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This
article is Part Two of an article that
describes the history of a funded Mother Earth sensory science, the Webstring
Natural Attraction Model.
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improve health
wellness and counseling by enabling our thinking and feeling to safely
tap into the nature's grace, balance and restorative powers. The Model
helps its participants benefit from and
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their inborn love of nature as they master
alternative therapist coaching, stress release management and holistic
spiritual psychology.
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ARTICLE
(DRAFT):
Continued from Part One
A History
of the Webstring Natural Attraction Model:
The Web of Life, Well Being
and our Prejudice Against Nature
Janet
Thomas
with
Michael
J. Cohen
From thoughtful sensory experiences with
nature throughout his life, Michael J. Cohen and his workers
successfully developed a rational,
environmentally sound, education counseling and healing program that
increased that strengened the health of person and planet. The
acceptance, longevity and success of its Webstring Attraction Ecology
(WAE) programs spoke to their value. His method for reaching
his goal was to teach participants a nature-connected therapeutic
learning and relationship-building tool, the Webstring Natural
Attraction Model. The Model acts like the award-winning house
plan of an expert architect.
It is designed to help us construct an extraordinary personal home,
within and around us, by building mutually supportive relationships
with our planet home.
As Cohen developed the Webstring Model it became apparent that a
challenging duality existed within and between industrial thinking and
the process used by the web of life to maintain its perfection in and
around humanity. He reduced this duality to a revealing
metaphorical equation: 5 + 3 = ? The correct answer in Industrial
Society was 8 (pronounced eight) while the web of life had two answers,
one could be 11 (pronounced eleven) and the other was ^^^ (pronounced
dow).
The difference between the web of life and
Industrial Society was that the latter had been indoctrinated to
measure the world mathematically using digits organized around base 10
because “digits” were originally fingers. They were convenient for
counting and humanity had ten of them. However, in Cohen's
metaphor, the web of life might never consent to count with fingers
since a vast majority of its members did not even have any. If
the web was to count, it might count with base 4 since most vertebrates
had four legs, making the correct answer to the equation “11,” or the
answer could be anything else depending upon the base that the web of
life decided to use in the calculation.
Cohen
recognized that to count correctly for all concerned, the web of life
would have to use base ^^^, this being a number that is unknown in
industrial society or anywhere else. This number would precede
the numbers “zero” and “one.” Dow represented that nothing in
nature could be correctly symbolized or digitalized because nature
continually flowed and changed. Symbols, like "one" that were
accurate for
one moment would be obsolete in the next moment. For this reason,
there was no such thing as "one" other than the moment. In
addition, the
number zero did not exist in nature because few, if any, places in
nature consisted of nothing. This was because Webstring
attractions were present everywhere in the web of life and they were
something. Furthermore, since the web consisted of attractions,
negative numbers could not represent nature because webstring
attractions were positives. There were no negatives in nature,
everything belonged and supported the web as it supported them. For
example, there was no such thing as a "not-rock." It took the human
reason and stories to describe things surrounding a rock as "not-rock."
There was only the rock and its community of moss, lichens, grass and
weeds. And then, there was no such thing as weeds, either. “Weeds” was
a prejudicial, negative value judgment story about certain plants. In
fact, there
was no such thing as facts based on standard conditions of temperature
and pressure for the river of life changed, flowed and fluctuated. You
could not step twice in the same river; no two snowflakes were
identical. What there was throughout, however, was the flow of
webstring attraction expressing itself as different things, including
people. This made all things equal. Perhaps the flow of webstrings was
the number ^^^. Maybe the constant expression of natural
attraction was "one."
Cohen
reasoned that if industrial society did not engage in
webstring-connection activities, its thinking would not be able to find
the truths it needed to get out it of the rut it was in. He
realized that this quirk included his thought processes. He was born
in, raised and trained by industrial society. His and society's
salvation, appeared to hinge on the Natural Attraction Ecology of his
webstring model because it worked with natural webstring attractions
that society and the web of life held in common.
In time, Cohen
realized that a serendipity of formative experiences had helped him
organically develop the webstring model and had contributed to his
nature-connecting antidote for many disorders that resulted from
industrial society's deterioration of webstrings and their
powers. Since he was the author of his unique variation of the
Webstring Model and its contributions, it made sense for him to review
his life and identify his experiences with respect to solving our most
challenging problem and increasing person and planet well being.
Perhaps his experiences, once identified, could provide empirical
evidence for the model as well as contribute new ways to reverse the
problem of the at-risk health and safety of people and the web of
life. With this in mind, Cohen executed a plan to look at the
history of the Model from its inception with respect to the major
problem it addressed. To be systematically logical, he would:
1. Recognize the problem 2. Define the problem 3. Look at potential causes for the problem 4. Gather data relative to the problem 5. List possible solutions to the problem 6. Select an approach to resolve the problem 7. Test possible solutions to the problem 8. Select the best solution to the problem 9. Implement the problem-solution 10. Verify if the problem has been resolved or not
Recognize the problem
As
was his habit, Cohen took a walk through a local natural area and asked
its consent to help him recognize the underlying problem that produced
Industrial Society's need to increase well being. He returned
from the walk with words that conveyed our greatest challenge.
"The
Webstring Model and Bewilderment: How can industrial society find a
solution to its greatest problem when it has not identified that
problem?"
Cohen
realized that it was not the walk alone that produced this topic. It
was also what he brought to the walk that made a contribution. He
recognized that although it omitted webstrings directly, his education
in Biology and Ecology at the University of California, Berkeley, and a
wide range of studies at Columbia University Teachers College Graduate
School gave him the ability to critically evaluate experiences in his
life that led to the Webstring Model:
Advanced training through the
work of Kenneth Herald, S. R. Slavson, Alexander Wolf, George Bach and
Goodwin Watson had strengthened his skills in Group Development and
Therapy. Similarly, he had learned Natural Science and Education
from Paul Brandwein, Willard Jacobson, S. R. Powers and Roma
Ganz. Raymond Patouillet, Virginia Axline and Valentine Zetlin
had nurtured his Guidance and Counseling abilities and Ernest “Lank”
Osborn trained him in Family Therapy and Organized Camping, Lyman
Bryson in Education and Anthropology.
These Ph.D. Group
Development, Natural Science and Psychotherapy experts, along with many
others, helped Cohen become sensitive to the seemingly unrecognized
natural and social relationships shared by these disciplines,
relationships that were the academic heart of the Webstring Model. He
recognized that his expertise was further enhanced by his membership in
the American Group Psychotherapy Association, The North American
Association for Environmental Education and The Association for
Experiential Education.
Define the problem
To
define the problem, Cohen located three major conditions that, in
concert, helped him identify what was deteriorating the quality of life
in Industrial society as well as nature's web of life.
Problem Definition Condition #1: Utopian Community
The
first factor that helped him identify the unrecognized problem was
utopian community development as practiced in Cohen's early childhood
in a progressive family, community and pre-school educational system.
He was born and raised in America's first planned utopian garden
community, Sunnyside Gardens, in Queens, N.Y., presently a national
landmark. Louis Mumford and Eleanor Roosevelt, amongst other notables,
envisioned Sunnyside in 1924. It arose from their observation that
those who are too far removed from nature risk losing their humanity.
In Sunnyside, 15 minutes from the roar of downtown Manhattan, were
built two story homes with yards, front and back. These units
surrounded a lush, large natural courtyard common area. A rustic park
and playground was just down the street.
