Dr. Masaru Emoto’s Water Crystal Oracle Cards – An Intuitive Reading (May 2020)

In this video, I use Dr. Masaru Emoto’s inspired Water Crystal Oracle deck for an intuitive reading. What I explain in the beginning of the video is the way in which LANGUAGE and the frequency behind it impact how we make ourselves and others feel. I weave Dr. Emoto’s work on studying the impact of human consciousness on the molecular structure of water with language, specifically the framing and intent of the words we use.

Though some say that Dr. Emoto’s work exists primarily in the realm of pseudo science, I believe that, in fact, his work is merely ahead of its time and, therefore, highly misunderstood. When we begin to understand the power of our consciousness in forming the reality around us then we will awaken to the impact our thoughts and words have in co-creating what we want and desire. Dr. Emoto’s work will become a pillar of understanding of the way that we can build and rebuild that which we envision around us. It begins with our intentions, thoughts, and words.

Please enjoy the following video!

Cristina holding up a water oracle card inspired by Dr. Masaru Emoto.

What does it mean to keep a promise? Lesson Plan 4 Weeks 6 -7 (vBlog 10/11)

LESSON PLAN 4 – PROMISE

What does it mean to make a promise? What promises have you made to yourself or to others? Are you good at keeping your promises? What happens if you break a promise? How does it feel?

This week I have been thinking about what it means to make and keep promises to myself. I made a commitment that I would be creating, implementing, and posting lesson plans on a weekly basis. Experiencing illness the way I have been, has made me rethink this promise. I’ve actually had to ‘break’ my promise for the purpose of taking care of and healing myself.

I’ve learned a lot about the ability to recognize if the promises I am keeping are actually serving a larger purpose. These past few weeks, in having to let go of my vision for weekly content on EduSpirit, I have felt mixed emotions. On one hand, I have felt like I am breaking my promise to all of you who are following these lessons and are interested in trying them out at home. On the other hand, I have realized that I have to prioritize my commitments. My commitment to health and wellness is more important right now than video recording lessons and contributing to this website using the schedule I had been following. That said, my promise to follow through with my initial commitment of 40 vBlogs still holds, even if their production takes much longer than originally anticipated.

I hope that you and your family enjoy these lessons that my family and I have been co-creating and sharing together. Thank you for your continued encouragement and support. – Cristina

LESSON PLAN – PROMISE

Please remember to cite the lesson plan if you use it for a more public venue by attributing the material to: Cristina Santamaría Graff, eduspirit.org. Thank you!

Weeks 6-7_PROMISE lesson DOWNLOAD LESSON PLAN HERE

RESOURCES FOR LESSON 4

LINKS USED WITHIN THE LESSON PLAN

BE INTENTIONAL

Listen to the TedTalk by Alex Sheen, “Because I said I would” on making and committing to PROMISES:

Alex Sheen: “Because I said I would”

Alex talks about creating PROMISE CARDS or “Because I said I would” cards. Use the template provided. The template reads, “Because I said I would.” Write down a promise on the card that you want to make to yourself or to another person. Maybe it’s been something you’ve been putting off. Then give it to someone (for safe keeping). Once you fulfill the promise (it can take a day, a week, a year…) you will ask that person for the card back and let them know you have fulfilled the promise on the card. As Alex says, “You need to earn the card back.” One you fulfill the promise, the card you receive back will remind you that you are a person of your WORD. You are someone who keeps their promise.

Check out Alex’s Facebook page and his non-profit organization, “Because I Said I Would.” https://www.facebook.com/BecauseISaidIWould/

DOWNLOAD TEMPLATE HERE

Because I said I would – Sample Template

BE THOUGHTFUL AND COMPASSIONATE

For this lesson you are building off of last week’s lesson, PATH. You will be using the same game board you created as a family in Lesson 3, “Path to Wellness.” You are now going to create PROMISE cards that will be added to the other cards. These cards will be questions to prompt each player to talk about specific times in their lives where they have made commitments to themselves or to others. They will also include questions about future promises, commitments, or goals that each person is thinking about making and how to achieve them.

