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#001_Self-Mastery · INSPIRE STORY

• 0:08
  Speaker 1: The first official installment of Guru Corner Corner, and we
• 0:15
  Speaker 1: still have to have a meeting of the minds and
• 0:17
  Speaker 1: get together and map out this course. There's a lot
• 0:19
  Speaker 1: of demand out there, and I know I've been difficult
• 0:22
  Speaker 1: to pin down and attract to.
• 0:24
  Speaker 2: I've been told that myself.
• 0:26
  Speaker 1: So maybe we can, like you know, start working on
• 0:30
  Speaker 1: an outline and piece that together because I think people
• 0:32
  Speaker 1: would really enjoy it, and there's certainly a lot of
• 0:34
  Speaker 1: people who would like to hear from us.
• 0:35
  Speaker 2: Well. When I listened to you and and Srimanti, your
• 0:40
  Speaker 2: wife speaking and the very the differences in your approach
• 0:45
  Speaker 2: to work right, and you talked about how you liked
• 0:49
  Speaker 2: to do you know, one thing, but you also liked
• 0:52
  Speaker 2: to have it planned out in chunks, I thought, wow,
• 0:57
  Speaker 2: that's so good for what I want to achieve. Also
• 1:00
  Speaker 2: because you know, I'll have to learn that from you
• 1:03
  Speaker 2: in because when you have your engine pointing all of
• 1:11
  Speaker 2: its explosive energy in one direction, the car moves forward.
• 1:17
  Speaker 2: And when you have the engine you know, you know
• 1:21
  Speaker 2: the old style car, right, they had bad valves.
• 1:23
  Speaker 1: At all, not a lot of forward.
• 1:26
  Speaker 2: Not not all your energy is going forward.
• 1:29
  Speaker 1: Yeah, it's difficult as life continues to expand to figure
• 1:34
  Speaker 1: out where to apportion that focus and that energy. And
• 1:39
  Speaker 1: you know, I'm in a fortunate position as I'm sure
• 1:41
  Speaker 1: as I know you are yourself, of having a lot
• 1:44
  Speaker 1: of cool opportunities and things that you could do and
• 1:47
  Speaker 1: trying to find like I need to do. I do
• 1:49
  Speaker 1: one thing at a time, right, So it's like, okay,
• 1:51
  Speaker 1: well today I'm doing this, so whereas Julie sort of
• 1:54
  Speaker 1: working on a lot of things at the same time,
• 1:56
  Speaker 1: and this is not how I function. So it's about
• 1:59
  Speaker 1: like carving out out the mental space to just say, Okay,
• 2:02
  Speaker 1: today I'm focusing on how we're going to map this
• 2:04
  Speaker 1: thing out, and we'll do that.
• 2:06
  Speaker 2: And there's another thing that I learned at that at
• 2:09
  Speaker 2: that leg su I was really glad.
• 2:10
  Speaker 1: I went, I appreciate you guys, come.
• 2:12
  Speaker 2: On, And that was that your your professional background. I
• 2:17
  Speaker 2: didn't know that you had that behind you as.
• 2:20
  Speaker 1: As a lawyer. You mean yeah, oh yeah, I was
• 2:22
  Speaker 1: a lawyer for almost twenty years.
• 2:26
  Speaker 2: Yeah, well you ran out of that.
• 2:28
  Speaker 1: Yeah, well, I mean it was it was a classic
• 2:32
  Speaker 1: example of being stuck in the wrong profession for a
• 2:36
  Speaker 1: very long period of time. Thinking originally like well this
• 2:39
  Speaker 1: is what I'm supposed to do. And you know, I
• 2:42
  Speaker 1: have a I've come to understand a very high pain threshold,
• 2:48
  Speaker 1: which I you know, put to good use in the
• 2:50
  Speaker 1: athletic endeavors that.
• 2:52
  Speaker 2: I also probably put it to good use in those
• 2:54
  Speaker 2: twenty years.
• 2:55
  Speaker 1: Yeah, but I think, I think I'm thinking I'm suffering
• 2:58
  Speaker 1: in this career. But I'm just thinking, well, this is
• 3:00
  Speaker 1: what men of my situation are supposed to do, presuming
• 3:04
  Speaker 1: that everyone else is experiencing the same level of suffering
• 3:06
  Speaker 1: that I am, and just thinking, well, suck it up
• 3:09
  Speaker 1: and progressively, you know, dying on the inside until it
• 3:13
  Speaker 1: became so overwhelming, and like I can go out and
• 3:16
  Speaker 1: do all these crazy Iron Man's and suffer and be
• 3:19
  Speaker 1: in pain. But the pain that I experienced as a
• 3:22
  Speaker 1: result of being in that career, a career that was
• 3:25
  Speaker 1: at odds with I think the person that I truly
• 3:27
  Speaker 1: am created much more suffering than anything I've experienced the pursuits.
• 3:34
  Speaker 2: You know, the Buddha talked about the levels of pain.
• 3:37
  Speaker 2: There's physical pain, emotional pain, psychological pain, and existential pain.
• 3:44
  Speaker 2: And what you were talking about is in the Iron
• 3:49
  Speaker 2: Man is a lot of physical exertion, a lot of
• 3:51
  Speaker 2: physical pain, but the Buddha was talking about how it's
• 3:55
  Speaker 2: the existential pain which is the most severe, and then
• 3:59
  Speaker 2: next to that is psychological pain. Then next to that
• 4:01
  Speaker 2: is the emotional pain. And so as you go into
• 4:05
  Speaker 2: what appears to be the more identifiable pain, the ability
• 4:10
  Speaker 2: to withstand it becomes greater. And as a matter of fact,
• 4:13
  Speaker 2: in a career that is not taking you where you
• 4:16
  Speaker 2: want to go, that's very psycho emotional, right, very psychological
• 4:20
  Speaker 2: and emotional, and it's like crazy making. And the kids
• 4:23
  Speaker 2: today that are experiencing that because of the their you know,
• 4:28
  Speaker 2: school doesn't tell them what they're going to be, It
• 4:30
  Speaker 2: doesn't tell them what they're going to do. It just
• 4:31
  Speaker 2: sort of feeds them with things that they obviously need
• 4:34
  Speaker 2: to know, some of which they need to know, right,
• 4:37
  Speaker 2: and then they are lost as to, you know, where's
• 4:42
  Speaker 2: this pain coming from. And a lot of times that's
• 4:44
  Speaker 2: why they exert pain on themselves. In some of the
• 4:47
  Speaker 2: extreme ways in which that happens.
• 4:49
  Speaker 1: Yeah, well we saw a pretty demonstrable example of that
• 4:52
  Speaker 1: this past week. Well yet another I think the last
• 4:55
  Speaker 1: time we sat down we discussed school shootings, and here
• 4:58
  Speaker 1: we are again in the wake of of you know,
• 5:00
  Speaker 1: another cataclysmic of that.
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  Speaker 2: Yeah, and you know, the bad statistic that I just
• 5:07
  Speaker 2: heard was that since the first of the year, they've
• 5:10
  Speaker 2: been over thirty mass shootings, a lot of which we
• 5:14
  Speaker 2: never heard about.
• 5:16
  Speaker 1: Yeah, and we don't hear about the daily gun violence
• 5:19
  Speaker 1: that is, you know, taking people's lives one by one
• 5:22
  Speaker 1: or two by two. And here we are again in
• 5:26
  Speaker 1: the wake of it, with the sort of onslaught of
• 5:29
  Speaker 1: thoughts and prayers and very little political will to do
• 5:33
  Speaker 1: anything about it. But I think the biggest difference with
• 5:37
  Speaker 1: this occasion is seeing the kids in front of television
• 5:41
  Speaker 1: cameras speaking up for the very first time and really
• 5:44
  Speaker 1: taking charge and taking control of the narrative in a
• 5:47
  Speaker 1: way that we haven't seen before. And that's uplifting and encouraging,
• 5:52
  Speaker 1: but also it's heart wrenching because they shouldn't have to
• 5:57
  Speaker 1: be the ones who are leading the charge in creating
• 6:01
  Speaker 1: this change that we need.
• 6:04
  Speaker 2: When you were talking about your earlier career withholding you
• 6:10
  Speaker 2: from that which you felt was your destiny or your passion,
• 6:17
  Speaker 2: you think about the careers of politicians. Their passion is
• 6:22
  Speaker 2: to be re elected. Their side job is to govern.
• 6:29
  Speaker 2: There's nothing more passionate than a politician on the stump,
• 6:34
  Speaker 2: campaigning on the phone, asking for contribution. That's where their
• 6:42
  Speaker 2: passion is employed. When they go to governing, they have
• 6:49
  Speaker 2: to honor those who have donated in that passion. And
• 6:54
  Speaker 2: that's common to you know, to all of the politicians.
• 7:00
  Speaker 2: One that is passionate about life in this instance are
• 7:03
  Speaker 2: the kids whose lives are being taken. And so I
• 7:07
  Speaker 2: am in full support of radical and disruptive solutions. And
• 7:15
  Speaker 2: that's what it's going to take, because what we have
• 7:18
  Speaker 2: here is the collision of a lot of different marketplaces.
• 7:22
  Speaker 2: We have the marketplace of arms and weapons, We've got
• 7:26
  Speaker 2: the marketplace of politicians. We've got the marketplace of those
• 7:31
  Speaker 2: who are in charge of politicians, they're largest donors. And
• 7:37
  Speaker 2: then we've got the marketplace of our children trying to
• 7:41
  Speaker 2: grow up in this world. And it's the collision of
• 7:45
  Speaker 2: these marketplaces that is so gut wrenching because you see
• 7:51
  Speaker 2: the inequity and the lack of balance. And so I've
• 7:56
  Speaker 2: got some really strong ideas on solution. Ever since you said,
• 8:02
  Speaker 2: you know that you thought it would be really good
• 8:04
  Speaker 2: to cover topicals topical events, you know, I'm thinking that
• 8:12
  Speaker 2: this is a good platform for us to actually discuss
• 8:15
  Speaker 2: and chew up the ideas. Not every idea is going
• 8:20
  Speaker 2: to be great, but every idea is going to stimulate.
• 8:23
  Speaker 1: Well, let's get into those ideas. I mean, the you know,
• 8:27
  Speaker 1: it's top of mind for somebody who lives in the
• 8:30
  Speaker 1: practical world, are subjects like, you know, gun control reform
• 8:37
  Speaker 1: legislatively in terms of access to guns, and also campaign
• 8:41
  Speaker 1: finance reform so that entities like the NRA don't hold
• 8:46
  Speaker 1: so much sway over our leaders. But I'm interested in
• 8:52
  Speaker 1: the more ethereal spiritual solutions that you're probably contemplating.
• 8:58
  Speaker 2: And they're not just pray harder. The kids really debunked
• 9:03
  Speaker 2: that one when they said prayers don't stop bullets. So
• 9:07
  Speaker 2: the first thing that comes to mind is I did
• 9:10
  Speaker 2: a comparative within my own, within my own thoughts. What
• 9:15
  Speaker 2: did it take to create the TSA. We all remember,
• 9:20
  Speaker 2: not everyone on this podcast, but you and I both
• 9:23
  Speaker 2: remember airports before the TSA, and we know that they
• 9:27
  Speaker 2: have put billions and billions of dollars into airport security,
• 9:32
  Speaker 2: and yet the number of people a year that die
• 9:36
  Speaker 2: from airplane crashes or from terrorist attacks on airplanes that
• 9:40
  Speaker 2: cause airplanes to crash is minuscule. In comparison to the
• 9:44
  Speaker 2: number of people that die from gun deaths. But there
• 9:49
  Speaker 2: was something that created a passion and a reason to
• 9:52
  Speaker 2: produce the TSA, and the TSA in its what since
• 9:56
  Speaker 2: two thousand and one, so we've got seventeen years of evolution,
• 10:01
  Speaker 2: have gone through many different stages of technology, and so
• 10:06
  Speaker 2: my first attitude is that we've got these polarized attitudes
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  Speaker 2: between those who want to control the weapons in the
• 10:15
  Speaker 2: world and those who want to have total freedom to
• 10:18
  Speaker 2: own as many weapons. So you've got this polarization. A
• 10:24
  Speaker 2: spiritual attitude or a higher awareness attitude is about when
• 10:28
  Speaker 2: you have polarization, find a third position that serves both.
• 10:34
  Speaker 2: And if you find a third position that serves both,
• 10:37
  Speaker 2: then you create what's called an elevated paradox.
• 10:42
  Speaker 1: So what would be an example of that in this context?
