Inspiration: Living Under the Influence – Cherie Ray


What is inspiration?  This has been on my mind a lot these days.  So I looked it up.  The dictionary said inspiration is a divine influence inserted directly into the mind or soul.  Inspiration can come in the simplest of forms, such as wanting to make contact with a person that crosses your mind or wanting to share a photo with someone.  It doesn’t need to be grandiose.  What seems to be captivating my attention is what we do with these divine influences.

 

While vacationing in Costa Rica, I was struck by a desire to take a surfing lesson.  I watched how the ocean was full of people paddling out, surfing, and enjoying the sparkling water.  After a couple of days of listening to my logistical mind, I began to get really bored with my internal party-pooper dumbing down my excitement.  What are you thinking?  Really?  You’ve never surfed before. You could break a leg.  At your age?  In front of all these people?   Yadayadaya!  It was in that moment that I got up, walked to the beach and signed up.  By saying yes to this inspiration, joy and excitement filled my body.  I felt exhilaration, just like being 16 years old again and being handed the keys to the car with a full tank of gas and no curfew.  Freedom!   

 

The outcome?  WOWZA!  That’s what happened.  A sense of awe, wow, joy, amazement, aliveness, and big smiles emerged from every part of my being.  In the days that followed, I realized how often inspirations come to me and I innocently dumb them down.  When I say dumb them down, I seem to focus my attention on the logistics of how, why, outcomes, and my life long response, “What’s the point?”  I can talk myself out of anything….until I don’t.

 

From my surfing experience, I believe the intelligence behind all life offers these inspirations to fuel my dance.  I also see how my tendencies to manage my inspirations creates a buzz-kill effect to those sweet offerings.  It’s like saying no every time you get asked to dance, then being upset because you’re not dancing.

 

What’s a girl to do?  Stay in the feeling of the inspiration.  Do not go into logistics, do not listen to the objections or all the reasons why not.  See what unfolds instead.  Say yes to your inspirations for no good reason.  You’ll never know the outcome of following inspirations if you only play them out in your head.  

 

Cherie Ray, MLA

3 Principles Practitioner

www.cherieray.com

Houston, Texas 

832.545.8488


 

The Joy of Teaching and Learning

At heart, I love teaching more than anything else I’ve ever done. And, at heart, I know the joy of teaching, and the pain of it, too. Teachers today face student attitudes and system restrictions that inhibit their sense of freedom and ease in the classroom. Teachers today, at every level from pre-school to university, are leaving the profession, just to escape the pressures they feel that have nothing to do with what drew them into teaching and learning.

Across a long career that included a lot of other work, I have taught middle school, high school, junior college, undergraduate, graduate and adult education — the whole gamut of teaching experience. At every level, I totally loved watching students flourish and learn, and at every level, I experienced frustration, disappointment, restriction in the system. I know the pain and the joy first-hand.

And I know, too, the most important lesson I have ever learned: The pain and the joy are not coming AT me; they are coming THROUGH me, depending on my understanding of how I hold and use my own power to think about my situation. There is a distinct dividing line in my life: Before 1989, and after 1989. What happened in 1988-89? I realized how the human mind truly works to create our experience of life. Before then, I honestly (like most people) believed that I had nothing to do with what I thought or how I felt about things; I honestly believed that circumstances created my experience of life. I honestly believed that if I was in a negative, difficult situation, of course I would feel terrible, and would have to extricate myself from those circumstances to feel better.

After 1989, I knew, without a doubt, that I was the thinker creating my own thoughts and becoming conscious of what I had created as reality — and that I and I alone was responsible for how I responded to life situations. This gave me a sense of freedom and empowerment that has allowed me, for the rest of my life, to make the best of any and every circumstance I have encountered. What happened in that year? I stumbled into a group of people sharing the logic of a discovery that there are Universal Principles that determine the way we create and experience our own thinking, and that simply recognizing them behind life provides immunity from suffering from our own worst thoughts.

You can believe this or not. Everyone has complete freedom to think whatever they do, and take it more or less seriously. But in my experience, over all these years, once people look to see what feels true to them, the recognition that they are creating their own experience via the power of thought resonates deep within them, and they, too, find freedom and release.

In all the years I have looked to see this more deeply for myself, and share it more effectively with others, I have always had in the back of my mind that the ideal starting point for this to help the most people possible would be schools. In situations I know from all my wonderful colleagues who teach all over the world from this perspective, where young people have recognized that they are creating their own lives from the inside-out with their own power to think, they have bypassed the insecurity and emotional instability that plagues so many in our schools now. They know how to find their own peace of mind, regardless of what others are saying or doing. They self-correct. And, free from insecurity and self-doubt, they truly enjoy learning, and being a part of the school community.

As a teacher myself, I know that from the perspective of understanding how thinking works, I no longer experienced frustration or upset at the system; I found I could access my own insights as to how to work with or around issues and obstacles that had previously seemed insurmountable. I lost my judgments about people and institutions, and saw that everyone was doing the best they could, given how they were holding and using their thinking. I stopped taking things personally, and just felt gratitude and love for my students, my subject, my colleagues, and my opportunities to contribute. I truly enjoyed teaching, without the burden of distractions. Once I started seeing and speaking to the resilience and well-being in my students, my “problem” students disappeared. I found that almost all my students enjoyed learning as much as I enjoyed teaching, and only occasionally, when someone dipped into a state of insecurity, did I have to stop what I was doing to help a struggling student come back into the present moment and calm down.

