I have a problem that I would like to invite you to help me figure out.  The subject is change.  For more than two decades now the increasing frequency of change has become a palpable experience for everyone.  In the early days the notion of being proactive became popular.  At the core of being proactive was the belief that one needs to take action before change happens.  As we experienced more change the notion that change was now a constant became popular.  Today, one of the purposes of this online community is to align people who want to change the world.

The problem is this…why is change now a constant?  What has caused our experience of change to accelerate and what does it mean?  Is there a purpose to change?  Under a constant barrage of change why has dealing with change not gotten any easier?

Would it be a radical notion to suggest that we really haven't stopped to fully examine the change experience?  Is it possible that we've addressed the problem of change in much the same way as medicine addresses illness?  Where we focus our attention on the symptoms rather than looking for root causes?

Part of the problem with change is it's so obvious.  Does anyone have difficulty recognizing change when it happens?  What's to understand--it happens, and we have no choice but to deal with it.  So what's the remedy?  Grin and bear the stress and anxiety, escape any way you can from the present, and wait a few months--with time all things pass, even change!

Forgive me if you sense a bit of sarcasm, but isn't this truly about the only way we have of dealing with change?  So is there an alternative, some other way of dealing with change?  I'm glad you asked because that's what I need your help with.  My personal mission for most of the last twenty years has been to uncover the fundamentals of change, and to understand how change impacts us.  The yardstick I've used in the process has been observing my own experience of change.  What this journey has revealed is that change is at the foundation of all existence.

Let me give you an example, how many of you are interested in personal transformation?  At its core transformation can be depicted as radical change.  Through a process of small changes over time your perspective is altered until you hold a radically different view of the world.  This journey takes place through interactions with the world around us, and an increasing awareness of our inner dimension.  Change as we experience it from an outer source can be leveraged to observe how we are reacting internally.  To the extent that we are able to recognize the motivating forces of our internal reaction and choose to respond differently we effect a change that becomes part of our transformation.

The problem is becoming aware of ourselves; our actions and reactions are such a natural part of our being that we have difficulty observing ourselves.  For most of us our sensory impressions come from the surroundings--our external environment.  It's acting and reacting with the external environment that preoccupies us and precludes our inner awareness from penetrating deeper than a surface awareness of thoughts and feelings produced by the external circumstances.

In the days and weeks ahead I want to share with you my interpretation of the fundamentals of change.  My first hope is that a clearer understanding of change will give you a leg up on your own transformation and assist you in changing the world.  My other hope is that you'll share with me your impressions of the concepts being presented and whether they work for you.  Thanks for reading!

Want to change the world?  Want to make the world a better place?  Great!  Every one of us is needed, and yet there's a paradox in the process...  We must be willing and able to change ourselves before we can effectively change anything else.  That's what Mahatma Ghandi meant when he said, "Be the change you want to see."  As it turns out, changing ourselves is more difficult than it sounds...

Everything Changes! is presented here as a series of blogs providing a roadmap to understanding the fundamentals and dynamics of change.  It doesn't exhort you to change, instead it tries to reveal some of the natural barriers that arise when you attempt to change or unwanted change descends upon you.  And it doesn't stop there; it goes on to offer proven methods for working around these natural barriers.  By the end you have a blueprint for understanding the fundamental dynamics of change.  And with some practice you can more readily assimilate change, but more importantly you've acquired the knowledge to be the change you want to see!  Come on, the world needs you!!

We can see all kinds of change happening in the world. But what does this mean, how does all this change effect you and me? We begin this segment with why even talking about change can sometimes be difficult. Next we hold a brief discussion about the learning process and how it applies to each of us. Finally, we talk about the impact that change is having on us and why it's important to understand change. Everything Changes! was written as a workshop and uses a discussion format, S=statement, Q=question, A=answer.


Discussing Change

S:  The first thing we want to do is put to rest any concerns you may have about this course.  Change is a subject that is sometimes difficult to talk about.  Some of the reasons for this are: change is stressful, it may bring up less than pleasant memories, change is often emotionally trying, it can impact us on many levels including physically and financially.

Another reason for not wanting to talk about change is we may feel there's an expectation that we change.  But let me assure you right now, there is no such expectation in this course.  What we will be doing is clarifying the conditions surrounding our experience of change.

Q:  Why do you suppose we'd want to do that?

A:  Well, for starters, change happens whether we like it or not!  Would you agree?

S:  Each one of us is living proof that we've survived every change that has previously assailed us.  True?  At the same time, as we mentioned a minute ago, change can be tough.  So one of our goals in this course is to increase our understanding of the change process.  And as we do that we're going to learn something about the purpose of change, we'll learn more about our role in change, and we're going to learn a lot about this thing we call our internal operating system.  All with the intended result of easing the effects that change has on us.  How does that sound?

