Finding the Balance Between Productivity-Obsession and Pleasure-Seeking

An article in the September-October issue of Harvard Magazine begins, “For all the hand-wringing over their failure to amass savings, Americans may actually be too disciplined.” The article explores the research of Anat Keinan , a professor at Harvard Business School, which reveals that Americans are often too productivity-obsessed, “viewing pleasurable pastimes as wasteful, irresponsible, and even immoral.”

In the activist community, taking time for oneself is often suspect, viewed with criticism. There is, after all, so much work to be done. Years ago, when I was hired by a non-proft, changemaking organization, employees had to work 52 weeks in order to get a single week’s vacation. The message was clear.

There are activists I know for whom endless work brings great joy because it is the “antidote to despair” that I wrote about in a previous blog post, quoting Joan Baez. But for many others, the constant effort to create change, the burden of guilt for indulging in pleasurable activities that don’t “make the world a better place,” and the self-imposed pressure to do good all the time can lead to burnout and depression. I’ve known many activists who’ve simply abandoned changemaking efforts or who suffer from stress-related physical problems and illnesses. This doesn’t do anyone any good.

In my book, Most Good, Least Harm, I profile several people in the section, “Live your epitaph,” who are endeavoring to make the world a better place. One of them, Melissa Feldman , a humane educator and friend of mine, said she wanted her epitaph to read thus: “Melissa did some good and had some fun along the way.” So simple.

Finding the balance that allows us to be happy, joyful people who are full of life and love and who also strive hard to create a better world utilizing our best selves is a challenge, one in which a bit of healthy guilt may spur us to work harder, and a bit of healthy self love may spur us to take care of ourselves and celebrate the glorious miracle of our own existence. This is no either/or but an important both, and that’s worth our effort to cultivate consciously, responsibly, and joyfully.

~ Zoe

Image courtesy of hbp_pix via Creative Commons.


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The Humane Educator’s Paradox

It’s painful to learn about the terrible injustices and cruelties in the world. Sometimes, the more we know, the more hopeless we become. Even when we also learn about the great courage, generosity, wisdom, and dedication of countless changemakers, even when we see success in their efforts to create new systems that solve the great challenges of our time, we can still become despondent in the face of persistent exploitation, destruction, and oppression.

The question “How can we choose to know and still maintain hope in the face of ghastly atrocities?” is a seminal one for humane educators and reflects a paradox that is difficult to resolve. We must know in order to create positive change. Knowing leads to what Buddhists call “right action” and Jews call “tikkun olam” (repairing the world), but it can also to lead to rage, depression, fear, and violence, and even, paradoxically, to apathy when we simply cannot absorb or care about so much.

Most of us know angry activists who turn off more people than they turn on, whose actions are counter productive, who fail to model the peace and compassion they seek to create in the world. These people “know” but their “knowing” actually inhibits their successful changemaking.

And most of us also know activists who tirelessly create healthy change while inspiring others. What is the key to their success? How do they both know and radiate kindness, acceptance, patience, and openness? I believe that most such changemakers find a practice that grounds them, as well as outlets for experiencing joy and inner peace. They may spend time in the natural world, or meditate, or read inspiring works, or find strength from their religious beliefs, or gather with friends to laugh and play. They self reflect, they revel in all that is good, they acknowledge their own sadness and frustration as worthy emotions, and they persevere in cultivating their own best qualities.

Humane educators must not only cultivate all this within themselves, but also in the students we teach. If we create a generation full of despair, rather than a generation enthusiastic to play their part in creating change, we will have failed. If, however, we honor our students’ sorrow, fear, and anger and help them transform these emotions into “right action” we will have created a generation that can embrace the humane educator’s paradox and move toward the unfolding of a better world.

~ Zoe

(Since I’m currently on tour: a repost from 6/2/08.)

Humane Educator’s Paradox

Boardwalk in waterIt’s painful to learn about the terrible injustices and cruelties in the world. Sometimes, the more we know, the more hopeless we become. Even when we also learn about the great courage, generosity, wisdom, and dedication of countless changemakers, even when we see success in their efforts to create new systems that solve the great challenges of our time, we can still become despondent in the face of persistent exploitation, destruction, and oppression.

The question “How can we choose to know and still maintain hope in the face of ghastly atrocities?” is a seminal one for humane educators and reflects a paradox that is difficult to resolve. We must know in order to create positive change. Knowing leads to what Buddhists call “right action” and Jews call “tikkun olam” (repairing the world), but it can also to lead to rage, depression, fear, and violence, and even, paradoxically, to apathy when we simply cannot absorb or care about so much.

Most of us know angry activists who turn off more people than they turn on, whose actions are counter productive, who fail to model the peace and compassion they seek to create in the world. These people “know” but their “knowing” actually inhibits their successful changemaking.

And most of us also know activists who tirelessly create healthy change while inspiring others. What is the key to their success? How do they both know and radiate kindness, acceptance, patience, and openness? I believe that most such changemakers find a practice that grounds them, as well as outlets for experiencing joy and inner peace. They may spend time in the natural world, or meditate, or read inspiring works, or find strength from their religious beliefs, or gather with friends to laugh and play. They self reflect, they revel in all that is good, they acknowledge their own sadness and frustration as worthy emotions, and they persevere in cultivating their own best qualities.

Humane educators must not only cultivate all this within themselves, but also in the students we teach. If we create a generation full of despair, rather than a generation enthusiastic to play their part in creating change, we will have failed. If, however, we honor our students’ sorrow, fear, and anger and help them transform these emotions into “right action” we will have created a generation that can embrace the humane educator’s paradox and move toward the unfolding of a better world.

~ Zoe

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