Sympathetic Imaginings

This song talks about finding hope in oneself. We can no longer depend on other people's opinion but our own. Trust in oneself! Very inspirational, and pertinent to learning: "As long as you're learning/ You'll find all you'll ever need to know"


Christina Aguilera "Voice Within"
Young girl, don't cry
I'll be right here when your world starts to fall
Young girl, it's all right
Your tears will dry, you'll soon be free to fly

When you're safe inside your room you tend to dream
Of a place where nothing's harder than it seems
No one ever wants or bothers to explain
Of the heartache life can bring and what it means

When there's no one else
Look inside yourself
Like your oldest friend
Just trust the voice within
Then you'll find the strength
That will guide your way
If you will learn to begin
To trust the voice within

Young girl, don't hide
You'll never change if you just run away
Young girl, just hold tight
And soon you're gonna see your brighter day

Now in a world where innocence is quickly claimed
It's so hard to stand your ground when you're so afraid
No one reaches out a hand for you to hold
When you're lost outside look inside to your soul

When there's no one else
Look inside yourself
Like your oldest friend
Just trust the voice within
Then you'll find the strength
That will guide your way
If you will learn to begin
To trust the voice within

Yeah...
Life is a journey
It can take you anywhere you choose to go
As long as you're learning
You'll find all you'll ever need to know

You'll make it
You'll make it
Just don't go forsaking yourself
No one can stop you
You know that I'm talking to you

When there's no one else
Look inside yourself
Like your oldest friend
Just trust the voice within
Then you'll find the strength
That will guide your way
If you will learn to begin
To trust the voice within

Young girl don't cry
I'll be right here when your world starts to fall


Do we no longer think outside the box?

The fall of 2010 is fast approaching. John turned in his medical school applications early in the semester, now he is anxiously waiting to hear back for an interview. Dr. Phillips, a Senior Associate Dean at BCM, called to inform him of his interview. Apprehension and angst clouded his thoughts. The day finally arrived; he dressed up in his best suit, brought his resume, and tried to relax as best as he could. Dr. Thompson began asking questions about politics: with a female Democrat as president, radical reforms were being processed. John knew nothing about politics. He took Government at a community college for the summer, did nothing, and received an A. Instead, he spent four years studying Biology (Option II: Human Biology); yet, none of that is useful now. He can only regurgitate information found in his textbooks, no real life experience, no nothing. His dream of entering medical school was shot down right then and there. Too distraught, John applied to work at McDonald’s instead.

So, not everyone’s life is as melodramatic as that; however, my point is evident. If I were given the choice between a BS in Biology Option II and a BA in Plan II, I would definitely choose the latter over the former. Although I’m pre-med (isn’t everyone?), I will never again have the chance to discover the world and all it has to offer once I’m off to medical school, residency, and the real world. Professor Bump, in one of our recent conversations, mentioned taking only 3-4 classes per semester to take complete advantage of what each class has to offer. Why is that? I can surely say that most of us pick and choose classes that will yield us the “easy A,” more than the classes that challenge and inspire us. Doesn’t that notion completely undermine the definition of a liberal education or one that is “appropriate for free men” (318D)? Yet instead of the ability to freely select our classes, we choose to bind ourselves to menial servitude in undemanding, unchallenging courses. We lose our right-brain capabilities and surrender to monotonous life in its place. Creative juices no longer surge through our bodies; innovative minds become lackluster and lifeless. We devolve into senseless drones, like those in Brave New World. That is a systematic flaw best repaired through a liberal arts education, a more worldly thought process. Therefore, education is not only an "action upon our mental nature" but also becomes part in the "formation of [our] character" (310).

For me, our World Lit class epitomizes liberal education at its finest, encompassing four of the seven Liberal Arts: “grammar, dialectic (logic), and rhetoric...music” (318C). The amalgamation of these elements, including more modern ones in Humanities, produces scholars of great distinction not only in the university, but also in the workplace and the world beyond our own. We learn to think for ourselves, to read instructions carefully and completely, and to adapt from one another. Although we each come from different backgrounds, the close-knit class allows us to bounce ideas, form opinions, and learn from each other. We not only does it represent the "promotion of literature" but also the fusion of "arts and sciences" (304) through practical application of architecture, human nature, and the world around us.