I want you to feel comfortable.  With that in mind, I hope you'll relax and enjoy the course.  And I think you'll find if you engage in the material, what you'll learn will make a definite difference in how you experience change in the future.

About learning…

S:  Before we get started let's talk for a minute about learning.  I'm dedicated to having you learn as much as possible in this workshop.

Q:  So how do we learn?

A:  Education is the process by which we attempt to transfer information from the teacher to the student.  But no matter what the medium of transfer, a lot of information can get lost in the translation.  Experts on communication tell us is there's no such thing as 100% communication.  Which accounts for the losses in translation…but why is that?

A:  A big part of the answer lies in the meaning we associate with what's being communicated.  For example, I'll be trying to communicate as clearly as possible, while you're listening to what I'm saying and trying to interpret what I mean.  We experience miscommunication when what I'm trying to convey and what you think I mean aren't the same.

Q:  So what can we do?

A:  First and foremost, I want you to feel free to ask questions about anything you don't understand.

Another thing we can do is apply our direct experience…  One of the best ways to learn is if we can validate what's being taught with our own experience.  We've all experienced change, right?  So as we are going through this material I want you to see if you can apply what we're learning to your own experience.  In this way you'll be able to learn and retain more of the concepts because you can validate them with your own experience.

Example: If I say it's raining outside, how do you know if that's true?  One way is to just accept what I'm saying, but then you'd be depending on me as a trusted source.  Another way is to take my statement and confirm it with another source.  You may have heard the weather report predicting rain for today.  But the best way to know if something is true is to confirm it with direct experience.  You do that by going outside or going to the window to look for yourself.  In this way, you are not relying on someone else's statement--you confirm the truth for yourself.  Does that make sense?

Q:  Now, what should you do if your experience is different from what I appear to be saying, or you don't think you have any direct experience on a particular subject?

A:  In either event, it's a good time to raise your hand and share your feelings with the rest of us.  Others in the group may be feeling the same way.  Each of these situations offers us an opportunity to extend the learning.  It is possible that at times you won't have any direct experience to draw on…  In those moments I would ask that you pay close attention to staying open to whatever new ideas are being presented. 

S:  Which brings us to the subject of filters…  What are filters?  Well, without realizing it we all develop filters.  The easiest way to explain filters is they are like the lens that we use to see the world.  Each of us has similar experiences, yet our individual interpretation of those experiences creates a filter that is unique to us.  Our interpretations become beliefs, opinions and assumptions, or in other words, 'filters' that we then use to interpret new experiences going forward.  Does that make sense?

Without realizing it our filters can impede the learning process.  Here's an example.  If I say the color of my shirt is red, your filters may kick in with the thought, "well, it's not really red, it's more of a maroon."  Without thinking about it you're discounting the information being offered because your filters are interpreting the information differently.  Do you see that?  So when we hear something that we can't confirm with our experience or that our filters take exception to, we are very likely going to discount that information.

Q:  So how does this impede the learning process?

A:  Learning environments often expose us to new ideas, in these situations we have to work at keeping our sensory receptors open to the ideas being presented.  If we don't it's very hard not to filter the information as it comes in.  The problem is if we automatically discount ideas that are new or contrary to our existing views, we simultaneously prevent ourselves from learning.  Remember that learning anything involves an interval of time.  To learn we need to allow enough time for new or contrary ideas to find validation in our experience.  Does that make sense?

Exercise:  Ok, right now we're going to do our first exercise to help establish what we know about change.  So what I want you to do is take out a piece of paper and write down what you know about change. 

Group Discussion
Q:  Is someone willing to share their thoughts about change?  Others?

Q:  Do you think there's room for further understanding?

S:  Ok, so let's open our filters and allow for the possibility of new learning to take place.

Understanding Change

Q:  Why is understanding change important?

A:  For more than two decades now, we've been experiencing change at a pace that is palpable to almost everyone.  As we've already mentioned, change happens whether we like it or not.  With little choice in the matter, we've been forced to adapt.  However, being forced to change without some comprehension of the underlying process is like trying to run in quicksand.  The price we're paying comes in the form of sharply increased stress.  Higher stress means we are literally changing at the expense of our physical and mental health. This course helps us understand the meaning behind change.  That there are compelling reasons for change.  To change or not is the prerogative of every individual.  However, in revealing the dynamics of change--how it impacts us and what our options are for dealing with it--we are provided with the realization that change represents a growth opportunity.  By learning methods for easing the change process we are also preparing ourselves to accept change more readily.  With ever more calls for change--and the ill effects it can produce--learning to handle change more effectively may well be an important adaptive skill in the twenty-first century.


