our-yoga

I just watched the above video, in which Kino talks about confronting and working with our limitations in the practice. It's a brief video (slightly over two minutes) which is probably excerpted from one of her workshops. A key point that she brings up here is that when you get to the point in your practice when you are pushing yourself to do something that is impossible or simply not happening, this is the point where you are actually growing and progressing. So rather than be discouraged, you have good reason to be happy that you are progressing.

I think the same lesson applies to many things off the mat as well. Daisaku Ikeda makes a similar point when he writes:

'When you encounter a wall, you should tell yourself, "Since there is a wall here, a wide, open expanse must lie on the other side." Rather than becoming discouraged, know that encountering a wall is proof of the progress that you have made so far. I hope that you will continually advance in your Buddhist practice with this conviction blazing ever more strongly in your heart.'

He is talking about Buddhist practice here, but Buddhist practice is life, so even if you don't consider yourself a Buddhist, you may still find these words useful and valuable. Which is why I have decided to share them here. Happy Moon Day!  

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This morning, I had to begin my practice quite a bit earlier than usual, because I had to attend a morning meeting at work.

I did the same sequence that I had been doing for the last year (full primary plus second up to Ardha Matsyendrasana). I find starting practice early (at about a quarter to six) to be a very interesting experience. On the one hand, the body seems to be a bit tighter than if I start an hour or two later. But the mind also seems sharper and more focused and determined. And somehow, I think what goes on in the mind directly influences the body; although my body was tighter at the beginning of practice, by the time I got to the Prasaritas, it had warmed and opened up to the same degree as on any other day. This, coupled with the sharper focus of the mind, led to a very powerful and refreshing practice.

I don't know if this is related at all (it probably is), but I had a very interesting asana breakthrough this morning. As I approached the finishing sequence, my mind started floating an idea to me: "Hey! You haven't tried getting into lotus in shoulderstand without using your hands for the longest time. You seem pretty open today. Wanna try it?"

I initially resisted this idea. Ever since I injured my left knee last year, I have been kind of babying my knees in lotus or half-lotus postures. What this means is that I would go into such postures really, really slowly, using my hands to assist in such a way as to emphasize the rotation of the external hip rotators. Although I have healed sufficiently to the point where I can do these postures with little or no discomfort, I didn't want to take any chances by allowing my legs to go into lotus hands-free. But when I got out of Karnapidasana, the openness in the hips (or is it the mind that is open? I don't know...) was so irresistible that I decided to give it a shot anyway. I started by maneuvering my right foot into the left hip crease, hands-free. Nicely done. Then I slowly, gingerly moved the left foot towards the right hip crease (which is always more tricky, because the left foot has to maneuver over the right shin, which is already in lotus position. Which tends to put the left foot in a more compromising position). I managed to get the left foot to go on top of the right thigh, into what I call a half-assed lotus posture. And then I decided, "Okay, that's enough hands-free lotus action for one day." And I used my right hand to gently guide the left foot the rest of the way into Urdhva Padmasana.

So I guess you could say that I succeeded in doing a semi-hands-free upside-down-lotus. Not too shabby, I think. But I guess this means that I won't be re-attempting Karandavasana anytime soon. That's okay. Whatever is, is. It'll come when it comes.

I'm tickled by the fact that in addition to my Fish and Chips post, another food post, the Mysore Masala Dosa post, has made it to the list of the top ten most read posts on this blog. It appears that this blog is indeed fast becoming an Ashtanga foodie blog :-) What's even more interesting is that my post on an asana sequence to reduce blood sugar is also on the list of the top ten most read posts. So all in all, I like to think that this blog is still sending a healthy message out there: Yes, eat all the Fish & Chips and Masala Dosas you want, but remember to do the practice!


Earlier today, I also read some encouraging words by Daisaku Ikeda, a Buddhist poet, philosopher and educator who is also my Buddhist mentor (as you might know if you read this blog regularly, I'm a Buddhist.). He writes:

'"What kinds of causes am I making right now?" "What actions am I taking?" The answers to these questions are what will determine our future—in this life and throughout the three existences. Herein lies the foundation of faith. True glory and victory in life lie in basing oneself on this fundamental principle.'

I decided to share his words here, because I feel that these words apply to all of us, whatever faith we may profess (or not profess). Actually, it applies directly to the practice too, both on and off the mat: It doesn't matter what you did or did not do yesterday. What matters is what you are doing right now. Very simple principle, really, but not always so easy to remember and to apply.  