• 10:46
  Speaker 2: Spend billions of dollars on gun technology and then open
• 10:52
  Speaker 2: it up to brainstorming as to what can cause a
• 10:58
  Speaker 2: gun to not be usable in the hands of a maniac?
• 11:07
  Speaker 1: So what would that look like? Right, I'm confused.
• 11:10
  Speaker 2: Well, Number one, they have on our phones, they have
• 11:15
  Speaker 2: face recognition, they also have fingerprint print recognition, and they
• 11:22
  Speaker 2: have the ability to put fingerprint recognition on a gun today.
• 11:27
  Speaker 2: So number one, if you're the registered owner of that weapon,
• 11:31
  Speaker 2: just like if you're the registered owner of that phone,
• 11:35
  Speaker 2: you would be the only person that could turn that
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  Speaker 2: phone on. You would be the only person that could
• 11:42
  Speaker 2: turn that gun on. Secondly, every gun would need a
• 11:47
  Speaker 2: SIM card which could be where the GPS could be located.
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  Speaker 2: There would be an ability to turn off guns that
• 12:02
  Speaker 2: got anywhere near schools, except for the guns that were
• 12:06
  Speaker 2: owned by police forces. Now that's not going to say
• 12:11
  Speaker 2: that the millions of guns that have already been produced
• 12:14
  Speaker 2: are all going to be rendered inoperative, and so there's
• 12:17
  Speaker 2: going to have to be a rather significant long game.
• 12:22
  Speaker 2: But in the short game, because many of these people
• 12:25
  Speaker 2: that have done these really brutal and heinous crimes in
• 12:31
  Speaker 2: the last few years, they've all bought their guns, they've
• 12:35
  Speaker 2: had there's record of them buying their guns just a
• 12:38
  Speaker 2: month or two before. And so what we're looking at
• 12:42
  Speaker 2: here is that no gun would be able to be
• 12:45
  Speaker 2: used by that person that didn't own it, wasn't registered
• 12:49
  Speaker 2: to it, it wouldn't be able to be used in
• 12:52
  Speaker 2: certain areas. This would cost billions and it would have
• 12:56
  Speaker 2: to be run by a government, And of course that's
• 13:00
  Speaker 2: and to fly in the face of those people who
• 13:01
  Speaker 2: are still living back in eighteen seventy that are thinking that,
• 13:05
  Speaker 2: you know, that having a few rifles is going to
• 13:09
  Speaker 2: be making you safe, and that you could raise a
• 13:11
  Speaker 2: militia army, you know, to take over the government. That
• 13:14
  Speaker 2: is just not even clearly possible.
• 13:16
  Speaker 1: Yeah, yeah, well, I see that as technological aspects of
• 13:22
  Speaker 1: gun control that could work in concert with more kind
• 13:27
  Speaker 1: of elementary forms of gun control, like basically doing what
• 13:32
  Speaker 1: they do in places like Japan, where you have to literally,
• 13:35
  Speaker 1: you know, jump through hoops and take tests and get screened,
• 13:39
  Speaker 1: you know, be evaluated for your mental health, et cetera,
• 13:43
  Speaker 1: in order to purchase it in the first place. And
• 13:45
  Speaker 1: then on top of that, to be able to have
• 13:48
  Speaker 1: technological checks and balances on the use of that once
• 13:51
  Speaker 1: it's purchased, I think, you know, would be amazing. But
• 13:55
  Speaker 1: I think more fundamentally, we don't have the political will
• 13:58
  Speaker 1: to even begin to implement any of that as long
• 14:02
  Speaker 1: as campaign finance stands as it currently does.
• 14:06
  Speaker 2: But what if and I agree with you one hundred
• 14:09
  Speaker 2: percent and not but and what if a campaign was
• 14:15
  Speaker 2: started first on social media that no student would attend
• 14:20
  Speaker 2: school until something was seriously in place. I am strongly
• 14:26
  Speaker 2: in favor of basically a walkout.
• 14:30
  Speaker 1: Yeah, there's been some there's been some chatter about that.
• 14:34
  Speaker 1: I think that there is a planned walk out, but
• 14:37
  Speaker 1: it's only for like an hour or something like that.
• 14:40
  Speaker 2: This is a walkout until it's right.
• 14:42
  Speaker 1: Exactly like, nobody goes to school, the teachers or the
• 14:44
  Speaker 1: students until right.
• 14:46
  Speaker 2: And every student in a public school brings I think
• 14:51
  Speaker 2: it's like five hundred dollars a day, some really significant
• 14:55
  Speaker 2: number of capital into the school system. For every day
• 14:59
  Speaker 2: that the student student attends the school, the school system
• 15:02
  Speaker 2: gets that much money for the student. And so this
• 15:05
  Speaker 2: would not only be a demonstration publicly, but this will
• 15:10
  Speaker 2: be a demonstration financially that no student will attend school.
• 15:16
  Speaker 2: And I'll tell you, the will right now is not
• 15:21
  Speaker 2: with the politicians. They're still saying it's too soon, well,
• 15:24
  Speaker 2: the same things that they always say, So forget that.
• 15:27
  Speaker 2: The will is now with the students. The students believe
• 15:31
  Speaker 2: that if they're the ones that are on the front
• 15:33
  Speaker 2: lines of this disaster, that they're the ones that need
• 15:36
  Speaker 2: to take passionate responses to the solution. And that is
• 15:41
  Speaker 2: so I see this as a many tiered event. Number one,
• 15:44
  Speaker 2: students refuse to go to school until some significant first
• 15:51
  Speaker 2: step is taken, and that first step has to be
• 15:54
  Speaker 2: with a second, third, fourth, tenth, twentieth step already planned
• 16:00
  Speaker 2: out and stated. And the moment politicians miss a step,
• 16:05
  Speaker 2: students are out of school again. And so we hold
• 16:08
  Speaker 2: their feet to the fire and we say this is
• 16:11
  Speaker 2: a Just like with TSA, they said, okay, this is
• 16:14
  Speaker 2: going to take us two or three or four or
• 16:15
  Speaker 2: five years to get into place. And I mean, look
• 16:19
  Speaker 2: at the first installments of TSA were ridiculous. I mean
• 16:24
  Speaker 2: they had a few desks moved around in a couple
• 16:26
  Speaker 2: of metal protectors and crazy lines, and the inconvenience that
• 16:31
  Speaker 2: that caused was severe. So the immediate situation is that
• 16:36
  Speaker 2: you put fences on the back side of the street,
• 16:39
  Speaker 2: in other words, not on the part of the street
• 16:41
  Speaker 2: that's right next to the school, but you put the
• 16:43
  Speaker 2: fences across the street from every school, and you literally
• 16:48
  Speaker 2: create a zone in which nothing can get through. That
• 16:52
  Speaker 2: would be step number one. And what we're talking about is, yes,
• 16:57
  Speaker 2: we're talking about a war zone. Own malls the same
• 17:02
  Speaker 2: way you can't get into a mall unless you pass through.
• 17:04
  Speaker 2: Metal detectors would be an important thing. What else? Airports
• 17:09
  Speaker 2: they do it already, Schools they do it. But we
• 17:12
  Speaker 2: have to get really serious and we have to realize
• 17:15
  Speaker 2: that just like pain, there's a physical level, and that's
• 17:19
  Speaker 2: what's building fences and creating technology and guns, there's an
• 17:23
  Speaker 2: emotional level and that means, like you were saying in
• 17:26
  Speaker 2: Japan that people have to go through you know, flaming
• 17:30
  Speaker 2: hoops to try to get a gun. And then there's
• 17:32
  Speaker 2: the psychological level, in which you know, there's a test
• 17:35
  Speaker 2: in all of that, and then there's the existential level.
• 17:38
  Speaker 2: And the existential level is that we really go into
• 17:41
  Speaker 2: the school system because all of these people that are
• 17:44
  Speaker 2: doing these these heinous crimes are you know, like they're
• 17:51
  Speaker 2: just absurdly dissatisfied with whatever is in their lives and
• 17:56
  Speaker 2: they feel that being able to express themselves violently is
• 17:59
  Speaker 2: the only thing they have left.
• 18:01
  Speaker 1: Yeah, that's the more fundamental problem. There's access to guns.
• 18:06
  Speaker 1: Of course, there's the lack of political will to uh,
• 18:09
  Speaker 1: you know, basically combat that. But issues like all right,
• 18:15
  Speaker 1: how are we screening people to get in and out
• 18:17
  Speaker 1: of schools? And there's recent talk about putting drones above schools,
• 18:20
  Speaker 1: like all of these things are are our band aids
• 18:24
  Speaker 1: on the fundamental problem in the same way, you know,
• 18:26
  Speaker 1: taking a pill that you know basically deals with the
• 18:29
  Speaker 1: symptoms of a disease, but doesn't get it the cause
• 18:31
  Speaker 1: of it. So to kind of dive into that cause,
• 18:36
  Speaker 1: which I think is more your sweet spot. You know,
• 18:39
  Speaker 1: what is it that is causing such a profound level
• 18:44
  Speaker 1: of anger and resentment and dissatisfaction and alienation with so
• 18:50
  Speaker 1: many people that leads to these kinds of tragedies where
• 18:55
  Speaker 1: the only path forward for that individual is to go
• 18:57
  Speaker 1: out in this seemingly of glory and moments of temporary infamy.
• 19:06
  Speaker 2: We educate the brain in the head. We don't educate
• 19:11
  Speaker 2: the brain in the heart. And medical science knows there's
• 19:14
  Speaker 2: three main neurological areas, and we don't educate the brain
• 19:18
  Speaker 2: and the gut. The brain in the gut is about
• 19:21
  Speaker 2: our connection, our connection to nutrition, and our connection to
• 19:26
  Speaker 2: the relationships that are nurturing. Our relationship in our brain
• 19:31
  Speaker 2: and the heart is about our relationships, how we relate,
• 19:35
  Speaker 2: how we give, and how we receive. The brain in
• 19:38
  Speaker 2: the head is about how we analyze all we educate
• 19:42
  Speaker 2: in schools is the brain in the head. We do
• 19:46
  Speaker 2: a little bit about the brain in the gut. You know.
• 19:49
  Speaker 2: We talk about these food categories, but they're all antiquated,
• 19:54
  Speaker 2: and so what we really need to start doing here
• 19:56
  Speaker 2: is we need to overhaul the educational system because the
• 19:59
  Speaker 2: kids that are growing up out of this educational system
• 20:03
  Speaker 2: are absolutely ignorant of the things that you and I
• 20:09
  Speaker 2: your lifestyle, my lifestyle know are essential. The educational system
• 20:14
  Speaker 2: taught you how to be a lawyer. Being a lawyer
• 20:18
  Speaker 2: demonstrated how unhappy you were. The educational system needs to
• 20:23
  Speaker 2: teach us how to be vegan, how to be nutritionally sound.
• 20:31
  Speaker 2: If you're not going to be vegan, at least gives
• 20:33
  Speaker 2: some other options. Here's a paleo diet, right, here's a
• 20:39
  Speaker 2: vegan diet, here's a vegetarian diet. Here's a regular diet.
• 20:43
  Speaker 2: And the idea is that we actually teach kids how
• 20:47
  Speaker 2: to be happy, how to be healthy, and how to
• 20:51
  Speaker 2: be a whole person, as well as how to do math,
• 20:57
  Speaker 2: how to do science, how to do the language of
• 21:00
  Speaker 2: their origin, and some other languages so they can speak
• 21:04
  Speaker 2: to more people around the world.
• 21:06
  Speaker 1: Yeah, it's almost as if you know, those traditional categories
• 21:11
  Speaker 1: need to be put secondary into fundamentally connecting with the self,
• 21:17
  Speaker 1: understanding you as a human being exactly you know what
• 21:22
  Speaker 1: your heart is telling you, and how to really channel
• 21:26
  Speaker 1: whatever it is inside of you to bring expression to that,
• 21:29
  Speaker 1: and to do it in a way that leads to
• 21:32
  Speaker 1: fulfillment and self esteem and all these other qualities that
• 21:38
  Speaker 1: will make you a productive and essentially functional, happy human being.
• 21:44
  Speaker 2: And a teacher needs to have a pay that is
• 21:50
  Speaker 2: in equilibrium, is in balance with the standard of living.
• 21:56
  Speaker 2: So a teacher needs to be able to afford everything
• 22:01
  Speaker 2: that is taking place within the standard of living of
• 22:04
  Speaker 2: that decade, within the standard of living of that country.