It may sound pollyanna to some who read this, given the state of many schools today. There are places in the world in which it may sound ho-hum — something that seems routine. The state of education, globally, is highly variable. That variability, however, has more to do with the way people are, their level of peace of mind and respect, than with the resources allocated. There are classrooms in remote parts of the world where even pencil and paper are scarce resources, and books are old and tattered, and schoolrooms are sparse and uncomfortable — and yet the joy is palpable. The gratitude the students feel for learning is profound. The love the teachers feel is deep and non-contingent.

Once we understand our own role in the creation of our experiences of everything we’re doing; once we understand how everyone’s thinking works, and how much control each one of us always has over what we do with our own power to think, everything looks different.

We are excited and happy to offer these courses globally, in hopes that teachers, students and schools everywhere will become the petri dish in which world peace is nurtured and grown through peace of mind in the generations to come.

Here is a brief video introduction to what you can expect from these courses:

The post The Joy of Teaching and Learning appeared first on Three Principles Living.

The Joy of Teaching and Learning

At heart, I love teaching more than anything else I’ve ever done. And, at heart, I know the joy of teaching, and the pain of it, too. Teachers today face student attitudes and system restrictions that inhibit their sense of freedom and ease in the classroom. Teachers today, at every level from pre-school to university, are leaving the profession, just to escape the pressures they feel that have nothing to do with what drew them into teaching and learning.

Across a long career that included a lot of other work, I have taught middle school, high school, junior college, undergraduate, graduate and adult education — the whole gamut of teaching experience. At every level, I totally loved watching students flourish and learn, and at every level, I experienced frustration, disappointment, restriction in the system. I know the pain and the joy first-hand.

And I know, too, the most important lesson I have ever learned: The pain and the joy are not coming AT me; they are coming THROUGH me, depending on my understanding of how I hold and use my own power to think about my situation. There is a distinct dividing line in my life: Before 1989, and after 1989. What happened in 1988-89? I realized how the human mind truly works to create our experience of life. Before then, I honestly (like most people) believed that I had nothing to do with what I thought or how I felt about things; I honestly believed that circumstances created my experience of life. I honestly believed that if I was in a negative, difficult situation, of course I would feel terrible, and would have to extricate myself from those circumstances to feel better.

After 1989, I knew, without a doubt, that I was the thinker creating my own thoughts and becoming conscious of what I had created as reality — and that I and I alone was responsible for how I responded to life situations. This gave me a sense of freedom and empowerment that has allowed me, for the rest of my life, to make the best of any and every circumstance I have encountered. What happened in that year? I stumbled into a group of people sharing the logic of a discovery that there are Universal Principles that determine the way we create and experience our own thinking, and that simply recognizing them behind life provides immunity from suffering from our own worst thoughts.

You can believe this or not. Everyone has complete freedom to think whatever they do, and take it more or less seriously. But in my experience, over all these years, once people look to see what feels true to them, the recognition that they are creating their own experience via the power of thought resonates deep within them, and they, too, find freedom and release.

In all the years I have looked to see this more deeply for myself, and share it more effectively with others, I have always had in the back of my mind that the ideal starting point for this to help the most people possible would be schools. In situations I know from all my wonderful colleagues who teach all over the world from this perspective, where young people have recognized that they are creating their own lives from the inside-out with their own power to think, they have bypassed the insecurity and emotional instability that plagues so many in our schools now. They know how to find their own peace of mind, regardless of what others are saying or doing. They self-correct. And, free from insecurity and self-doubt, they truly enjoy learning, and being a part of the school community.

As a teacher myself, I know that from the perspective of understanding how thinking works, I no longer experienced frustration or upset at the system; I found I could access my own insights as to how to work with or around issues and obstacles that had previously seemed insurmountable. I lost my judgments about people and institutions, and saw that everyone was doing the best they could, given how they were holding and using their thinking. I stopped taking things personally, and just felt gratitude and love for my students, my subject, my colleagues, and my opportunities to contribute. I truly enjoyed teaching, without the burden of distractions. Once I started seeing and speaking to the resilience and well-being in my students, my “problem” students disappeared. I found that almost all my students enjoyed learning as much as I enjoyed teaching, and only occasionally, when someone dipped into a state of insecurity, did I have to stop what I was doing to help a struggling student come back into the present moment and calm down.

It may sound pollyanna to some who read this, given the state of many schools today. There are places in the world in which it may sound ho-hum — something that seems routine. The state of education, globally, is highly variable. That variability, however, has more to do with the way people are, their level of peace of mind and respect, than with the resources allocated. There are classrooms in remote parts of the world where even pencil and paper are scarce resources, and books are old and tattered, and schoolrooms are sparse and uncomfortable — and yet the joy is palpable. The gratitude the students feel for learning is profound. The love the teachers feel is deep and non-contingent.