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I just read the following essay on teachers by the Buddhist philosopher, poet, and educator Daisaku Ikeda. Since all of us are teachers in one way or another, I thought that I'll share his essay here. I hope you enjoy it, and find it to be of some use in your life.

(From an essay series by Daisaku Ikeda first published in the Philippine magazine Mirror in 1998)

I remember being set a project one summer vacation during elementary school. We had to make something at home and bring it with us for the new term. Being clumsy, I couldn't get anything together and had to return to school embarrassed and empty-handed.


When asked what happened to my project, I stammered out that I had forgotten it at home. To my horror, the teacher told me to go home and bring it back right away. I returned home feeling desperate and miserable. Looking around, I saw a bookshelf my older brother had made. I presented this to the teacher, who praised my work and gave me a good grade for it. But, looking back, I am sure that he knew what the real story was.

From one perspective you might say that this teacher was rewarding me for lying, but that is not my view. Through the warm, large-hearted way he embraced me, he communicated to me a very concrete sense of being believed in--really what I needed at that moment. And, of course, I felt deeply ashamed, and vowed never to let such a thing happen again.

I believe that education is what remains long after the content of each specific lesson we were taught has been forgotten. The essence of education is character formation, teaching young people how to live in society and encouraging them to think independently. Study is much more than simply absorbing existing knowledge and techniques, and the ability to memorize and reason is nothing compared to the wisdom, emotional richness and creativity which resides within every human being.

Education that does not teach a sense of values turns people into mere robots filled with data but with no understanding of what it is for. Such soulless, over-competitive schooling makes successful children arrogant, while the less academically bright are left with little self-confidence and a deep fear of failure.


Sadly, education is often used to cultivate people who are useful only to the extent that they fit into various slots in society, and school systems in Japan and many other countries actually prevent children from developing their full potential.


In the race to climb the ladder of scholastic prestige and status, we can easily lose sight of the most important question of all: What is the purpose of learning?


I believe that the genuine goal of education must be the life-long happiness of those who learn. Education should never be subordinated to the demands of national ego, or of corporations searching for profit-generating employees. Human beings, human happiness, must always be the goal and objective.

My own teacher, Josei Toda, often said that the greatest error of modern humanity was that it confused knowledge with wisdom. Knowledge itself is a neutral tool that can be used for good or evil. As history sadly proves, educated monsters can wreak far greater horror that their unschooled brothers. At least seven of the participants at the Wannsee Conference where the Nazis planned the "final solution"--extermination--to the "Jewish problem," had doctoral degrees. It is hard to imagine a greater perversion and debasement of education.

Wisdom, in contrast, always directs us toward happiness. The task of education must be to stimulate and unleash the wisdom that lies dormant in the lives of all young people. This is not a forced process, like pressing something into a preformed mold, but rather drawing out the potential which exists within.


I firmly believe that every young person has the power within him or her to change the world. It is the role of those who teach to believe in that power, to encourage and release it.

The relationship between teacher and pupil can be a vital link through which new horizons are opened up and life develops. To me, the essence of education is this process whereby one person's character inspires another. When teachers become partners in the process of discovery, burning with a passion for truth, the desire to learn will naturally be ignited in their students' hearts. And once children feel that their teachers are genuinely concerned for their individual welfare, they will begin to trust them and open up to them.


It saddens me that now this vital bond between pupil and teacher seems to have been weakened by distrust and misunderstanding. Teachers everywhere struggle with problems of control and discipline, and students resent the fact that they must cram their heads full of knowledge which fails to answer their pressing questions about life, the real world and human relationships.

Teachers who do not understand and care for their students, merely parroting stereotyped answers, cannot possibly satisfy children's curious and sensitive minds. It must never be forgotten that the most important people in a school are its students.

I once heard about a Japanese elementary school teacher who was irritated by a girl in his class who was unable to keep up. He gave up trying to help her after a fellow teacher told him, "Human beings are just like fruit; twenty to thirty percent is always worthless and there's nothing you can do about it."


Then, one day during a break, he noticed the girl playing with a puzzle, trying to put plastic pieces together so they fit into a box. Finally she succeeded and yelled, "I got it!," her face sparkling with a delight he had never seen before. The teacher suddenly felt remorse. How dare he give up on her! Wasn't it his job to make sure that each child walked out of his classroom with the confidence that they could do anything if they really tried?