Cohen recognized that
it was a thoughtful decision by his parents to live in the natural
attractions of Sunnyside considering that his father always thought
critically; he was pre-med Cum Laude CCNY as well as Phi Beta Kappa and
Cohen's mother had a black belt in speaking her mind. They were
first generation Americans who were brought up and met in the Madison
and Henry Street Settlement houses in New York City and attended Camp
Madison during the summers. Many of his parents' close settlement house
friends lived within a few blocks of them in Sunnyside. Weekly Folk and
Contra dancing helped their little sub-community stay close and intact
in fun, sub-cultural ways.
In Sunnyside, Cohen could see that
what counted most in his socialization was not necessarily “the rules”
but rather what “made sense” or increased well-being in any
situation. As part of this way of building relationships, his
parents were attracted to the New York Society for Ethical Culture, a
humanist religious movement that centered around ethics that supported
the worth and dignity of all living things. Cohen became aware
that his belief that he could help industrial society become more
utopian through his unique Webstring Model was rooted in his childhood
socialization in a utopian natural community setting that was dedicated
to improving health and wellness.
Problem Definition Condition #2: Relationships With Natural Diversity
The
biological survival value of natural diversity is that as environmental
conditions fluctuate from supportive to adverse, one diverse form of
life may prevail while others disappear so life can prevail.
Diversity strengthens the web of life's ability to survive. Diverse
variations of genetics and life are found at all levels of biological
organization.
In 1929, Cohen was born with a common expression
of nature's diversity. He was a member of the 15 percent of the
population that was naturally born left-handed in our predominantly
right-handed society. As he grew into adulthood, this presented him
with emotional challenges because he naturally thought and felt more
comfortable from a minority, left-handed way of knowing. This
went against the story of the dominant right-handed 85 percent of the
population that prejudicially and insensitively demeaned
left-handedness. The majority and its thinking irrationally
disregarded the biological contribution of left-hand diversity to the
survival of life. For example, its dogma considered
left-handedness to be a deviation from the norm, something in nature
that interrupted the artificial, but God-given, built-environment ways
of those who were right-handed. Left-handedness was
non-conforming, it was thought to indicate the possible presence of
evil and sinister things. Satan was thought to be
left-handed. The “Left-Handed Path” was used to describe immoral
religions while the “Right-Handed Religious Path” was divine.
These unreasonable, but fixed, ideas of right-handed thinking were
biased against a natural way of relating, against life being attracted
to use diversity to help itself survive. The right-handed story
of how to survive was prejudiced against nature's ways of producing its
perfection.
Cohen's natural senses felt more energized,
attractive and fulfilled when he used his left hand rather than when he
awkwardly used his right hand. To him, this felt more comfortable
and natural. This made perfect sense to Cohen's extended Sunnyside
family. Left-handed was recognized as normal, never a problem. He
was supported and loved as a left-hander by his parents and by
non-institutionalized pre-schooling programs patterned on the thinking
of John Dewey. Cohen didn't think he even knew he was left-handed
until was six years old.
A new factor came into play when
Cohen entered elementary school having just celebrated his sixth
birthday. There he discovered that being left-handed had an unpleasant
drawback in our society. In first grade, as his class learned to write
they also learned to use dip pens. All the inkwells in the
classroom, to prevent spilling, were imbedded in a hole drilled on the
upper right corner of the desk. To write lefty, Cohen had to
reach his left arm and pen across his handwritten paper to the right
corner ink well. In so doing, his left hand, arm and sleeve
dragged across the wet-ink on the paper, smudging it and getting ink on
his shirt and hand.
To avoid smudging, Cohen's teacher,
said that he must learn to write with his right hand. She did not seek
his consent to request this, nor explain why it made sense. It
was simply a rule, an ingrained story that dominated Cohen's
left-handed ways. It was a cultural story, a dogma that proclaimed that
it did not need to make sense, no matter its adverse effects. It was
indoctrinated and seen as correct.
Cohen recognized that one
reason for developing his Webstring Model was that he multiplied his
thwarted left-hand webstring attractions by forty or more additional
webstrings that industrial socialization taught people to demean. He
then multiplied that number by the billions of people under the yoke of
industrial society who had also learned to demean webstrings. He
recognized that to demean them was a powerful force in our society and
thinking that made us cubbyhole and conquer our webstring sensations as
“asocial instincts, needs or drives,” rather than act from them in
concert as “Humanity's natural sensory ability to intelligently
register and relate to nature's balancing ways and wisdom in the web of
life.”
In elementary school, Cohen identified with the
destructive effects suffered by other left-handed children who were
unreasonably forced to write, or to otherwise function,
right-handed. These effects were real to him. He had experienced
some of them. They were undeniable facts of his life.
Even
if the myriad of unreasonable and hurtful left-hand incidents reported
for other children were false, it did not change one iota what Cohen
experienced as a left-hander. What happened to him registered on
his natural senses and consciousness and remained alive there in
memory. Still today, when he, or others he knows, are treated
unreasonably, his left-handed discomfort along with his sense of
fairness, come into play. They serve him as valuable motivations
to develop methods that make unreasonable and insensitive situations
more reasonable. A major reason that his webstring model contributed to
well being is that with respect to the nonsense of our
nature-disconnected lives, it helped us think, “How can we move the
inkwell?”
Cohen tried writing with his right hand, but it felt
awkward and uncomfortable to his webstrings. It felt like trying to
talk correctly while you had your tongue jammed up behind your upper
front teeth. For this reason, Cohen continued to write ink-smudged
papers with his left hand. His teachers did not appreciate his
suggestion that an inkwell receptacle should be drilled, or glued on,
the left side of his desk. What he thought would make sense in
this situation, although doable, did not count. This was quite
different then how his sensible suggestions as a child were treated
with more respect at home. There his webstrings of reason,
language and consciousness were honored.
Problem Definition Condition #3: Sensibly Feeling the Moment
Over
time, with his teacher's urging, Cohen began to write with his right
hand, even though it still felt unnatural and wrong. His teacher
gave him verbal approval for this change. In addition he received the
rewards of his parent's appreciation for the better grade in “attitude”
that appeared on his report card. There were, however several
secondary effects. He felt like a natural part of him, many of
his webstring attractions, were uncomfortably imprisoned in a stupid
jail at school and subject to the discomfort of unreasonable right
handed rules, a discomfort that logically changing the location of an
inkwell could cure (The webstring of reason in action). In retrospect,
whenever he wrote, or even thought about it, the “right-hand only”
story irritated his webstring senses of motion, sound, direction,
color, belonging, trust, community place, consciousness, reason, touch,
sight, distance, gravity, breathing and left-handed self. All
these webstring sensitivities and senses were involved and frustrated
by inkwells and penmanship training. Their un-fulfillment and its
aggravation stressed Cohen. The effect on him of industrial
society's prejudicial but dominant right-handed dogma was that his back
posture changed: his shoulders slumped and he suffered unexplainable
leg cramps. In addition, he developed a speech defect. He
received therapy and recovered from the cramps. To a lesser extent, he
recovered from the speech and back problems.
http://www.commonties.com/blog/2006/09/13/i-was-a-rebel/
By
fourth grade Cohen's writing was so illegible that the school had to
respond to his argument and let him try to write with his left
hand. His success in winning this argument was due, in part, not
to moving the inkwell but to being allowed to use a fountain pen. It
eliminated the smudging ink well crossover challenge the dip pen
presented and, in six months time, he was writing better as a “lefty”
than he had from years of training as a “righty.” This further
justified to him the value of his attraction to listening to and acting
from his natural attraction self. The “left-hand webstring
attraction” part of him had been right all along. Although he never
changed the position of the inkwell, this was one sweet victory for him
over false righteousness. From that point on, he cruised through
elementary school and, armed with a Waterman fountain pen, and without
excessive stress or the need to use drugs, alcohol or tobacco, he
succeeded in just about anything else he decided was important to him.
