For
this week’s consultation about Good
Stories, Leg’cy and the other two horses in their paddock were out of
sight, over the hill. They were at the far end with Legacy grazing farthest
away, and my heart warmed to see her walk right past the herd all the way to
where I waited, freely allowing me to put on the halter. I even gave her one of
the quarter-size healthy treats that I usually reserve for a reward at the end
of our ride. I wonder if we as teachers appreciate our students when they “leave
the herd” and take the risk of following our lead.
After
stretching out in the arena, we worked almost the entire time at the trot with
many bends and changing directions. This felt good because not that long ago we
were just trotting straight lines because turns took us off-balance. While I’d
wanted to keep working on the canter as we had in recent rides, I decided to
stay with the trot because it was going so nicely. Just about that moment when
I was feeling good with “being” rather than doing more, Leg’cy seemed to want
to shift to the canter. So I went along with it. Isn’t it interesting that her
initiative showed up when I’d accepted the goodness of what she was already
doing?
She
had probably picked up the wrong lead for the canter. After a few strides, we dropped
back to trot, down to walk, and then picked up the canter again, more smoothly,
but perhaps still in wrong lead. Because we best close on a good note, we
returned to the trot, treasuring the light touch and the lift of power. In
reviewing the ride, I felt satisfied overall with our increased balance, taking
the curves; in a word, I attributed the improvements, including her initiative,
to better collection.
So
what’s the take-away, if any, for Good Stories? Perhaps I should first say
something about why I’m looking for a connection between my riding and my
teaching. I’ve come to experience engagement with horses, particularly this one
with whom I have a special relationship, as a magnificent response chamber.
This capacity has been widely recognized in horse-human activity, for example
in therapeutic
riding and personal development clinics. We know that it’s easier to see a person’s hidden conditions
(physical, cognitive, and emotional) through the display offered when the
person is with a horse. A horse mirrors and magnifies, although the information
often goes unnoted.
So
when I intentionally carry the development of Good Stories in my body, my
heart, and my imagination, I do expect to receive insight and direction from
quality time spent with Legacy. The display still requires dedicated decoding.
To articulate the riding experience, I spend time reflecting and writing it
out; talking about the experience also helps.
Although
I won’t elaborate in this post, I’ll acknowledge that my understanding of the riding-teaching
connection is getting support from a variety of readings. Of particular value
currently, Max van Manen’s hermeneutic phenomenology has helped with his explanations
on the dynamic between experience and reflection, including the vital role of
writing. Also, I just re-read Robert Johnson’s Ecstasy for his elaboration of Jung’s four functions, especially
related to the source of vitality and enthusiasm. Effective teaching owes more
to the teacher who appropriately carries passion into the classroom than
anything else.
How
might this week’s ride transfer to our class? What would “collection” mean in
Good Stories? For our course, I
re-create the curriculum continuously, looking for the best fit for where we
are and what comes next. Riding helps me trust in moving by feel rather than by
rigid adherence to the plan.
In
wondering about our next story and in listening to the experience of our ride,
“One Without a Story” comes to mind: Is this story the best fit for developing
our sense of our destinies? “One Without a Story” begins with the protagonist
already enjoying mastery in the profession of basket making, but destiny
careens ahead into a land full of scares and surprises.
The
basket offers one of those prime images for containment. It’s similar to
collection in that it signifies an ability to hold. When we’re shaping our
destinies in a quantum age, of crucial importance is the capacity to hold
uncertainty and paradox until a resolution presents.
It
might seem strange for a story to begin at the end, for the main character to
have already a finished career. We usually start off with the youth just
setting out. “One Without a Story” shifts so that we wonder about feeling
“finished.” You mean that’s not really the end? In our class, we’ve been focusing
on the unfinished. The Nonsense
Tales spotlight the underdeveloped character, such as the one labeled Lazy.
These
two dimensions, the finished and the undeveloped, allow our narratives to open
discussion of development needed to progress in our destiny. Persons and
cultures can easily get stuck with a presumption of being done at times when the work of
destiny needs a different perspective to move ahead. C.G. Jung gives a model of four
functions with special attention on the dominant and the inferior, and wholeness
requires developing all four aspects of the personality.
So,
thanks to Leg’cy, I sense a good next story and a rich space of exploration for
our rides in and out of the classroom this week.