Please email Cristina at eduspirit.community@gmail.com if you would like to receive more examples of board game questions.

Here are some examples of PROMISE questions/prompts:

TAKE ACTION

You will create an autobiographical “topical” map by gathering the following materials (or ones you can substitute for these):

  • Poster Board or Cardboard
  • Clay, Playdoh, or other type of molding product
  • Cotton balls
  • Toothpicks and/or popsicle sticks
  • Glue
  • Markers and/or crayons
  • Felt or fabric
  • Scissors

The map will demonstrate in a visual, 3-D manner, the landscape of your life. You may focus on your entire life or on a specific timeframe. Within this map, you must add at least 3 representations/depictions of major “landmarks” (or promises/commitments you have made to yourself or another that you have achieved).

Here are examples of 2D representations from online.

In this video, we, as a family are engaged in a lesson plan in which my girls are writing their own story by creating an autobiographical map. An autobiographical map is a way to map out one’s life by choosing a “landscape” of important events that have impacted and shaped one’s trajectory. This video is a part of a series in which our family, during safe-sheltering in COVID-19 times, is working together on projects and lessons that are meaningful to us. The girls, who by the end of each week, are exhausted and frustrated by e-Learning, have demonstrated an appreciation for family-centered lesson in which we are all participating in some manner. Here, in this video, I, Cristina, am sitting at the dining room table with my daughters and am assisting them with thinking about significant events in their lives.

Weeks 4 – 5; vBlog 8/9 – Lesson Plan “PATH”: Home-teaching in the Time of COVID-19

PATH CARD

LESSON PLAN 3

This week did not begin as “planned.” But, in these times, is there such thing as a typical plan?

We have come to rely on routines and stability. Some of us, even myself at times, lean so heavily on the routine that we forget we can unhook -if even for a moment – from the constant stream of myopic busyness. In these times, we find ourselves with more time to look around, re/assess, and re/evaluate our lives. What truly is important? What are the priorities?

This week, my “plan” was to create and implement lesson plans centered around the theme “PATH.” Path, to me, for the purpose of these lessons, is a consciously chosen trajectory of how we want to live our lives. I was envisioning family sit-downs of taking an inhale to assess where we’re at in week 4 and to decide collectively in which direction we want to go. Since we are “technically” in Spring Break (also Easter Week for those whose faith is centered in Christianity), my intention was to ask the girls and my husband what PATH do we want to pursue this day forward. Knowing that the girls will not be returning to school this academic year and not having a clear timetable regarding whether or not the self-quarantine will, indeed, be lifted before the end of the summer, I felt it was important to check in with my family in a meaningful manner.

In some ways, we are still engaging in these reflections. However, my PATH took a different turn this week as I have found myself needing to scale back and take care of my physical health.

In the following videos I discuss my PATH TO WELLNESS. It is an intentional path to which I am consciously attending to in relation to physical, emotional, psychological, mental and spiritual health. As someone who was diagnosed with Stage 3 breast Cancer in 2012, I have learned many healing modalities and practices that have contributed to my overall wellness. I share these along with my knowledge of Five Element Theory (Chinese Medicine) and engaging Qi (life force) for the purpose of clearing and nurturing the energetic meridians that flow through our bodies. I am currently focusing on the LUNG meridian as I have been having some difficulty breathing.

Though my symptoms are mild and may be attributed to a cold or allergies, I am taking all precautionary and proactive measures to ensure my health remains strong.

LESSON PLAN – PATH

Please remember to cite the lesson plan if you use it for a more public venue by attributing the material to: Cristina Santamaría Graff, eduspirit.org. Thanks!

RESOURCES FOR LESSON 3

Please remember to cite the lesson plan if you use it for a more public venue by attributing the material to: Cristina Santamaría Graff, eduspirit.org. Thanks!

LINKS USED WITHIN THE LESSON PLAN

BE INTENTIONAL

Eight Dimensions of Wellness

Video on Eight Dimensions of Wellness

BE THOUGHTFUL AND COMPASSIONATE

Board Game Examples – Please email Cristina at eduspirit.community@gmail.com if you would like to receive more examples of board game questions.