He graduated elementary school with an award for achieving the school's
highest reading level, that of almost a twelfth grader.
During
this period Cohen's parents helped him recognize that many other
left-handers and other children suffered much greater challenges,
trauma and repercussions from industrial society's various forms of
“righteousness.” Cohen could see this happening in his
classmate's prejudiced against nature religious upbringing, fashion
dictates, political requirements, racial prejudices, scholastic
expectations and sexuality restrictions. However, his classmates and
friends swallowed having to do things via the dogma of “the right way”
to gain the rewards for being “good” or to avoid punishment. They were
conditioned to think this way. To deal with the stress and tension this
produced in them, Cohen observed that many found relief for the rest of
their lives through excessive and irrational shopping, eating, alcohol
use, competition, tobacco, drugs, destructive dependencies, abusiveness
and inhumane relationships. He saw himself as being different and being
respected as different by his Sunnyside community. He was not
admonished as he attached himself to sub-cultural webstring
satisfactions from nature, camping and folk music and dancing. He spent
his life strengthening them and the utopian communities that they
helped to build and sustain. They gave him the fortitude to
overcome all odds in order to establish and offer the webstring
benefits of his Trailside Outdoor Expedition Education programs and
National Audubon Society Expedition Institute.
The Problem Defined
Melding
the three factors of 1) enjoying reasonable supportive community, 2)
challenging insensitive dogma about nature and 3) acting from sensible
thoughts and feelings in the moment, helped Cohen, from personal
experience, identify industrial society's otherwise invisible problem:
With rare exception, as exemplified by the Sunnyside Gardens community,
Industrial Society was prejudiced against nature. It demeaned the value
of nature as it expressed itself in wild areas and expressed itself in
people as natural sensations and feelings.
Prejudiced Against Nature Shapes the Webstring Model
Cohen
learned a hurtful lesson in first grade to which he sadly resigned
himself. He became aware that industrial society didn't try to
make sense with respect to natural life. It stringently held an
unnoticed and uncorrected prejudice against how he naturally felt as a
left-handed person. He saw in time that his society marched to an
ancient story; one that said that in its realm, left handed was an
invalid way of writing, even if it could be accomplished. The
school and the law enforced the notion that left-handedness was
something about his natural webstring self and nature's diversity that
he had to correct, that nature was wrong and the school was
right. In addition, this story said that, legally, he had another
eleven years to endure in this type of “do it right” atmosphere before
graduating from high school. Page WLI Karen story
http://www.ecopsych.com/iupskaren.html
Look at potential causes for the problem of Prejudice Against Nature
Considering
the biblical Garden of Eden story as being based on unsubstantiated
evidence in comparison to his direct experience, Cohen, while on his
exploratory Expedition Education programs in natural areas viewed the
prejudice against nature problem to be caused by what he called
“tropicmaking.” As described in the Introduction Orientation
Chapter, by noticing how expedition participants were excited about
spending part of the winter in the tropical conditions of the
Everglades and Virgin Islands, Cohen realized that we may have became
prejudiced against nature because human webstring biology and culture
was designed and attracted to survive in the readily available warmth,
food, shelter and medicines of the tropical climate. It was
designed to survive in the more extreme seasonal changes in the
temperate or artic zones.
Gathering Data Relative to the Problem of Prejudice Against Nature
Cohen
became more aware of the reality of the prejudice problem and its
hurtful effects from additional experiences that illuminated various
ways the problem existed and how it expressed itself. He could remember
four different examples, below, of this phenomenon. They also tended to
show that nature had corrective renewing powers that could help people
recover from the exploitation of their webstring selves.
1.
During Cohen's third year at elementary school, experimentally, the
school administration introduced a different story, a new way of
learning math that, by the year's end, it decided to discontinue. For
this reason, without the consent of any parent or student, his whole
third-grade class was required, by the school's decision, that they
either relearn math in summer school or else repeat third grade the
next year. Cohen's parents objected to this for him since they
lived upstate in the country during the summer. His parents
volunteered, as an alternative, a more reasonable story. They
would teach him math from a workbook while the family was away.
If he passed the math test at the end of the summer, he could then
continue on to fourth grade. Cohen did both.
For Cohen, that
summer in the country was bizarre in comparison to his prior summers
there. Instead of having his parent's support, and playing in
nature or going to camp all day, every morning, his mother made him
spend a few hours studying math from a workbook. The difference
between how he felt in the morning's scholastics atmosphere compared to
how he felt in the afternoon's freedom and aliveness of his webstrings
in natural areas was striking. The mornings felt like, "Due to
his right-handed school's story that they would make student's guinea
pigs for to teaching mathematics in a new way, his mother had now
placed him in a straight jacket every day while he was surrounded by a
wonderful natural area where he really wanted and deserved to be, but
he couldn't be." This brought him to tears and tantrums.
Yes, he did learn and pass math, but he also deeply learned the value
of how good it felt to be surrounded by nature's ways and freedom in
comparison to how restrictive it felt to be imprisoned in dry
schoolwork with his mother as the prison guard. This caused a
strong tear in the fabric of his otherwise good relationship with his
family. This felt different to him than when in a natural area,
without a word, he received consent and support for who he and his
webstrings naturally were. In contrast, the school work story ordered
him to be proficient in what it demanded of him, sensible or not.
2.
Cohen felt the same webstring discomfort with the school's mathematics
class error that he sensed when he was required to write with his right
hand: in both, his being and behavior was thwarted and it was not his
fault. His self-image became that he was some kind of a freak, or a
renegade for protesting what was “socially correct and normal” because
it didn't feel right, it was unfair, and, therefore, it didn't make
sense. He was sure there must be some psychological report in his
school records that said he resisted direction by adults, but it never
said that the direction of adults was prejudiced against webstrings and
nature as he knew them at age nine. This contributed to Cohen
posturing his webstring model to help industrial society eliminate its
prejudice against nature and increase its well being by engaging in the
loving attraction familiarity that unified nature's web of life
community.
3. When in second grade, Cohen caused
trouble by freeing a struggling bird whose wing was caught in a
rattrap. In disgust, he threw the trap down a sewer. A
brute of a fellow, angry about the loss of his trap, learned who had
disposed of it and he abusively reproached Cohen's mother. He
made her cry as he scolded her for the loss of his trap and her bad
parenting. But, Cohen's mother didn't punish him. Instead,
she simply asked him to understand the reason why the neighbor was
angry. She also praised him for caring about the bird's welfare
as well as for his thought that the man should have placed the trap
where birds could not get into it.
4. As he returned
home from elementary school one day, some bullies by the schoolyard
roughed him up saying, "Kike! You Jew boy, you killed Christ." To him,
this was a stupid story for he knew full well that he never killed
anybody. Upset, as he continued home he was drawn to a parallel path
through a wooded area by the railroad. Things were peaceful in that
little grove and by the time he emerged from it, he felt much better.
When he asked about this, people said, "In the grove you got away from
your problems." But, significantly, they never told him just what it
was that that little natural area took him “to.” Because our
society's nature-disconnected story said it was “right” for us to be
disconnected from nature and its webstrings, most of us didn't know
what or where "to" was. Instead, we learned to righteously
connect our multitude of natural attraction senses to stories that
provided substitutes for nature and the natural, substitutes with
detrimental side effects that disrupted nature's balanced webstring
ways around and within us. This incident further cultivated the
idea in Cohen that “prejudice” might be behind the unrecognized value
of the web of life, just as it was against the unrecognized value of
who he was as a left-hander or Jew. The question “Where did that
little natural area take him 'to?'” led Cohen on a path into the web of
life where webstrings provided the answer by being it.
