Meditaciones gratis–en español

Una maestra que respeto mucho me pidió que tradujera unas meditaciones de ella–aquí las ofrecen gratis:

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Estaré contento cuando . . . .

¿Dónde buscar la iluminación?–¿Es cuestión de buscarla–o es un espejismo en el desierto que engaña?

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Blame and Shame—Two Painful yet Avoidable Paths

In terms of emotional, psychological and spiritual health, blame and shame seem to be acts of self–destruction.  They are related in that we must buy into the moral systems that birthed them for their negativity to infect us.  Blame and shame, whether projected onto others or oneself, are not objective or universal observations—rather narrow and particular perspectives emerging from specific ideologies.  For blame or shame to have any power over us we must agree with their ideas and subject ourselves to them.

For example, when teachers are blamed for a student’s failure, the blame only has an impact if teachers buy into the ideas that they have full control over their student’s learning outcomes and that students’ success or failure is their responsibility.  Otherwise failure (or success) is the result of a more complex intersection of forces.  Likewise with parents, many fathers and mothers are ashamed of the decisions or life choices of their children because they buy into their own visions of how their children’s lives should be.  Holding onto visions of how things should be and castigating ourselves (or others) when those visions do not manifest is harmful because we cast ourselves in an ugly light and stagnate in self-pity rather than practicing acceptance of conditions we don’t have the power to change.  This is not to exculpate parents, teachers or any of the rest of us who do not responsibly exercise our duties—which is another topic.

Blame and shame diverge a bit in the way they creep into my consciousness.  Blame seems to be less subtle and more external, at times an instinctive and immediate reaction to not getting what I want.  I don’t usually have trouble expressing it publicly.  I cast passionate judgments of government, educational systems, environmental policies, religions, neighbors, family members, partners, and co-workers emphasizing how their failings have undermined my visions of paradise.  This type of external blaming is hypocritical since my own actions do not hold up to the judgmental scrutiny I project on the world.  The other type of blaming—self-blaming—shows me wallowing in self-pity.  Even when I HAVE acted irresponsibly, there is rarely a healthy reason to dwell on the error morbidly.  Taking action to make amends and moving forward compassionately brings flow to what was the stagnation of blame-based self-loathing.

Shame, on the other hand, settles in slowly or appears phantom-like when my thoughts associate my present situation with a particular standard or expectation that I perceive as unrealized.  I compare myself to what is expected and see myself as “less than” or “not measuring up”.  Shame is usually the feeling that follows this thought process.  Noticing when shame shows up is always tricky for me because my mind is always comparing and contrasting—it’s what minds do.  When I witness the negative emotions, I trace them back to the unrealized expectation.  Then I look at the expectation itself—is it programming from a materialist world, an old belief system, education systems, family ideologies or a hierarchical society?  Seeing the origin of the emotion tends to dissolve its heaviness.  This process also uncovers unhealthy attachments to outcomes whether genuine or programmed.

In general, dwelling on unrealized dreams and projecting negativity onto myself or others for not conforming to arbitrary ideas takes me out of the creative moment and keeps me from moving closer to the world I am in the process of dreaming into existence.

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Hoy surgió un dilema en mi mente…

Buenísima pregunta de una amiga. . . .

La ley 4, La ley del menor esfuerzo, explicada en  Las 7 Leyes Espirituales del Éxito, (Deepak Chopra), nos recomienda,  no tratar de persuadir a los demás.  Lo que entiendo es que uno debe de dejar a los demás ser como son,  evitar defender mi punto de vista y aceptar las cosas tal y como son –pues el universo es como es–  y si uno se pone a forcejar en contra de la realidad actual, está perdiendo su energía.

Por otra parte,  Don Miguel y Don José Ruiz recomiendan en El Quinto Acuerdo, que debemos ser impecables con nuestras palabras (primer acuerdo), pues las palabras son símbolos que debemos utilizar a nuestro favor.  Entonces, ¿qué hacer con las personas que están a nuestro alrededor que esparcen veneno por utilizar las palabras en contra de otros y de si mismos?

Obviamente yo misma tengo mis momentos “tóxicos”, pero estoy trabajando en el proceso de tener conciencia del poder creador de mis palabras.  A ratos experimento que me  empieza a incomodar la toxicidad de las palabras ajenas y no sé si uno se puede contaminarme con el veneno ajeno.  Alguien dirá que no me debe importar lo que los demás digan, mas aun si tenemos en cuenta que el segundo acuerdo es No tomarse nada personal.

