Interview with Koncha pines-Pey: "We learn what we experience"

Dumped in the transmission and application of the mindfulness in all levels of education, Koncha speaks from a very rich life, precisely, learnings and experiences, as many as vital and intellectual concerns. We talk with her of mindfulness, which implies and what can bring us.

Koncha pines

She holds a PhD in international politics, co-founder of contemplative studies and Director of the Master of Mindfulness and relational skills, Mindfulness and multiple intelligences, MIMIND from where it develops curricula of mindfulness and multiple intelligences as well as giving lessons to children, teachers, parents, therapists and health professionals.

Koncha participates in various research studies on the impact of the diagnosis in the mind of the patient, in primary and pre-school education; in another study on the power of empathy and compassion in the psychological well-being of people with reduced mobility. In addition, it presents papers and lectures at universities, medical centers and professional programs. It is consulting for different organizations on teaching the mindfulness and multiple intelligences in a secular way and every age.

Currently Koncha is immersed in the writing of a book on mindfulness and multiple intelligences for children. Among his teachers this Paul Guilbert in Cambridge, Howard Gardner at Harvard and Stanford or Fabrizio Didonna in Italy.

How does relate Yoga with the mindfulness?
Since Yoga and meditation arrived in the West, at least 40 years have passed, and things have changed. They have changed in the East (when one goes to the India, is no longer so many sadhus and Yogis in the streets, but a globalized India that looks much more like our societies). And also when going to United States increasingly see more meditators and more Yogis. Therefore, something is changing in the two areas of the world.

Yoga came to the West at a time when this part of the world needed it. And now comes the mindfulness as a purely Western process of assimilation of East philosophy, in at least two or three generations of transformation. It isn't so much that come a lama or a swami of the India to convey their lineage; already the lineages have grown in the West, with our conditioning and mind conditions. The actual encounter between the philosophy of East and West, between the emptiness of the mind and the pursuit of happiness, is already a fact.

And what approach and Yoga and mindfulness away?
Mindfulness means mindfulness or fullness of mind. Mind in Sanskrit and in the East is not indivisible from the heart. We can say that we are looking for the fullness to happiness. The high-water mark of mindfulness is that all beings be happy, and that must stop suffering. We could therefore say that mindfulness is not a set of techniques but more a philosophy of life, such as Yoga is.

But Yoga uses more body disciplines through asanas. Mindfulness is more a mental technology. A person can practice Yoga techniques and other mindfulness as Taichi, Chikung. And cooking, bathing your baby or walking you can also mindfulness.
The difference of mindfulness is that you can be present at any moment of your life if you're aware of three things: 1. What is happening in your mind; 2. what happens in the experience from outside; and 3. What is your reaction to these events. Any practice that give answers to those three questions is mindfulness.

There is therefore mindfulnes which are formal activities and other informal. Formally I can do different types of meditation or Yoga, but informally the mindfulness is very useful because you can do so at any time. For example, when you are listening carefully to a friend, getting in place. That's where mindfulness uses two very important techniques: empathy and compassion.

How you resumes the advance of the mindfulness and its implementation?
Minfulness emerged 25 years ago by a group of physicians (Saki Santoreli, Jon Kabat-Zinn, of the Massachusetts Institute), cross-examining on how ending the suffering of the mind and how many known techniques could be used with patients with mental problems, cancer, stress. Afterwards appears another current that connects the mindfulness with psychology, and Dan Siegel and other psychologists in the United States begin to implement it in their therapies.

Now we are in the third generation of mindfulness, especially after the discovery of Rizzolatti on neurons mirror, something the Yogis had said when they speak of voidness but had not understood in the West because we had not experienced it. And this is very important: things are not learned because someone tell them to you but because you've experienced them.

Could you explain it more?
Our children do not learn because we say this is what you need to learn, but because they feel that there is an empathy with the person who teaches it is and an environment that allows them to be what they are. If allowed to, then learning door opens, and we call it comprehensive empathy. Neuroscience made many experiments with happiness, and discovers that when more happiness there is the left temporal lobe is activated. And he comes to the conclusion that there are less happy and happy individuals based on the activation of these areas of compassionate and empathic.

This applied to learning, is total: because we can see how a child is learning empathic or not. Therefore, mindfulness is to put your mind on empathy and understanding with each other and be more present since not to do by.

How to practice mindfulness?
Unlearning, because what makes the mindfulness is basically empty the contents of your mind and to continuously build your memories. It is something that quantum physics describes; If I see a spoon, while spoon look at it already it is not the same. If I look at a problem from different perspectives, the problem will change. What is minfsulness in a clinical setting is transform the experience and memories of a subject and to create space to fill it with compassion and empathy towards itself. Because many of the problems that we have is because we don't love us. Mindfulness works with vacuum, with the space.