Other
similar childhood experiences allowed Cohen to observe or enter
beneficial relationships with nature and with people. No doubt,
right-handed thinking probably concluded that he never fully learned to
grow up and be an adjusted part of the “real world.” In time and
considering “the real world's” adverse effects on natural systems in
and around him, he felt that this was not a bad thing. He strived
to enhance it by developing programs that supported webstring
relationships and his model.
Identifying possible solutions to the problem of prejudice against nature
Self-Regulating
Outdoor Education: Cohen spent the summers of 1942-44 at Boy Scout Camp
that, although it was outdoors and fun, was mostly governed by the call
of the bugle, the military-like rules of discipline, regimented Merit
Badge course work and other rituals (see NAE History Update) Then, in 1945 he worked with
Henry Paley at Camp Turkey Point. Paley's camp self-regulated
itself via meetings where every day campers and counselors held an all
camp morning gathering and made sensible decisions about who would do
what and when for the day. This gave the webstrings of people of
all ages a wide range to learn how to express themselves, listen and be
heard. Enamored by that setting, at the age of 16, Cohen
announced his decision to dedicate his life to work and relationships
that led to the field of organized progressive summer camping. He
could see that it allowed him to express and fulfill his webstring
desire for close community living and for contact with his webstring
attractions in natural areas. For his livelihood, he would try to learn
to live and work in contact with his natural attractions and nurturing
natural origins. That made sense to him and his family understood
and supported it. His decision guided him through many life choices
great and small. It led him to university coursework in Natural
Sciences, Education and Counseling along with environmentally formative
and therapeutic life experiences. They privileged him, from 1959 on, to
live, learn and work, year round, in small-group planned outdoor
oriented utopian communities. There he imbedded himself in reasonable
contact with the joy and vibrant perfection of natural systems within
and around him. Committing himself to doing this taught him to either
do it well or to not be able to survive by doing it. The key to
doing it was to “be there” and cooperatively support each natural
attraction towards his whole-life goal when it appeared. This, in
turn, contributed to his design of his Trailside Expedition Education
program, his courses and the Webstring Natural Attraction Model.
In
1966, twelve years before James Lovelock published the living earth
Gaia Hypothesis, while on a Trailside summer program, a
transformational experience during an amazing thunderstorm on the
Colorado River in Grand Canyon National Park added new dimensions to
Cohen's thinking and outdoor travel/study. The profound effects of that
storm convinced him that Earth acted homeostatically, like a living
organism, and that acts of nature and humanity could be rationally
explained from a life-attraction and natural systems point of view.
Most of his interpretive work after that came out of that
realization. He simply applied all the human life relationship
knowledge he had gained in his education to web of life relationships
that included Organism Earth. This led some to call him a maverick
genius or the reincarnation of Thoreau as a psychologist while others,
less supportively, saw him as a nature-freak or Peter Pan. To
Cohen, if felt like Earth itself was inviting him to let it support his
webstring community-building efforts.
When Cohen's
Expedition Education program became part of the National Audubon
Society he was asked to constantly provide their Directors of Education
with reports that explained the what, how and why of the Expedition
Institute so that it would remain in good standing in Audubon and enjoy
Audubon's support. Cohen received permission to convey that our
environmental and social trespasses resulted from an unrecognized but
historic, socialized type of prejudice against nature that pervaded
contemporary thinking and that his Expedition Education program was
designed to transform that prejudice into environmentally and socially
responsible relationships.
Cohen edited these reports
into a book, Prejudice Against Nature, (PAN) that the Audubon Director
of Education enthusiastically supported. It was accepted for
publication by MacMillin and was being edited by them when the Director
of Education left Audubon. The new Director of Education, an
environmental education Ph.D. thought the book was too far ahead of its
time with respect to his plans at Audubon. He informed MacMillan
of this and they immediately cancelled the book as, without Audubon
backing, it lost its commercial value. Cohen believed that this
decision was a key factor in the demise of the well being of life on
earth. Instead of powerfully identifying and bringing our prejudice
against nature to the public to be dealt with, it was buried.
This was but one of thousands of examples of the power of the dollar in
influencing what we learn, how we think and act, and what gets
funded. It was a major factor in who we had become and what was
supported or trashed. Later published, unedited, by Cobblesmith,
in 1983, PAN identified key educational and psychological issues,
including industrial society's prejudice against nature, that we
neglected to address so our troubles continued.
PAN showed
that all of life and the natural on Earth were parts of natural systems
that we held in common and that held us in common through natural
affinities (webstrings). It said that we produced our troubles at
every level simply because the way we were trained to think was deeply
prejudiced against nature. We mostly exploited nature rather than
embraced it. This was the book's greatest contribution because,
by identifying prejudice as the source of our troubles, prejudice could
be addressed as such. Our society was familiar with prejudice and we
had already addressed it in other areas, with some success.
PAN
suggested that a psychological source of our prejudice of nature could
be our subconscious memories of our highly supportive, prenatal womb
environment. It was similar to the support provided by tropical
environments. PAN suggested that we subconsciously learned and
taught folks to seek situations that brought to mind our attractive,
static, subconscious tropiclike, womb euphoric memories and sensations,
rather than enjoy the reality and value of nature's whole life,
immediate, fluctuations and challenges.
PAN showed that
consciousness was a webstring, that acted like a movie screen in our
mind. Without being given holistic earth-connected information, it
would continue to play nature-prejudiced movies that falsely guided us
to excessively exploit natural systems.
PAN offered a
means to establish a Whole Life Factor that was later accepted by the
Senate of the State of Maine. This numerical factor, placed on all
products, identified the degree of their adverse or positive
environmental effects so that consumers could choose wisely.
PAN
described how and why Planet Earth could be seen to be a living
organism and the advantages to this interpretation. It showed that the
stability and control obtained from technological inventions was
immediately more powerful than the constant resonating fluctuations of
nature. For this reason, it said, we addictively seek the
euphoria and security that technology provides, no matter its
destructive short and long term side effects. PAN
addressed our literate vs. sensory duality. It noted how we mostly live
in a story-driven, literate indoor world whose abstractions play in our
mind. It showed that our consciousness is given very little
training in knowing how to accurately register and reflect the renewing
ways of nature.
PAN identified the value of most of the
present components of the Webstring Natural Attraction Model and how
Expedition Education helped students achieve them by recognizing,
living in and supporting an experiential planet/person congruency
process.
PAN included the syllabus outlines of graduate and
undergraduate courses offered in Cohen's Expedition Education programs
that helped to reverse our prejudice against nature
PAN included
supportive observations, experiences and analysis of Cohen's Audubon
Expedition Program that were written by Dr. James Swan, a creator of
the first Earth Day in 1970, who occasionally served as a course
instructor for the Audubon program.