Mi dilema aparece porque si todos estamos conectados, ¿cómo evito no ser contaminada por la toxicidad –producto del mal uso de las palabras – de los demás?  Y al mismo tiempo, si ignoro la situación, ¿no estoy siendo negligente con los demás y por ende, conmigo misma?

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Soul-centric Education: Teachers as Healers and Classrooms as Sacred Space

As a student of the public school system and, later, as a university professor, I failed to question the authoritarian nature of education systems and the methodologies they employ. It wasn’t until I began researching the writings of Paolo Freire for a project unrelated to my field that my eyes began to open. His work, while certainly calling attention to the colonial mechanisms that have driven pedagogy, primarily empowers students and teachers with healing solutions. Since that time, my intentions and ideas have changed drastically. Along with the opening of my own heart, it was a shift in methodologies I used that transformed my classroom into sacred space.

We tend to think of education either as institutions that administer learning—public or private, higher, secondary or elementary or as a process by which we integrate knowledge (i.e. incorporate data from outside authoritative sources). Yet the word “educate” from “ex-ducere” in Latin means literally “lead forth” or “draw out” emphasizing that the source of learning and education is found within us.

Jack Canfield wrote: “People have two philosophies about education. One is that you come into the world as empty, or even negative, with a tendency towards evil and therefore children have to be shaped, developed, contained, and made into a good person. The other is that you are naturally life affirming, learning oriented, and cooperative.”

One viewpoint sees students as blank slates, in need of programming to fill their emptiness with “accepted” knowledge, opinions, principles and values using a hierarchical model. The ability to take in and apply these external packages is considered learning. The other philosophy sees students/learners as complete, perfectly curious, innovative, and creative. In general, the fundamental skills we develop in the spirit-based educational programs described below include flexibility, openness, awareness, self-empowerment and a wisdom that transcends information absorption.

Holistic Education—Holism is the recognition that 1) there are multiple parts to the whole, 2) no one part is more important than another, and 3) an understanding of the sum of the parts does not necessarily explain the whole. Holistic education sees the student as a complex individual comprised of biological, ecological, social, psychological, spiritual, and emotional parts living in an equally complex cultural and ideological environment. These complexities are addressed in holistic education by not ignoring or over-emphasizing one particular aspect of the student, as post-industrial, reductionist models used in public education tend to do today. Each facet of the student is honored, drawn out, given voice, allowed and encouraged to develop. Each of the approaches below fall under the larger umbrella of Holistic Education—more reading can be found at:

Contemplative Education—Contemplative learning used to conjure up visions of isolated mystics and monastic monks for me. I was first able to move beyond those stereotypes when I read Santa Teresa de Ávila’s El castillo interior in which she proposes that union with God is attainable by moving deeper into the interior of one’s own soul. It raised the notions for me that there was an inner realm to explore and that sacred experience could be found there.

How does this apply to education? Mainstream education systems emphasize acquisition of knowledge about an external reality as fixed packages of unquestioned, scholastically-proven facts. By contrast, contemplative processes emphasize “not-knowing”, in other words being aware of and open to the images, emotions, sensations that are present while in contemplation without using them to form fixed conclusions about the world.  This openness or mindfulness is achieved through the contemplative practices of meditation, journaling, yoga, painting, music and service to others. These practices inform one’s ever-changing personal truth. Programs that deploy contemplative methods do not ignore scientific method, scholarship, and ends-based knowledge; rather they ground left-brain learning and seek to create balance between the analytical mind and intuition. One of the best examples of contemplative programs in higher education is Naropa University in Boulder, Colorado.

Experience-based learning—Seems like a no-brainer, yet textbooks, standardized testing, and classroom-enclosed learning spaces dominate the landscape of both public and private education. Experiences that engage the senses, that liberate students from robotic roles, that say yes more than no can only breathe energy into the learning process. Even within a traditional classroom, I have used music, dance, clapping, role-playing and charades to teach Spanish to first and second-year college students. Not only do these collaborations between body and mind wake students from passivity but they also boost memory and cross-brain learning.