“Path to Wellness” Board Game
Some examples of questions to use during the Board Game.
Path to Wellness Board Game

TAKE ACTION

Lesson on Flight Path and Forces of Flight

ASSESSMENT

Assessment – PowerPoint Presentations

FORCES OF FLIGHT – DOWNLOADABLE RESOURCES TO SUPPLEMENT YOUR LESSON

FORCES OF FLIGHT 1

FORCES OF FLIGHT 2

How to Make 5 Easy Paper Airplanes

PATH TO HEALING & WELLNESS SERIES

PATH TO HEALING SERIES 1 0F 3
PATH TO HEALING SERIES 2 OF 3
PATH TO HEALING SERIES 3 OF 3

I never thought that in creating the Home-Teaching Blogs that I would be documenting my own recovery from this illness (I’m not sure exactly what I have been overcoming). This week I thought I’d be engaging with my family in family-centered lessons around the theme “PATH.” Instead, I have been through different stages of healing/wellness. In this video, I am sharing my personal experience of getting better. I am only sharing this experience in the hope that it may assist others who are feeling similar symptoms. I believe in the power of healing and intention and share practices that are working for me as a potential pathway to health for you, your loved ones, your friends, and others.

This video below is only housed here on eduspirit.org

Cristina is talking about getting over a fever and the healing process involved.

vBLOG 7_LESSON PLAN “FIRE”: HOME-TEACHING IN THE TIME OF COVID-19

Fire Card

LESSON PLAN 2

We decided to begin the pre-lesson with a FIRE Ceremony for the purpose of bringing healing to our Earth and all her inhabitants during this time. This is a very intimate snapshot of how we, as a family, gather together in sacred, intentional ceremony. We ask that you enter this space with respect, an open mind and heart, and with healing intention. Thank you.

PLEASE ALLOW VIDEO TO UPLOAD… IT MAY TAKE A COUPLE OF MINUTES. It’s an embedded video, so if you are accessing it from your phone, make sure you wait a minute or two. It should come up after a couple of tries.

Family Fire Ceremony

Here, as a family, we engage in a fire ceremony that we share with all of you so that you can see how elegantly and beautifully simple it can be. Healing occurs with intention. When there is a gathering of individuals intent upon the healing of the Earth and its people, a powerful synergy occurs. I intentionally only name Fire as the element of warmth, comfort and healing as a way to create an openness for all to witness and to feel invited. This is a sacred space that we share with you for the purpose of assisting you during these times. By actively engaging in the practice of healing, we are, in essence, doing something. Many times, it is by action that we feel we are contributing to the overall good. This is something we (you) can do. It is purposeful action with the goal of bringing healing to ourselves and to every human being who is in need of warmth, comfort and healing. We hope this brings you a sense of connectedness and purpose.

RESOURCES FOR LESSON 2

DOWNLOADABLE PDF OF LESSON 2 WITH HYPERLINKS

Please remember to cite the lesson plan if you use it for a more public venue by attributing the material to: Cristina Santamaría Graff, eduspirit.org. Thanks!

LINKS USED WITHIN THE LESSON PLAN

BE INTENTIONAL – RESOURCES

Jimmy Santiago Baca’s Poem: “I am offering this poem”

PDF version of POEM – Downloadable

Information about FIRE – its properties and fun facts.

BE CRITICALLY/CONSTRUCTIVELY COMPASSIONATE

Indigenous Fire Practices – news story

Indigenous Fire Practices – video

Excerpt from Indigenous Fire Stewardship by Frank K. Lake and Amy Cardinal Christianson (2019):

“Indigenous peoples believe they have a responsibility passed down from their Creator to be stewards of the land. In relation to wildland fire – physical, mental, emotional, and spiritual health are tied to the health of the Earth. Many Indigenous cultures cannot be resilient without a healthy landscape to exercise cultural fire-related practices on” (p. 3).

