In this post, I want to introduce one of the most basic issues for living in-relation with horses, that of support. From the relational perspective of inter-being, giving support is our key responsibility in this relation.
Working with Corey Ryan, I am continually learning the significance of support in a horse-human relation, and how this is analogous to that called for in a student-teacher relation. When I am with Corey, I find that I am able to let go of any worries or fearful anticipations and remain present to what is at hand, open to possibilities and confident in trying things out. Quite simply, I feel supported in this learning experience. I am also very aware that, in Corey’s presence, horses remain or become calm and relaxed, and, in that state, curious about their environment and capable of learning new things. Clearly, then, we are sharing this experience of support and calmness. And, so, I make the rather obvious connection: Corey is giving me the sort of support that I need to give horses, and through his support I am developing the capacity to support them. Continue reading Living in-relation with horses: support
They all ate and were satisfied, and the disciples picked up twelve basketfuls of broken pieces that were left over.
A few years ago I read the Gospel of Mark with some friends. We moved slowly and carefully through the text, often spending a whole evening on just a few lines. One passage that struck me was the ‘feeding of the 5000’. In that story Mark describes the miracle of the fishes and loaves in which Jesus turns a few loaves of bread and a couple of fish into food for 5,000. At the end of the story Mark says, ‘They ate and were satisfied, and the disciples picked up the twelve basketfuls of broken pieces that were left over’.
Those twelve basketfuls of leftover bread troubled me. I recall badgering my fellow readers about it. Why the excess? God knows the hairs numbered on your head, why not stop with food sufficient to feed the 5,000? Why create more than was needed? What would happen to those extra pieces of bread? Would they be eaten the next day or would they go to waste? What could this excess mean? Was it a symbol of luxury, a Gallilean potlatch?
My naive questions, generously accommodated by my friends, bellied a genuine concern about wasteful excess. But what I didn’t realise then was that the feeding of the multitudes isn’t a story about consumption. It is a story about what is given. It is a story about the abundance of a love sufficient to cover us all, a love that isn’t limited by number, a love available to any who might come.
‘Here, my brother, my sister, come and sit with us. We have food enough for you’. Continue reading Hold Nothing in Reserve
I didn’t know what I was going to say to you today. Only on the train, on the way in here, did it become clear. I realised that I’d been given the very thing that had to be said.
Absent-mindedly driving to work yesterday, I stopped at traffic lights. Waiting to cross the road were a mother with a toddler in a stroller. The child was turning around to engage the mother and something about the intensity of their moment shook me from my half-life. I saw them: I saw how alive they were. For them, everything in the world was unfolding from this moment together, whereas for me it was only the empty time between leaving home and arriving at work. At the corner of Darley and King Streets, Newtown, at 11.10am on Thursday 2/11/17, two worlds touched, one a half-world of befores and laters and the other a vital moment of here and now.
What came to mind, unsought, was Pieter Bruegels’s painting Landscape with the Fall of Icarus, and Auden’s poem about it, Musée des Beaux-Arts. These two have been constant reference points in my adult life. When I got my first academic job, at Macquarie University in 1984, the first and almost only decoration in my office was a print of the painting, with Auden’s poem glued to its back. Somewhat pompously, perhaps, it was to remind me of the role of sociologists: to witness the suffering that would otherwise go unnoticed. In 1989, the picture came with me to my office at UNSW, and it stayed for decades, until the foxing became too embarrassing.
(Wikipedia) Continue reading Thank you
Towards the end of my teaching session last year I experimented with a dialogue in one of my classes. We had read Bohm earlier in the session and although most of the students expressed disagreement with him, they seemed really interested in the ideas. When it came time to discuss their relationship to their research projects (how they were feeling about their research practices and work habits, their topics, the ethics involved in doing their research) I decided to run the class like a dialogue group. I explained what we were going to do. They would each have a turn offering something about their current relationship to their projects; together we would draw out connections and extensions between everyone’s comments and write them up on the board; then the dialogue would begin. Continue reading Dialogue in class
Earlier this year, I was invited to speak at a humanities postgraduate symposium held at Macquarie University. The organiser, who used to be a student of mine, asked if I would share some of my experiences of the PhD. Thinking back to my time as a student, I realised that among the most formative and character-building moments of the dissertation process were those that involved some form of failure. The periods when the research and writing progressed smoothly didn’t stand out. Instead, the most memorable points were when things weren’t going to plan and the process felt out of my control. Continue reading Sitting with Failure