• 22:09
  Speaker 2: Because these are the people that are with our most
• 22:14
  Speaker 2: precious gift, our children from eight o'clock in the morning
• 22:20
  Speaker 2: until three or four in the afternoon every single weekday,
• 22:26
  Speaker 2: and for them to be struggling in their life means
• 22:30
  Speaker 2: that they're not putting as much into the life of
• 22:32
  Speaker 2: our child because they're having to find ways of moonlighting.
• 22:37
  Speaker 2: And so we've got to equalize the way in which
• 22:42
  Speaker 2: our economics and our economic structure works. Take money, invest
• 22:47
  Speaker 2: it into security, take money invested into education, the things
• 22:53
  Speaker 2: that of course those who feel like they're conservative, They're
• 22:57
  Speaker 2: not conservative, they're just anal. They're not conserving anything. They're
• 23:04
  Speaker 2: definitely not conserving our children. And so what we need
• 23:07
  Speaker 2: to do is we need to put money into those
• 23:10
  Speaker 2: things are teachers and the way in which we teach
• 23:14
  Speaker 2: them through the subjects that we give in the class,
• 23:18
  Speaker 2: and then bring in people like you and pay you,
• 23:23
  Speaker 2: you know, a significant amount to show kids how they
• 23:27
  Speaker 2: can become an elite athlete and be an elite athlete
• 23:32
  Speaker 2: in their twenties, their thirties, their forties, their fifties, and
• 23:35
  Speaker 2: what that means because you have so much information behind
• 23:40
  Speaker 2: the persona of what it's meant in your life to
• 23:45
  Speaker 2: continue to do what you do at the age that
• 23:47
  Speaker 2: you are.
• 23:50
  Speaker 1: Yeah, I mean, I think as you kind of recount that,
• 23:53
  Speaker 1: I'm thinking, well, what would it take for something like
• 23:56
  Speaker 1: that to happen?
• 23:57
  Speaker 2: You know?
• 23:57
  Speaker 1: Is this just a utopian pipe drain? And I think, Kenny,
• 24:02
  Speaker 1: I don't think so either, But I think there are
• 24:06
  Speaker 1: plenty of parents out there who feel that way and
• 24:11
  Speaker 1: in a sort of sense of despondency. We're seeing this
• 24:14
  Speaker 1: rise in homeschooling because people are not willing to drop
• 24:19
  Speaker 1: their precious most precious asset, their child off at a
• 24:23
  Speaker 1: school that's vibrating at a level that they don't deem
• 24:26
  Speaker 1: to be uplifting for that child. And it's interesting to
• 24:30
  Speaker 1: see how these new models of education are starting to
• 24:33
  Speaker 1: pop up with little groups here and there who are
• 24:36
  Speaker 1: informally trying to teach their kids in a new and
• 24:40
  Speaker 1: different way.
• 24:41
  Speaker 2: Industrializing a nation which was really taking place heavily at
• 24:46
  Speaker 2: the end of the nineteenth century and into the twentieth century,
• 24:50
  Speaker 2: change the way in which schools were run. The major
• 24:55
  Speaker 2: donors to colleges were the large industrial foundations, the Ford Foundation,
• 25:02
  Speaker 2: Carnegie Foundation, the Rockefeller Foundation, and they were, you know,
• 25:08
  Speaker 2: donating large grants into the educational system at a level
• 25:13
  Speaker 2: of college, you know, the state schools that were training teachers.
• 25:17
  Speaker 2: And they made an error in judgment. They said, because
• 25:22
  Speaker 2: way back in the centuries past, we were educating you know,
• 25:26
  Speaker 2: philosophers and thinkers and writers. And they said, you know,
• 25:30
  Speaker 2: we don't need philosophers anymore. What we need are the
• 25:33
  Speaker 2: workers to be able to work in the factories, because
• 25:37
  Speaker 2: now we're in an industrial age, we're in a scientific age,
• 25:40
  Speaker 2: we're in all of these changing times. And so they
• 25:44
  Speaker 2: made a mistake, and they said, well, let's take out
• 25:46
  Speaker 2: the classics, so kids didn't learn the etymology of language.
• 25:51
  Speaker 2: Let's take out the arts because we don't need to
• 25:53
  Speaker 2: create artists. Let's take out music. And they kept taking
• 25:56
  Speaker 2: out the things that are really wholesome. The one thing
• 26:00
  Speaker 2: that they left in are all the things that keep
• 26:03
  Speaker 2: you capable of being just an assembly line worker or
• 26:06
  Speaker 2: a production worker. And if you really excelled, then you
• 26:10
  Speaker 2: would perhaps achieve something greater than that. This is a
• 26:17
  Speaker 2: long term project, but we're going to have to say
• 26:22
  Speaker 2: that in the next century that we're going to start
• 26:26
  Speaker 2: altering it into a more positive direction, just like what
• 26:31
  Speaker 2: was taking place over the last century, because that didn't
• 26:34
  Speaker 2: happen overnight. They didn't remove all of those essentials overnight.
• 26:38
  Speaker 2: And now we have to start putting them back in
• 26:40
  Speaker 2: so that kids can really understand what education is. And
• 26:44
  Speaker 2: we have to think about the child that we're educating,
• 26:48
  Speaker 2: so that the child can get excited and inspired about
• 26:51
  Speaker 2: what's happening in school.
• 26:53
  Speaker 1: Right. I mean, can you imagine a child coming home
• 26:55
  Speaker 1: from school saying, oh my god, it was so mind
• 26:58
  Speaker 1: blowing we learned this time, We learned that today, and
• 27:03
  Speaker 1: you know, excited about it, And part of me thinks, like,
• 27:06
  Speaker 1: is that even possible? Is a child wired to even
• 27:09
  Speaker 1: have that kind of response? But I think it's possible,
• 27:11
  Speaker 1: But I think it does require a pretty revolutionary overhauling
• 27:15
  Speaker 1: of the system so that kids go to a place
• 27:18
  Speaker 1: where they learn how to feel good about themselves, they
• 27:21
  Speaker 1: learn how to connect with what's important to them, and
• 27:24
  Speaker 1: they're supported in pursuing a learning process that has them
• 27:28
  Speaker 1: completely engaged, that has them learning how to team build
• 27:32
  Speaker 1: and lead and work cooperatively for the greater good of
• 27:37
  Speaker 1: the collective. And like all of these ideals that I
• 27:40
  Speaker 1: think have just been whitewashed away from our system altogether.
• 27:46
  Speaker 1: And I'd like to see, you know, for you know,
• 27:49
  Speaker 1: for the sake of my own children, more of that
• 27:51
  Speaker 1: in our system. And it's hard to watch and sit
• 27:55
  Speaker 1: by and see what's going on right now knowing that
• 27:58
  Speaker 1: there is a better way. And and I think when
• 28:00
  Speaker 1: you see these shootings, or you see the level of
• 28:03
  Speaker 1: disaffectation and people in their twenties and their thirties, it's
• 28:10
  Speaker 1: heartbreaking because I know that so much of that is
• 28:13
  Speaker 1: so deeply connected with how they were reared and raised
• 28:16
  Speaker 1: in an educational system. That did not serve them.
• 28:20
  Speaker 2: If you saw that young girl that was speaking in
• 28:24
  Speaker 2: front of the cameras with the very, very very short hair.
• 28:29
  Speaker 2: One of the things that she informed us in her
• 28:32
  Speaker 2: communication was that everybody knew this child. Everybody knew this
• 28:37
  Speaker 2: young man who caused this horrible disaster. Everybody kind of
• 28:45
  Speaker 2: was on the place of expecting this could happen, maybe
• 28:50
  Speaker 2: not exactly in detail, but they weren't surprised that it
• 28:54
  Speaker 2: turned out to be him. And I thought, okay, now
• 28:57
  Speaker 2: that is what we You and I and your wife
• 29:01
  Speaker 2: and my wife. We have the skills to go into
• 29:04
  Speaker 2: a school system, and there's people all over the world
• 29:07
  Speaker 2: that have the skills to go into a school system
• 29:10
  Speaker 2: and say, okay, now we're going to start talking about
• 29:13
  Speaker 2: how we function as a group and how we are
• 29:15
  Speaker 2: able to see those amongst the group that are dropping
• 29:18
  Speaker 2: away from the capacity to be joyful and inspired. And
• 29:23
  Speaker 2: there is I don't mean, you know, external technology, there
• 29:29
  Speaker 2: is internal technology that we can use to get children
• 29:33
  Speaker 2: to do just what you said, come home from school,
• 29:36
  Speaker 2: can you imagine what I learned today and have that
• 29:39
  Speaker 2: be a group project. Our son went to a school
• 29:44
  Speaker 2: that they were always doing things as groups. When they
• 29:47
  Speaker 2: would take a really big test, they would do it
• 29:49
  Speaker 2: as a group, because they said, when you go out
• 29:51
  Speaker 2: into the world after school, you have to do everything
• 29:55
  Speaker 2: as a group. You put your heads together, and so
• 29:57
  Speaker 2: they would talk about what's the best answer to this
• 30:00
  Speaker 2: question on the test, and they would come to a
• 30:03
  Speaker 2: conclusion amongst themselves. You would go through a school subject
• 30:10
  Speaker 2: and you wouldn't have six different really important subjects in
• 30:14
  Speaker 2: a school day. You would have two so that you
• 30:18
  Speaker 2: could focus, like you you could focus on what it
• 30:21
  Speaker 2: is that you're trying to achieve. And so what it
• 30:24
  Speaker 2: means is the system is broken. They say. If you
• 30:27
  Speaker 2: take an educator and a doctor and whatever, an architect,
• 30:33
  Speaker 2: whoever it is, and you take them from two hundred
• 30:36
  Speaker 2: years ago and drop them in today's world, the only
• 30:38
  Speaker 2: person that knows their job as an educator. And that's
• 30:42
  Speaker 2: because nothing has changed in education, and yet everything is
• 30:45
  Speaker 2: changed in the world. And so what we have to
• 30:48
  Speaker 2: do is we have to go into schools and have
• 30:51
  Speaker 2: subjects about group consciousness, subjects about spotting unhappiness. How about
• 30:58
  Speaker 2: spotting unhappiness? How about not just going okay, that person
• 31:03
  Speaker 2: is a jerk, and that person could be dangerous, but
• 31:07
  Speaker 2: having the will and the wherewithal to be able to
• 31:10
  Speaker 2: go into the fact that, oh, okay, that person is
• 31:13
  Speaker 2: really not feeling well, let's gather around them, just like
• 31:17
  Speaker 2: a twelve step.
• 31:18
  Speaker 1: Program, right, or just like group therapy.
• 31:21
  Speaker 2: Yes, and have group therapy start at the age of six, seven, eight, nine, ten,
• 31:27
  Speaker 2: where kids are very much schooled in what it's mean,
• 31:30
  Speaker 2: what it means to be therapeutic in numbers, and how
• 31:34
  Speaker 2: you can heal the psyche of those that are feeling
• 31:38
  Speaker 2: left out because nobody that's happy causes this kind of,
• 31:43
  Speaker 2: of course tragedy.
• 31:44
  Speaker 1: Yeah, of course not. And all the warning signs were there.
• 31:48
  Speaker 1: I mean the kid got expelled, I think, and you
• 31:50
  Speaker 1: know there were several times. So there's a bizarre sort
• 31:54
  Speaker 1: of lack of attention to the suffering that this person
• 32:00
  Speaker 1: was obviously experiencing.
• 32:02
  Speaker 2: And looking at it like that. You know, they always
• 32:05
  Speaker 2: say this person was evil. Let's just take that evil
• 32:10
  Speaker 2: title and label away from it and say this person
• 32:15
  Speaker 2: did an evil thing because nobody spotted three years ago
• 32:19
  Speaker 2: or four years ago that this person was going off
• 32:23
  Speaker 2: at a tangent, and that tangent, as we know, gets
• 32:27
  Speaker 2: worse and worse and worse the further away from the
• 32:30
  Speaker 2: source that it travels, and so over the course of
• 32:33
  Speaker 2: three or four years, that tangent is now a total
• 32:37
  Speaker 2: clinical insanity.
• 32:39
  Speaker 1: And I think that speaks to a larger issue, which
• 32:42
  Speaker 1: is the disassociation that we experience now as a result
• 32:46
  Speaker 1: of living in the modern world, where we're just we're fractured.