Note to reader: Thanks for reading! My intention is to post new segments every few days.  Each segment will be headed with Everything Changes! and will follow a numeric sequence, No. 1, No. 2, etc.  Please feel free to send me your questions or comments.

Copyright 2008.  The information here is reproduced from Everything Changes!  Understanding and Dealing with the Change in our Lives.  It is provided for your personal use.  The material may not be reproduced, copied or used in any other way without written permission from the author, Dan Richardson.

One method psychologists use to measure human development is the ability to differentiate between self and not self.  This is also referred to as distinguishing between subject and object.  Anything we perceive as outside of us or not self is classified as an object.  As adults we're pretty clear about all the objects around us that are not self. But what about change? Because our purpose here is to objectify change we chose to present it as a subject / object construction. At this point we simply want to objectify the fundamentals of change, later we'll be trying to differentiate and objectify some of our thoughts...
 

From Subject to Object

S:  Presently we see change as something that happens to us.  Change seems to act on us.  We might even feel as though we're victims of change.  From this perspective change "has us"--we are subject to it.  In order to understand change we need to make it into an object.  To do this we take up a position outside change and make it an observable object.  From this perspective change no longer "has us," instead it becomes an experience that "we have."  The use of a subject/object construction enables us to partially break free of the bonds of change and expose the underlying dynamics.  We will continue to use this construction throughout the workshop.

S:  We begin by attempting to develop an objective view from the widest possible perspective…

Q:  Why change?  Why do we experience change?

S:  Have you seen the commercial for Nova?  Did you know the universe has no edge?  That it has no center?

Q:  How is this possible?  Because the universe is continually expanding…

S:  How many of us stop to reflect on the fact that everything in our existence is constantly moving?

Q:  What keeps everything in a state of perpetual motion?

A:  Some may say, God; and that may very well be.  But the answer I'm thinking of we can empirically prove--it's The Laws of Cause and Effect.

Laws of Cause and Effect

Q:  What are some examples of cause and effect?  What would happen, for example, if the earth stopped rotating on it's axis?  (Think of roasting marshmallows--what happens when you forget to turn it?)

Q:  What effects does the earth's rotation create?

A:  Day and night, time, sleep cycles, growth cycles etc.

Q:  Do the laws of cause and effect apply to us?

A:  Why do we eat?  What happens if we don't eat?  What happens if we drink a lot of water?  What happens if we don't sleep?

Q:  Do you think we actively utilize the laws of cause and effect?  How?

A:  Sure, anytime we intentionally, or even unintentionally, do something.

Example: Driving a car.  If the road turns and you don't steer around the turn--is there an effect?  If the car in front of you stops--what do you have to do to create the proper effect?  If you don't apply the brakes is there still an effect?

Q:  How often are we aware of the fact that we're applying the laws of cause and effect?  Do we think, for instance: "Ok, I gonna apply a little cause and effect here!"

S:  We might think that from time to time.  But cause and effect is so seamlessly woven into our existence that we often don't think about it.

S:  Ok, we've been talking about cause and effect, now I'm going to throw you a little curve…

Q:  What's the relationship between cause and effect?

A:  Every cause creates…what?  (An effect)

Q:  Let's go back to our driving example and see if there's anything more we can learn…The car in front of us brakes to a stop.  We react by doing the same.  What is the cause and what is the effect in this example?

A:  Cause--car in front stops.  Effect--we apply the brakes and stop too.

Q:  How did we stop our car?  (using the brakes)

Q:  So is applying the brakes an effect or a cause? (it's an effect of the car stopping in front of us--yes?  But it's also a cause in bringing our car to a stop--yes?)

Q:  How can it be both?

A:  The answer is in the recognition that cause and effect are continuously in motion.  From a perspective of continuous motion every cause is simultaneously the effect of a previous cause, which was the effect of a prior cause, and so on to infinity.  Only by stopping time and isolating events can we attempt to assign cause and effect.  But this is really impossible to do because there is always a prior circumstance that has created the current event.

S:  Let's take another example to see if this holds true.  If you work for a company that closes the division you work in, the effect is you lose your job.  But the effect is simultaneously the cause for you to do something else--there are many things you might choose to do. Take some time off, update your resume, do nothing, apply for unemployment, go fishing, apply for a new job… each one of these things creates effects that simultaneously become the cause for some other action.  And so it goes from moment to moment, day to day, and year after year.  Would you agree?

S:  Ok, we've been talking about cause and effect and how it's seamlessly woven into the fabric of our existence.  It's so automatic in everything we do that we scarcely even notice it.

