Meeknes and the Power Therein

Some may consider the meek to also be the weak; I would suggest the meek to be quite the opposite.

Qualities like humility, meekness, long-suffering, kindness, etc. are not often considered to be qualities of power. To understand this, we must consider the meaning of the word "power" along with one of its antonyms; "weakness."

As defined by the Merriam-Webster dictionary, along with a number of other sources, the word "power" means:
(A) the capacity or ability to direct or influence the behavior of others or the course of events.
(B) the ability to do something or act in a particular way, 
(C) the ability or right to control people or things

On the other hand, "weakness" is described in the following way:
(A) displaying or characterized by a lack of enthusiasm or energy.
(B) lacking the force of character to hold to one's own decisions, beliefs, or principles; irresolute. not convincing or logically forceful.
(C) of a low standard; performing or performed badly.

Allow me now to define "Meekness"- 
(A) "Meekness has been contrasted with humility as referring to behavior towards others, where humbleness refers to an attitude towards oneself^[4] - meekness meaning restraining one's own power,^[5] so as to allow room for others." 

We can see why meekness is so often considered something of the weak. Rather than imposing opinions, controlling others, or demonstrating ability; the meek choose to "allow room for others." This act is often confused as no act at all; for the society in which we now live claims that "seeing is believing." As a result, because the act of being meek is not seen (or noticed), we quickly dismiss the individual exercising such action as weak. 

In truth, meekness creates not only a power within oneself, but also a power in our community. When we choose to be meek, all can be heard, all can listen, and all can learn.  Therefore, true meekness brings knowledge; and it has been said that, "knowledge is power." 

Hypocrisy in the Headline

The Merriam-Webster dictionary defines hypocrisy as "a feigning to be what one is not or to believe what one does not." Known as a strong reproof, hypocrisy (and its partner name calling form; hypocrite) is something that no one likes to be known by yet it is something that stings us all. For we know deep down, that there is truth in such an accusation.

So why "Hypocrisy in the Headline?"Two weeks ago a wrote the post "Talk vs. Teach." In it, I discussed the difference between talking at the student and truly teaching. What is such a fascinating concept is that in the very blog that I wrote just two weeks ago, I "talked" rather than taught.

One may ask, "how do we move past the blogs and articles that claim to teach and change? How can we communicate ideas without talking at an individual, especially in such a platform as reading material?"

I believe the answer is simple; question.  Questions are a powerful, provoking source that drives a student to ponder. How would this change the way that articles are written? Let me do all I can to avoid hypocrisy in this article by suggesting so questions worth considering.

1. Have you ever learned something without questioning that "something" before accepting it?

2. Have you ever deeply and truly changed something about yourself or within yourself because of that "something" you learned, without first questioning how it would apply in your personal life?

3. What can you do in your own life to avoid lecturing or "talking" and begin to truly "teach" through questions?

4. What challenges do you foresee in such an endeavor as this one?

5. Will you commit to put this principle into practice? Namely, that you will provoke learning through questioning the student rather than simply offering information to him or her (regardless of the platform of communication).

I submit that those of you who have taken these questions to heart, and those of you who have accepted the invitation to commit to this style of communicating have gained more from this article and are more likely to change from it, than from reading an article that simply explains this principle.

Now, go and do.

"Wild Montana Skies"

Released in 1983, John Denver's album, "It's About Time' will forever hold a place in my soul. At the age of thirteen I was given the opportunity to explore the skies of Montana in Glacier Park. In some obscure area, at the top of a mountains rests a deep blue lake, High Park Lake. Me and the party that I accompanied explored that ice water and the rocky ridges around it for enough time to teach me something about myself; I need the "Wild Montana Skies."

Of course, as they all do, the excursion came to a close. We finally came down from those skies, we finally crossed paths with other life besides wild life, and we finally sat in small boxes with wheels and headed for "home." 

There, I went about doing all the things that most young boys do while at home: studying, playing, working, etc. Although it felt like home when I arrived home at the time, I realize now, only fourteen short years later that I never returned home the same. 

The home that my heart longed for was the one with no walls, no wheels, no worries, and no chairs. I went back to those mountains five years later with a good friend and loved it all the same, but haven't been back since.

Just last weekend my wife and I found ourselves at the top of a small mountain or enormous hill (depending upon where you are from) in other country. Like all things, that go up, we made our way down the steep slope of the beast. There always seems to be a sensation that comes with leaving high places. I find the feelings to be almost nostalgic.

As we made our way back home from our trip, the song "Wild Montana Skies" flowed through the speakers. That song, one might even call it a hymn (and would be right to do so I do believe), was the album "It's About Time." 

A week has gone by, and now I understand why Mr. Denver chose to name his album with such a name as "It's About Time." Although 14 years have gone by since the first time I peaked that mountain in Montana, I am now just discovering what peace, what joy, and what need I have to explore the wild Montana skies every day of my life. Indeed, "it's about time" that I go home to the Montana skies. Whether in person or in spirit, I will take my time to "[Give] a voice to the forest, [give] a voice to the dawn, [give] a voice to the wilderness and the land that [I] lived on."

 

Talk vs. Teach

               Teaching, it is done in many ways but there is only one end goal: to cause to know (1). Regardless of one’s experience with teachers, it is valuable to recognize that we have all had them, and continue to have them. Whether it be in a formal setting such as school, or in a less formal setting like on the ranch, in the health clinic or in the business world, there are always those who attempt to cause to know in others.  They may come in the form of a mentor, a trainer, a colleague or a supervisor; the end goal is always the same. These people want to “cause [you] to know.” As a result, they are considered teachers.

               Although so many attempt to bring about this knowing, not all are equally effective in doing so. What makes the difference? I submit the difference is found within two words; “talking” and “teaching.” This seems to be an obvious and simple truth; of course talking is not teaching yet we fail to live according to our believed understanding.

               In my relatively short, yet very intense four years of being in positions of training, I have come to discover that teachers often believe that to teach and to talk are synonymous. Somehow we believe that explaining is the same thing as exploring and talking results in learning. Not true.  

               According to studies at the Martinos Center for Biomedical Imaging, Department of Radiology, Massachusetts General Hospital and Harvard Medical School, “memory is strengthened by multiple sensory inputs” (2). Again, any learner could have shared that they learn best when they do more than listen yet those who attempt to cause to know still fail in applying the principle.

               We learn best when we experience. That includes hearing, seeing, feeling, expressing, feeling emotions, and the like. So the next time you are tempted to tell someone how to do something, or talk to them in an attempt to help them learn, try adding a couple more sensory inputs to bring about the learning. Or the next time someone tries to simply talk at you or tell you in hopes that learning will take place; you take action and find ways to become more involved in the learning process. It will surely benefit both parties and it will have the potential to bring about true and lasting change. 

1 - Merriam-Webster. Merriam-Webster, n.d. Web. 03 Sept. 2016.

2 - BT, By Atlantic. "Content Development." How the Brain Learns. N.p., n.d. Web. 03 Sept. 2016.