Gather data relative to the problem of prejudice against nature
To
help him first-hand explore and record incidents that demonstrated
Industrial Society's prejudice against nature and its effects, from
1959-1985 he led year-long Trailside expedition education programs into
natural areas. They enabled people to experience themselves in nature
for extended periods and hunt and gather information from that
experience to discover their prejudice against nature and its effects
Based
on his realization that Earth acted like a living organism and with the
hope of us relating to Earth with the protection, preservation and
compassion that we feel for life and survival, Cohen conceived and
inaugurated, with Dr. Jim Swan, an internationally heralded, landmark
conference at the University of Massachusetts. Its purpose was to
present evidence for and against the observation that Planet Earth was
a living organism. The denial of this observation was an core of
Industrial Society's prejudice against nature problem. A total of 112
worldwide experts presented papers and workshops to support this notion
including George Wald, Nobel Prize Laureate in Physiology, James
Lovelock, author of the Gaia Theory, Thomas Berry, Mary Katherine
Bateson, Paul Winters and 107 other advanced thinking professionals.
The conference produced 1300 pages of proceedings all pointing towards
Earth being alive. It showed Earth and its life came into being by many
unique attraction relationships at many levels. For example, all
materials contract as they get colder, but water was attracted to
expanded as it froze into ice, enabling ice to float. If it did
not float, life as we knew it could not exist because vast amounts of
water that we now enjoy would not be available on the surface of Earth
in contact with sunshine and the atmosphere. Another example: the
element, Carbon, a basic of organic matter, other elements, and of
life, came into being through ancient, miniscule freak diversity
attraction resonances of hydrogen, berrilium and helium being present
simultaneously.
At the conference, life was observed to be
self-evident, a process that cooperatively organized, preserved,
corrected, regenerated and procreated itself to produce its own
environment and optimums of life, diversity, beauty and
well-being. Life accomplished this without creating any garbage
or pollution, or the excessive stress, abusiveness and disorders that
mark industrial society. Dr. George Wald offered that, “There is
nothing as much like a living organism as a star, they have a
metabolism.”
An astronaut's report noted that, from the
moon, Earth seemed like it was alive, to which an indigenous person
responded, “Our people have always known it is alive because we can see
and feel its life in and around us. Your society is so out of contact
with nature that you have to spend billions to go to the moon and
discover what simply thinking on Earth with the landscape and your
heart could tell you.”
Since Earth could be seen as a living
organism Cohen suggested that all school curriculums be developed
within this person/planet sensitivity framework, and that Earth's
remote name, “Gaia,” be changed to “Organism Earth” so folks would know
what Earth actually is or how it acts. He also suggested that since our
planet was the only known organism of its kind, it should be protected
under the endangered species act.
Cohen's conference
triggered many additional “Gaia” conferences in the decade that
followed. He presented at four of them and from these presentations he
was invited to create and direct a Department of Integrated Ecology for
the World Peace University, based on the life of humanity and the life
of Earth being identical with the exception of one major disconnection
factor, our learned and socialized prejudice against nature.
List possible solutions to the problem of prejudice against nature
Cohen
recognized that many solutions in many sectors were being offered and
tested with regard to increasing well being in Industrial Society but
because most of them did not include increasing the health of the web
of life, it was deteriorating as Industrial Society made strides to
reduce disease and increase the longevity of human life. In addition,
during this period mental and social disorders appeared to be
intensifying with respect to stress, depression, working hours,
divorce, war, and addiction. If, as Cohen suggested, the underlying
problem was society's hidden prejudice against nature, learning how to
establish non-prejudicial relationships with natural systems held
promise as a solution.
Test possible solutions to the problem of prejudice against nature
The
purpose of Cohen's Expedition Education Trailside program as a solution could be simply
described as, “To learn how to design and live in community as good
citizens of the United States National Parks.” In the parks, under the
wisest of all federal laws, one had to think, act and relate in ways
that protected and preserved life and life systems so that all of life
could enjoyably survive in them. To hurt or destroy nature in the
parks was illegal and the park offered excellent education to help
achieve this goal. The object at Trailside was to learn the joy
of living this way, to learn how to do it anywhere and to teach others
to do the same. This solution seemed appropriate for if prejudice
against nature was the problem, to grow and develop an attractive
familiarity with nature was a plausable solution.
Enamored
by the beneficial results and popularity of the 1959-1968 Trailside
summer programs that he founded, based on them Cohen designed and
directed a full year-round travel/study outdoor camping program, The
Trailside Country School. It was steeped in the observation that Earth
acted like a living organism and that we must, in reality and
imagination, return to our webstring natural origins and set forth on a
new, more sensible road to survival now that we were aware of the
destructive consequences of our present path. Its courses were
accredited by Lesley College and, in 1974, Cobblesmith published the
school catalog and its expedition education process and courses as part
of “Our Classroom Is Wild America: Trailside Education in Action --
Encounters with Self, Society, and Nature in America's First Ecology
Expedition School.”
The value of the Trailside program and
Expedition Education was well reported in Benjamin William's Ed.D. 2000
A.D. dissertation at Harvard University entitled “Towards a
Theory of Expedition Education” although small parts of his historical
account were irresponsibly inaccurate. The value of the program was
also reflected by Alan Furth in Trumpeter, Vol 14, No 2 (1997)
In
1977 the National Audubon Society hired an expert Vice President to
identify a major form of conservation education that Audubon could
sponsor to service its 500,000 members. Out of 116 programs that
were evaluated nationally, Cohen's Trailside Country School was deemed
to be the best vehicle to meet this goal. In conjunction with Lesley
College Graduate School and, along with a promised endowment fund to
cover growth and contingencies, Cohen's Trailside School program became
part of Audubon as the National Audubon Society Expedition Institute
with the ability to issue accredited Graduate and Undergraduate Degrees
through Lesley College. In 1983 the program was evaluated by
University of the State of New York for accreditation in their schools.
All of its courses were approved for use in the New York State Regents
Degree Program and for AA and BS degrees in over 1300 affiliated
universities nationally.
One participant said of the Trailside
School, “It is more than just reading a book about what Mary Poppins
did, you step into the illustrations, accompany her on her adventures
and learn important facts of life by co-creating with them in reality
and imagination.” Trailside is described in the preceding Orientation chapter.
An
important discovery in the Trailside program was that participants in
each of his unique travel/study expedition groups, learned how to most
happily sustain themselves in sensible ways by developing strong
webstring relationships that helped them meet their natural community
goals. In the process, the supportive ways of their webstring
sensitivities became apparent.
In
the expedition group setting, it became apparent as to what happened to
webstrings that had been injured or subdued during childhood. The
close-knit group community was similar to the web of life itself. Its
webstring process helped explain why individuals who had been
mistreated in certain ways swore they would never mistreat another
person in the same way, yet they usually did. It was as if these
individuals had a contagious disease that propagated itself. For
example, Sandy's webstring of trust had been injured by an alcoholic
parent who would make, but not keep important promises. Sandy said this
was a painful experience and swore to never to do this to others.
However, as a reaction to an injured webstring of trust, Sandy:
- Demanded more assurances from others in the group than was comfortable to them. -
Disliked others who had trust issues, because, she discovered, they
triggered her trust-webstring pain in herself and, in addition, these
individuals competed with her for trust relationships with others. -
Had been rendered less sensitive to the trust needs of others and
therefore trespassed their trust and, in the process, became less
trustable. - Hurt others who trusted her by breaking
their trust. This was exactly what Sandy swore would not happen
because it was unconscionable. However, breaking trusts gave Sandy a
feeling of familiarity and control, of being able to survive and hurt
others, as she had been hurt and survived in her non-trusting childhood.
In
the expedition community, Sandy saw that webstring fulfillments and
healing were available in every moment from people and natural
places. They were real, they produced community support, and they
provided immediate relationship rewards and good feelings. Sandy
also found that it was possible to rely on the group's uninjured
webstrings of place, community, time, reason and play to replace and
perhaps help her restore her injured webstring of trust. By
learning to be aware of the immediate support from webstrings in the
group, Sandy became a more trusted member of the community, one who
knew from happy experiences how to let webstrings help her produce
trustworthy relationships.