Key Concept:  The Laws of Cause and Effect operate continuously in all existence, including us.

Q:  Is there a connection between cause and effect and change?  And if so, what is it?


Note to reader: Thanks for reading! The answer to this last question is revealed as our discussion continues in Everything Changes! No. 4.  Please feel free to share with me any questions or comments. 

Copyright 2008.  The information here is reproduced from Everything Changes! Understanding and Dealing with the Change in our Lives.  It is provided for your personal use.  The material may not be reproduced, copied or used in any other way without written permission from the author, Dan Richardson.

What's the relationship between cause and effect and change?  Is each one of us responsible for creating change?  Or are we creating change as groups?  Think you know the answers?  Read on because those are some of the subjects discussed in this installment of Everything Changes!


Cause and Effect and Change

Q:  Does cause and effect create change?

Q:  If we look at the effect of a cause, is there another way to describe it?  (As a change?)

Q:  Ok, are we saying then that an effect and change are the same thing?  (Yes or No?)

S:  Let's test our theory with a demonstration.  If I drop this pen, what happens? (it hits the table)  What's the cause? (releasing the pen)   What's the effect? (hits the table)

Q:  Ok, if the effect is the pen hitting the table is this also the change?  (Yes or No?)

Q:  In this demonstration what actually changes?

A:  The location of the pen changes from my hand to the table.  Right?

Q:  So aren't we perceiving change relative to the pen?  (Yes)
      Isn't the change the movement of the pen between my hand and the table?  (Yes)
      Does this make the effect the same as the change? 

A:  We're making a very subtle distinction, but isn't it true that the effect only represents change when we know the pen was previously in my hand?  So change reflects the movement or difference between cause and effect.

Q:  Does that mean that change is an object?  Is change like this pen--something we can touch?

A:  Change is a perception.  We perceive a movement or difference between the way something  was, and the way it is now.

Q:  And how do we perceive this movement or difference?

A:  Through our awareness or direct experience.

S:  We don't have any trouble identifying change when it happens--right?  But what we wanted to bring out here are the objective elements that produce the perception of change.  We wanted to provide a clear picture of what's happening when we perceive change.

Key Concept:  Change is our perception of the relationship between cause and effect--from what was, to what is.

S:  Ok, we've been talking about the perception of change and how that relates to cause and effect.  If we were to substitute another word for cause, what might it be?

A:  The word we're looking for is action.

Q:  If you think of a cause, could it also be an action?

Example: [Drop the pen on the table.]  We said this was a cause, is it also an action?

Cause reflects Action

S: If action is another word for cause, than perhaps we should take a closer look at it. 

Exercise: In this exercise, I want you to make a list of everything you do that is not an action.  So take out a piece of paper and write down as many things as you can think of that you do that aren't actions. 

Group Discussion
Q:  So what kinds of things did you come up with that aren't actions?  Is anybody willing to share what they wrote down?  (below are some common examples)

Examples:
Q:  Sleeping; is sleeping an action?  What do we say to describe going to sleep? (I fell asleep)  When you're tired what do you say? (I got to get some sleep!)  How about when we're sleeping… ever talk in your sleep? Snore?  I know you dream… and turnover.  So in addition to the act of sleeping there are other actions that take place even while we're sleeping.

Q:  What state are you in if you're not sleeping?  (Awake)  Is being awake an action?  Well, in addition to being awake this is our most active mode.  Ever have trouble staying awake?

S:  Remember a few minutes ago, I said anytime we intentionally, or even unintentionally, do anything we're demonstrating our immersion in the laws of cause and effect.

Q:  Breathing; is breathing something you do intentionally?
     (Yes and No, it's part of our autonomic response system)

Q:  So is breathing an action?  (Yes or No?)

A:  What happens if you stop breathing?  (We all know the answer to that!)

Q:  If breathing is an action, what effect does it produce?  Is there a perceived change involved in breathing?

Demonstration:  I want you to take a deep breath, exhale slowly and completely, then hold your breath--don't inhale.  Hold it for as long as you can.

Q:  What changes did you perceive from not breathing?

Q:  Thoughts; are thoughts actions?  Is thinking an action?
      (Sure, in fact, thoughts drive both our inner and outer actions) 

Q:  Ever hear the saying: all things are created twice, once in thought and again in physical form?  Do we have to act on our thoughts for them to be actions?

A:  No.  Again, thinking all by itself is an action--Anytime we're thinking about something we're acting, even if it's only an inner rumination.

S:  Ok, so perhaps the closest we can come to something we do that's not an action is resting, or perhaps sitting in meditation.  But even in these states we continue to have thoughts, we breathe, our heart continues to beat, the cells in our bodies continue to function, and the atoms comprising our material form remain in motion.

