spending time with, and getting to know, the phenomenon directly.

Photo credit: Emma Kidd

Photo credit: Emma Kidd

Plants are particularly wonderful phenomena to study as they have a special character that creates form that dies and becomes simultaneously. If we follow the form on a plant, we are led into it’s organic movement. The movement that we can observe, such as small new leaves growing on much older parts of the lower part of the stem, allows us to experience not just spatial dynamics but also temporal. We can begin to live into the life and form of the plant coming into and out of being.

The Nature Institute – Mission: Nature around us is whole and interconnected. Though we are part of nature, we do not yet fathom her depths, and our actions do not embody her wisdom. A fundamental shift in our way of viewing the world is necessary if we would contribute to nature’s unity rather than dissolution. At The Nature Institute, we develop new qualitative and holistic approaches to seeing and understanding nature and technology. Through research, publications, and educational programs we work to create a new paradigm that embraces nature’s wisdom in shaping a sustainable and healthy future.

 

I thoroughly enjoyed this course, and this style of participatory learning, and very grateful to Craig and Henrike Holdrege for hosting it. Through this course, and my continued interest in, and practice of phenomenological inquiry, I have found a pathway to living knowledge. I have discovered the depth of potential in ‘getting to know’ life in a participatory way. Being able to stand fully in my own knowing, rather than just consuming fixed knowledge, is a much more enriching, satisfying way to learn about the world. It is a method that does not judge difference, but welcomes and appreciates it. For me, when engaging in this process, everything becomes so alive, unique and utterly fascinating. Life, and knowledge, become livelier when my ways of knowing become as dynamic as the part of life itself that I am getting to know.

In terms of creating a pathway of living knowledge on a larger scale, such as within education or organizations, we can ask ourselves how we can help an encounter to arise from within the individual that involves them and the phenomenon in question, rather than just answering questions that the individuals themselves have not asked. In turn this could allow people to become part of a living organization that they co-create through participating in asking these questions together, potentially adding a new wealth of value, an untapped resource of knowledge and experience, that the teachers, Directors and CEO’s, may as of yet, not have imagined possible.

About Emma Kidd

Emma Kidd is a researcher, writer, teacher, designer, facilitator, photographer and philosopher. Her work examines how humans can develop a dynamic way of seeing which is cultivated by participative enquiry and a deepening of our relationship to Nature and her dynamic organic systems. She teaches the practice of Phenomenology and offers a series of practical and interactive workshops designed to cultivate integrated ways of knowing within the individual and the organization. Part of her phenomenological work with plants is referenced in Henri Bortoft’s book “Taking Appearance Seriously: The Dynamic Way of Seeing in Goethe and European Thought” and she is a co-author of “Stories of the Great Turning” an inspirational collection of stories from a diverse collection of grass-roots sustainability projects. Her chapter is the story of her upcycling project, Emiliana Underwear (www.emilianaunderwear.wordpress.com) and she is the editor ofwww.sensinglife.net.

Ongoing phenomenological process for studying natural phenomena such as plants

Initial impression

  • Allow yourself to be touched by something in the world and want to enter  into a  conversation with it.
  • How and where does it grow?
  • How does it place itself in the environment?
  • Be gentle in the first stages of ‘getting to know’.
  • Pay attention to your first impressions, note them down but don’t get attached to them.
  • Sketch or record in some way to ground your impressions.
  • Keep an open attentiveness in your sensing.
  • Experience the qualities without conceptualization.
  • See things freshly, or ‘new’, even the 1000th time (such as Thoreau).

Inner Picturing (Exact sensorial Imagination) –

  • Re-member your observations in your mind as concretely and intensely as possible.
  • Enter into whatever the encounter meant for you, feeling your way back through it internally.
  • After the encounter, the plant is no longer with us, but some of it remains in our memory, so notice what that is for you.
  • Notice what you can’t remember, and revisit those parts on your next observation.

Go into detail –

  • Let yourself be led by the phenomenon.
  • Use your tools as a sensing human being to open up to what the phenomenon has to offer.
  • Adapt yourself to what the phenomenon requires of you.
  • Note physical form and qualities.
  • Keep holding back from conceptual frameworks, or if you use it, make it conscious.
  • Describe in detail what you see.
  • Acknowledge that there is detail to be taken in, every visit, more than initially meets the eye.
  • Remember that the process is not about what you do, but what is there in front of you.
  • You are not trying to explain anything, just observe and participate.
  • “Let the thing speak” Goethe
  • Your understanding grows in conversation with the phenomenon, so keep at it.