• 32:50
  Speaker 1: We're in Los Angeles, there's twenty million people here, but
• 32:53
  Speaker 1: we don't really know our neighbors. We're not living the
• 32:56
  Speaker 1: way we did for millennia in tribe, where you intimately
• 33:02
  Speaker 1: knew what everyone was up to, and if someone started
• 33:06
  Speaker 1: to go sideways, there was a group consensus or consciousness
• 33:09
  Speaker 1: around that to prevent that from getting out of control.
• 33:13
  Speaker 1: But we don't operate. We're not really wired to operate
• 33:17
  Speaker 1: the way that we currently live, and so it's easy
• 33:19
  Speaker 1: for somebody like that, even when there's an awareness that
• 33:23
  Speaker 1: that person is experiencing some suffering and it's potentially a
• 33:27
  Speaker 1: liability or a risk, there's not really an infrastructure set
• 33:31
  Speaker 1: up in the traditional tribal sense to attenuate that.
• 33:35
  Speaker 2: And we are wired, but we haven't activated the wiring.
• 33:41
  Speaker 2: We are wired to feel each other, and it's through
• 33:44
  Speaker 2: the gut brain, it's through the neurology and the gut
• 33:47
  Speaker 2: that we can feel each other. So if we had
• 33:50
  Speaker 2: a class in kindergarten and first grade and second grade,
• 33:53
  Speaker 2: and then all the way through school how to feel
• 33:56
  Speaker 2: each other's feelings, you know, a class in empathy or passion,
• 34:00
  Speaker 2: whatever you wanted to call it, we would be developing
• 34:03
  Speaker 2: these other skills. A class that works on the heart brain.
• 34:07
  Speaker 2: There's a great book your listeners and viewers can relate to.
• 34:11
  Speaker 2: It's called m braining and it means multiple brains, and
• 34:16
  Speaker 2: it's medical science that's on the bleeding edge more than
• 34:21
  Speaker 2: the cutting edge, and probably a bad metaphor to use
• 34:23
  Speaker 2: in today's conversation because of what we're talking about. But
• 34:27
  Speaker 2: the idea is that if you educate all of the
• 34:31
  Speaker 2: person that they will then choose the right foods, they
• 34:36
  Speaker 2: will have harmony through the heart in their relationships, and
• 34:40
  Speaker 2: they can still do the analytics. All we're teaching now
• 34:44
  Speaker 2: is to do the analytics. So they walk up to
• 34:46
  Speaker 2: each other, they've got no connection, so they analyze each other.
• 34:51
  Speaker 2: And so the only way those we don't know our neighbors,
• 34:54
  Speaker 2: and we're twenty million people in a community, and we're
• 34:57
  Speaker 2: seven and a half billion people on Earth and we
• 35:00
  Speaker 2: don't know each other. Is because we're constantly analyzing each other,
• 35:04
  Speaker 2: and the analysis is two dimensional, like me not like me?
• 35:10
  Speaker 2: Meaning is that person like me? Or is that person
• 35:14
  Speaker 2: not like I am or not as I am? And
• 35:17
  Speaker 2: right or wrong? Is that person right or is that
• 35:19
  Speaker 2: person wrong? We need that dimmer switch. That is, well,
• 35:23
  Speaker 2: they're not as right as I am, but they're not
• 35:28
  Speaker 2: completely wrong. So let me try to see what they're thinking.
• 35:32
  Speaker 2: This is what we need, and we need to insert
• 35:34
  Speaker 2: that into the system.
• 35:36
  Speaker 1: Humans aren't wired for that. We want to make We
• 35:38
  Speaker 1: want to make everything clean cut. Everything falls into a
• 35:41
  Speaker 1: specific category that I recognize, so I can organize all
• 35:44
  Speaker 1: of these ideas and make sense of the world around.
• 35:47
  Speaker 1: And since when since one, I don't know, since when
• 35:50
  Speaker 1: since ever?
• 35:51
  Speaker 2: No, just since Science five about five hundred years Science
• 35:57
  Speaker 2: five hundred years ago, four fifty said we're going to
• 36:01
  Speaker 2: conquer nature, remember the quote, right, And obviously we're being
• 36:06
  Speaker 2: conquered by nature because we'll be wiped out. But the
• 36:10
  Speaker 2: fact is is that we only became that two dimensional
• 36:13
  Speaker 2: and that exacting and that needing to be you know,
• 36:18
  Speaker 2: when science took over, when industry took over, when we
• 36:22
  Speaker 2: were an agricultural You know, the rose didn't have to
• 36:26
  Speaker 2: be like that. And what has happened to I mean,
• 36:29
  Speaker 2: let's face it, what's happened in agriculture because you plant
• 36:33
  Speaker 2: all wheat, all rice, it's destroying the habitat. It was
• 36:38
  Speaker 2: the people that just sort of threw the veggies out
• 36:41
  Speaker 2: and they grew all different things in all different places,
• 36:43
  Speaker 2: a little plot of this and a little plot of
• 36:45
  Speaker 2: that that was natural, and that allowed wildlife to flourish.
• 36:51
  Speaker 2: Now we've got bugs that we don't want, so we
• 36:54
  Speaker 2: put out insecticides and we do all these things that
• 36:57
  Speaker 2: are feeding that exact of the brain. But we are
• 37:02
  Speaker 2: not wired for exactness. We are striving for exactness. We're
• 37:09
  Speaker 2: wired for random creativity connected to logic so that it
• 37:15
  Speaker 2: doesn't run off the rails. I mean, our head has
• 37:18
  Speaker 2: to be here and our gut has to be here,
• 37:21
  Speaker 2: but in between the two we have to have some
• 37:24
  Speaker 2: room to move.
• 37:25
  Speaker 1: I think a tangential idea that's related to that notion
• 37:30
  Speaker 1: that we as human beings will conquer nature is the
• 37:34
  Speaker 1: idea that the intellect is capable of all problem solving
• 37:40
  Speaker 1: and understanding. And that gets it what you said before,
• 37:43
  Speaker 1: which is cutting off the gut brain, cutting off that
• 37:48
  Speaker 1: natural inclination to have empathy and to understand and to feel.
• 37:53
  Speaker 1: Not only is that not encouraged, it's actively discouraged. All
• 37:56
  Speaker 1: the emphasis is, of course on developing your mental acutuity
• 38:02
  Speaker 1: while forsaking that gut intelligence in a very active way
• 38:07
  Speaker 1: to say, don't worry about whatever your body is telling you, like,
• 38:11
  Speaker 1: you need to sit in that chair and you need
• 38:13
  Speaker 1: to learn this stuff. And after years and years of
• 38:16
  Speaker 1: that war of attrition, it just locks down. And when
• 38:19
  Speaker 1: it percolates up, the instinct or the kind of natural
• 38:22
  Speaker 1: reaction is to like not pay attention to it or
• 38:25
  Speaker 1: to try to override it by virtue of the thinking mind.
• 38:29
  Speaker 2: And what about a person that has no skill in
• 38:37
  Speaker 2: achieving that level of intellect and therefore starts realizing as
• 38:43
  Speaker 2: they sit further and further and further back in classroom
• 38:46
  Speaker 2: till they go out the back door that everything that
• 38:51
  Speaker 2: the world has to offer has nothing to offer them,
• 38:57
  Speaker 2: and they start to isolate emotionally. Then they start to
• 39:01
  Speaker 2: isolate psychologically. And once a person starts to isolate psychologically,
• 39:06
  Speaker 2: they start to have, you know, repeating thoughts, and they
• 39:10
  Speaker 2: start to have attitudes and then they bring that two
• 39:15
  Speaker 2: dimensional brain into play, and they start seeing everybody else,
• 39:20
  Speaker 2: especially those that are doing well in the world, as
• 39:22
  Speaker 2: the enemy, and all of a sudden, you've got a
• 39:28
  Speaker 2: potential mass killer on the loose, because if a child
• 39:34
  Speaker 2: doesn't have parentage, that's going to because the parent generation
• 39:40
  Speaker 2: went through the same thing, and they're saying to the child,
• 39:44
  Speaker 2: I have the same problem. It's not good for a
• 39:46
  Speaker 2: you might as well just leave. All of a sudden,
• 39:49
  Speaker 2: this child is in this world, very complex world, seeing
• 39:54
  Speaker 2: people succeed, seeing his schoolmates succeed, and all of a sudden,
• 39:59
  Speaker 2: they feel tremendous anger towards everything. And we've got to
• 40:06
  Speaker 2: pay teachers as much as we pay doctors, you know,
• 40:11
  Speaker 2: And we also have to have as much desire to
• 40:16
  Speaker 2: really make children incredible as we do to really make
• 40:20
  Speaker 2: athletes incredible.
• 40:23
  Speaker 1: Or technology incredible, or technology or anything else. And I
• 40:27
  Speaker 1: think without some fundamental, perhaps revolutionary changes in this system,
• 40:32
  Speaker 1: it's only going to accelerate and the problem will be exacerbated. Specifically,
• 40:38
  Speaker 1: or especially given that with the advent of rapidly developing technologies,
• 40:46
  Speaker 1: the job you know, the job market's going to shrink.
• 40:49
  Speaker 1: All these driving jobs are going to go away like that,
• 40:51
  Speaker 1: there's going to be people that build robots and people
• 40:54
  Speaker 1: that sort of attend to robots or are told what
• 40:57
  Speaker 1: to do by robots. You know, it's like what else
• 40:59
  Speaker 1: is left? Well, the artist, there's what can you do
• 41:02
  Speaker 1: as a human being and your unique you know, construction
• 41:06
  Speaker 1: that you can provide the world with that's of value
• 41:10
  Speaker 1: that cannot be done by an artificial intelligence? And what
• 41:13
  Speaker 1: is that world going to look like? And I feel
• 41:15
  Speaker 1: like we're kind of talking about things we talked about
• 41:18
  Speaker 1: last time, but I think, you know, unless we address
• 41:21
  Speaker 1: these problems with that shrinking job market, it's going to
• 41:26
  Speaker 1: get worse.
• 41:28
  Speaker 2: I have a solution that comes through yoga for a
• 41:31
  Speaker 2: part of this issue, and that would be the idea
• 41:36
  Speaker 2: of breathing. When when a child when a human being,
• 41:43
  Speaker 2: but when a child is in school and they're finding
• 41:47
  Speaker 2: something very difficult, their breathing pattern will change. So the
• 41:54
  Speaker 2: difficulty that they're experiencing psychologically or mentally and emotion has
• 42:01
  Speaker 2: an effect upon their breathing pattern. So if we would
• 42:06
  Speaker 2: have every few minutes in school, okay, let's check our breath.
• 42:13
  Speaker 2: Let's do five minutes of breath work, we could bring
• 42:17
  Speaker 2: everybody back to a harmonious condition. So there's one particular issue.
• 42:25
  Speaker 1: It doesn't cost anything.