Even more compelling are “real world” experiences. Multiple semesters of traditional university classes cannot provide the same personal and cultural growth and social curiosity realized by most students in three or four days of immersion abroad. As a director of different study abroad programs in Cuba, Ecuador and Puerto Rico, I have seen eyes and hearts open, ideological barricades fall, lifetime friendships forged and adolescents become adults in a matter of weeks. These same life-altering encounters happen in our cities and neighborhoods for those participating in service-learning/volunteerism experiences. Discussion groups, journaling and meditation enrich students’ understanding of the significance of their experiences.

Learning as community—There are two ways to look at community-based learning: 1) nurturing community within the learning space and 2) learning through interaction with the community at-large.  With regard to the first, fostering authentic and safe learning spaces enables student autonomy, creative dialogue and a testing ground for developing ideas. If classroom communities are soul-centric, they teach conflict resolution, healthy belonging, civic and ecological responsibility, and relationship building.

Regarding the latter, opportunities to learn by interaction with the community means students take lessons from the microcosmic classroom out into the larger world. In my experience, this is an intense, unpredictable, and at times messy moment because students’ sensory systems that may have been dormant in the classroom come online suddenly. Emotions, psychological issues, repressed memories, and coping skills activate in the face of new realities. I remember counseling college students on how to acknowledge their emotions and be present for the children they tutored in the Hispanic barrio of Philadelphia.  In spite of the challenges, the life-changing lessons those students integrated that semester brought growth on levels no textbook or concept-based learning methodology could touch.

Conclusion—Since all of these methodologies most certainly overlap—what do they have in common? They seek balance: between individuality and the community, between analytical and intuitive knowing, between secular perceptions and sacred living. They honor and celebrate all facets and flavors of humanity and nature. They are inclusive, open to new learning, willing to take risks, always evolving and see sacredness everywhere. And finally they see the student as a sacred whole and the world as an inseparable collaborator in that whole.

Other soul-centric educational approaches:

  • Integrative Education—
  • Eco-centric education—
  • Rite of Passage/ Education—

Further reading:

  • Pedagogy of Freedom: Ethics, Democracy and Civic courage. By Paolo Freire.
  • The Heart of Learning: Spirituality in Education. By Steven Glazer.
  • Schools with Spirit: Nurturing the Inner Lives of Children and Teachers. By Linda Lantieri.
  • The Soul of Education: Helping Students Find Connection, Compassion, and Character at School. By Rachael Kessler.
  • From Information to Transformation: Education for the Evolution of Consciousness. By Tobin Hart.
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10 Ways to Transform Toxic Thoughts

I saw this segment on a wonderful website All Thing  I approached Sandra Ingerman for permission to translate a portion into Spanish–she graciously said Yes!  Several people have asked for it in its original form (English)–here it is–I’ve added the numbers.

Entire article at:

In November, 2007 I wrote 10 Ways to Transform Toxic Thoughts for a website called Here are some ways to try to work with the energetic around your problematic thoughts and emotions. In this way you begin to radiate love and light in the world creating change for all of life.
1) Breathing is one of the simplest ways to transform energy. This is an exercise you can do throughout your day: Place your hands on your heart and feel your heart moving as you breathe. This is calming, and feeds the energy of love, peace, and harmony in the world.
2) Before reacting to a challenging situation, try emoting as you watch your reflection in a mirror. No one wants to see herself acting out in a toxic way. You may feel silly, but don’t let this stop you. Taking ourselves too seriously is one of the causes of negative thoughts.
3) Stress can make us act in ways we might regret later on. It is OK to have problematic emotions, and it’s important to acknowledge your feelings. Just be careful not to send the energy as a “poison dart” to yourself, others, or into the world.
4) The energy behind your emotions goes to all living beings. If confronted by someone who triggers problematic emotions for you, think of a loved one and impose his or her image on the face of person challenging you. For example, you might work with the face of a baby kitten, puppy, or your favorite flower.
5) Your words, like thoughts and emotions, have the power to change your experience and the world we live in. This applies to both the words we say out loud to others as well as self-talk. If you tell yourself that you’re not a good person, you begin to manifest this reality. Fill your mind with positive words and this is how your life will unfold. “Abraq ad habra” is Aramaic and means “I will create as I speak”. We said this phrase many times as children as “abracadabra” without knowing what we were really saying.
6) Never pity others who you perceive as suffering – this only pushes them deeper into a hold. When you see people in their divine light and perfection you help give them the strength they need to deal with their troubles. Remember that your perception creates your reality.
7) We are part of nature. When we are in a state of stress we are cut off from the nurturing we receive from the elements – earth, air, water, and fire (as in the sun) – and we can actually become ill. Nature is a great healer. Take time out and connect with the natural world whenever you can.
8) The life-force of water can wash away your pain, and the simplest activities can have a healing effect. As you wash your hands, take a shower, or stand in the rain, visualize negative energy flowing from you and being transformed into light.
9) If you feel someone is psychically attacking you or being energetically hostile toward you, imagine a protective light surrounding you. Some people think of a white energy field; I imagine being enclosed in a translucent blue egg. Find a color that works for you. This will protect you from any harmful energies being sent your way.
10) You do not have to be the receiver of negative and toxic energy from others. You can return the energy you don’t wish to receive with love. Responding with love will prevent you from moving into attack position and creating more negative energy. It is only love that heals.

