The Clouded Mind

As the founder of Soto Zen shares, “Put aside the intellectual practice of investigating words and chasing phrases and learn to take the backward step that turns the light and shines inward” (Baldoquin p 179). Thanks to the way our society works, we are molded to fill our heads with all of the wrong things. From the very beginning we are made out to waste precious time focusing on words and phrases that are essentially taking us down the wrong path. Our minds are filled with clouds consistently as we work our way through the ingrained process of socialization. “Great is the matter of life and death. Awake, awake. Don’t waste time” (Baldoquin p 180).

For some the term ‘clouded mind’ may not be understood very clearly (no pun intended). What is meant by a cloudy mind? In the most simplistic explanation the clouded mind is that in which has been attached to at least one, maybe more, of what Buddha refers to as the Three poisons (greed, aversion, delusion). Unfortunately, these three things: desire, hatred, and ignorance, are prevalent throughout society from the very beginning of existence. Seemingly we are born into this habitual attachment to the oppression that society thrives off of. Not for nothing, but how are we to see past oppression when that is all we are presented with? “It is the nature of oppression to obscure the limitless essence, the vastness of who we are- that the nature of our mind is luminous, like a clear pool reflecting a cloudless sky” (Baldoquin p 181).

Although each being is born with a clean slate the environmental factors have basically an immediate effect, letting the fog roll in. Think about how society lives day by day; constantly on the go and always connected to some form of technology. How does this leave any room for a clear enough mind to find inner peace in a chaotic world? Less commonly considered, how does this effect children who look to us as examples? They absorb the energy presented before them; therefore their minds become clouded before they even have the ability to truly think for themselves. As Reverend Hilda Gutièrrez Baldoguín shares from her own experience, “…because I remember as a child experiencing deep fear and confusion and witnessing the pain, despair, fear, and anger of the adults around me, as an adult I had to figure a way out of it” (Baldoquin p 179). Children pick up on a lot more than we would like to believe, just as well following the cycle of socialization children are put on an oppressive path from the start. For instance, “We teach them that sex and sexuality are about becoming mommies and daddies and warn them not to explore sex by themselves or with playmates of either sex until they are old enough to have babies. Then, when they reach adolescence and the entire culture pressures them into heterosexual activity…the more ‘enlightened’ among us tell them how to be sexually active without having babies” (Hubbard p 66). Just one example that illustrates how the three poisons are ingrained in us from the very beginning. In order to stop wasting so much valuable time, valuable life experience, society should be of help in preventing the clouds from rolling in so as adults we do not have to work so hard to clear our minds.

Maureen H Murdock, a kindergarten teacher, gave this notion a whirl and brought meditation practice to her classroom. “I noticed very early in the year that our quiet time had meaning for them; the children became very peaceful, concerned and caring about each other” (Murdock p 198). Murdock had come to realize how helpful mediation had been to her, so she tested it out on her own kids before bringing it to the classroom. “Meditation is a beautiful way to stay grounded. It teaches us to be in the present moment so that we can savor the good times while better managing the trying ones. It helps us to stay connected with out true essence, building our sense of self-love and worth” (Gluskin). If more of society took to her example and not only used mediation as a daily practice, but also encouraged children to participate, than we would be off to an extremely refreshing start.

Further into the school year Maureen records some results: “ They increased their ability to shut out distractions. Their use of color in their art projects became more intense, free and alive. Many drew or painted intricate mandalas, or worked them out in clay. They began to treat each other with more concern, interest, and love” (Murdock p 200). If these were results from a couple of months, imagine what these kids would be like once they hit adolescence, or even adulthood. Imagine if all of society took to this example, even just starting today. The world would be a completely different place within a couple of years. “It is difficult, it is hard work, and there are no shortcuts, for in this practice we confront the most difficult individual in all of our lives- ourselves” (Baldoquin p 181).

As previously stated, I believe the best way to truly understand how the mind clouds, is in looking at the Three Poisons. The readings for class are jam packed with examples of each of the poisons; the book itself is an illustration of how our minds have become so foggy and the results of this oppressive fog. Baldoquín metaphorically explains the ‘river of suffering’ and the many streams that feed into it; “One is our habitual tendency to cling to what feels good and to reject what does not feel good. Another is our attachment to who we think we are. And a third stream of suffering that I have experienced is believing in a reality that is conditioned by oppression” (p 182). In my opinion, the last of these streams is essentially the biggest factor that feeds our clouded, confused minds. From an early age our environment and schooling teaches us to live within this falsified reality that is conditioned by oppression.

As Shunryu Suzuki Roshi states, “In the mind of a beginner there are many possibilities. In the mind of an expert, very few”. It is not about perfecting anything, or to be the best at everything. In fact, it is more fulfilling to dive in with an open, clear mind. It is never too late to begin. My abuelo used to always tell me that happiness does not exist; it is something we must each create. Looking back now at those words I realize that he was trying to explain to me that it wasn’t so much about the outside experience, but all about the inner experience. If you could be happy and find inner peace than the rest of life will flow beautifully. Just as my abuelo said to me; “My abuela often said to me, ‘La vida es corta, no pierdas tiempo’- life is short, don’t waste time” (Baldoquin p 180).

References

Baldoguin, H. G., Griggs, T.S. (1997). Diversity Profile. University of Wisconson Extension.

Lorber, J. (1994). Night to His Day, The Social Construction of Gender. Web.

Murdock, M.H. (1978). Meditation With Young Children. The Journal of Transpersonal Psychology. 10-1

Hubbard, B. (2014). Introducing Meditation: For Young Children and Parents. OSHO Meditation Center.

Gluskin, D. (2013). Teaching Children Meditation and Mindfulness. Huffington Post.