As I’ve mentioned before, liberal education can occur both inside and outside of the classroom. By merely listening to other people’s stories, one internalizes a variety of perspectives and views apart from their own. By seeing how other people think, one diversifies his or her own way of thinking. One adapts and evolves according to his or her environment, which defines sympathetic imagination (“ability of a person to penetrate the barrier which space puts between him and his object, and, by actually entering into the object, so to speak, to secure a momentary but complete identification with it”). “’We have literature and the arts so that we can gain sympathetic access to systems of belief that are not our own…entertaining the beliefs that you don’t yourself hold but that it will be good for you to feel the force of’” (325). This worldly view can only be attained by constant communication with the world, the people around us, and nature. The study of languages, philosophy, sociology, sciences, and other humanities “narrow [our own] pursuits and desires and [helps] us understand others” (325). True, we may not be in various pre-professional colleges such as the Natural Sciences, Engineering, or Business, but the abilities and understanding we attain through our liberal education allow flexibility in any field due to our ability to think and not only regurgitate information.

Hence, I issue a challenge to each of you, including myself: find your passion(s) in life. Constantly reconsider your paths. Think about the endless opportunities available through a liberal education: law, humanities, arts, sciences, medicine, etc. Learn to think for yourself. Be not dismayed or disenfranchised by the thoughts of others, because you have thoughts of your own. Own an opinion and be ready to share it with anyone you see. And lastly, live a fruitful life, whatever that means to you.

Plato's Allegory of the Cave: Find the light at the entrance of your cave (knowledge as an "acquired illumination" [310]). Refuse to stay in the darkness.

Responses:

Charlotte brings up the YouTube video entitled “Shift Happens” and it quickly reminded me of Ray Kurzweil’s The Singularity is Near. In it, he writes about the concept of the “rate of accelerating returns.” The Law of Accelerating Returns states that the rate of change via paradigm shifts that occur in the human race is not linear (rate of technological improvement is constant), but is instead exponential (starts of slow then quickly slopes up). So instead of seeing computers that match our mental capabilities in the next 50-100 years, it’s shortened by a fraction due to the increasing rate of change. The need for degree and job-specific functions heighten the need for students studying specific vocations (i.e. engineering or computer science), depicting the antithesis to liberal education.

“Already, the changes I've noticed from the time this picture was taken in everyone, myself included, are immense.”

I agree with this statement wholeheartedly. I feel such deep connections between my colleagues and my professor, like we’ve known each other for centuries. I’ve grown up so much in the month and a half I’ve been at UT, with the definite help of Plan II and our World Lit class. I’ve heard so many stories, seen so many faces, and learned so many names: a collision of 52,000 lives onto a confined space. Blissful.

“This year, in E 603, we have been asked to embrace technology as part of our liberal education. Computers and the internet facilitate the exchange of complex information, media that triggers multifarious receptor-functions in the brain.” –Wiley

Wiley brings up the fact that Liberal Education doesn’t only reside in the seven forms mentioned in our readings; it evolves with the times to include digital media, among others. No longer do we have to travel distant lands like Alexandria to attain such sophisticated education found in today’s educational system; now, a majority of the information available to mankind, true or false, is propagated through the world-wide web.

“A liberal education – the essence of Plan II and the aim of an idealized college – enables individuals to create themselves.” –Wiley

Pursuing a liberal education helps us discover our identities through our passions. In Plan II, we take various classes in the arts and sciences to guide us in finding our true passions: be it art, architecture, or science. We are able to derive from various sources and unify our purpose based on what we have learned in class and from one another.

“Graduates must be familiar with a myriad of disciplines because they very well may need them all in their lifetime as learned skills and techniques constantly become obsolete. Plan II recognizes this phenomenon, and addresses it by emphasizing an “[…]education that lays the foundation for a future of self-education” (Education Without Boundaries).” –Charlotte

Charlotte connects the need for adaptation within the workplace to the discovery learning found in Plan II. She calls it a “phenomenon” and implies something out of the ordinary; yet, the need for self discovery is innate in each human being. Learning from a “myriad of disciplines” is exactly what college should be about; we don’t need to know about the specifics of surgery or advanced microbiology, for they are subjects to be taken up in medical or graduate school. College should be a time of discovery: spiritual, mental, physical.

“Giametti stresses that we should avoid “arrang[ing] all of our future now (321),” I do know that in the future I want to help people in any way through open-mindedness and self-love.” –Julie C.

It’s difficult not to think about our future in the present; yet, what Giametti and our World Lit class stresses is the importance of the now, the present. Sometimes, we think too much of the future, or how much we messed up in the past; yet, little do we know that it’s the present that makes a difference. Our World Lit class is structured this way. We ease our way through the various questions that lead up to our existence and our present and focus on how that has changed us to be who we are now. We all have goals in mind: to become a doctor, a lawyer, a helper, a millionaire, an architect, a subservient wife, a selfless mother, etc. So, maintain that open mind and selfless heart, Ms. Julie and never lose sight of your goals!