• 42:26
  Speaker 2: Doesn't cost anything. Another thing is, as you and I
• 42:30
  Speaker 2: both know because of our dietary habit, is that sugar,
• 42:38
  Speaker 2: you know, is the wrong thing to have in a
• 42:40
  Speaker 2: child's system anytime they're needing to focus their brain, because
• 42:46
  Speaker 2: sugar in the brain is like alcohol and driving. The
• 42:49
  Speaker 2: two don't go together. And so educating a child about
• 42:54
  Speaker 2: diet and then getting in there and regulating the kind
• 42:59
  Speaker 2: of food that is available, obviously we have to go
• 43:03
  Speaker 2: back layers and layers and layers and layers of civilization
• 43:07
  Speaker 2: in order to get this. And you say, we need
• 43:09
  Speaker 2: you know, do we need a revolution? And actually we
• 43:11
  Speaker 2: need some evolution because a revolution is trying to get
• 43:14
  Speaker 2: something done very quickly, and an evolution realizes that it's
• 43:18
  Speaker 2: not going to get done quickly, but we have to
• 43:20
  Speaker 2: do it over time. And so what I would do
• 43:24
  Speaker 2: is I would say, okay, for people like you and
• 43:26
  Speaker 2: I and others in the world that have social media,
• 43:30
  Speaker 2: you know, audiences, et cetera, what can we achieve in
• 43:36
  Speaker 2: six months, and what can we achieve in a year's time,
• 43:39
  Speaker 2: and what can we achieve in two, five, ten, twenty
• 43:45
  Speaker 2: thirty five fifty years and really start creating metrics that
• 43:50
  Speaker 2: we can become attentive to so that we're not just saying, Okay,
• 43:56
  Speaker 2: I lived and I had an impact, but no, let's
• 44:00
  Speaker 2: be like Cecil Rhods. He created the Beers right, the
• 44:05
  Speaker 2: diamond company that owns the majority of the diamond stocks
• 44:10
  Speaker 2: in the world and controls the prices of diamonds because
• 44:13
  Speaker 2: the diamonds are so plentiful that they would be quite
• 44:17
  Speaker 2: inexpensive if they allowed all of them to go onto
• 44:19
  Speaker 2: the marketplace. And Cecil Roads for which they unfortunately renamed Rhodesia,
• 44:26
  Speaker 2: and then they've now changed it back. But Cecil Roads
• 44:30
  Speaker 2: created what was called the Rhodes Scholars, and the Rhodes
• 44:32
  Speaker 2: Scholars were if you showed a particular attitude and aptitude
• 44:40
  Speaker 2: to be able to have a mindset, you were given
• 44:44
  Speaker 2: free college. But it was a free college through a
• 44:47
  Speaker 2: certain perspective to create world leadership. We need to do
• 44:52
  Speaker 2: the same thing in the reverse, because they were creating
• 44:56
  Speaker 2: the world leaders the kind that we have today that
• 44:59
  Speaker 2: are not working out. What we need to do is
• 45:03
  Speaker 2: realize that one man can do that a few people
• 45:07
  Speaker 2: through linking through social media can do a lot. And
• 45:12
  Speaker 2: so I think that based on this one disaster in
• 45:16
  Speaker 2: the Florida school that we could say, okay, like nine
• 45:19
  Speaker 2: to eleven, because there was a lot of terrorist attacks
• 45:22
  Speaker 2: before nine to eleven, but nine to eleven changed things
• 45:26
  Speaker 2: that we can say, Okay, this is the new nine
• 45:28
  Speaker 2: to eleven. And there are going to be TSA style checkpoints,
• 45:35
  Speaker 2: there's going to be physical security, there's going to be
• 45:39
  Speaker 2: emotional awareness, there's going to be psychological or mental attention,
• 45:45
  Speaker 2: and then there is going to be a metric that
• 45:48
  Speaker 2: we can work with so that we can get an
• 45:51
  Speaker 2: existential sense. And this is what we're going to be
• 45:54
  Speaker 2: able to achieve in the first year, and this is
• 45:57
  Speaker 2: what we're going to strive to achieve in the second, third, fifth,
• 46:01
  Speaker 2: and really start working like and it's people like you
• 46:04
  Speaker 2: and your wife and my wife and I and others
• 46:07
  Speaker 2: that if we start putting our efforts together, we can
• 46:11
  Speaker 2: make a plan. Because everything started with a plan. You know,
• 46:14
  Speaker 2: airplanes started with a plan, of course.
• 46:17
  Speaker 1: And I think there's some really simple things that you
• 46:20
  Speaker 1: could begin to implement that lack that the resistance, you know,
• 46:26
  Speaker 1: can we can get to the soda machines and you know,
• 46:29
  Speaker 1: in the schools, we could start looking at what school
• 46:31
  Speaker 1: launch looks like and make incremental improvements there. I just
• 46:34
  Speaker 1: had Bob Wroth on the podcast, who runs David Lynch's
• 46:39
  Speaker 1: Yeah Lynch Foundation, and he is having incredible success with
• 46:44
  Speaker 1: teaching meditation and schools to underprivileged use and we were
• 46:49
  Speaker 1: kind of discussed. He was sharing the incredible impact that
• 46:52
  Speaker 1: this very simple thing is having on these young people's lives.
• 46:56
  Speaker 1: And it's simple things like that that I think can
• 46:59
  Speaker 1: begin to shift the emotional, mental, and existential aspects of this.
• 47:03
  Speaker 1: You know, whether or not we need fences and you know,
• 47:07
  Speaker 1: metal detectors at schools and drones like all of that
• 47:11
  Speaker 1: frightens me. It does me too, you know, it's like,
• 47:13
  Speaker 1: that's not really the direction I want to go. I
• 47:15
  Speaker 1: want to go the opposite direction and start with the
• 47:18
  Speaker 1: heart and grow from there, start with what we're putting
• 47:20
  Speaker 1: in our minds and our hearts and our bodies. And
• 47:24
  Speaker 1: again that's a long term thing, but I find those
• 47:27
  Speaker 1: solutions to be immediately possible and implementable today.
• 47:34
  Speaker 2: I am in one hundred percent agreement with you about
• 47:37
  Speaker 2: the fences and metal detectors and drones being offensive. But
• 47:43
  Speaker 2: I look at it as being a teared approach. I
• 47:47
  Speaker 2: say that until we get people re educated on a
• 47:53
  Speaker 2: mass level, which I think is probably fifteen to twenty
• 47:56
  Speaker 2: years away, you know, I think we have to get
• 47:58
  Speaker 2: a generation through the city first. There are some short
• 48:03
  Speaker 2: term needs, just like, Okay, you're an extreme athlete, and
• 48:10
  Speaker 2: you know that there are certain things that you should
• 48:13
  Speaker 2: do in the way in which you run, the way
• 48:15
  Speaker 2: in which you place your feet, and there are other
• 48:17
  Speaker 2: things that if you do you will start getting injured
• 48:21
  Speaker 2: knees and injured hips. But you had to reprogram your
• 48:25
  Speaker 2: body in order to know these things. One of the
• 48:29
  Speaker 2: things they say is that the invention of the sports,
• 48:32
  Speaker 2: you also invented the sports in sports injuries, And it's
• 48:36
  Speaker 2: because of these big cushioned heels that everybody was running incorrectly.
• 48:41
  Speaker 2: And you know, running on the balls of your feet
• 48:43
  Speaker 2: is the way the body was meant to run, especially
• 48:47
  Speaker 2: over longer distances, and so the re education of the
• 48:52
  Speaker 2: system is important. But what happens is that there's sports injuries,
• 48:57
  Speaker 2: and those sports injuries will require some kind of you know,
• 49:01
  Speaker 2: invasive procedure to try to correct. And I think that
• 49:05
  Speaker 2: we're looking at the same thing here and that is
• 49:07
  Speaker 2: that the system is operating incorrectly and it's going to
• 49:11
  Speaker 2: have systemic injuries, which school shootings are an obvious sign
• 49:17
  Speaker 2: of systemic injuries, and that we need to have like
• 49:21
  Speaker 2: a leg brace or a leg cast or things like
• 49:24
  Speaker 2: or a band.
• 49:26
  Speaker 1: This temporary correct solution until we fix the systemic problem. Yes, yeah, yeah,
• 49:32
  Speaker 1: Well we're talking about social changes. We're talking about changes
• 49:36
  Speaker 1: on the macro level, but let's shift gears and talk
• 49:40
  Speaker 1: about change within on the individual level. One of the
• 49:44
  Speaker 1: things that you brought up in a recent daily email
• 49:48
  Speaker 1: was this idea of tuning the self, a tuning yourself
• 49:52
  Speaker 1: to the universe. So can you explain a little bit
• 49:55
  Speaker 1: what you mean by that, because I think all real
• 49:58
  Speaker 1: change starts with the end individual. Right. We can't change
• 50:01
  Speaker 1: the system or society, or culture or the planet unless
• 50:05
  Speaker 1: we first, you know, sort of direct that mirror upon ourselves.
• 50:10
  Speaker 2: What we have in our physical bodies is not just
• 50:15
  Speaker 2: the physical mechanisms that get us through the day that
• 50:25
  Speaker 2: have evolved over millions of years, such as the ability
• 50:30
  Speaker 2: to walk across the land, to find food, to then
• 50:36
  Speaker 2: locate a good place in a safe place to sleep,
• 50:41
  Speaker 2: and to have shelter over our head and then to
• 50:44
  Speaker 2: find some social interaction. What we are doing is that
• 50:52
  Speaker 2: we are just externalizing many of the things that are
• 50:55
  Speaker 2: on the inside of us. In doing that, what we
• 51:00
  Speaker 2: actually have on the inside of us is we have
• 51:02
  Speaker 2: a sensitivity. Anthropologists understand that longer ago than about ten
• 51:12
  Speaker 2: thousand years human beings and I think I might have
• 51:16
  Speaker 2: touched on this on a previous podcast, but human beings
• 51:19
  Speaker 2: had another actual sense called botanical sense. And the botanical
• 51:25
  Speaker 2: sense was an innate, an inherent ability to be in
• 51:32
  Speaker 2: the presence of a plant and know if it was nutritional, medicinal,
• 51:38
  Speaker 2: or pathological. It was a knowing, just like you know
• 51:43
  Speaker 2: that the sky is blue, you know that the leaf
• 51:45
  Speaker 2: is green because you're using your eyes and you've been told, okay,
• 51:50
  Speaker 2: that's what that is. So this sense was lost when
• 51:55
  Speaker 2: we stopped needing it, and we stopped needing it when
• 51:57
  Speaker 2: we started cultivating our food, which was about ten thousand
• 52:00
  Speaker 2: years ago. There's a lot of other senses inside of
• 52:04
  Speaker 2: us that we are not using. And one of those
• 52:08
  Speaker 2: senses is that we can attune ourselves to our environment.
• 52:15
  Speaker 2: You know, speaking about tuning to the universe is a
• 52:18
  Speaker 2: big subject, but we can attune ourselves to the environment.
• 52:22
  Speaker 2: We can get to know that which is immediately around us.
• 52:26
  Speaker 2: And this is something that a child learns before they
• 52:29
  Speaker 2: learn to talk. They learn to associate themselves with their environment.
• 52:35
  Speaker 2: And they're actually watching skin tone, facial expressions and all
• 52:40
  Speaker 2: and the and the light in the eye, the glint
• 52:42
  Speaker 2: in the eye, they're watching in the shape of the
• 52:45
  Speaker 2: of the mouth. They're watching all of these things to
• 52:48
  Speaker 2: know how to work things out before they've learned to talk.
• 52:54
  Speaker 2: Reconstituting those skills is something that deep meditation and breath
• 53:01
  Speaker 2: meditations give us, and transcendental meditation, which you just mentioned
• 53:07
  Speaker 2: a moment ago, is one of the ways in which
• 53:10
  Speaker 2: that can happen. One of the needs of the brain
• 53:14
  Speaker 2: is that it always wants to be in control, so
• 53:16
  Speaker 2: it's always quite noisy. But if you can just insert
• 53:21
  Speaker 2: a constant tone and a constant few syllables, which is
• 53:24
  Speaker 2: what the transcendental meditation mantras are all about, and you
• 53:28
  Speaker 2: can do it for twenty minutes in the morning and
• 53:30
  Speaker 2: twenty minutes in the afternoon or evening, which is what
• 53:33
  Speaker 2: the prescription for TM is about. What you do is
• 53:36
  Speaker 2: you start to create a correlation between you and the
• 53:42
  Speaker 2: way in which your brain works. Breath meditations work the
• 53:46
  Speaker 2: same way. And so all of a sudden, this other sense,
• 53:51
  Speaker 2: besides the five senses that we use and besides the
• 53:53
  Speaker 2: botanical sense, begins to arise up, which is the sense
• 53:57
  Speaker 2: that the preverbal child had, and that was a sense
• 54:01
  Speaker 2: that the yogi's back, you know, thousands of years called
• 54:06
  Speaker 2: vay us the vius. And what you have is you've
• 54:12
  Speaker 2: got this area from the diaphragm up to the top
• 54:15
  Speaker 2: of the neck the bottom of the chin, and this
• 54:18
  Speaker 2: is called the prana value, and it operates like a
• 54:22
  Speaker 2: big sort of like in these microphones, or if these
• 54:25
  Speaker 2: were ribbon microphones, it would be a surface that was
• 54:29
  Speaker 2: vibrating according to the vibrations that were coming out of
• 54:32
  Speaker 2: our voice. And so this area in our body actually vibrates.
• 54:37
  Speaker 2: And when you get it really sensitive, you can be
• 54:40
  Speaker 2: around other people and you can feel their feelings, just
• 54:44
  Speaker 2: like you can look at a person and you can
• 54:46
  Speaker 2: see them. You can turn this sense on like you
• 54:51
  Speaker 2: could listen and hear them. You can turn this sense
• 54:54
  Speaker 2: on and you can feel them. Then there's another value.
• 54:58
  Speaker 2: The two main values are what's called the on a value,
• 55:01
  Speaker 2: which is surrounding the heart brain and the apona value,
• 55:04
  Speaker 2: which is from the diaphragm down to the pelvic bowl.
• 55:09
  Speaker 2: It's called the aponavalue. And so you can literally train
• 55:13
  Speaker 2: these things just like you train your ears and music,
• 55:16
  Speaker 2: just like you train your eyes as an artist to
• 55:19
  Speaker 2: have what's called eye hand coordination. You can train these things.