Key Concept:  Everything we do can be seen as an action.  Proof that the laws of cause and effect are operating at the root of our existence.

S:  We got into this discussion because we said that action was another word for cause.  From this exercise we can observe that our actions reflect continuous movement, further by definition every action creates an effect.  Which means our actions create effects that can be perceived as change.

Q:  Through actions then, would you agree that we are creators of change?  (Yes or No?)



Note to reader: Thanks for reading! The discussion continues in the next blog Everything Changes!  No. 5.  Please feel free to share your comments or questions.

Copyright 2008.  The information here is reproduced from Everything Changes! Understanding and Dealing with the Change in our Lives.  It is provided for your personal use.  The material may not be reproduced, copied or used in any other way without written permission from the author, Dan Richardson.

Yes, Lois, the multiplicity of actions engaged in by human beings everywhere has a spiraling effect that sooner or later produces the perception of change.  Our actions are exemplified in everything from global capitalism to the local landfill. The bad news is we are responsible for change.  The good news is we are responsible for change.  Why, you ask, is that good news? It means we have a choice; once we begin to associate our actions with change we create a new space in which to start consciously recognizing there are consequences in every action.

But before we condem ourselves completely, let's take a look at what else creates the perception of change.  Any ideas?


What else Acts?

Q:  This begs the question: what else acts?  Are we the only ones capable of creating the perception of change?

Animals
Q:  Do animals act?  What are some things animals do?

Q:  Is there anything animals do that aren't actions?

A:  No--like us the physical bodies of animals are constantly in motion.

Q:  If animals act, are they capable of creating the perceived awareness of change?

A:  Yes--think of deer in your flower beds or garden, moles in your yard…etc.

Plants
Q:  Ok, how about vegetation, do plants and trees act?  What are some examples of how plants or trees act?

Examples: Plants and trees have a life cycle--they grow and die.  Photosynthesis--the process by which green plants convert the sun's energy into food, a process that absorbs carbon dioxide and gives off oxygen.

Q:  Is there anything that plants and trees do that can't be seen as actions?

A:  No--as living organisms they are continually in motion.

Q:  If plants and trees act, are they capable of creating the perceived awareness of change? 

A:  Yes--think of how small plants and trees grow into big ones, how weeds multiply…etc.

Minerals
Q:  Well, what about minerals--rock formations, mountains, sand and soil, do these things act? 

A:  Perhaps not as overtly as humans, animals and plants, but through interaction with the elements, movement is created: dirt and rocks slide off hills, wind and water create erosion.

Q:  If rocks, minerals and mountains show action, are these things capable of creating the perception of change?

A:  Yes--but typically over longer periods of time.  Sometimes, however, immediate changes are created by slides, earthquakes, volcanic activity, etc.

Q:  Does anything else act?  What else has the capacity to create perceived change?

Elements and Weather Systems
A:  A minute ago, we mentioned the elements--wind, water, fire, all have the capacity to create change.  As do weather systems.

Q:  Would anyone like to argue that weather systems don't create the perception of
      change?

S:  Everything in existence exhibits some kind of movement--this movement contributes to our perception of change.  We might observe that as we progress from minerals to plants, and from animals to human beings, that the actions of each successive group are easier to see.  Of course, there are some significant differences between humans and animals, plants and minerals.  First is our ability to think--to be self aware, and then to turn our thoughts into physical creations.  But the more active we become the less time it takes to create the perception of change.  Increasing our understanding of the role we play in creating change is one of the reasons for this course.

Continuous Action

Q:  So, if everyone and everything that acts has the potential to create the perception of change, shouldn't we be overwhelmed with the billions upon billions of actions that take place everyday?

A:  Theoretically, perhaps.  But remember that we are most likely to identify with the
perception of change when it impacts us directly.  For example, in watching the news  there's always something happening locally, nationally and globally that reflects change.  But unless something pertaining to these events affects us or those close to us, we're only likely to perceive change in a generalized form. 

S:  Another reason we're not overwhelmed with all this action is because many of our individual actions are aimed at keeping things the same.  We interact with our surrounding environment to maintain a sense of control and this frequently means actions designed to keep things unchanged.

S:  Remember our breathing demonstration, the autonomic response system maintains our breathing and keeps us in a state of equilibrium.  When we tried to hold our breath we were upsetting the balance and the autonomic response forces us back into equilibrium.  The action of each breath creates an effect that sustains us--our perception is of no change.  Only when we're not breathing does the perception of change impact us.

Q:  Let's take another example: Suppose you stopped providing food and water for your pet.   What would happen?