“Depending on your perspective, the capitol is either directly centered from the Main Building or slightly off-center. You can’t really tell from looking at these pictures.” –Julie P.

I love it! Is democracy centered in our lives? If not, how are we to become guardians of democracy? How are we to uphold the voices of the people through our cultivated minds? Like Laude’s speech during OAS, do we have the moral obligation to spread literacy and free-thinking to our peers and colleagues?

“By being accepted into Plan II, I am getting the best learning experiences offered at the UT.” –Jessica

I have always been told that education knows no price. Why then do we aim for private universities, worth as much as all four years combined at UT? Universities should be ranked based on the quality of education each person can receive, not on the worldly prestige or government funding it receives. If that is the case, then UT, especially Plan II, should rank among the top-tiers of the list. “What starts here changes the world” after all, right?

“When I connected education with everyday life, I began to understand the benefits a well rounded education, which is what liberal education offers, can have on my life.” –Jessica

Usually, we fail to understand why we have to do certain things, like RDBs and diversity excursions, for they appear pointless and irrelevant to life. But when you think about it, it’s not immaterial at all! There’s a purpose to everything, although the outcome might be subtle or inconspicuous. The constant chores we have to do for school each correlate to an underlying concept of hard-work, time management, unity, etc. necessary for the real world.

Something the Lord Made

This song inspired me to keep on going!
It sets a peaceful tone to complement my essay.
Enjoy!


Moved the essay to webspace, complete with word count and picture captions.

Liberal is an Art?

I think this song is quite appropriate for today's RDB. It represents the student body's school spirit; it unites us all. UNITY!


After answering the question “Who am I?” and “Where did I come from?” we now tackle the question that focuses on the power of the now, the present: “Why am I here?” Of the 4,140 institutions in the United States of America, why the University of Texas at Austin?
Since childhood, it has always been a dream of mine to become successful in life; my definition of success back then, however, has greatly varied to what it means to me now. Then, it meant matriculating to the greatest university in the nation, attending the best medical school in the world, and practicing medicine in the forefront of my field; now, it simply means the contentment of body, mind, and soul. I’ve learned to understand that success cannot be classified by the number of plaques, certificates, or awards on the wall, nor does it encompass becoming the world’s best in my field of study. It’s as simple as being happy in what I do, living a content life, and making a difference in someone else’s.
At the end of my junior year in high school, I had a list of colleges I wanted to apply to the following fall. My list included the typical schools in Texas: Rice, UT, and UH – a reach, a match, and a safety school, respectively. I applied to two other reach schools: Washington University in St. Louis and Emory University, not knowing much about either school. I applied to Plan II (and DS) on a whim, having turned in my complete application 30 minutes before it was due. I knew nothing about it, except that my best friend (who is a year ahead) is in it. I, who likes to compare statistical data, figured I wouldn’t get in. My stats weren’t good enough. Realism, not negativism. Although that statement was true for all my reach schools, somehow by divine intervention, I got into Plan II (but not DS). I had subpar SAT scores, decent grades, top-10% rank, and a comical essay on the existence of Santa Clause: I felt so mundane, so unoriginal. Yet, here I am in Plan II. Why? After getting accepted into Plan II, I decided that the University of Texas at Austin was the best fit for me, like a line on a scatter plot that best summarizes all the data points. I pay half as much for the same opportunities and education at other schools I was looking into. I received outside scholarships that would cover a majority of my tuition at UT, but only half of one year at other top-tiered schools. Although the campus was colossal, I belonged to a quaint group of students, each at the zenith of their field. Perhaps it was a plan of God from the get-go. I wrote my favorite bible verse in my reflection: “Trust in the Lord with all your heart…and he shall direct your path” Prov 3:5-6. Perhaps it is His will for me to be here. Ergo, so be it.
I have come to learn in the past month that Plan II encompasses all walks of life, all forms of discipline, and all different kinds of people. It was established to allow a man to think for himself and apply his broad, worldly education to various matters, be it science, philosophy, theology, or the arts. Plan II not only gives a man a fish for the day, nor teaches a man to fish for a lifetime, but inspires a man to continually fish for different fishes at various ponds. The type of education received in Plan II is “nor a mere extrinsic or accidental advantage, which is ours today and another’s tomorrow…” (310). Newman brings up the point that “any kind if knowledge…is its own reward” (309). Paralleling the concept of reaping what you sow, the idea of knowledge being its own reward highlights the philosophy of self-learning, also known as discovery learning, “[participating] actively in the learning process rather than passively receiving knowledge…” (343 D).
Why do we pursue a university education? Personally, I believe that ignorance is bliss; but unfortunately, the entirety of the world fails to uphold this concept. Ergo, a place for “higher branches of learning” (340) by a “whole body of teachers and scholars” (340) was established. Throughout history, the meaning of the university and places of higher learning have evolved into a 4-year version of Dante’s Inferno (alright, I’m slightly exaggerating). The significance of a Bachelor’s in today’s society, however, has waned over the years. Have we become smarter as a whole? Who knows; but one can’t get far up the hierarchy with a mere Bachelor’s degree. For many of us, attaining our bachelor degrees is a simple intermediary for graduate, medical, or professional school. The education we receive in college won’t give us “wealth or power or honour or the conveniences and comforts of life,” but instead it allows us to have that base of intelligence that every educated man or woman should have. College is the time in which our foundation in a liberal education is formed; therefore, it shouldn’t be taken for granted. We can’t BS our way through UT, or Plan II for that matter. This time, our grades and how well we do in school will be yielded by how much work we put in. We won’t be spoon fed all the information anymore; instead it is up to us to learn from the book, the professor, and from others. Such is the case in Moore’s way of teaching. Instead of giving each student the information needed, he teaches them best by telling them the least (343 E). It is then up to the students to challenge themselves and learn individually.
Although every individual in Plan II is deemed “special” or “different”; in reality we are the same. We seek greatness, one way or another. We strive to be different, but through non-conformity do we conform. We are united by perfectionism, by right-brain thinking, by the hope for post-baccalaureate education. So then, why are we here? We’re here not only to better ourselves and mature our minds; we’re here to learn from others too. Liberal Education need not reside within four walls of a classroom. Liberal Education is evident in our daily interactions with one another too.