• 55:24
  Speaker 2: We could go into school systems and we could train
• 55:27
  Speaker 2: the children to use this sense to be able to
• 55:31
  Speaker 2: feel another person's feelings, and if you felt that they
• 55:36
  Speaker 2: were having sincere problems, then you could get them help
• 55:41
  Speaker 2: because it would be a harmonizing thing. Tuning into the universe.
• 55:46
  Speaker 2: I mean, obviously those of us that have been doing
• 55:48
  Speaker 2: this for decades not only can feel another person's feelings,
• 55:52
  Speaker 2: but we can also feel the way in which the
• 55:56
  Speaker 2: cosmos is aligning. We can feel what's happening in a
• 56:00
  Speaker 2: mercury retrograde, we can feel what is happening with the
• 56:03
  Speaker 2: redshift of the universe. We can feel all these things,
• 56:06
  Speaker 2: and so we can compensate for it. And there are
• 56:10
  Speaker 2: ways in which you can compensate for mercury and retrograde,
• 56:14
  Speaker 2: which which is a disassembly of communication, right, So you know,
• 56:19
  Speaker 2: it's like when you're running and if you're running on
• 56:22
  Speaker 2: a slanted surface that's slanted to the side, you can
• 56:24
  Speaker 2: compensate for that. I know our daughter, as you know,
• 56:27
  Speaker 2: as a runner, and she won a race in an
• 56:32
  Speaker 2: indoor track that was one of those bank heavily bank
• 56:36
  Speaker 2: tracks that some athletes won't run in, and so part
• 56:40
  Speaker 2: of her teams said that they wouldn't run it and
• 56:43
  Speaker 2: it was and she thought, well why and they said,
• 56:46
  Speaker 2: I don't like the bank track. She won the race
• 56:49
  Speaker 2: jammed or hip because of the bank track and realized
• 56:53
  Speaker 2: that that's why they had said they weren't going to
• 56:55
  Speaker 2: run it. Compensating for those conditions is part of being
• 57:00
  Speaker 2: tuned in compensating for a person's agony when you're talking
• 57:05
  Speaker 2: to them, so that you don't inflame their agony, but
• 57:10
  Speaker 2: you actually calm it down like Bose headphones.
• 57:13
  Speaker 1: Yeah, it's almost a way of talking about expanding your
• 57:17
  Speaker 1: capacity for empathy and compassion, right, And I think that
• 57:23
  Speaker 1: gets to something else that you talked about in another
• 57:26
  Speaker 1: recent one of your emails, which is the power of
• 57:32
  Speaker 1: the power of listening versus our inclination to always be interpreting.
• 57:38
  Speaker 1: I guess that's another way of saying like being present
• 57:41
  Speaker 1: and being in awareness versus being in analysis.
• 57:46
  Speaker 2: If you're listening to a person. Psychologists have been studying this,
• 57:52
  Speaker 2: but yogis and mystics and spiritualists have been knowing it
• 57:56
  Speaker 2: for you know, thousands and thousands of years. But when
• 58:01
  Speaker 2: you're listening to someone, are you listening to them? Or
• 58:03
  Speaker 2: are you thinking about what you're going to say in response.
• 58:06
  Speaker 1: To It's like this podcast is a perfect like micro
• 58:10
  Speaker 1: micro cosm of this, because my whole thing is most
• 58:14
  Speaker 1: people say, like, how do you do the PI? How
• 58:16
  Speaker 1: do you always know what to ask? And it's like,
• 58:18
  Speaker 1: because I'm I'm doing my very best to be present
• 58:21
  Speaker 1: and to listen. Of course, I prepare and I'm like, okay,
• 58:23
  Speaker 1: these are the things I kind of want to talk about,
• 58:25
  Speaker 1: but I try to show up and then forget about
• 58:28
  Speaker 1: all that and just be as present as possible. But
• 58:32
  Speaker 1: of course, like I'm I and I am and I'm
• 58:34
  Speaker 1: tuned in and I'm listening. And if you are listening,
• 58:37
  Speaker 1: if you're truly listening, you should never be searching for
• 58:40
  Speaker 1: the next question, because your natural curiosity will lead you
• 58:44
  Speaker 1: to the natural next sort of evolution of the conversation.
• 58:49
  Speaker 1: But I still can, of course, I catch myself, Okay,
• 58:51
  Speaker 1: like we're kind of winding up on this subject, like,
• 58:53
  Speaker 1: what's the next thing I'm going to talk? I am
• 58:55
  Speaker 1: doing that.
• 58:56
  Speaker 2: Well, that's the exchange of brains. You go to the
• 58:58
  Speaker 2: head brain, and that's beautiful. Well, let me just say
• 59:01
  Speaker 2: that is actually one of the reasons why having these
• 59:04
  Speaker 2: sessions with you is so joyous, because you do what
• 59:10
  Speaker 2: Yogi's call sonya s u nia Sunya means listening so
• 59:17
  Speaker 2: deeply that you're actually understanding rather than interpreting what's being spoken.
• 59:27
  Speaker 2: I try, I tell you, I tell you, you're doing
• 59:31
  Speaker 2: it better than anybody I've ever been interviewed by. And
• 59:34
  Speaker 2: what happens then, is that because you understand what's being spoken,
• 59:40
  Speaker 2: it naturally leads to the next question. And but you
• 59:45
  Speaker 2: brought it up listening, you said, And yes, the number
• 59:50
  Speaker 2: one component in any relationship, whether it's an intimate partnership,
• 59:59
  Speaker 2: a business partnership, just an acquaintance, is do you actually
• 1:00:05
  Speaker 2: hear each other? Do you actually listen to each other?
• 1:00:08
  Speaker 2: And below the tone, below the meaning and the definition
• 1:00:12
  Speaker 2: of the words that are being used. There's a tone
• 1:00:16
  Speaker 2: that's always being used and the tones, the different tones
• 1:00:21
  Speaker 2: have different meanings. When the voice rises at the end
• 1:00:25
  Speaker 2: of a word. It means something different than if a
• 1:00:28
  Speaker 2: voice falls off at the end of a word when
• 1:00:32
  Speaker 2: a when you're speaking in the tone or in the
• 1:00:35
  Speaker 2: key of F, it means something different than you're if
• 1:00:38
  Speaker 2: you're speaking in the tone in the key of G,
• 1:00:41
  Speaker 2: it means something different if you're speaking in the key
• 1:00:43
  Speaker 2: of E. So, knowing the tones and also the subtle
• 1:00:48
  Speaker 2: tones within the tones, they actually have technology now that
• 1:00:53
  Speaker 2: there's this there's this item out called an amp coil,
• 1:00:59
  Speaker 2: and the am coil listens to your voice and it
• 1:01:03
  Speaker 2: gives you some feedback based on the tones and undertones
• 1:01:07
  Speaker 2: and overtones of what's included in your voice, because your
• 1:01:10
  Speaker 2: voice is a product of your entire body, being able
• 1:01:14
  Speaker 2: to have that not in an external device, but being
• 1:01:19
  Speaker 2: able to have that same capacity within yourself. I personally
• 1:01:24
  Speaker 2: listen to the words with about twenty percent or thirty
• 1:01:28
  Speaker 2: percent of my listening. I'm listening to the tones with
• 1:01:32
  Speaker 2: another thirty forty fifty percent of my listening because I
• 1:01:37
  Speaker 2: want to hear the tones will tell me how the
• 1:01:39
  Speaker 2: person feels. The words will tell me what a person thinks,
• 1:01:45
  Speaker 2: and so I'm very much interested in not only how
• 1:01:47
  Speaker 2: they think, but how they feel so, And if I'm
• 1:01:50
  Speaker 2: not listening to them, but I'm thinking about what I'm
• 1:01:53
  Speaker 2: going to say in response that I'm not giving a
• 1:01:54
  Speaker 2: shit about what they feel or what they think. I'm
• 1:01:57
  Speaker 2: just trying to make myself be an important and component
• 1:02:00
  Speaker 2: in the moment.
• 1:02:01
  Speaker 1: Right, And how is somebody sitting? What are their eyes doing?
• 1:02:05
  Speaker 1: What is there? What is there? What is their energy? Right?
• 1:02:08
  Speaker 1: I think that's as important. Those nonverbal cues are far
• 1:02:12
  Speaker 1: more illuminating that than what comes out of most people's mouths.
• 1:02:15
  Speaker 1: And I think we're in an epidemic of unlistening or
• 1:02:19
  Speaker 1: whatever the opposite of listening is. I think most people
• 1:02:23
  Speaker 1: don't listen, don't know how to listen, don't appreciate the
• 1:02:26
  Speaker 1: value of listening. Most conversations are a tennis match of
• 1:02:31
  Speaker 1: one upman chip and waiting for your turn to then
• 1:02:35
  Speaker 1: express your your opinion on something without any openness or
• 1:02:41
  Speaker 1: willingness to bend or yield in any regard based upon
• 1:02:46
  Speaker 1: the information or the energy that somebody else is directing
• 1:02:49
  Speaker 1: towards you. And I think this is a super important
• 1:02:53
  Speaker 1: fundamental core illness disease for a last of a better word,
• 1:02:58
  Speaker 1: that is leading to lot of these problems that we're seeing.
• 1:03:02
  Speaker 1: They are external manifestations of our inability to be able
• 1:03:07
  Speaker 1: to be present for the experiences that we're having with others,
• 1:03:12
  Speaker 1: and when capacity to be able to see that other
• 1:03:15
  Speaker 1: individual and say that guy's going sideways, that guy's going left.
• 1:03:19
  Speaker 1: I'm telling you, I can feel it, I can see it,
• 1:03:21
  Speaker 1: I can hear it.
• 1:03:22
  Speaker 2: Let's do something about it. You're absolutely correct, because the
• 1:03:27
  Speaker 2: idea that we are working with each other, even if
• 1:03:32
  Speaker 2: we're not connected to each other, but we're working with
• 1:03:35
  Speaker 2: each other. We're working with the people in Florida, we're
• 1:03:38
  Speaker 2: working with the people in Russia. I don't mean that
• 1:03:41
  Speaker 2: we're actually engaged with them. But everything that happens on
• 1:03:45
  Speaker 2: this planet is affecting every single one of us. And
• 1:03:49
  Speaker 2: so when we get to the place where we're teaching
• 1:03:52
  Speaker 2: what you were just talking about, the ability for you
• 1:03:55
  Speaker 2: to know when a person is going sideways, and you
• 1:03:58
  Speaker 2: teach it a very soft lie level in first grade,
• 1:04:02
  Speaker 2: teach it at a very soft level, and second and
• 1:04:05
  Speaker 2: when you reach you know, high school, it's a really
• 1:04:09
  Speaker 2: clear skill set so that everybody in the school is
• 1:04:14
  Speaker 2: aware of everybody else in the school. It's a transparency
• 1:04:18
  Speaker 2: that is going to be awkward at first, but it's
• 1:04:21
  Speaker 2: a transparency that's going to be required because otherwise kids
• 1:04:24
  Speaker 2: get into isolation, and in isolation they become dangerous.
• 1:04:29
  Speaker 1: And you know, beyond that, we end up in ideological
• 1:04:32
  Speaker 1: silos that you know, translate into television news programs where
• 1:04:37
  Speaker 1: six people in little boxes are all shouting their dogmatic
• 1:04:41
  Speaker 1: opinions on everything in this and you know, it's it's
• 1:04:45
  Speaker 1: supposed to be this rubric of conversation, but you know
• 1:04:49
  Speaker 1: it's it's very much not that, and there's no there's
• 1:04:54
  Speaker 1: no effort or inclination to listen to anyone else or
• 1:04:57
  Speaker 1: to really engage in any kind of productive dialogue that
• 1:05:03
  Speaker 1: could perhaps lead to the greater good of all.
• 1:05:06
  Speaker 2: You said something ten or so minutes ago about vending machines.
• 1:05:12
  Speaker 2: You said, you know, getting practical. What will be able
• 1:05:19
  Speaker 2: to do over the next three years, because it's happening
• 1:05:26
  Speaker 2: quite as you and I both know it's happening quite rapidly,
• 1:05:29
  Speaker 2: is we will be able to get people more nutritionally aware.
• 1:05:35
  Speaker 2: And the first thing that we'll need to I mean,
• 1:05:38
  Speaker 2: we're not going to get people to go vegan, you know,
• 1:05:40
  Speaker 2: very rapidly, but we can start getting people aware of sugar.