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10 Sugerencias para Transformar los Pensamientos Tóxicos

Translated from the article “How to Heal Toxic Thoughts” by Sandra Ingerman with permission of the author.

10 Sugerencias para Transformar los Pensamientos Tóxicos—como trabajar con la energía de los pensamientos y las emociones problemáticos.  De esta manera, usted puede empezar a irradiar el amor y la luz al mundo creando transformación en la vida.

1)   Respirar es una de las maneras más simples de transformar la energía.  Hay un ejercicio que se puede hacer durante el día: colocar las manos sobre el pecho y sentir el movimiento del corazón al respirar.  Es calmante y alimenta el mundo con energía de amor, paz y armonía.

2)   Antes de reaccionar a una situación difícil, intenta exteriorizar las emociones mientras usted se mira en el espejo.  A ninguno le gusta mirarse actuar de una manera tóxica.  Tal vez se sienta ridículo, pero continúe.  Darse mucha importancia o tomar la vida demasiado en serio es una de las causas de los pensamientos negativos.

3)   El estrés nos hace actuar de una manera que lamentamos después.  Está bien pasar emociones problemáticas, y es importante admitir (o sea no resistir) los sentimientos.  Tenga cuidado con la reacción—y no construya o no tire “un dardo envenenado” al mundo—a uno mismo o a otros.

4)   La energía detrás de las emociones se proyecta a todos los seres.  Si una persona que tiene la capacidad de provocar sus emociones le enfrenta, usted puede pensar en un ser querido e imponer la imagen de su cara sobre la persona que le enfrenta.  O puede trabajar con la cara de un gatito, perrito o su flor favorita.

5)   Sus palabras, igual que los pensamientos y las emociones, tienen el poder de cambiar su experiencia y el mundo.  Se aplica este principio a las palabras que les decimos a otros en voz alta y el discurso mental (conversación interior) también.  Si le dice a usted mismo que es mala persona, esta realidad se aparece.  Llene la mente con palabras positivas y así se desarrolla la vida.  En Arameo “Abraq ad habra” quiere decir “Crearé lo que pronuncio”—decíamos esta frase tantas veces como niños sin saber lo que decíamos de verdad.

6)    No les tenga compasión de otros cuando usted les percibe en sufrimiento porque aumenta el problema.  Cuando usted les percibe en su luz divina y en la perfección, les ayuda recibir la fuerza que necesitan para superar los problemas.  Recuerde que su percepción crea su realidad.

7)   Somos parte de la naturaleza.  Cuando estamos en un estado de estrés, nos separamos de la nutrición que recibimos de los elementos—la tierra, el aire, el agua y el fuego (o sea el sol)—y de verdad podemos ponernos enfermos.  La naturaleza es gran sanadora.  Dedique tiempo para conectarse con el mundo natural.

8)   La fuerza vital del agua puede limpiar el dolor; las actividades más simples pueden sanar.  Al limpiar las manos, ducharse o caminar en la lluvia, imagínese que la energía negativa corra del cuerpo y que sea reemplazada con luz.

9)   Si usted siente que alguien le está atacando síquicamente o si alguien le es hostil energéticamente, imagine una luz protectora rodeándole.  Algunas personas imaginan un campo blanco de energía.  Yo me imagino dentro de un huevo enorme de color azul transluciente.  Busque un color que le sirve personalmente.  Esto le protegerá de la energías dañinas que le mandan.

10)  Usted no tiene que recibir las energías tóxicas y negativas de otros.  Puede devolver la energía que no quiere recibir, siempre con cariño.  Si usted responde con amor, previene la posibilidad de entrar en la posición de atacante o agresor y evita la producción de más energía negativa.  Únicamente el amor puede sanar.

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