In the video below, we are implementing a lesson to learn about indigenous fire practices. This lesson can be found in the section called, “Be Critically/Constructively Compassionate” of Lesson Plan 2, “FIRE” (above). Here we document how we implemented the lesson on indigenous fire practices and land stewardship. Discussions center on a youtube video about cultural burning in Australia. The differences between cultural burning and hazard reduction are explained. What does it mean to be a caregiver, nurturer and steward of the land?

Cristina and the girls sitting talking about indigenous fire practices.

TAKE ACTION

Fire Safety Plan – template for home floor plan drawing

Kids creating a diorama – one example

We are in Week 3 of having to stay at home. The girls wanted to “do” something so we looked at the section of the lesson plan that focuses on TAKING ACTION. Paloma wanted to create the fire safety plan using the template provided above. The girls created a map of the home by drawing floor plans of the house. Then, they found all the smoke alarms and discussed an escape plan in the event there was a fire. The girls had a lot of fun doing this. I’d recommend it for kinesthetic learners who like to move and explore. Please watch video below on “Take Action.”

Candles Burning

Other Videos Associated with Lesson 2

Cristina sitting in front of her table with the FIRE card beside her.

OTHER VIDEOS ARE FORTHCOMING… PLEASE CHECK IN HERE AT THIS PAGE or, if you prefer videos only, go to my YouTube Channel: Edu Spirit

Román and I were “interviewed” by HOPE at HOME – Dr. Joy K. Howard and Travis Howard, Educators, about home-teaching.

We continued the conversation in Part II. Here we discuss children’s emotions during this time of COVID-19.

Week 3 of Home-teaching: We found out today that all schools in our state are closing for the rest of the year. We also found out today that Ellis Marsalis Jr. passed away yesterday. So many transitions and changes… In this video, we show our girls’ initial responses.

vBlog 5_Home-teaching in the Time of Corona: Day 5

Cristina is sitting at her mediation table. The words fore-fronted read, “Happy Equinox.”

Now that I have five days under my belt, I am going to begin structuring the videos more so that they center on teaching at home. I am going to integrate mindful practices with academic content and provide mini-lesson plan templates. All of “this” will begin on Monday, March 23rd.

Please see EduSpirit.org – the home page – for an anticipated schedule. I will be explaining more about the schedule, particularly the “topics” on Monday.

Since my family and I are celebrating the Spring Equinox today, we decided to provide you will a peek into one way we give gratitude to Mother Earth. Here is a bit of information about the ceremony you see:

In our own way, we are celebrating and giving gratitude to Mother Earth by practicing a Four Directions Ceremony. We have adapted this ceremony to align and resonate with our belief system. At the same time, I hope you can feel my intent of honoring an indigenous practice by intentionally NOT adding the audio. I do provide a voice over of a summary of the ceremony, but I feel strongly that, though we are sharing our own family practice rooted in a Four Directions Ceremony, it is not for me (a biracial Mexicana) to offer up this ceremony to you as an “authentic” indigenous practice. I offer it as an important model of (re)membering that we, as a human race, are connected to Mother Earth. And, it is time to be intentional in Her healing by recognizing our part in the healing/recovery process.

The Four Directions Ceremony is a gift to all of us as a way to be centered and intentional. I give gratitude to our indigenous ancestors for sharing (orally, written, and online) examples of ways to give homage to our Mother.

If you are interested in this ceremony, I ask that you research sites that are written by indigenous elders or community members. I am not going to share specific websites because this is a personal journey for you and your family. It is in the journey that we find the path we are on.

Feel into what resonates with your heart and you will know it is the correct ceremonial path.

Here is a place to begin, an elder of the Ojibwe/Powawatomi (Anishinabe), Lillian Pitawanakwat provides information about the Four Directions and the significance of honoring them.

http://www.fourdirectionsteachings.com/transcripts/ojibwe.html

Much love and with gratitude,

An Honest Conversation, More Grounding and (Re)envisioning During These Times

vBlog_3-14-2020

So, it’s time to get real…be real. As I sit here on a Sunday morning – sequestered in my home (as we all are being encouraged to do during these times of “self-quarantine”) – some pretty deep realizations are setting in. One of these realizations is that reality as we know it is changing rapidly. These changes can be uncertain and scary, particularly when we may feel a lack of confidence in our leaders and the steps (or lack of steps) they are taking toward assuring that the collective well-being is the highest priority.