Once we understand our own role in the creation of our experiences of everything we’re doing; once we understand how everyone’s thinking works, and how much control each one of us always has over what we do with our own power to think, everything looks different.

We are excited and happy to offer these courses globally, in hopes that teachers, students and schools everywhere will become the petri dish in which world peace is nurtured and grown through peace of mind in the generations to come.

Here is a brief video introduction to what you can expect from these courses:

The post The Joy of Teaching and Learning appeared first on Three Principles Living.

The Joy of Teaching and Learning

At heart, I love teaching more than anything else I’ve ever done. And, at heart, I know the joy of teaching, and the pain of it, too. Teachers today face student attitudes and system restrictions that inhibit their sense of freedom and ease in the classroom. Teachers today, at every level from pre-school to university, are leaving the profession, just to escape the pressures they feel that have nothing to do with what drew them into teaching and learning.

Across a long career that included a lot of other work, I have taught middle school, high school, junior college, undergraduate, graduate and adult education — the whole gamut of teaching experience. At every level, I totally loved watching students flourish and learn, and at every level, I experienced frustration, disappointment, restriction in the system. I know the pain and the joy first-hand.

And I know, too, the most important lesson I have ever learned: The pain and the joy are not coming AT me; they are coming THROUGH me, depending on my understanding of how I hold and use my own power to think about my situation. There is a distinct dividing line in my life: Before 1989, and after 1989. What happened in 1988-89? I realized how the human mind truly works to create our experience of life. Before then, I honestly (like most people) believed that I had nothing to do with what I thought or how I felt about things; I honestly believed that circumstances created my experience of life. I honestly believed that if I was in a negative, difficult situation, of course I would feel terrible, and would have to extricate myself from those circumstances to feel better.

After 1989, I knew, without a doubt, that I was the thinker creating my own thoughts and becoming conscious of what I had created as reality — and that I and I alone was responsible for how I responded to life situations. This gave me a sense of freedom and empowerment that has allowed me, for the rest of my life, to make the best of any and every circumstance I have encountered. What happened in that year? I stumbled into a group of people sharing the logic of a discovery that there are Universal Principles that determine the way we create and experience our own thinking, and that simply recognizing them behind life provides immunity from suffering from our own worst thoughts.

You can believe this or not. Everyone has complete freedom to think whatever they do, and take it more or less seriously. But in my experience, over all these years, once people look to see what feels true to them, the recognition that they are creating their own experience via the power of thought resonates deep within them, and they, too, find freedom and release.

In all the years I have looked to see this more deeply for myself, and share it more effectively with others, I have always had in the back of my mind that the ideal starting point for this to help the most people possible would be schools. In situations I know from all my wonderful colleagues who teach all over the world from this perspective, where young people have recognized that they are creating their own lives from the inside-out with their own power to think, they have bypassed the insecurity and emotional instability that plagues so many in our schools now. They know how to find their own peace of mind, regardless of what others are saying or doing. They self-correct. And, free from insecurity and self-doubt, they truly enjoy learning, and being a part of the school community.

As a teacher myself, I know that from the perspective of understanding how thinking works, I no longer experienced frustration or upset at the system; I found I could access my own insights as to how to work with or around issues and obstacles that had previously seemed insurmountable. I lost my judgments about people and institutions, and saw that everyone was doing the best they could, given how they were holding and using their thinking. I stopped taking things personally, and just felt gratitude and love for my students, my subject, my colleagues, and my opportunities to contribute. I truly enjoyed teaching, without the burden of distractions. Once I started seeing and speaking to the resilience and well-being in my students, my “problem” students disappeared. I found that almost all my students enjoyed learning as much as I enjoyed teaching, and only occasionally, when someone dipped into a state of insecurity, did I have to stop what I was doing to help a struggling student come back into the present moment and calm down.

It may sound pollyanna to some who read this, given the state of many schools today. There are places in the world in which it may sound ho-hum — something that seems routine. The state of education, globally, is highly variable. That variability, however, has more to do with the way people are, their level of peace of mind and respect, than with the resources allocated. There are classrooms in remote parts of the world where even pencil and paper are scarce resources, and books are old and tattered, and schoolrooms are sparse and uncomfortable — and yet the joy is palpable. The gratitude the students feel for learning is profound. The love the teachers feel is deep and non-contingent.

Once we understand our own role in the creation of our experiences of everything we’re doing; once we understand how everyone’s thinking works, and how much control each one of us always has over what we do with our own power to think, everything looks different.

We are excited and happy to offer these courses globally, in hopes that teachers, students and schools everywhere will become the petri dish in which world peace is nurtured and grown through peace of mind in the generations to come.

Here is a brief video introduction to what you can expect from these courses:

The post The Joy of Teaching and Learning appeared first on Three Principles Living.

Bouncing Back! Resilience for Ourselves Means Resilience for Our Families

This morning saw a major kerfuffle in our household. Has this happened to you? You wake up on the wrong side of the bed, and then your kid or someone else in your family has a bad moment, and you react, they react—and thus ensues a delightful downward spiral of[…]