Inner re-picturing (Exact sensorial imagination) –

  • When you just go into detail you enter a realm of form, pattern and relationship but you could forget that this is a dynamic, developing being. So repeating the exact sensorial imagination after every stage builds a living picture of the phenomenon inside you. Already in the plant’s completed form in a sense of time, process and life, so allow this to develop when you re-imagine the plant in your mind.
  • Re-member, re-create and re-form.
  • This is an inner corrective and a way of connecting deeply with the impressions that the world has left within you. In entering into the memory we are participating with the phenomenon with an inward activity, rather that the outward activity of observation. The process allows us to become aware of our own activity.
  • This is an inner corrective and a way of connecting deeply with the impressions that the world has left within you. In entering into the memory we are participating with the phenomenon with an inward activity, rather that the outward activity of observation. The process allows us to become aware of our own activity.

Realising the Pattern –

  • After re-visiting the phenomenon over several occasions, patterns within the phenomenon may begin to become apparent to you.
  • Patterns of form, quality, detail, or some repeated essence that feels essential to the phenomenon.
  • Through entering into form and movement, we participate in the living process and so details reveal themselves that may not be able in the first instance.
  • Through a process of continued conversation, outer observation and inner re-picturing, realizations of patterns, wholeness and connections have the potential to emerge, but this does take time, and commitment to the process of delicate empiricism that is required for phenomenological inquiries.

Comparing and Contrasting –

  • By comparing and contrasting phenomena, they illuminate each other.
  • For instance compare a plant in a sunny paddock with one growing in shaded woodland.
  • Notice the relationships of gesture and form within the particular context of each plant
  • Sometimes you can get stuck in the conversation of the inquiry, so comparison can help you to become unstuck and reveal new aspects to the phenomenon
  • Let one phenomenon illuminate the other, entering into one perspective to understand the other
  • Enter into a way of being that allows for a distinguishing process to arrive, if you compare something fairly close you will have more details to compare. (For example, two of the same plant in different growing conditions, rather than a plant and a cat).
  • If you pay attention there is always something new and fresh that breaks through any preconceptions.

There is no end….

The beauty and mystery of the natural phenomena surrounding us is such that as much as we may try, whether through phenomenology, or mechanistic experimentation, they may never fully become known and there will forever be something more, something deeper, left for us still to get to know.

Guest Article as featured on Transition Consciousness

Guest Article: Emma Kidd – Featured on ‘The Transition of Consciousness’

“A Pathway to Living Knowledge” Course review – Part One

If we talk of deadly, let us note that the difference between life and death, so crystal clear in man, is somewhat veiled in other fields.
A doctor can tell at once between the trace of life and the useless bag of bones that life has left; but we are less practised in observing how an idea, an attitude or a form can pass from the lively to the moribund.
It is difficult to define but a child can smell it out.
Peter Brook, The Empty Space

In the early summer of 2012 I came across a short course that felt like it had been tailor made, just for me! Considering my passion for phenomenology and commitment to researching the act of getting to know the world in terms of itself, it simply could not have been more perfect. So, in September 2012 I attended this week-long course in the US with Craig and Henrike Holdrege, entitled “A Pathway to Living Knowledge”. The course was co-sponsored by Threefold Educational Center and The Nature Institute.

Craig Holdrege

Craig Holdrege

I was taught by Craig Holdrege on the MSc in Holistic Science at Schumacher College in 2008. He attended our week long session with Henri Bortoft, and then carried on the phenomenological work by spending a week with us on practicing and exploring Goethean Science. Craig is the director of the The Nature Institute which he co-founded 1998. “His passion is to develop what Goethe called “delicate empiricism” – an approach that learns from nature how to understand nature and is infused with a cautious and critical awareness of how intentions and habits of mind affect human understanding. His research takes two directions. In the first, he carries out studies of animals and plants that tell the story of these organisms as dynamic and integrated beings within the larger web of life. The comprehensive and holistic understanding of organisms provides the basis for his second area of focus – researching genetics and genetic engineering in relation to the broader context of internal and external ecology of living organisms. Craig has a Ph.D. in sustainability education from Prescott College in Arizona. He completed a Masters-level, non-degree program in phenomenological science at the Science Research Laboratory at the Goetheanum, Switzerland, and has a B.A. in philosophy from Beloit College.”1

Henrike Holdrege

Henrike Holdrege

On this short course in the US, I also had the pleasure of meeting Craig’s wife, who co-taught alongside him. “Henrike Holdrege is a co-founder of The Nature Institute. She is a mathematician and biologist, subjects she taught in public and Waldorf schools. At the Institute Henrike is involved in all aspects of the Institute’s life. She carries out research in projective geometry and into the phenomena of light and color. She helps with program conception and implementation and teaches courses in our education programs. She is the Institute’s finance manager, keeps the place beautiful, and basically steps in wherever help is needed.