The
secret to the group's success was to learn how to learn directly from
the natural world, the living Earth within and about them. Through
natural attraction webstring sensations and feelings that arose through
their newly grown sensory roots in Earth, the global life community
taught them how to trust it, how to validate and incorporate its
balancing ways in their thinking. From 30 years of all-season travel
and study in over 260 national parks, forests and subcultures, Cohen
developed a repeatable learning process and psychology that unleashed
people's natural attraction to grow and survive responsibly. By
documenting that his self and planetary transformation process worked
and could be taught, he earned his doctoral degree and the school
became a small graduate and undergraduate degree program sponsored by a
leading conservation organization and a university degree program.
Select the best solution to the problem of prejudice against nature
Although
Expedition Education was very successful in addressing prejudice
against nature, Cohen recognized it was not a practical solution
because most of Industrial Society held this prejudice and taking
billions of people on expeditions into natural areas was unrealistic in
terms of the expense, the impact on natural areas and carrying out such
a program internationally. For this reason, from 1985-92, Cohen
translated his school's methods and materials into the
nature-connecting backyard or backcountry sensory activities of organic
psychology. They were the heart of his Webstring Natural Attraction
Model and the Organic Psychology of its Natural Systems Thinking
Process. People gained health and wellness from its
co-creation-with-nature readings and activities at home, work or school
through his books and Internet courses.
An unusual circumstance demonstrated to
Cohen the effectiveness of sensory contact with nature as a solution to
bringing our excessive exploitation of nature into balance came into
view. He wrote: When
I first arrived at the bay, my island a mile offshore beckoned me and I
walked to it across the muddy tidelands as clams squirted their
greetings. While visiting it, I reveled in its isolated integrity when
panic struck. I saw the tide rapidly returning, cutting off my route to
the mainland until midnight. I rushed back through the muck barely
winning the race with the rising water. I learned yet another form of
nature appreciation: respect for the rhythm and dance of the tide.
From
that day on I usually motored of rowed my boat to my island when the
tide was high. In the process I made a fascinating discovery. When I
rowed, some 45 seals in the bay would follow close behind me, staring
intently at the boat as I, in wonder and delight, stared back at them.
But, when I used the motor, the seals were nowhere in sight. Their
consistent behavior suggested that they were trustfully curious about
me using the oars and disinterested or fearful when I used the motor.
Later, I used this information to their benefit. Our state Senator,
even though he had never visited the bay, proposed a power dam that
would terminate the seals' existence there and permanently remove the
water from hundreds of acres of tideland. I invited the senator to
tour the bay with me one sunny day. As I rowed him out to the island,
he faced forward towards me while sitting on the boat's back seat. I
asked him how the thought the local seal population might feel about
his proposed dam. He looked perplexed and while the question was on
his mind I swiveled the boat 180 degrees saying “Let's ask them.” His
view was now of forty-seven seals treading water and staring intently
at him. He was visibly moved. That week, back at the state capital,
he withdrew his support for the dam he had proposed to build. He told
me that he felt proud to be able to smile off the accusations from some
of his colleagues that he was a hypocrite. Implement the problem-solution
Cohen
created a new program, Project NatureConnect, to design and distribute
the ways and means to achieve the benefits of expedition education
without going on a formal expedition as the latter was not possible for
most people. One if his intentions was to make this newly
developed material available to Audubon graduates so they could apply
and teach it in their home and professional situations after
graduating. To create a curriculum for Integrated Ecology at the
World Peace University, he began to translate into nature-connecting
backyard or backcountry activities, the most significant educational
experiences his students and he had shared during his 26 previous years
living and learning in natural areas while he directed the Trailside
and Audubon programs that he founded. He designed the activities
so that they would help people enjoy the same benefits from contact
with nature, locally, that had benefited his students and himself on
his expedition education programs. He developed 148 tested and
published activities for Project NatureConnect in the eight years that
followed.
To
further the Webstring Model Cohen translated into nature-connecting
backyard or backcountry activities, the most significant educational
experiences in natural areas that his students and he benefited from.
He wrote eight books that described the ways and means of the Webstring
Model including books about the findings of his Living Earth conference
and a practical means to improve the humaneness, social justice and
environmental responsibility of any organization. He collected
journaled experiences that described rewarding increases well being of
Webstring Model participants in a wide variety of relationships and
established a Whole Life Factor to be placed on all products to
identify their adverse or positive environmental effects.
To
help the public benefit from the Webstring Model, Cohen identified and
placed on the internet the methodology, science and procedure used by
participants and their study groups during the program. It was to first
become familiar with the contribution of Organic Psychology and the
value of “nine-leg thinking” via the Project NatureConnect website
http://www.ecopsych.com and especially http://www.ecopsych.com/trailattract.html http://www.ecopsych.com/insight2005.html http://www.ecopsych.com/nineleg.html
The Webstring Model was put it into practice via the six steps, below.
1.
Establish a support/study group or individual that is interested in the
Webstring Natural Attraction Model who will do the program with you and
will share their reactions to it with you and welcome you to do the
same with them.
2. Read the
activity description, rationale and instructions in the Web of Life
Imperative guidebook. Be sure they make sense to you so you are
doing the activity because it seems sensible to you
3.
Go to a natural area that is most attractive and convenient to
you, backyard, backcountry or in your house (aquarium, pet, potted
plant)
4. Using the Gaining
Consent Activity in Chapter 4 of the Web of Life Imperative,
http://www.ecopsych.com/amental.html, obtain consent for you to visit
and do this activity from some natural attraction that calls to you in
this area. Be sure you have gained consent from the natural attraction
to do the activity before doing it.
5.
Write your results from doing 2, 3, and 4, above, in your
Journal. Translate into language and share your sensory/non-verbal
webstring experiences and reactions, personally or via email with your
study-support group. Use the Thoughtful Verbalization Guidelines on
page 148 of the Web of Life Imperative as a framework for your
responses.
6. Respond to the
activity reactions shared with you by other study/support group
participants who have done 1-5 above. Express to them what you learned,
found attractive or admired from their experiences. Verify if the problem of prejudice against nature has been resolved or not
The
potential of knowing the world through the Webstring Natural Attraction
Model was seen in counselor Larry Davies 1996-98 results [appendix RWN]
from offering it to people who were considered almost impossible to
reach. His study was undertaken with students who were "uneducatable,"
because they could not handle regular school programs (17). Each had
been physically or sexually abused, were 180% below the poverty level,
drug or alcohol addicted and suffered poor self-esteem, suicidal
tendencies, and behavioral disorders. Some were homeless or in
correctional settings.
The
results from involving the students in the Webstring process were
overwhelmingly positive. The students' growth was reflected in improved
psychological test scores and analysis, which showed reduced stress,
depression, sleeplessness and drug use along with higher self-esteem.