And who is involved in that process?
Mindfulness is not so much learn how to display your mental abilities, you have them. Therefore, to help that process of conscious awakening which has much to do with having an instructor that I could get a sympathetic transfer (also this way has something of gurukula, guided process). The second thing is highly recommended at first is to have a working group. And then to follow any of the methodologies or schools proposed.

What time can take you adapt your mind in terms of mindfulnness??
The discovery that our brain learns plastically and our neurons do not die as we had told us has released number of misconceptions. Of course, the younger you are, you learn faster. Mindfulness we can teach a child from 3 to 5 years in three days; an adult, as it has traumatic material and experiences not resolved, can take longer.

A basic course lasts 16 hours, although we recommend students practice a whole year mindfulness once a week, free of charge, until they acquire the dynamics. It is easier to do 3 or 7 minutes from informal mindfulness each day that you go to a retreat of Vipassana for ten days that you're not going to resist, because your mind with everything that emerges, with all the pain and suffering can not.

It helps you mindfulness to process all that unconscious material that emerges into consciousness?
Mindfulness is making return you responsibility for everything what happens in the mind of all that experience. Sometimes we are going to a psychologist, not sit front, told him everything and hope the psychologist to prepare it for us and give us answers. Mindfulness does not makes you anything or gives you answers. Only thing it does is to make emerge the unconscious contents and to pass them to the conscious. And while you make them aware, you've solved a good part. And at the same time reassuring to you and tells you: "Okay, there is a tiger in the courtyard. Expected; back to look at it. Ah, was a cat". This is very important in mindfulness: shape, vacuum and perception. Because sometimes the subjects have some perceptions exorbitant about experiences; so much so that the thicken, feed them when really there for both.

What are the mental traps frequently, in your experience?
We are faced with four Devils (if I may) of our mind. The first is to believe that all things come from outside and that outsiders are responsible for what happens. The second is to believe that everything comes from you and that you are responsible for all: guilt and shame, very inherent in our culture. The third demon is that of "and I'm a meditator or a Yogi". And the third is ego: "I've already got it, I am invincible". Then mindfulness says: there who get or anything they get.

The illumination of the mind is not a permanent state that you get and stay here. You have to work you mind because it is pure plastic interdependence, so even if you've got a minimum state of consciousness, it does not mean to keep it tomorrow. You are your training like an athlete, and mindfulness.

How does it relate with multiple intelligences?
Howard Gardner's discoveries about the different natures of mind allowed to know that there are different learning styles and visions of what was the educational paradigm. Investigating with techniques of meditation were like those different minds, he comes to the conclusion that there are many types of intelligences, not only the logico-matematica and the verbal. He is dedicated to try them, and it has proven so far eight, although it recognizes that there are 24.

These eight intelligences how are linked with mindfulness?
Once you acquire the potential to see your mind as an enlightened mind, you can express it in different areas, and those are your multiple intelligences. Without practice, mindfulness does not exist, or that if you play it you will want to express your mind in a different way to as you have done so far. Perhaps you need more learning visuospatial, or kinetic, or artistic, and not so much to make it fit into the mathematical or verbal patterns of current education.

There are many traits of genius in autism, but the environment cannot understand that minds that are expressed in a different way there are. If we treat a child diagnosed as autistic as a genius, this child behave as a genius in sympathetic terms. This is what it does mindfulness and multiple intelligences of children, and not only by them, but by parents and teachers, often do not understand that children are suffering within a diagnosis or a completely erroneous assessment.

It is as if a primate will evaluate to a human, and that is how we are doing with our children, to evaluate them with totally old instruments. So we came to the conclusion that we have generations of children ADHD (Attention-Deficit Hyperactivity Disorder). But we don't have kids ADHD; We have a planet ADHD you need to put that tag some children whose vision and core competencies (visuospatial, kinetics, or musical) may not incorporate because it is an ancient environment.

In our schools there is no response for gifted children, and there are many more than those who are trying to be. Attention to the clinical, is paid to the estate still, child. In a clinical study we are doing in the city, we have a hundred children which between 40% and 60% were autistic, ADHD, or behavior disorders. And improve simply with 45 minutes of class. After two or three months, may begin to leave the drugs if there is a very good support. We don't say to parents remove them the pills, but they begin to question that perhaps this is not the way.

http://www.estudioscontemplativos.com

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By • 28 Feb, 2013 • section: Interview, Mindfulness