S:  Here again, our normal actions are designed to maintain equilibrium.  When we stop the action that sustains our pet the effect is very likely to produce a perceived change.  For example, your pet may start spending all its time over at the neighbor's because they are providing the food and water necessary for it to sustain itself.

Q:  How many of you set an alarm clock to get up in the morning?  Why do you do that?

A:  Most likely to prevent unwanted changes that could result from oversleeping.  Those effects could range in magnitude from relatively minor--having to skip breakfast, to a bigger problem such as losing your job for not showing up on time.

S:  The point of these examples is that while every action produces an effect and thereby creates the potential for perceived change, many of our actions are directed at creating effects that will keep things as they are--at preventing consequences that trigger the perception of change.

Key Concept:  Though every action creates an effect, our perception is attuned to changes that create undesired or adverse effects for us, or those we care about.

Summary

Q: Ok, so what do we know?  Let's review the main points that we've uncovered so far.

• Everything in the universe operates under the laws of cause and effect.
• Change illustrates the relationship between cause and effect.
• Change is our perception of the difference between what was and what is.
• In an environment of continuous cause and effect, every effect simultaneously becomes a new cause.
• Cause can also be described as an act, or action.
• From our exercise we determined that everything we do is an action.
• People, animals, plants, minerals...everything demonstrates various forms of continuous motion.  This movement is what creates the perceived awareness of change.
• Every action produces an effect, but our actions are often intended to maintain the status quo--to keep things as they are.  Many of our actions are aimed at preventing the perception of change.
  

Note to reader: Thanks for reading!  In the next blog we begin Part Two--How Change Imacts Us. It will be titled: Everything Changes! How Change Impacts Us  No. 6.  Please feel free to share your comments or questions.

Copyright 2008.  The information here is reproduced from Everything Changes! Understanding and Dealing with the Change in our Lives.  It is provided for your personal use.  The material may not be reproduced, copied or used in any other way without written permission from the author, Dan Richardson.

This entry marks the beginning of part two and leads into a discussion of the internal impact that change has on us.  As we know from our discussion in part one there are potentially an infinite number of actions and consequences that could be perceived as change.  So why is it  that our perception of change is highly selective and only kicks in when events or circumstances effect us directly?

Introduction
 
S:  In part two we will continue the process of objectifying change by turning our attention to how change impacts us.  We learned in part one that change is the perception of a difference created by cause and effect.  It's important to understand from the outset that although we've characterized change as a 'perception,' the difference created by cause and effect is very real.  Change is simply the word we use to describe the movement that produces the different experiences we have in life.

To truly understand the impact of change we must extend our awareness of the surroundings and of ourselves.  From our earliest memories we've been immersed in this thing called life, everyday a constant coming and going of events.  Our senses tell us we are here, but offer little in the way of addressing why we are here.  We said in part one that cause and effect through continuous motion drive everything to change and evolve.  As human beings we are not exempt from this process.

The truths we hold have been derived from our sensory impressions of the world around us.  Most, if not all, of our accepted benchmarks for life are in external forms.  We measure success, for example, by the number of possessions we have, by the job we hold, from where we went to school, to how much money we make.  These beliefs are derived from what our senses have interpreted from our surroundings.  You might ask, what else is there?  For one, it's that our senses are not always reliable indicators of the truth.  A mere five hundred years ago, our senses anchored the widely held belief that the world was flat.  The shape of the earth hasn't changed--it's always been round--what changed was new information and experience that refuted our sensory impressions.

This is how our world moves and evolves.  What we experience and learn becomes part of what we create.  The things we create become the foundation on which further growth and development is built.  This continuous movement demands that we move and change, too.  As we study change further we are going to find that the real impact of change falls on our 'internal operating system.'  Our internal operating system is in many ways similar to the operating system software that runs a computer.  This part of the course serves as an introduction to our internal operating system.  The more we understand about this system the better equipped we'll be to understand the impact change has on us.

Our Internal Operating System

S:  What is our internal operating system?  It's the system that processes raw sensory data into thoughts, ideas and concepts, gives meaning to experiences, records memories and produces emotions.  It's the system that allows us to interact and function within our surroundings.  Our internal operating system reflects our thinking.  It might more commonly be referred to as the mind.  But a full exploration of the mind is beyond the scope of our intentions here.  For our purposes, we are only interested in beginning to objectify the basic operation of our internal operating system.  For example, it's our internal operating system that registers the perception of change.  How we interact and are impacted by change has everything to do with a better understanding this system.

S:  We'll start our discussion of the internal operating system with an exploration of beliefs.

Thoughts Expressed as Beliefs

Q:  What are beliefs?