• 1:05:46
  Speaker 2: So what if we were to take one or two
• 1:05:49
  Speaker 2: things on nutrition on the nutritional level, which is physical,
• 1:05:55
  Speaker 2: one or two things on the emotional level, and one
• 1:05:58
  Speaker 2: or two things on the mental level, and we'd say, Okay,
• 1:06:03
  Speaker 2: these are the things that we would like to get
• 1:06:06
  Speaker 2: viral on a on a global basis, And we couldn't
• 1:06:11
  Speaker 2: be too you know, aggressive, We'd have to be reasonable,
• 1:06:16
  Speaker 2: but that we want to get to have a really
• 1:06:18
  Speaker 2: good conversation around sugar and violence, right, we want to
• 1:06:23
  Speaker 2: have a really good conversation about chemistry in food and
• 1:06:28
  Speaker 2: violence so that we can get some documentation just like
• 1:06:31
  Speaker 2: we got documentation on tobacco and cancer. And we wanted
• 1:06:38
  Speaker 2: we wanted to take get some really good documentation about
• 1:06:42
  Speaker 2: the correlation between listening and connecting, and we wanted to
• 1:06:47
  Speaker 2: get a really good correlation between what are some of
• 1:06:51
  Speaker 2: the fundamentals of empathy and what are some of the
• 1:06:55
  Speaker 2: empathic uh tricks that we can teach in elementary school,
• 1:07:01
  Speaker 2: that we can teach in middle school, and we can
• 1:07:03
  Speaker 2: teach in high school. And we just said, Okay, an
• 1:07:05
  Speaker 2: empathic child is not causing harm to others, and how
• 1:07:09
  Speaker 2: can we train this starting at elementary school, middle school,
• 1:07:13
  Speaker 2: high school. So that's the emotional component that a child
• 1:07:19
  Speaker 2: that is not physically agitated is going to be more attentive.
• 1:07:26
  Speaker 2: And the correlation between chemistry and food. We're not attacking
• 1:07:31
  Speaker 2: the pharmaceutical industry yet. And sugar in food. Yeah, that's
• 1:07:36
  Speaker 2: too powerful. That's a longer that's a longer haul. But
• 1:07:40
  Speaker 2: we just got some simplistic approaches.
• 1:07:44
  Speaker 1: Yeah, it's entirely doable. I mean, if all you did was,
• 1:07:47
  Speaker 1: like we said, get rid of the vending machines, maybe
• 1:07:49
  Speaker 1: you had daily check ins with your classmates. Are that
• 1:07:53
  Speaker 1: are kind of premised on some standard, you know, psychological methodology.
• 1:08:01
  Speaker 1: You had a five or ten minute meditation, You had
• 1:08:04
  Speaker 1: a garden, either a hanging garden or a garden where
• 1:08:07
  Speaker 1: all the kids would go out and be growing food.
• 1:08:09
  Speaker 1: And I mean, just simple things like that I think
• 1:08:11
  Speaker 1: could have a profound impact down the line. And I think,
• 1:08:16
  Speaker 1: you know, we would. It would go a long way
• 1:08:19
  Speaker 1: towards really starting to confront not only these incidences of
• 1:08:28
  Speaker 1: gun violence in schools, but the broader issue of just
• 1:08:32
  Speaker 1: malaise and dissatisfaction and depression. I mean, depression is the
• 1:08:36
  Speaker 1: number one disability in the world. And what's interesting about
• 1:08:40
  Speaker 1: that is the way that we've traditionally treated it and
• 1:08:46
  Speaker 1: the suffering that that causes, versus a conversation around the
• 1:08:51
  Speaker 1: true causes of what's leading to this, so that we
• 1:08:54
  Speaker 1: can create better systems for people to feel more fundamentally
• 1:09:01
  Speaker 1: plugged into their lives and more purposeful and more fulfilled,
• 1:09:07
  Speaker 1: and what they do as a way of eradicating the
• 1:09:12
  Speaker 1: root cause of what I think is leading to a
• 1:09:14
  Speaker 1: lot of these emotional disorders.
• 1:09:17
  Speaker 2: You brought up depression. There's an article just recently in
• 1:09:22
  Speaker 2: major publication that says people who are depressed use language differently.
• 1:09:30
  Speaker 2: That's a measurable. How does depression affect language? How does
• 1:09:37
  Speaker 2: depression affect word usage? How does depression affect the tone
• 1:09:42
  Speaker 2: of voice? These are measurables. When you have a measurable,
• 1:09:48
  Speaker 2: you can have a standard. When you have a standard,
• 1:09:51
  Speaker 2: you can test against that standard. You talked about the
• 1:09:54
  Speaker 2: system in Japan where you have to jump through all
• 1:09:57
  Speaker 2: of these tests before you can get a weapon. Imagine
• 1:10:01
  Speaker 2: if we were to be able to set up standards,
• 1:10:04
  Speaker 2: if we were to be able to invest the kind
• 1:10:06
  Speaker 2: of dollars that science is going to have, medical science
• 1:10:09
  Speaker 2: are going to have to use. Regular science is going
• 1:10:12
  Speaker 2: to have to use, and then all of a sudden,
• 1:10:14
  Speaker 2: what would start happening is these dollars would start spilling
• 1:10:19
  Speaker 2: over into pharmacology. When you have the majority of violent children,
• 1:10:29
  Speaker 2: all with the history of a particular pharmaceutical drug in
• 1:10:33
  Speaker 2: their system, prescribed by psychiatrists, you have when you look
• 1:10:39
  Speaker 2: around at the kind of reactions that fifteen year old
• 1:10:44
  Speaker 2: and seventeen year old bodies and minds and emotional bodies
• 1:10:48
  Speaker 2: are having to the fact that they've been on a
• 1:10:50
  Speaker 2: particular pharmaceutical ever since they were seven years old or
• 1:10:54
  Speaker 2: eight years old when they were considered to be hyperactive
• 1:10:57
  Speaker 2: or whatever. Then all of a sudden, we're going to
• 1:11:01
  Speaker 2: have a larger percentage of the population willing to listen
• 1:11:04
  Speaker 2: to that. The problem that we have right now is
• 1:11:07
  Speaker 2: that we have just a very small percentage of the
• 1:11:10
  Speaker 2: population able to listen to these things, and a large
• 1:11:14
  Speaker 2: amount of money broadcasting the polarity. And so what I
• 1:11:18
  Speaker 2: see is that over time we're going to have some
• 1:11:21
  Speaker 2: things that we can address right away, but these larger
• 1:11:24
  Speaker 2: issues that are causing some of the really systemic problems
• 1:11:27
  Speaker 2: amongst children and causing them to be extremely violent because
• 1:11:31
  Speaker 2: you didn't have this kind of extreme violence. Except in
• 1:11:34
  Speaker 2: Billy the Kid, when it was one hundred and fifty
• 1:11:36
  Speaker 2: years ago, you know, very few kids were this violent.
• 1:11:40
  Speaker 2: But now you've got a lot of kids that are
• 1:11:42
  Speaker 2: this violent. And what we are going to have to
• 1:11:44
  Speaker 2: do is we're going to have to switch out over
• 1:11:47
  Speaker 2: time that pendulum, and that is going to be very
• 1:11:51
  Speaker 2: much a nutritional thing, physically, very much an emotional thing,
• 1:11:57
  Speaker 2: so that you know, breathing and emotions and all of
• 1:12:00
  Speaker 2: the various ways in which we can address that. But
• 1:12:02
  Speaker 2: I see as succeeding. I'm actually very very hopeful. I
• 1:12:07
  Speaker 2: believe that we've just passed the nine to eleven for
• 1:12:11
  Speaker 2: gun violence. You know, Plaine violence, We.
• 1:12:13
  Speaker 1: Solved, plain violence. We solved Yes, I hope.
• 1:12:18
  Speaker 2: So yeah, every time I get on one, I'm pretty
• 1:12:22
  Speaker 2: confident that we solve that. With the kind of security
• 1:12:25
  Speaker 2: that I have to pass.
• 1:12:26
  Speaker 1: Through, oh of course, I mean the security is insane.
• 1:12:29
  Speaker 1: You know, I'm sort of cynical about that. A little
• 1:12:32
  Speaker 1: bit me too, but just it's really you know, sort
• 1:12:35
  Speaker 1: of for show as much as anything else. If there's
• 1:12:37
  Speaker 1: a will, there's a way, if somebody really wants to,
• 1:12:40
  Speaker 1: you know, create harm. In that context, I still think
• 1:12:43
  Speaker 1: it's entirely possible. It just makes it a little bit
• 1:12:46
  Speaker 1: more difficult. So perhaps they direct that energy elsewhere. But
• 1:12:50
  Speaker 1: that's neither here nor there. But I think I agree
• 1:12:53
  Speaker 1: with everything that you said, and we got to wrap
• 1:12:57
  Speaker 1: this up in a little bit here, but I kind
• 1:12:59
  Speaker 1: of want to folks us on this depression piece a
• 1:13:01
  Speaker 1: little bit more. Yes, you know, we've talked about kids
• 1:13:03
  Speaker 1: and education, but for somebody who you know, depression is
• 1:13:07
  Speaker 1: such a wide ranging epidemic. It touches so many lives
• 1:13:11
  Speaker 1: directly and indirectly. So if somebody's listening to this and
• 1:13:15
  Speaker 1: they suffer, or they have suffered, or they have periods
• 1:13:18
  Speaker 1: of time in which they experience this kind of despondency
• 1:13:23
  Speaker 1: and hopelessness, let's talk about some techniques for thinking about that,
• 1:13:30
  Speaker 1: of redressing it to sort of leave people with something
• 1:13:34
  Speaker 1: that they can actually practice in their own life.
• 1:13:37
  Speaker 2: All Right, I'd like to speak real practically about this,
• 1:13:40
  Speaker 2: because that's what really is important for I mean, you know,
• 1:13:45
  Speaker 2: we could speak philosophically and existentially, but that would leave
• 1:13:49
  Speaker 2: people with a huge gap between you know, Oh, he's
• 1:13:52
  Speaker 2: talked really well, but let's get some practicality here. One
• 1:13:56
  Speaker 2: of the things that is important in depression and is
• 1:14:00
  Speaker 2: just understanding the word depress. When you have anything that
• 1:14:05
  Speaker 2: you're told you have to depress that, it means that
• 1:14:08
  Speaker 2: you have to put pressure on it. So when a person,
• 1:14:13
  Speaker 2: when a person is depressed, it means that the outside
• 1:14:16
  Speaker 2: is pressing harder than the inside, and the feeling is
• 1:14:21
  Speaker 2: that they're being squished, that they have no space, and
• 1:14:26
  Speaker 2: at a certain point you feel that you have no ability.
• 1:14:29
  Speaker 2: That's the hopelessness that you just mentioned. And so we
• 1:14:33
  Speaker 2: have to start really, really really small to get a
• 1:14:37
  Speaker 2: wiggle space on the inside of our being. And that
• 1:14:41
  Speaker 2: early wiggle space is a mental space. The secondary wiggle
• 1:14:47
  Speaker 2: space is an emotional space, and the tertiary wiggle space
• 1:14:52
  Speaker 2: is a physical space. But we have to address them
• 1:14:57
  Speaker 2: in the inverse because there's no way we can create
• 1:15:01
  Speaker 2: mental space or emotional space, because that's not immeasurable.
• 1:15:08
  Speaker 1: Way out of here.
• 1:15:08
  Speaker 2: Exactly because you, I was going to say, because you
• 1:15:13
  Speaker 2: thought your way into it, that which got you here
• 1:15:16
  Speaker 2: is not going to get you out right. So getting
• 1:15:21
  Speaker 2: inside the space, and this is tai chi, chigung, kundalini, yoga,
• 1:15:29
  Speaker 2: hatha yoga, running, swimming, climbing, walking, all of the things
• 1:15:40
  Speaker 2: in which you actually can feel yourself stretching into your body,
• 1:15:46
  Speaker 2: not just at the extreme edges of your body, but
• 1:15:49
  Speaker 2: in the inside of your body. So what is the
• 1:15:51
  Speaker 2: one thing that you can do on the very very
• 1:15:54
  Speaker 2: very inside of your body that you can stretch it
• 1:15:57
  Speaker 2: breathe deep. And so you've got to do things that
• 1:16:01
  Speaker 2: cause you to breathe deep, which means that you've got
• 1:16:04
  Speaker 2: to walk up a hill, or you've got to get
• 1:16:08
  Speaker 2: on a treadmill, or you've got to go for a run,
• 1:16:12
  Speaker 2: or you've got to go for a swim, and or
• 1:16:15
  Speaker 2: you've got to get on a bicycle or a stationary bike.