I am trying to view the changes occurring in my life as positively as possible. There have been specific events I was looking forward to with great anticipation that have been canceled. I have felt disappointment, frustration, and even some sadness. There was one particular trip I was planning to take in late March that I was very excited about. At the end of the trip I was going to visit my parents in California. That reality is no longer. I realize, though, that this is just one story amongst billions of stories. I also am understanding that my personal emotions are connected to and unified with our collective emotions. In this manner, I recognize we are interconnected. I am not alone. We are not alone.

In this video, I get real about EduSpirit and the reasons why I am creating content, specifically vBlogs. During these times of “quarantine” there’s a lot to think about. In many ways I feel it’s a reset of sorts. Making sense of this reset as an opportunity where we can inhale and go inward centers this conversation. I talk about the fire and wood elements (Five Element Theory) and their interaction as a way to focus inwardly to release that which is no longer needed and to (re)imagine that which we truly want and desire for ourselves and for the world around us.

I offer you all this moment of introspection and honesty. I send you my love, encouragement and support.

In solidarity,

Grounding Oneself During These Times

During these times of uncertainty, it is important to ground oneself and to shift out of fear and into a sense of stability. Internal stability is key as we navigate and try to make sense of the information we are receiving – much of which has been confusing, changing or even conflicting. Being out in nature and observing the trees, plants, and animals is extremely helpful in grounding oneself. In this EduSpirit video, I offer my perspective of this grounding process.

Cristina Santamaría Graff_EduSpirit vBlog_3-12-2020

With much love,

A Reflection on Motherhood & Schooling: Happy Birthday, My Dear Eleven Year-Old Daughter

Goya Belén

Today, in the early morning hours, my first born, Goya, celebrated her eleventh year on this planet. I emphasize “on this planet” because Goya has never felt 100% grounded, never fully impacted by gravity. Invoking my husband’s words, “She is like a fairy flittering around with angel wings, never touching the ground.” Goya is a creative, innovative, right-brained individual who does not conform to most of societal norms. She is someone who needs to be reminded to eat, drink water, and trim her nails. Where her younger sister, Paloma, is acutely aware of her physicality and is interested in everything tangible and material, Goya generates a narrative – a storyline – to make the mundane palpable. If asked to do chores, Goya cannot simply make her bed or sweep the bathroom floor, she needs to transform into a character who she associates with the work. Recently, I found her wearing an apron while sweeping and cleaning. She was donning a faux French accent while fluttering around with a feather duster. Catching a few words here and there, I surmised that she was a maid in a large mansion fulfilling her duties for the wealthy owners. In this case, the owners were somewhat nasty and had forced her to clean the girls’ toilet as well as the rest of the bathroom. She was very vocal in her protests while, at the same time, made sure that everything was shiny, clean, and tidy.

As a mother, it has not always been easy to nurture her imagination and fantasies while trying, at the same time, to assist her in grounding her energies. There have been difficult, heart-breaking moments where I have had to temporarily ‘bind her wings’ – so to speak – so that she can attend to the everyday world. In a world that traditionally has valued the practical over the fanciful, living with and learning from Goya has and continues to be a lesson of questioning, resistance, and balance. Because of my love for her and her enormous capacity to dream, I have realized more and more the preposterous nature of schooling. As an educator for over twenty-five years, I have always questioned our educational system and the ways that it sorts and segregates children by categorizing them against a dominant norm. This is the work to which I have always been committed – to fight for children and families who are detrimentally impacted by this system and the ways that it privileges specific norms that only a certain few can attain.