A:  Beliefs are values, ideas, concepts, assumptions, and opinions that we have accepted as true.  Our beliefs are true for us, but not true for everyone, nor necessarily true in fact.  Beliefs as thought forms are stored in the memory of our internal operating system.

Q:  Where do beliefs come from?

A:  Our beliefs are formed from sensory information collected in our interactions with the world around us.  Although not always, beliefs are usually formed over a period of time from sensory input that is consistent with previous information or experience.  Once accepted as a belief our internal operating system purposely seeks information and experiences that confirm our view as true.  Our beliefs then become the standard by which all new data is 'filtered.'  Ideas or opinions that are not consistent with our beliefs are not picked up by our conscious awareness and effectively ignored, deleted or rejected by our internal operating system.

Q:  How do beliefs factor into our interactions?

A:  Beliefs are some of the primary drivers of our inner thoughts and outer actions.  Beliefs also play a part in our emotions.  While feelings seem to develop on their own and are often more palpable than thoughts, one of the exercises in this segment will give us a chance to discern the source of feelings for ourselves.

Exercise:
This exercise will further our understanding of beliefs.  First of all, let's acknowledge that we all have beliefs.  Anybody disagree with that statement?  Ok, take a few minutes to think about what you believe, then I want you to take out a piece of paper and write down as many of your beliefs as you can. 

Special note: Because beliefs are interior thoughts and may be of a personal nature, you will not be asked to share your beliefs with anyone here.  What you write will remain confidential.

Group Discussion
Q:  First of all, how difficult was it to discover your beliefs?

Q:  How many beliefs did you come up with?

Q:  Do you have a sense that you've captured most of your beliefs?  Could you write down more?  How much time do you think you'd need?

Q:  Did anyone write down their beliefs about politicians? (show of hands)
      What do you believe about politicians?

S:  So even though you didn't write down your beliefs about politicians--you do have some beliefs about them.  True?

Q:  How many of you wrote down your beliefs about the problem of hunger in third world countries? (show of hands)  No one???  Well, how do you feel about that?  Why?

S:  So even though you didn't write this belief down, you do have some beliefs about it, yes?

Q:  Who wrote down their beliefs about airbags in cars?  (show of hands)
      Well, do you think airbags are good or bad?

S:  So you do have some beliefs about airbags!

Q:  In writing down your beliefs who mentioned the plight of wild horses in the desert
southwest?  (show of hands)  Have you spent much time thinking about this issue?  No!?  Do you think they should be protected?

S:  So even on topics you haven't really thought much about you still have an opinion.  Yes?  Is an opinion a belief?  (A: Yes.)

Q:  Did anyone put on their list of beliefs what they think about the price of houses?
     (show of hands)  Would you have an opinion on this issue if I asked?

S:  OK, the point of this exercise was to demonstrate that our beliefs are context sensitive.  Meaning that without a reference point--some context to focus our attention--it's hard to know what we believe.  In fact, to just write out your beliefs like I had you do initially is an almost impossible task.  Do you see now how you could be here for days trying to capture all your beliefs?  And even then you couldn't write them all down… You just showed me, you have beliefs about things you didn't even know you had beliefs about!

Key Concept:  A vast number of beliefs are stored and retrieved by our internal operating system contingent on the context or conditions in which we find ourselves.



Note to reader:  Thanks for reading!  Look for a new installment of this series every few days.  Each segment will be headed with Everything Changes! and follows a numeric sequence.  Please feel free to send me your questions or comments.

Copyright 2008.  The information here is reproduced from Everything Changes! Understanding and Dealing with the Change in our Lives.  It is provided for your personal use.  The material may not be reproduced, copied or used in any other way without written permission from the author, Dan Richardson.
 

Bet you didn't know you had an internal operating system!  Yep, we all do.  Thing is we don't really think about it much…  That is until we want to discover something like how change impacts us.  Then we quickly begin to see it's our internal operating system that's perceives, assesses and reacts to the changes happening around us.  If we hope to understand the impact that change has on us, it's essential that we start by becoming more aware of how our internal operating system works…  Let's do another exercise or two to see what else we can learn about our internal operating system.


Exercise:
Ok, let's do another exercise.  Remember in part one I asked you to write down everything you do that's not an action.  But that proved impossible because everything we do can be seen as actions.  Well, in this exercise I want you to think of five (5) actions--five things that you do--and write them down on a piece of paper.  What are some examples of actions… (work, eat, bathe, sleep, commute). 

Does everybody have 5 actions written down?  Ok, what I want you to think about is why you perform these actions.  After each of your actions I want you to write down at least one reason (it's likely there are multiple reasons) why you take that action.  You may write down several reasons if you wish.  Is everyone clear on what we're doing?