Perfectionist Patrick

To err is human; to forgive, divine.

Do you feel depressed? Suicidal? Lonely? Angry? Compulsive? Do you take time in finishing your work, even if it was technically finished hours ago? Do you punish yourself for not getting a 15 out of 15 in every Required Discussion Board(RDB)? Do you care about what other people think about your work? If you said yes to any or all of these, then you might have a serious case of Perfect.

Most of my colleagues wrote about interconnectedness in human beings. Although I find that important, I instead wrote about the Plan II disorder known as perfectionism. It’s a detrimental congenital disease that 99.99% of Plan II students presently have; it is, after all, how we all got in to Plan II to begin with.

Perfectionism: “the persistence of will in obtaining the optimal present and future quality of spiritual, mental, physical, and material being.”[1] Why is it so wrong to be a perfectionist? Why do perfectionists not “realize that they are hurting themselves by their own actions” (161)?

As aforementioned, perfectionism is a disease that plagues every Plan II student. It is quite evident in the various ways we presented our Road Map projects. Is it that bad, though? I don’t think so. Perfectionism is only deleterious when it takes hold of our lives, much like Obsessive Compulsive Disorders (OCDs). If it begins to take a hold of your life, then maybe it’s time to seek help (UT offers mental health counseling).

Why is this disease so prevalent in Plan II students? Each Plan II student is gifted with a deep right-brain connection that allows them access to insurmountable creative energy. Because of this energy, we are able to receive worldly education and become masters of liberal arts education. We are able to become doctors, lawyers, researchers, linguists, and professors. We are able to run for governor or become the founders of a multi-billion dollar used car sales company or donate millions of dollars for study abroad programs. We are able to not only regurgitate scientific information but also think on our feet. Perfectionism, along with creativity, pushes us to accomplish monumental tasks and become great people.

How do we become proper perfectionists? Easy. Think positively. Instead of negatively reprimanding ourselves each time we make a mistake (i.e., hitting one’s head against the wall), simply take note of the mistake and try not to do it again the next time around. Making mistakes is okay; to err is human, after all! "Reality: Perfectionists often have problems with procrastination, missed deadlines, and low productivity" (162). I find this statement false. Although I'm turning this assignment in a little after the deadline, it's safe to say that most Plan II students are at the top of their game, thereby qualifying them not as typical perfectionists, but as Plan II perfectionists. The article lists 5 coping strategies; but, the aspect that stands out the most is being "realistic about what you can do" (163). It's called common sense, something most book-smart kids lack. Set attainable goals and standards.

Now, the question is: Why bring up perfectionism? The answer to this is unity, the main focus of the RDB. What unites us as Plan II students? Perfectionism. We may come from different backgrounds, diverse races, varying religions, and unusual histories; but one thing we have in common is the strive for perfection. Perfectionism incites competition; competition, camaraderie. This camaraderie links each of us together in one big family called Plan II.