• 1:16:19
  Speaker 2: You have to do those things that are going to
• 1:16:21
  Speaker 2: cause you to breathe deep. You can also just stand
• 1:16:27
  Speaker 2: and begin to use isometrics, you know, you where you're
• 1:16:32
  Speaker 2: actually pressing your body against your body, which will cause
• 1:16:35
  Speaker 2: your blood to circulate more rapidly. That's going to require
• 1:16:38
  Speaker 2: more oxygen, that's going to require you to breathe more deeply.
• 1:16:42
  Speaker 2: So all of these things, whether they're a formal class
• 1:16:45
  Speaker 2: in Kundalini yoga or chigung or tai chi or you know,
• 1:16:50
  Speaker 2: and this is what you and I are going to
• 1:16:53
  Speaker 2: get involved in. In the actual courses that we're going
• 1:16:56
  Speaker 2: to create, is how can we get people who are
• 1:17:00
  Speaker 2: out there in the world who don't have access to
• 1:17:03
  Speaker 2: all of these you know, gyms and this and that
• 1:17:06
  Speaker 2: and all of these classes that are in the major cities,
• 1:17:09
  Speaker 2: how can they get out of depression? Because, as you
• 1:17:12
  Speaker 2: said earlier, so much of what we do addresses a symptom,
• 1:17:15
  Speaker 2: but nothing addresses the cause. Depression is being depressed, it's
• 1:17:21
  Speaker 2: being pressed into the center of your being. And we
• 1:17:25
  Speaker 2: have to get ourselves out of the center. So we
• 1:17:27
  Speaker 2: have to do those things which cause us to breathe
• 1:17:29
  Speaker 2: more deeply. And then once we start doing that, all
• 1:17:34
  Speaker 2: of a sudden, we start to get that wiggle space.
• 1:17:37
  Speaker 2: Now we start to feel, you know, our emotional body
• 1:17:41
  Speaker 2: starts to feel a little bit of freedom. All wow,
• 1:17:45
  Speaker 2: I just had a good thought. Our mental body starts
• 1:17:48
  Speaker 2: to have a little bit of freedom. And I mean
• 1:17:52
  Speaker 2: I have had people say that, you know, just coming
• 1:17:55
  Speaker 2: to one yoga class or just coming to one tai
• 1:17:59
  Speaker 2: chi class changed the way they felt the very next day.
• 1:18:03
  Speaker 2: And we have to get that into momentum.
• 1:18:06
  Speaker 1: Yeah, momentum is the thing. And I think that that
• 1:18:09
  Speaker 1: I just want to appreciate for somebody who is suffering
• 1:18:12
  Speaker 1: from depression, just how difficult taking that first action is
• 1:18:18
  Speaker 1: because if to use your analogy, there's that pressure on you,
• 1:18:22
  Speaker 1: the impulse or the inertia required to you know, put
• 1:18:26
  Speaker 1: on a pair of shoes and walk around the block
• 1:18:28
  Speaker 1: could be overwhelming because every every instinct, every impulse is
• 1:18:32
  Speaker 1: telling you to lie in bed. So that could be
• 1:18:34
  Speaker 1: very difficult. And I think I think that the only
• 1:18:39
  Speaker 1: way through that is to find out find a way
• 1:18:41
  Speaker 1: to somehow like shut off the brain and take action
• 1:18:46
  Speaker 1: despite whatever your emotional body is telling you to do,
• 1:18:50
  Speaker 1: because you really do and I say this all the time,
• 1:18:52
  Speaker 1: said a million times, but like mood follows action, You're
• 1:18:55
  Speaker 1: not going to shift your mood. You're not gonna If
• 1:18:57
  Speaker 1: you wait around and say, well, I get that, I'll
• 1:18:58
  Speaker 1: wait until I feel like doing it, You're never going
• 1:19:01
  Speaker 1: to do it. You've got to take the action despite
• 1:19:03
  Speaker 1: whatever mood you're in, and that's how you're going to
• 1:19:05
  Speaker 1: shift that emotional state that is making you so feel
• 1:19:13
  Speaker 1: so trapped.
• 1:19:14
  Speaker 2: I really felt the part of the audience that you
• 1:19:18
  Speaker 2: spoke of, if you're so depressed that just getting out
• 1:19:21
  Speaker 2: of bed as a major operation and a major undertaking. If
• 1:19:26
  Speaker 2: that is the level of depression that any of you
• 1:19:30
  Speaker 2: are experiencing, just start with your hands and stretch them.
• 1:19:37
  Speaker 2: Just start with your feet and stretch them, because in
• 1:19:43
  Speaker 2: your hands and in your feet are a tremendous number
• 1:19:46
  Speaker 2: of nerve endings, and when you stretch the flesh and
• 1:19:50
  Speaker 2: the tissue around nerve endings, you get a significant impulse.
• 1:19:56
  Speaker 2: And they've measured it. It's an electrical it's called a
• 1:19:59
  Speaker 2: piezzo ele electric pulse, and that produces a reaction inside
• 1:20:06
  Speaker 2: of you. And so if you just start stretching your hands,
• 1:20:10
  Speaker 2: you don't have to move your body. You can stay
• 1:20:12
  Speaker 2: in bed. Just start stretching your feet and your toes,
• 1:20:16
  Speaker 2: and then start massaging your hands together, one massaging the other,
• 1:20:22
  Speaker 2: or each massaging itself, and then get down there and
• 1:20:25
  Speaker 2: massage your feet before you put your socks on. There
• 1:20:29
  Speaker 2: are little ways in which we can begin to improve
• 1:20:35
  Speaker 2: the sensations so that you have the ability to get
• 1:20:39
  Speaker 2: out of bed and to make a breakfast or to
• 1:20:46
  Speaker 2: do something that you haven't done for days. Because we
• 1:20:52
  Speaker 2: have all had deep moments of depression, and some of
• 1:20:56
  Speaker 2: those of us that are in really accelerated life lifestyles
• 1:21:00
  Speaker 2: have had the greatest amount of depression. None of us
• 1:21:03
  Speaker 2: made it to where we are in this kind of
• 1:21:06
  Speaker 2: an acceleration that haven't experienced the other side of it really,
• 1:21:10
  Speaker 2: really deeply. And so this would probably be a really
• 1:21:15
  Speaker 2: good topic for extreme fitness or elite fitness and extreme awareness.
• 1:21:24
  Speaker 1: Yeah, I mean, I think it begins with acknowledging the
• 1:21:27
  Speaker 1: reality of it and the power of it, and then
• 1:21:30
  Speaker 1: followed by an appreciation and an understanding that ultimately you
• 1:21:35
  Speaker 1: have to make some decisions for yourself that you have
• 1:21:37
  Speaker 1: to take personal responsibility for that nobody else is going
• 1:21:40
  Speaker 1: to solve this for you, and those decisions need to
• 1:21:44
  Speaker 1: be followed by actions. And if the only action you
• 1:21:47
  Speaker 1: can take is stretching your fingers, then that's a great
• 1:21:49
  Speaker 1: place to start. But ultimately the idea being that you
• 1:21:53
  Speaker 1: need to build on these things and you need to
• 1:21:54
  Speaker 1: create new neural pathways and those are going to be
• 1:21:57
  Speaker 1: formed through the activities and through the foods that you eat,
• 1:22:00
  Speaker 1: and through the thought patterns that you decide to engage with.
• 1:22:04
  Speaker 1: And it's a slow process. It's not like a quick
• 1:22:07
  Speaker 1: fix or a life hack, but you know, ultimately there's
• 1:22:12
  Speaker 1: a way through it. And I think you know, just
• 1:22:14
  Speaker 1: to kind of balance this out. If you're depressed, it's okay,
• 1:22:19
  Speaker 1: a lot of people are, you know, don't beat yourself
• 1:22:22
  Speaker 1: up for being depressed. Well, I always say, embrace where
• 1:22:26
  Speaker 1: you are.
• 1:22:27
  Speaker 2: I always say, if you're depressed, you're paying attention, because
• 1:22:31
  Speaker 2: there's a lot to be depressed about. One thing that
• 1:22:35
  Speaker 2: I want to also share is that anger is also good,
• 1:22:39
  Speaker 2: because the one of the ways to get out of
• 1:22:42
  Speaker 2: being pressed in on right is to get forceful. And
• 1:22:47
  Speaker 2: I don't mean angry with another person because that's going
• 1:22:51
  Speaker 2: to have repercussions. I mean go out for a walk
• 1:22:56
  Speaker 2: where there are not a lot of other people around,
• 1:22:59
  Speaker 2: and do some'm yelling that'll get your blood going. Go
• 1:23:03
  Speaker 2: to a beach or a mountain or a forest or
• 1:23:05
  Speaker 2: a field and get angry. Or if nothing else, if
• 1:23:10
  Speaker 2: you're still lying in bed, just start beating the heck
• 1:23:14
  Speaker 2: out of your pillow, because that in and of itself
• 1:23:18
  Speaker 2: stimulates the liver. The liver stimulates the diaphragm, The diaphragm
• 1:23:23
  Speaker 2: stimulates the breath, and all of a sudden things start
• 1:23:27
  Speaker 2: to work. And it's that, you know, that that calm
• 1:23:31
  Speaker 2: that comes after the big storm of anger, that's arses.
• 1:23:35
  Speaker 1: M right, Yeah, more to be revealed, to be continued,
• 1:23:41
  Speaker 1: to be continued. Yeah, thank you for doing this today.
• 1:23:45
  Speaker 2: Hey, I am really inspired that this is an idea
• 1:23:52
  Speaker 2: that is on the table. Now, let's come off the
• 1:23:56
  Speaker 2: horizon and it's on the.
• 1:23:57
  Speaker 1: Table with the Guru corner. They mean just the Guru
• 1:24:00
  Speaker 1: idea and the co teach. Yeah. I think a good
• 1:24:03
  Speaker 1: way to end it is to is to put it
• 1:24:05
  Speaker 1: out to the people that are listening. If we make
• 1:24:07
  Speaker 1: this a regular thing, and we will make this a
• 1:24:10
  Speaker 1: regular thing, perhaps we could make it a little more
• 1:24:12
  Speaker 1: dynamic by making it interactive. And so if there are
• 1:24:17
  Speaker 1: subject matters or specific issues or themes that you would
• 1:24:20
  Speaker 1: like us to explore in the next or in future
• 1:24:24
  Speaker 1: installments of these sessions with Guru Singh, send me an
• 1:24:29
  Speaker 1: email or send Guru sing an email, or share on
• 1:24:33
  Speaker 1: Facebook or Twitter or wherever you know what you would
• 1:24:36
  Speaker 1: like to us to talk about, and I'll keep a
• 1:24:39
  Speaker 1: tally of that and perhaps we could pick this up
• 1:24:41
  Speaker 1: next time, perfect with some of those cool Yeah, all right,
• 1:24:46
  Speaker 1: anything else you want to.
• 1:24:47
  Speaker 2: Say, Just that what I said earlier, and that is
• 1:24:51
  Speaker 2: that you have the ability to listen more attentively and
• 1:25:00
  Speaker 2: more tuned in than anybody. And I've been interviewed by
• 1:25:04
  Speaker 2: a lot of people than anybody else in my world.
• 1:25:09
  Speaker 2: And that means a lot because it allows me in
• 1:25:15
  Speaker 2: my communication back to you to be as enthusiastic as
• 1:25:20
  Speaker 2: you are in your communication.
• 1:25:21
  Speaker 1: Now, appreciate that. Thank you. And if you'd like to
• 1:25:25
  Speaker 1: connect with Guru Singh, the best way to do that, well,
• 1:25:28
  Speaker 1: the best way is to go to Yoga West to
• 1:25:30
  Speaker 1: go to one of his classes.
• 1:25:32
  Speaker 2: You find yourself in Los Angeles, sing Gudusing dot com.
• 1:25:38
  Speaker 2: Email at info at Goodusing and your email would work too.
• 1:25:44
  Speaker 1: Yeah, info at richul dot com too if you want
• 1:25:46
  Speaker 1: to hit us up with some suggestions about that.
• 1:25:49
  Speaker 2: Cool.
• 1:25:49
  Speaker 1: All right, until next time, my friend. All right, I
• 1:25:52
  Speaker 1: love you, love you too, Thanks, Peace
• 1:26:00
  Speaker 2: Be up impotent The Unpol