Every student's attendance and academic progress improved, no
indications of chemical remission were observed 60 days after the
program ended. The students personally owned and supported the
activities and rationale for their continued improvement by
reconnecting with webstrings in each other and the environment. The
student's sensed that a trashed natural area that they restored to
health, like their personal webstring nature, wanted to recover from
the abuse it received from society. They said that, like them, it had
been: "hurt, molested, invaded and trespassed," "It wanted to become
healthy or die." "It felt trashed and overwhelmed." "It had no power,
it needed a fix or help to recover." They wrote: "This wilderness
community is being choked by alien plants and stressed by pollution,
abandonment and major loss. We, too, are being choked by drugs and
alien stories that pollute our natural self. We feel abandoned by our
society, treated like garbage, and cut off from nature which fills us
with grief. By protecting and nurturing this ecosystem we find the
strength to open our minds, hearts, and souls for the survival of our
Mother Earth and ourselves." In
1995, to determine the effectiveness of the Project NatureConnect
organic psychology process Cohen was teaching on the Internet, Dr. Jan
Goldfield and Cohen designed a multifaceted questionnaire that they
submitted to all the people who had completed Project NatureConnect
courses online. The responses from 84 of the 126 participants
were published in The Web of Life Imperative and online at
http://www.ecopsych.com/survey.html.
Results of the survey
substantiated that the process of the Webstring Natural Attraction
Model helped those that used it make a significant contribution to
their own and our planet's well being. It helped them reduce
depression, stress and unhealthy dependencies while increasing their
stress-management abilities and their self-esteem.
The
survey provided a link to unsolicited statements from field reports by
many hundreds of others who participated in the online program. The
reports served as objective and empirical evidence for the value and
effects of the program since they were written as phenomenological
outcomes in student journals for evaluation by other students, not as
testimonials to support the program. In the online publication of the
Survey, Section Seven published the results of nature-connecting
activities and incidents from people not affiliated with Project
NatureConnect. http://www.ecopsych.com/2004ecoheal.html
To
help verify the Webstring Model as a solution to Industrial Society's
prejudice against nature, between 1999 and 2007 eleven students at
Project NatureConnect were awarded Applied Ecopsychology MS and PhD
degrees from several universities for research in applying the
Webstring Natural Attraction Model to the fields of Experiential
Education, Eating Disorders, Mental Health, Outward Bound Programs,
Medicinal Herbs, Health and Wellness, Occupational Counseling,
Education Administration, Energy Medicine, Environmental Mapping and
Hypnotherapy. Each of these scholarly research projects included
literature reviews and methodology that showed the Webstring Natural
attraction Model helped these fields increase well being in their
participants and the environment. In addition, hundreds of
additional online course participants reported similar effects in a
wide range of professional areas.
Many professional journals
reviewed and published articles that explored the process and validity
of the Cohen's Webstring Model process. These included: - John Scull in The Trumpeter, an Environmental Journal of Ecosophy, - Janet Thomas in Taproot Journal of the Coalition for Education in the Outdoors, - Michael Cohen in the: - Environmental Education Report, - Proceedings of the World Future Society, - Interpretative Naturalist, Association of Interpretive Naturalists. - Journal of Instructional Psychology - Adventure Education - Journal of The National Association for Outdoor Education, - Proceedings of the Association for Experiential Education, - The Animals Agenda, - The Communicator, Journal of the New York State Outdoor Education Association, - Proceedings of New England Alliance for Environmental Education, - The Education Journal of the North American Bioregional Congress, - Nature Study, The Journal of the American Nature Study Society, - Journal of Experiential Education, - International Journal of Humanities and Peace, - Between the Species Journal of the Albert Schweitzer Center, - Legacy, The Journal of the National Association for Interpretation, - Environmental Awareness. The Journal of the International Society of Naturalists, - School Science Reviews. The Journal of The Association for Science Education, - Clearing, the Journal of The Environmental Education Project, - Progress in Education - The Journal of Environmental Education, - The Science Teacher, Journal of the National Science Teachers Association, - Monograph of Environmental Problem Solving. North American Association for Environmental Education, - Adventure Education, The Journal of the National Association for Outdoor Education, - Energy and Nature, - Journal of the Oregon Counselling Association, - Counseling Psychology Quarterly - The Humanistic Psychologist. American Psychological Association. - Interpsych, the Electronic Mental Health Journal, - Cooperative Learning, International Association for the Study of Cooperation in Education. - Greenwich Journal of Science and Technology
Validation
Perhaps
the most genuine verification of the webstring means for Industrial
Society to increase well being was to read the hands-on email journals
of participants who were engaged in nature-connecting webstring
activities. Their task was to report to each other the outcomes
of doing the activities in a local natural area so they could share and
learn from the diversity of their individuality and their varied
geographic locations across the planet. An additional three
hundred of these field reports became available online to provide
interested parties with a wide range of authentic information. Stress Reduction
We went to a park north of Seattle that is full of beautiful cedars and Douglas firs. I
walked over the pine-needled ground, saying over and over to myself,
"attraction, sensation, feeling, webstring (meaning sensory nature
attraction)." At first I was drawn to spots of sunlight shining through
gaps in the canopy. Then I considered a handsome cedar tree with a
light spot right in the nook of the trunk, inviting me to sit down.
Yet, the tree was close to the path, and for a quick moment I thought
that if someone were to approach me from the path as I sat, it would
disconnect me from my experience. I recalled the advice from the
reading, "If you sense anxiety producing or discomforting webstring
signals from some things, seek another attraction instead. It will
prove to be safer and more rewarding." I walked away from the slight
anxiety of that location, and picked a similar cedar tree higher up and
away from the pathway. I sat down, resting my back on the tree and
resting my eyes on the high canopy, enjoying the site of lovely
branches waving to me from high.
I opened my journal and wrote,
"It feels good to be in a natural space with large, tall trees. It
feels good to enjoy this open natural space, I can allow myself to feel
personally touched by the trees in a way that is diminished in less
private spaces, such as near the pathway or sharing a hike with
friends. I feel as if I can expand my personal space in a respectful
and natural way."
“My experience in nature shows me that I am a
person who gets good feelings and reduces stress by being in a natural
wooded area by myself. My experience also tells me that I learn more
about myself and my feelings when interacting with the webstrings of
life. I become more attuned to my likes and dislikes, and where I am on
the relaxation/anxiety dial. This moment reminds me that I am sensitive
to other humans, often in a slightly anxiety-provoking way. Sitting
beside the tree, looking up to the branches in the sky, I feel relaxed
and safe and happy, I feel support and love.”
The most important
part of this assignment for me is that it is an activity I enjoyed very
much and one that I can see myself repeating with frequency, because
the reward is not just a sense of feeling relaxed and safe, but that I
feel in that moment I learned something, I grew. I feel like the more
moments I create such as that one, the more opportunity I will have to
really grow in wisdom. A second thing I would say is that I learned
that it helps me to mantra "attraction, sensation, feeling, webstring"
when I am searching out my attraction. I also love this statement and
want to memorize it, and repeat it often - "We cannot teach Earth to
speak English or any other verbal language. We can, however, learn to
participate in Earth's non-literate, webstring ways since we, as part
of the web of life, are born knowing them and are able to register
them. This is part of our natural substance and inheritance."
I
would sense a great loss if I had this webstring attraction take away.
I would feel robbed of something vital to my health and happiness. I
have felt this way when I have lived in areas far away from large
natural spaces.
This webstring activity enhanced my sense of
self-worth to a degree because I felt that I grew as a person, just
sitting there those few minutes and acknowledging, seeing and
validating, my natural attraction for moments such as the one I
experienced, and feeling how I felt with my guard down. It enhanced my
feeling of trustfulness in nature in people and places because I felt
my anxiety in one attraction, and trusted that webstring feeling to
help me move to a place that was more rewarding to me. And it worked.
My sense of peace and relaxation was felt immediately as soon as I sat
down.”
- Anonymous Webstring Participant
Webstring Participant Reactions to Each Other's Reports.