Henrike teaches courses in projective geometry at the Institute as well as around the country. She is interested in leading people – especially those who “never liked math” – into unfamiliar thought territory. In projective geometry we have to let go of common thought habits in order to stretch our inner terrain. We discover thereby our ability to conceive of the invisible and enliven our thinking capacities. We build new “thought muscles” and gain insights that we can apply in everyday and professional life. In her work with the phenomenology of the visual world, she wants to help people become more attentive to the actual visual appearances and their relations; this activity opens up a deep appreciation for the qualities of light and color and is also a means of overcoming abstract habits of thought.”2

It was truly a pleasure to work with both Craig and Henrike for a whole week. Craig is as fundamental to the development of my passion and interest in practicing phenomenology as Henri Bortoft is. Together they both contributed to a way of seeing that grew in me that enables me to ‘see’ the dynamics of life, and this profoundly alters my ways of being, seeing and doing in the world, which I am profoundly grateful for. So it was great to be able to re-visit processes, practices and ideas together with Craig and Henrike, within the beautiful setting of early fall in Chestnut Ridge, New York state last fall.

Photo credit: Threefold Educational Center

Photo credit: Threefold Educational Center

The course focused on the nature of phenomenological inquiry, with its roots in Goethe’s approach. In essence, the question was: How can we develop capacities that allow the qualities and relationships inherent in the world to come to ever greater expression? As Steiner wrote, “to live in truth means, in the consideration of any given thing, that we attend to the inner experience that arises as we behold it.” The course was set to question how can we heighten that experience and observe, as Goethe asks, “who speaks here, the object or you?” Another question posed was, can we enhance our capacities and cultivate inner organs of perception? And so we set out to enter a pathway of experience and to practice phenomenological methodology in the exploration of natural phenomena.

Prior to the course I also attended a conference at the same Chestnut Ridge venue on ‘The Art and Science of Wholeness’, for which Craig was the keynote speaker. So my journey back into the dynamics of being started there. During his keynote speech Craig started by noting the importance of looking at the types of questions we use when we are working towards developing a living inquiry, and that we must become aware of the implications and assumptions held within the context and content of a question e.g. “What causes the disease?”. A question is just the tip of an iceberg of a worldview and way of being in the world. The act of questioning is in itself a part of something much larger than itself. Questioning is, in it’s nature, a relational, dynamic act of inquiry. It is an expression of already having met something, of having related with something. The expression of experience in questioning expresses both the knowing and unknowingness of something that has been touched, that we are then moved by. The consciousness of the phenomenon comes to movement through the questioning process. If the questions are open, arising out of having been touched by something in the world, they can form the seeds of a living inquiry.

Photo credit: Threefold Educational Center

Photo credit: Threefold Educational Center

Questions that go where awe and wonder arise, that emerge from an experience meeting the worlds mysterious depths, like a sunset, the night sky or the sea’s waves, create the container for a living inquiry to be born. The fundamental question that Craig put to us was ‘As educators, how can we help an encounter to arise from within the students that involves them and the world, rather than just answering questions that they themselves have not asked?’ This, for me, is the key to developing A Pathway to Living Knowledge, and is at the centre of the experiential workshops that I have since developed.

Craig, reflecting the essence of Goethe’s work with natural phenomena and also the work of Henri Bortoft, stated during the keynote that he feels that a living inquiry is a path of inquiry in which the world is an active participant, where you have respect for the encounter and a gentle, honest intention of getting to know it’s authentic self. We need to allow the world to speak in terms of itself. The living inquiry can also be called an open ended conversation. The open-endedness naturally arises when we sense the depth of the world, and of our inquiry. As we are in the process of getting to know it, in depth and detail, we can also be open to noticing how the quality of the questions change during the process of the questioning. We engage in a conversation with the part of the world that we felt drawn to turn towards, holding questions only as containers for process, bringing the encounter into consciousness without becoming attached to the questions.

An inquiry becomes dynamic and alive when we begin to understand ‘knowing’ as ‘becoming’, an evolutionary process that is as much an intrinsic and dynamic part of the world, as the world itself, rather than a fixed ‘knowledge’ that we statically project onto the world as our ‘ideas’ or ‘theories’. Through cultivating our ‘knowing’ as living process we may find a way into the world so that our thoughts and theories may emerge from the world itself.

Craig stressed that we must become aware of how much ‘thought’ influences life, and how many ‘things’ that we base our ideas, theories and unquestioned assumptions on actually turn out to be just ‘thoughts’. This occurs in life, research and especially in the Sciences. Rather than a research hypothesis – which rather assumes that you know what you want to get out of an inquiry in advance – to engage in a living ‘conversation’ with the world, we must openly be interested in getting to know it in terms of itself, not tell it what we think we already know about it and then set about proving it.