So, make mistakes! We're only human after all.

---

[1] “Perfectionism.” Wikipedia

Childhood Mystery

For musical accompaniment: click Play on the top-right

“How old are you?”

“One.”

Innocence. Naivete. Obliviousness. Carefree. Worry-free. Untouched. Pure.

“Two.”

Innovative. Creative. Investigative. Curious. Imaginative. Children are amazing little creatures who have unlimited access to the insurmountable ingenuity life has to offer. They indeed model the right-brain thinkers Pink mentions in his article.

“Three.”

My childhood was surprisingly serene. Neither enmity nor hardship plagued it. We weren’t introduced to chores until much later, when we moved to the States; so childhood responsibility was out of the question. Instead, my childhood was spent snorkeling in untouched waters, trekking to majestic waterfalls, and visiting historic monuments. Being surrounded by nature, as Wordsworth states it, “[purifies] thus the elements of feelings and of thought” (700), thus creates a greater understanding for the creation of things around us.

“Four.”

“Five.”

Then, my childhood dissipated like vapor into thin air. Adolescence (and adulthood soon enough) hit me like a ton of bricks. At the age of 12, I was forced to grow up instantaneously. The endless flight from Manila to Los Angeles prepared me for what was to come. No more maids to cook, clean, and do household chores. No more parents to tell me what is good or bad (both worked long hours…they still do). Just me and my siblings.

“Six.”

“Seven.”

Every time I think about my childhood, I am reminded of a particular incident. Back in the day, my siblings and I would hang around the storage room and pretend it was our base of operations. Scrounging around the closets in the room, we stumbled upon several black plastic boxes. Inside these sat various chemicals used in prawn and shrimp ponds (apparently). Naturally, our childhood curiosity took a hold of us: we began playing with the chemicals and mixing them as if we were chemists or scientists or doctors. Little did we know, however, that the chemicals cost P20,000, roughly $400. My siblings got in trouble; however, I didn’t and to this day I still wonder why.

“Eight.”

“Nine.”

Even since childhood, I have had a mature perspective of life. I was very much involved in the orthodox ways of the Catholic Church: praying the rosary every night with my grandmother, lighting candles and placing them anterior to the statue of Mary in the garden, going to church at 7 in the morning every Sunday. For that, I’m thankful for. My Catholic background has given me a foundation for my present spirituality. Through religion, I learned the mystery of God.

“Ten.”

“Eleven.”

The mystery is the universe and the boundless energy that surrounds it. The mystery is the limitless spirit embodied in us. The mystery lies in the children; untouched or untainted by society, they hold the key to happiness. In “The Mystery,” a child urges us to “feel the mystery every day as long as you are awake forever” (167).”Forever,” the voice echoes in my head. The mystery is in prayer, in being one with God, in the people around us, and in “[loving] others,” in those who are having trouble feeling happy” (167). The mystery is all around us; but, do we have the childhood mindset to tap into the mystery? “Enter thou into the joy of the Lord,” (168) Augustine beckons and we will experience the true mystery of God and the universe.

“Twelve. Thirteen. Fourteen. Fifteen. Sixteen. Seventeen.”

All of my colleagues have brought up various perspectives on their childhood: how they grew up, what their experiences were, who they met, when they lost their innocence. Each one of us has a story to tell; the universe, after all, is made up of stories, not atoms. We all experienced both happy and sad times in our lives, traumatizing and uplifting: Margaret with her fall as a child; Julie, her undisclosed event; Ryan, his barefoot excursions. Different stories, yet interwoven in the fabric of life. "We're all connected; I am you and you are me" -Ryan.

“Eighteen.”

“…listen to others,
even the dull and the ignorant;
they too have their story.”
~Desiderata

Spiro and Grant as Role Models

Music: Hero - Mariah Carey

Tonight, we were graced to have Ellen Spiro, an Emmy Award winner, and Dr. Darlene Grant speak to us about the social injustices going on in the world, but especially the "girl scouts with mothers behind bars."

Are they role models for children today? I say YES! They epitomize innovation in their field: Dr. Grant in social work, Spiro in documentary film. They each seek new ways to solve modern-day problems. Dr. Grant, instead of following the conventional way of visiting prisoners, sows healing and reparation in mother/daughter relationships by establishing a casual connection through mother/daughter interviews and physical interactions. Goleman mentions in Primal Leadership that "gifted leadership occurs where heart and head - feeling and thought - meet" (62). In my opinion, Grant and Spiro have accomplished just that: passion and intelligence in implementing their method. They both "genuinely believe in that vision...[and] guide people toward it with a firm hand" (65).