Mary
- Thanks so much for your honest, open sharing. I love this that you
wrote - "Together we have colluded to tell the story about our planet
that denies the existence of the web." When you said, "I keep wondering
if one can ever do enough. We need to tune into the web and get
the lesson before it is too late." I think that the most important
thing is that we keep evolving and that we keep open to the
intelligence of nature each day. One wise author once told me, "You
become what you think about the most." So I try to think about nature
more, to become a better part of nature, a positive contributor to
life. I think that it's easy to beat yourself up for not being
sustainable in all life's practices, but so long as we're positively
growing more connected each day, feeling more webstrings, that's the
important thing, I think. Because each move we make to become more
sustainable is a required change - and change is easier, more safe and
rewarding, when you feel very connected.
Alice - I love your
pinch analogy - I think it sums up how nature-conquering stories
reverberate and hurt people into feeling too injured to follow their
true natural destiny. I would say that human life, with its new brain
stories, pinches, but natural life does not pinch- it supports. "Life
pinches permanently if we do not see it for what it is and release the
fingers. Day to day we pinch people into doing things and we are also
pinched to become what we are. Much of it is self-inflicted but we do
this through ignorance of the alternatives. We pinch others in
ignorance without regard to what they need and stunt their connections
and possible growth into what nature intended for them. We inflict pain
on the minds of others and ourselves and we all have forgotten how to
respond to anything else - most of all the fact that we are born to be
living and being at one with the earth."
Donald - Wow, I don't
think I could handle that Texan heat! I am attracted to your strong
enthusiasm and commitment to PNC as a part of your recovery process. I
very much agree with your statement, "The most liked figures are the
ones we're most exposed to. This accounts for why we still like
unhealthy things and the necessity of continued involvement with PNC to
change this for the better." Thank you also for writing "Perceptions
change based on a lie." That echoes what Alice was describing about how
we pinch and get pinched by others, our perception-changing based on
false stories and lies.
Laura - Yes, this is my first marriage.
I loved your poetic description of your time on the rocks at Sea PT.
The rock people collection sounds like a beautiful way to connect
artistically. Also I want to wiggle my fingers as a sign of strong
agreement on your comments about our thoughts about children, the
"Bonding to the World of Image" Its true, if we could all change the
way we view, see, think about children, they are so very important and
precious and our society is in an absolute crisis when it comes to
educating and protecting children.
Ernine - your profound
experiences and expansive imagination are inspiring and refreshing!
"These teachings...allow for true change to blossom at the core." Thank
you from your heartfelt comments. I have been enjoying every moment.
When
I spend time alone in nature it is like a visit with a wise mentor who
offers me the wisdom I need to grow. I slept heavily last night, a deep
healing sleep. I feel that the nonverbal wisdom and nurturing that I'm
receiving from doing the nature activities is soaking in, marinating in
my deep subconscious. I feel great and alive today. I do want to teach
these activities to others. I want to co-facilitate this course.
In
summary, natural senses and feelings are attraction strings of the web
of life that can psychologically help a person make conscious sensory
connections with the web. I want to experience this more, and more
fully. I am moving in that direction.
- Anonymous Webstring Participant
Relationships
As
I was reading the chapter I sensed my own discomfort at being indoors,
I felt confined in this tropic-simulated closet so I wandered out
of the door with book in hand and highlighter too. I asked the area
around my front stoop if I was welcomed to sit and read and keep it
company. I was welcome to do so, and so I did. I was feeling
particularly bathed in verdant green, and I thought to myself, I wonder
why I want to smoke a cigarette almost every time I come inside from
doing these activities. Ha, well it isn't because I am attracted to the
cigarette, but it is a response to being disconnected from nature in
this tropic-simulated closet! It is also a response to other
discomforts and disconnections, like when I am hungry, like right now,
but don't have time to eat or find food, or when I am stressed or
nervous, rather than seeing what is causing this feeling, I stuff a
pacifier in my mouth, a distraction from my discomfort. This was a mere
interesting aside to the exercise, but one of great worth and insight.When
I read through the exercise I noticed that all of the flowers had
closed up since the sun had gone, the tulips had pursed themselves
together as had the dandelions I had earlier visited with. I thought
what an interesting response to the weather change, it had gotten
cooler and I felt a sprinkle or two, the flowers were protecting
themselves from the impending rain so that their pollen would remain
viable to continue to build their communities.I was not yet
deterred by the rain, but my behind was beginning to talk to me about
how uncomfortable the concrete stoop was and that I ought to get up and
move. The pain was a catalyst to movement. This simple precept
was the very basis of behaviorism not yet gone awry. I thought about
the women that stay with abusive men, so many of them grew up thinking
love was pain, in some twisted way. So they instead of honoring the
real love of nature, by realizing that pain is a catalyst for movement
and like getting the hell away from whomever is hurting them, they
instead stay. How our human Westernized stories have made not just the
earth and creatures sick but society twisted and sick as well.I
got up from my stoop and asked the backyard if I might finish my
reading and activity there, it felt welcoming. I ventured down to the
log and had a seat and finished my reading. Glancing at the previous
chapter activities as directed. Yes, non-verbal, yes new brain, yes
green-green and now the positive quality of negativity. I reflected on
how I ended up here with the person I am with, I remember the story
well. Though I liked the fellow well enough and there were attractions
to him in some ways, I had decided there was something that didn't feel
quite right. So I had said “lets be friends ,” he was offended and went
into a lecture from some movie about “OHHH, yes LET'S be FRIENDS,
that's what I need is another friend, I have plenty of friends! ” This
made me feel guilty, it hadn't been my intention to offend him or hurt
him, and I was attracted to him and didn't want to lose that
attraction. I thought about why I had not acknowledged the discomfort
that the guilt had brought me. It was the old story about a woman
needing to have a man, the prince charming and knight in shining armor
stories manufactured to increase a woman's feeling of helplessness and
weakness, her inability to take care of herself. That is how I ended up
here eight years later, still finding occasional attraction, but most
of the time pain and discomfort that I am beginning to acknowledge as a
sign that I ought not continue in this way.”- Anonymous Webstring ParticipantNature Connection
"The
activity attracted me to lie in the water beneath that sky of reddish
and orange colors, with the sun rising more powerfully than I've ever
seen it before. And there I was, all alone in the pond, but at the same
time feeling totally held by the outdoor moment. I knew this is where I
belonged. I felt a powerful energy being given to me by everything
around me. I had a feeling in my throat that made me feel like crying
and shouting with joy at the same time; and also a sense of peace, like
everything was telling me "It's all right, it's all good."
My
sense of isolation, this sense of loneliness, of being abandoned, of
having the world against us is a common feeling. But how could a person
be lonely when they could feel as part of a pond or see themselves in a
lovely flower, in the trees and animals, and in other people? Think of
all the lonely people who have no idea that we are so connected to
nature.
We are truly not alone but only disconnected from our
natural state. I used to be so depressed and now when I feel it come on
me I think about how connected I have become to all things. I am less
and less depressed now. Imagine if everyone could experience this
outdoor connection. It would become a different world."- Anonymous Webstring ParticipantThis
is Arnalda Nitam. I am originally from Ethiopia. I was to be part of
the September 15, 2006 Orientation Course but due to an urgent
field trip I wasn't be able to make it but at the mean time I was
reading your Book and Web of Life Imperative and I also tried some of
the nature connecting exercises and I found it to be life changing.
It's still a surprise for me how I overlooked something so amazing and
with such a magnitude which was at the whole time trying to connect
with me. So please help me to participate in the next Group
available. Can you provide financial assistance?I really need to feel more.- Anonymous Webstring Participant
Continue on to Part Three: Conclusions, Discussion and Recommendations.
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