Improvement and Mindfulness

First of all, let me be clear that I am a fan of the Kung Fu Panda films. 

I'm leading that because I need to stay that with all due respect, the meditation taught by Master Shifu, the red panda voiced by Dustin Hoffman is garbage. 

According to Master Shifu, you meditate by shutting your eyes and repeating "inner peace," and then you either achieve transcendence or get annoyed by whatever is occupying your mind. And if anything is on your mind—if, for example, you're preoccupied by a student you don't know how to support (actual scene from the first Kung Fu Panda film) your meditation session will be a failure. 

This is not a time to mince words: this is the worst possible way to approach meditation. The thoughts that bubble up when you take time to pause and sit aren't distractions, they're information. The value of meditation1 is that it allows you to attend to what's happening right now. And for you, your thoughts are a part of what's happening!  

I can't come up with an elegant way to make this transition, but this process (pause, become aware of what's happening around you in the present moment) is mirrored at a larger scale by continuous improvement. In order to improve, you have to understand where you're starting from. 

There's a passage by meditation teacher Jon Kabat-Zinn that clarified this for me:

If we hope to go anywhere or develop ourselves in any way, we can only step from where we are standing. If we don't really know where we are standing... we may only go in circles, for all our efforts and expectations."

If you are trying to develop yourself, Kabat-Zinn argues, the best way to get information about "where you are standing" is to sit still and attend to the present moment. 

If you're trying to develop your school, you need to do a bit more. May I recommend starting with empathy interviews




Notes:

1. I'm talking specifically about mindfulness meditation here. Don't @ me, transcendental meditators.


References

Jon Kabat Zinn, Wherever You Go There You Are, pp. 15-16