1.6 million children with fathers in prison
200,000 children with mothers in prison
7 million children with a parent involved in the criminal justice system, probation, jail, etc.
89% of women in prison are mothers, a large percentage of those are primary caregivers in the home
What do these statistics mean to you?

In tonight's lecture, Spiro speaks of the universe as a compilation, not of atoms, but of stories. A multitude of stories. Interconnected and woven into the endless tapestry of the Earth's history. Embedded into layers and layers of ancestry and lineage. Spiro wishes to destroy the negative stigma of media in the girls' lives and perhaps create or revive a positive environment, full of love and support from the community. She brings up a quote by David Hockney, with the idea that the most interesting part of a photograph is that which is not seen. The same is true for Spiro's documentary Troop 1500. A mere 68 minutes. 68 minutes to tell various stories, each accumulating for a lifetime. That 68 minutes only depicts a moment in the lives of these people; it's what goes on before, between, and after these scenes that matter.

Krishna Janmashtami 9/8/07

Click Play on the top-right of this page for music!

These pictures were taken from my phone, since my [roommate's] camera wasn't working at the time...

Look closely, the peacock/hen are kissing!

Barsana Dham: serene, peaceful, quiet. Amidst the flat land juts the center piece: the phallic temple tower. When Ryan, Wiley, and I stepped out of the car, we were immediately immersed in a culture deeply rooted in history; we were transported to a foreign land, with different cultures and traditions than our own. We were surrounded by a multitude of colorful saris, rich and vibrant, and the smell of curry from dinner.

After dinner, we were ushered into the prayer hall. We sat Indian style, with our legs crossed. The chanting that emanated the space was earthly and deep, penetrating the darkest depths of our hearts and souls. Although the language was foreign, it seemed familiar, like something from a distant dream. Our attention was focused on the chanting. Constant. Rhythmical. Entrancing. Echoing. Pianissimo, at first. Then the pace picked up: faster and faster. Crescendo. Forte. Then silence. Utter and complete silence. Cries of children and whispers of people can be heard from the back; but I didn't care. The intimacy of the moment, perhaps a brief connection with God, can be seen and felt in the ecstasy of the ashram (?).

I, too, felt the presence of God that night. Not in the prayer hall, nor the phallic tower, nor the wading pool. I felt God in the nature that surrounded me. In the night breeze, the woody hills, the flat plains, the dirt path, the vast sky, the twinkling stars. I felt God's presence within my companions that night. Sure he didn't appear in a burning bush, or in the roaring wind.

It reminded me of a biblical passage. And here it goes:
“A great and mighty wind was tearing at the mountains and was shattering cliffs before the LORD, but the LORD was not in the wind. After the wind, there was an earthquake, but the LORD was not in the earthquake. After the earthquake, there was a fire, but the LORD was not in the fire. And after the fire, there was a voice, a soft whisper. When Elijah heard [it], he wrapped his face in his mantle and went out and stood at the entrance of the cave”(1 Kings 19:11-13).
Being engulfed by another religion made me realize the importance of my own. I've been complacent, and that night just brought me peace. I heard God in the whisper, not in the wind, the earthquake, or the fire.

Max Lucado in his book A Gentle Thunder writes:

Once there was a man who dared God to speak.
Burn the bush like you did for Moses, God.
And I will follow.
Collapse the walls like you did for Joshua, God.
And I will fight.
Still the waves like you did on Galilee, God.
And I will listen.
And so the man sat by a bush, near a wall, close to the sea
And waited for God to speak.
And God heard the man, so God answered.
He sent fire, not for a bush, but for a church.
He brought down a wall, not of brick, but of sin.
He stilled a storm, not of the sea, but of a soul.
And God waited for the man to respond.
And he waited . . .
And he waited . . .
And waited.
But because the man was looking at bushes, not hearts;
Bricks and not lives, seas and not souls,
he decided that God had done nothing.
Finally, he looked to God and asked, Have you lost your power?
And God looked at him and said, Have you lost your hearing?

Diversity Dialogue

The night started off with a brisk walk from PAR 132 to the UTC. There, we were greeted by a few familiar faces and various unfamiliar ones. A man with a thick, Turkish accent introduced the group spearheading the dialogue --the University Interfaith Council. We were then split into 5 groups, Hannah and I were in Group 1.