Group Discussion
Q:  Did you have any difficulty coming up with a reason for your actions?

Q:  Would anyone be willing to share one of their actions and the reason for doing it?
      Anyone else willing to share?

Q:  Was there anything that surprised you about this exercise?
      Do you think you could take any action and come up with a reason for it?  (Yes or No?)

S:  The point of this exercise is to show how underlying thoughts or beliefs drive our actions.  Frequently we don't stop to draw this connection, but from this exercise it should be clear that thoughts (which are actions) are the impetus for our outer actions.

Q:  Based on this exercise would you agree that thoughts or beliefs precede our actions?  Could there ever be a case of an outer action preceding thought?  Can you think of an example? (Impulse or Instinct?)

A:  What's difficult to conclude even in the case of impulse or instinct is the possibility of subconscious thoughts that we are not aware of.  [Acts of heroism are sometimes described by the hero as instinctive, but could this action be prompted by a subconscious desire to help or save others?]

Q:  Another question worth considering, do our thoughts always result in outer actions?

A:  No.  Fantasies are an example of internal thoughts that we don't typically act on.

S:  Finally, I'd like to point out that when we see the connection between our thoughts and outer actions, we are simply witnessing the nature of continuous motion and how one action gives rise to another.

Exercise:
S:  Ok, let's do another exercise.  This exercise has to do with emotions.

Q:  What are emotions?

A:  Things you feel!

Q:  Are emotions and feelings the same thing?  (Yes.)

Q:  If someone hurts our feelings how does that happen?

A:  By someone saying something unkind--that's hurtful to us.

Q:  What gets hurt?

A:  Is it our self-image?

Q: What comprises our self-image?

A:  The way we think about ourselves.

Q:  Can we name some feelings?

Example: Fill in the blank: "I feel ____ ?"  …sad, happy, stressed, relaxed, angry, loved, lonely, enlivened, tired, elated, scared, depressed, anxious, upset, calm, etc.

S:  For our exercise, what I want you to do is select 3 of these feelings, or come up with 3 of your own.  Choose feelings that you can identify with, by that I mean feelings that you've experienced.  Write them down on a piece of paper.

Now, I want you to insert one of your feelings into the sentence: "I feel _____ ?"
The object of the exercise is for you to create that feeling.  For example, if you've chosen 'sad' as your feeling you need to create a real feeling of sadness.  Do only one of your feelings.  Take your first feeling and see if you can bring it to life.

Q:  How are you doing?  Have you created the feeling?
     Is anybody having trouble creating the feeling?

S:  (After creating the feeling) Now I want you to think about the process you used to create the feeling.  Write down what you did to create the feeling? 

Group Discussion
Q:  Ok, is someone willing to share with the group their feeling and how they created it?  Anyone else, willing to share?

Q:  Are we seeing a pattern?

S:  Ok, lets repeat the exercise with your second feeling.  Again, fill in the sentence: "I feel _____?"  Once you've created the feeling, write down what you did to create the feeling.

Group Discussion
Q:  Ok, did it get easier to create the feeling once you understood the underlying pattern?  Were you able to clearly see how your thoughts led to the feeling?  (Yes or No?)

S:  Let's repeat the exercise once more with your last feeling but this time, see if you can find another way to create the feeling.  As before, once you've created the feeling record how you created it. 

Group Discussion
Q:  Did anyone feel like they succeeded in finding another way to create the feeling?
      How did you do it?

[There are two ways that I could think of to create a feeling.  Either think of a past experience that you associate with the feeling and use memories to create the feeling.  For example, if you want to create a feeling of relaxation think back to a time and place where you felt super relaxed.  The other way is to use your imagination to think of a situation that creates the feeling.  For example, if you want to create a feeling of happiness use your imagination to create a situation that would make you feel happy.]

S:  The point of this exercise is to demonstrate that emotions are created by thoughts.  We don't usually make this connection because emotions tend to obscure our thinking.  However, as we saw in the exercise to create emotions we had to think certain thoughts.  In interacting with our environment the connection between thought and emotion is so rapid we don't even notice.

Key Concept:  The experience of emotion is the product of powerful thoughts or beliefs.


Note to reader: Thanks for reading!  In the next blog entry (No. 8) we'll use a case study to see how the internal operating system is impacted by change.  Look for the new entry early next week.  As always please feel free to share your comments or  to ask any questions!

Copyright 2008.  The information here is reproduced from Everything Changes! Understanding and Dealing with the Change in our Lives.  It is provided for your personal use.  The material may not be reproduced, copied or used in any other way without written permission from the author, Dan Richardson.