He discovered that the girl's parents, both graduates of leading universities, were constantly calling her "stupid." The teacher resolved to praise her every day, for every little accomplishment, to wash away the stain of criticism from her heart.


After a year, the girl was transformed. Proceeding at her own pace, she came to experience the joy of learning. The key was her realization that if she made an effort to achieve something, she could do it.

This story shows how the smallest failure can destroy a child's confidence, and the smallest catalyst can trigger growth. It is vital that teachers believe in every child's potential and care about their happiness as human beings.

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“Every person who has ever achieved anything has been knocked down many times. But all of them picked themselves up and kept going, and that is what I have always tried to do.”

Wangaari Maathai

'Dr. Maathai... conceived of her Green Belt Movement out of compassion and concern for the future of her children and her homeland of Kenya. She applauds the noble, ordinary women who participate in the movement as "foresters without diplomas." Their committed solidarity and steadfast efforts in their communities are not only preventing the desertification of Africa but also raising consciousness of environmental issues in the minds of people the world over. Their service to humanity and the Earth far exceeds that of any national leader. Lawmakers should take note of this fact, recognizing the wisdom, spirit and actions of the people with the respect they deserve. Unfortunately, however, the elite who lead the world's nations--the politicians, the bureaucrats, the academics--tend to look down on such popular movements.'

Buddhist leader and poet Daisaku Ikeda on Wangaari Maathai's life and work


I just learnt earlier today that Wangaari Maathai, the Kenyan environmentalist and scientist who was awarded the Nobel Peace Prize in 2004, died Sunday from ovarian cancer. She was 71. Here's a description of her life and work, excerpted from the Green Belt Movement's website:

"In the 1970s Professor Maathai became active in a number of environmental and humanitarian organizations in Nairobi, including the National Council of Women of Kenya (NCWK). Through her work representing women academics in the NCWK, she spoke to rural women and learned from them about the deteriorating environmental and social conditions affecting poor, rural Kenyans—especially women. The women told her that they lacked firewood for cooking and heating, that clean water was scarce, and nutritious food was limited.

Professor Maathai suggested to them that planting trees might be an answer. The trees would provide wood for cooking, fodder for livestock, and material for fencing; they would protect watersheds and stabilize the soil, improving agriculture. This was the beginning of the Green Belt Movement (GBM), which was formally established in 1977. GBM has since mobilized hundreds of thousands of women and men to plant more than 47 million trees, restoring degraded environments and improving the quality of life for people in poverty.

As GBM’s work expanded, Professor Maathai realized that behind poverty and environmental destruction were deeper issues of disempowerment, bad governance, and a loss of the values that had enabled communities to sustain their land and livelihoods, and what was best in their cultures. The planting of trees became an entry-point for a larger social, economic, and environmental agenda.

In the 1980s and 1990s the Green Belt Movement joined with other pro-democracy advocates to press for an end to the abuses of the dictatorial regime of then Kenyan president Daniel arap Moi. Professor Maathai initiated campaigns that halted the construction of a skyscraper in Uhuru (“Freedom”) Park in downtown Nairobi, and stopped the grabbing of public land in Karura Forest, just north of the city center. She also helped lead a yearlong vigil with the mothers of political prisoners that resulted in freedom for 51 men held by the government.

As a consequence of these and other advocacy efforts, Professor Maathai and GBM staff and colleagues were repeatedly beaten, jailed, harassed, and publicly vilified by the Moi regime. Professor Maathai’s fearlessness and persistence resulted in her becoming one of the best-known and most respected women in Kenya. Internationally, she also gained recognition for her courageous stand for the rights of people and the environment."

Reading this description of Professor Maathai's life and work, I was really struck by her keen insight that poverty and environmental destruction are indicators of deep human problems such as "disempowerment, bad governance, and a loss of the values that had enabled communities to sustain their land and livelihoods, and what was best in their cultures". But rather than allow herself to be defeated by this observation, she came to the conclusion that if she could get people to work together to reverse the damage done to the environment, they could find a way to empower themselves, stand up to powerful and corrupt authorities, and build a sustainable livelihood for themselves and their families.

We have much to learn from her. Perhaps, in some way, our personal practices can also become "trees" of personal growth, allowing us to cultivate the strength and the insight to work together with others productively, empower ourselves and others, and stand up for what is right and good around us. 

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