We immediately took hold of the conversation and became moderators for the group. We went around in a circle and introduced ourselves. We had an eclectic group, to say the least: a Business professor from Spain, a Hindu student who recently received his Bachelor's in Computer Science, a third-year Biology major, a second-year Religious Studies major, etc.

The conversation started off by identifying the problem. Where do these differences stem from? Who is to blame? What can we do?

Differences arise because we tend to find fault in others before we find commonalities. It's a lot easier to spot the difference, rather than highlight what's the same. Also, we tend to "preach more than we practice."

Professor Carlos Corona (teaches Managerial Accounting to MBA students) mentioned that the problem lies in politics. As human beings, we seek to grasp control of others by implementing hierarchal institutions. Take the Church, for example. It has used various "scare tactics" to force the inferior laymen into submission (i.e., indulgences). Prof. Corona states that it's the exclusivity of religion that makes it immensely powerful.

As Hannah mentioned in her post, the concept of jihad, as someone in the group pointed out, is an internal struggle, rather than an external one. The concept of a holy war was just an extremist's way of justifying harm on others.

One person brought up the fact that the diversity dialogue is beneficial in establishing great conviction about religion in his life. Prof. Corona said that by learning about other religions, we are less likely to become manipulated by external forces in the world, since we know more about how other religions work. Essentially, religion is about love. Love of God and love of neighbor.

DB 2

Denton Cooley, M.D.

The time: 9:17. From atop the room an onlooker sees a myopic view of the ultimate collateral of trust any human being can offer, his own life. His life is in the hands of the surgeons now; after numerous consultations and release forms, consent was given. The view from the observation dome mimics that of a scientist’s vision through a microscope: multiple parts of a cohesive entity moving around with such grace and beauty, like a rehearsed ballet of sorts. Yet, in the world of cardiovascular surgery, nothing is ever “rehearsed,” for each case is different in its own regard. Some may be textbook cases, but others are as novel as a cure for AIDS. Upholding confidentiality and antisepsis, the patient is covered in a sterile sea of blue, with only the chest exposed. Even then, the chest is coated in a yellowish Providone-iodine solution. We, the onlookers, do not know what he looks like, who he is, or what kind of life he is living; all we know is what it says on the OR schedule: triple bypass surgery. (Sort of like this: http://youtube.com/watch?v=4Di49dziO60; with Dr. Cooley himself commenting)

The sternum is nonchalantly split in half using a bone saw; the rib cage retracted; the heart exposed. In comes a man, tall in stature, kind in his demeanor. The ballet pauses, then ceases. He walks over to patient’s side and immediately usurps the throne of leadership. The man moves with divine elegance. He quickly finishes, returns control to the residents, and leaves. The man is genius. The man is Dr. Denton Cooley, the world-renowned cardiovascular surgeon.

Upon hearing about the assignment, I immediately thought of Dr. Cooley. This man’s accomplishments through the years have revolutionized medicine and perhaps the world. Amazing. Utterly amazing. I had the opportunity to meet Dr. Cooley a few years back, when I was volunteering at St. Luke’s. Shaking the hand of the man who “performed the first successful heart transplant in the United States,” who “implanted the first totally artificial heart in a human,” (983) and who, most especially, performed bypass surgery on my grandfather in the 80’s giving him the chance to live for another 10 years, is astounding.

I had learned from my mother that he was a Houston native (the article points it out too, through the mention of the “Houston Public School System” [948]). His father was a dentist and he lived in the Heights during his childhood. Reading his biography, both in digital and print literacy, has made me realize that he was a “normal” child, did okay in school, did okay in college, but excelled in his field. He attended Johns Hopkins Medical School following his career at the University of Texas, with a mere “passing grade” (949) in Physics. How can that be possible today? This comes to show that not everyone who accomplishes grandiose goals is necessarily perfect or smart or extraordinary. Here is a person with a humble upbringing, yet he still managed to become the legend he is today. That gives hope to ordinary people like you, me, and thousands of other pre-med hopefuls, that we too may accomplish great things.

Ryan brings up a great point by mentioning Cooley’s “ultimate passion for philanthropy.” And it’s true. Each year, he along with several trustees at the Texas Heart Institute awards the “Denton Cooley Leadership Award” to outstanding individuals and role models of today’s society, like Rudy Giuliani and Tom Brokaw. By doing so, he highlights the importance of a leader and a role model in society. After all, we need people to look up to and emulate.

I aspire to follow the footsteps of Dr. Cooley and become a cardiovascular surgeon in the future. It’s not only because of his innovations in my field of interest, but also his charisma and passion for people.