To enliven our inquiry we must use all of our available faculties of ‘knowing’, not just sense perception and intellect, but also imagination, intuition. We can bring form and process to movement within our imagination, and ‘see’ connections in the wider context by bringing observations and accounts of form, behaviour, movement, structure to life within our imagination. Intuitive moments may also spontaneously arise that can help to illuminate the wholeness of what we are encountering. The living inquiry must also take into consideration the inquirer, who must also work diligently to continually open and improve their capacity for critical thinking, so as not to fall back onto projecting static thoughts or generalization onto the subject of the inquiry – tending to your inner horizons, not just focusing blindly onto the outer horizon that you ‘think’ you see outside of you.

Following Goethe, I feel that this involves developing a dynamic, living way of seeing that itself may be fluid enough to follow the movement of the life of the phenomenon that you wish to get to know. This must be created to understand form as echoes of movement, which are often at first silent if they not visible to the sense world. The wholeness of a phenomenon gestures visibly in time and space, however it is no-thing, but also not a ‘thing’. A living inquiry tries to understand wholeness as an expression of the language of life.

During the week with Craig and Henrike, we did not study an abstract theory, nor be ‘filled like empty vessels’ with information. We were led from day one into our own living inquiries with the world around us.

To be continued in Part Two…

References

(1http://www.threefold.org/conferences/pathway_to_living_knowledge.aspx (2) http://www.threefold.org/conferences/pathway_to_living_knowledge.aspx

About Emma Kidd

Emma Kidd is a researcher, writer, teacher, designer, facilitator, photographer and philosopher. Her work examines how humans can develop a dynamic way of seeing which is cultivated by participative enquiry and a deepening of our relationship to Nature and her dynamic organic systems. She teaches the practice of Phenomenology and offers a series of practical and interactive workshops designed to cultivate integrated ways of knowing within the individual and the organization. Part of her phenomenological work with plants is referenced in Henri Bortoft’s book “Taking Appearance Seriously: The Dynamic Way of Seeing in Goethe and European Thought” and she is a co-author of “Stories of the Great Turning” an inspirational collection of stories from a diverse collection of grass-roots sustainability projects. Her chapter is the story of her upcycling project, Emiliana Underwear (www.emilianaunderwear.wordpress.com) and she is the editor of www.sensinglife.net.

My intention: Getting to know livingness of life

 

Welcome to Sensing Life! My name is Emma Kidd. I am a researcher, writer, underwear maker/designer, facilitator, photographer, philosopher and lover of life. After spending the first half of my career working as a Designer for International companies in Hong Kong and China, I experienced first hand the social and natural destruction caused by mass-production, globalisation and neo-Capitalism. Four years ago I relocated to the UK to begin my, inner and outer, journey to explore more meaningful, sustainable and harmonious ways of being and doing in life.

My personal intention is one of ‘becoming alive’, so that I may bring life to the world in my own unique way. I am doing this in various ways, and it is this process of ‘Sensing Life’, and becoming alive to the livingness of life, inside and outside of myself, that I would like to write about in this blog.

I am a guest writer for blogs such as Transition Consciousness. This was founded by a great friend and colleague of mine Simon Robinson. He has also been kind enough to feature my MSc Holistic Science dissertation on his site which is available for download here.

I have just finished writing a chapter for a book entitled “Stories of the Great Turning” which is contributed to by the great Joanna Macy, and is a wonderful collection of stories from a diverse collection of grass-roots sustainability projects – to be published April 2012.

I have particular interest in the practice of phenomenology – as a science of living experience, and a pathway to living knowledge. My key influence has been the writings and teaching of the English philosopher of Science, Henri Bortoft during, and after, the MSc in Holistic Science at Schumacher College. Part of my phenomenological work with the Nettle has been referred to in his latest book “Taking Appearance Seriously: The Dynamic Way of Seeing in Goethe and European Thought” which has just been published and is available to buy from Floris Books.

I also work with the Holistic Science Journal. It is aunique and independent journal uncovering the living dynamic within the facts of science. Set up as a platform for living inquiry, it extends an invitation for authors and readers alike, to become co-creators, participating in an on-going, dynamic, evolutionary dialogue of lived experience.

I am also very passionate about empowering and inspiring women, and to develop this further I am Associate Design Manager at the fantastic women’s ‘pants making’ cooperative, Whomadeyourpants?

I also run my own knicker making project Emiliana Underwear which aims to empower women by teaching them how to upcycle unwanted stretchy fabric into new knickers that they create themselves.

To leave you for now here is a quote that summarizes my journey of vitalizing myself and the world:

Joseph Campbell: The influence of a vital person vitalizes, there’s no doubt about it. The world without spirit is a wasteland. People have the notion of saving the world by shifting things around, changing the rules, and who’s on top, and so forth. No, no! Any world is a valid world if it’s alive. The thing to do is to bring life to it, and the only way to do that is to find in your own case were the life is and to become alive yourself. … There’s something inside you that knows when you’re in the center, that knows when you’re on the beam or off the beam. And if you get off the beam to earn money, you’ve lost your life. And if you stay in the center and don’t get any money, you still have your bliss.