One thing Dr. Cooley has taught me is to never lose sight of your goals and dreams in life. People around us may oftentimes discourage us or influence our thinking by telling us we cannot. But in truth, we can. The spirit knows no limit. And we are all spirits (connect to the Religion discussion).

“Reach high, for stars lie hidden in your soul. Dream deep, for every dream precedes the goal.”
~Vaull Starr

Dream, my friends. And reach for those stars.

DB 1

Originality and Innovation: the Amalgamation of the Readings

Pink introduces an archaic notion of the American dream in the beginning of his article “Revenge of the Right Brain.” This notion entails children aspiring to become doctors, lawyers, and accountants and attaining “perhaps a dollop of prestige” (329). Now, the times have changed. The good ole’ American dream has evolved. No longer are Americans aspire for a quaint house to live in (they already have one) or a decent job to support the family (they have that, too). Instead, they aspire to become better and transcend the status quo. They aim to become millionaires and billionaires in their field. This is where innovation comes in. Alongside the conception of cyberspace and the World Wide Web, springs an endless possibility of internet businesses, pornographic medium, and phoneless communication. Who would have thought that a relationship forged at a Stanford University tour could produce a search engine valued anywhere from $10 billion to $25 billion (Google)? Innovation and creativity is, as Pink points out, the key to success in America. The cover for the August issue of Time Style and Design magazine depicts a colorful eye looking out of the page and into the lives of the people that read it; the caption states “Visionaries. Looking at the future through the eyes of 25 creative icons.”[1] Further into the magazine, the author Lisa McLaughlin delves into the aspects that make each of these creative icons visionaries for the future. These visionaries, product designers, ceramicists, and grocers to name a few, have flourished in their discipline and have elevated the playing field of their business to colossal proportions. No longer can a person establish a commonplace business and become successful in corporate America; instead, Pink heeds to “forget what your parents told you…and do something that fills…the desires of an abundant age” (331). Julie bests explicates Pink’s point by stating her independence of making clear decisions of her life goals (right brain), yet still bounded by the sentiments of her parents (left brain). This synthesis is what Pink tries to convey in the article: although left-brain thinking is a commonplace in our way of life, it is still necessary for the right brain to function.

A question then rises: where does this new creativity and right-brain thinking come from? Pink’s article points out that the basic instinct of human nature includes “demonstrating empathy, and designing innovations” (331) dating all the way back to the “caveperson ancestors” (331). Right-brain thinking is an innate capability that humans have, although it has lost importance and relevance in the Industrial and Informational Ages. Creativity, however, is ever present. In an article by Dr. Needlman entitled “Where Does Creativity Come From?” developmental psychologists introduce a concept of mastery motivation. Dr. Needlman defines it as “an instinct…that compels people to want to take control of their surroundings.”[2] The article brings up a simple experiment: tying a string to a baby’s toe and attaching it to a mobile. Every time the baby’s toe moves, the mobile does too. Thus, the baby is taking control of the mobile through manipulation and movement of the toe. Dr. Needlman explains that “people are strongly motivated to control the things around them and to discover new connections.”[3] Another example of childish creativity is evident in the snap, crackle, pop commercial of Rice Krispies Cereal. In the commercial, a child is asked what he hears when milk is poured into the cereal bowl; he replies with an elaborate story. All that from cereal and milk? From a perspective of a sound adult, we think it’s a preposterous thought. Are children just that ‘innocent’ or are we just slow to catch on to the fast-paced minds of children? I think children are born with that creative and innocent mindset that we require to succeed in America. Why, however, doesn’t this rush of creativity found in childhood follow us to adulthood? Have we succumbed to the “real world,” knowing that everything we do will be judged by our peers, colleagues, and superiors? Are we scared to maintain contact with that surplus of creative (and perhaps childish) energy in right-brain thinking for fear of criticism? Whatever it is, in order for us to incorporate the new American dream in our lives, we must tap into that insurmountable, innate life force of ingenuity. Danielle mentions the classics and their pursuit of “art, mathematics, literature, logic, sciences, and theatre.” That, I say, is the true genius we need in America: the ability to not only know the books, but also understand how it interweaves with culture and the world.

I love how Margaret concludes her discussion by saying that she “[marvels] at how far we have come and how far we have to come” and it’s true. Currently we argue about left and right brain thinking; but, what’s beyond right-brain thinking? Artificial intelligence? And beyond that? We simply do not have the mental capacity to predict the future, so why bother? Carpe diem.

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[1] Time Style and Design, August 2007.

[2] Robert Needlman, “Where Does Creativity Come From,” 7 May 2001., (3 Sept 2007)

[3] Ibid.