Though Goya is privileged in many ways, including that she has two parents who are educators, her unique approach to being and living in this world makes her (and her father and I by default) question every single educational decision and practice her teachers are implementing. This past year Goya has been attending a new school that, overall, ascribes to a strict behavioral model that rewards very specific behaviors. From day one, Goya has resisted conforming to these expected behaviors because she does not feel that they are aligned with who she is and what she believes in. She questions the reasoning behind giving homework that is not meaningful to her everyday purpose which, essentially, is to be alive to assist the Earth, the animals, and nature in healing (Yes, this is her mantra). She is earnest in her passions and convincing in her arguments. Though she is driven and focused on her goal of helping Gaia, she is inconsistent with the daily ‘expected’ schooling responsibilities of staying focused, specifically in math, and turning in her assignments on time. These behaviors rooted in normalized schooling routines are judged and assessed. Consequently, it is not a far stretch her grades sometimes fluctuate.  

Her father and I, being the educators we are, assist and work with her on math, science, and on her executive functioning skills. She is improving and doing better in school. This improvement, on one level, of course, is important. We commend Goya for her efforts and continue to guide her. However, on another level, I have to ask myself if schooling is changing our dreamer. Here I distinguish schooling from education. Goya loves education and loves to learn. What she struggles with are the norms that schooling places, like parameters, around the ways she is expected to learn. Along these lines, when Goya comes home from a long day at school and then is confronted by 2 hours of math homework, she questions why she can’t have more time to focus on what makes her happy.

It’s a challenge because on one hand her father and I know she needs to learn math to succeed in this world, but, on the other hand, we believe that homework should enhance learning, not drain the student of their excitement for learning. For example, giving Goya two hours of homework on long-division problems that are decontextualized from the purpose or the WHY behind long-division is not beneficial for her, a person who is driven by idealistic, humanitarian goals. If she could be given an understanding of the importance of long-division as a necessary skill for an endeavor in which she may be engaged in the future (i.e., running a business to help abandoned animals) then, perhaps, her evenings doing math wouldn’t be so often marked by tears, frustration, and exhaustion.

I am hardly the first parent to question the purpose of schooling. In fact, I know and have worked with hundreds of families who face similar, if not the same, dilemmas. I am honored to know many families whose children, like Goya, think differently and find it nearly impossible to conform to traditional schooling expectations.

On this auspicious birthday, 02-02-2020 (a palindrome), where Goya is beginning the first year of the second decade of her life, I feel it is important to acknowledge her beautifully audacious and inspirational spirit. She is nowhere NEAR the norm nor do I want her to conform. I speak to all the parents and families out there now who feel the same about their children. Maybe to find balance means to NOT give into belief systems that structure success in narrow, limiting ways. Maybe, because of our amazing children, we need to resist certain practices that feel oppressive and stifle our children’s zest for life and living. Maybe it’s time to question this daily grind and to imagine, in the way our children do, the unimaginable happiness that can arrive with purposeful and meaningful learning.

Maybe we need to rethink everything.

With much love for all of you and your children,

Happy New Year 2020

Vision and Decade Boards, 2020

Beginning a new year and a new decade not only means looking forward to what is to come, but also taking a moment to reflect upon 2019 and the past 10 years. One way to take stock of our life’s journey is by creating annual vision boards. As explained in a video I made two years ago, vision boards demonstrate intent and bring form to these intentions. Creating consciously what we desire through active participation (e.g., writing down goals, finding images that represent our visions) sparks momentum, fuels thoughts, and grounds abstract ideas or hopes by making them more concrete.

In the following video, I discuss what it means to be thinking about vision boards as DECADE BOARDS through which to imagine and (re)imagine our life’s trajectory in patterns. What are the main themes of our lives and how do we go about manifesting the themes that we would like to experience more of? I also talk about 2019 as a year in which many of my goals did not come to fruition. How can we rethink or realign our visions so that they resonate with our highest Self? How do we handle our disappointment when our visions seem to fall flat? How do we recalibrate the way we think and feel about envisioning our present and future? These are some of the questions I answer, particularly in light of my role as an educator and a mother.

May you all have a happy and abundant new year. Much love,

Toni Morrison: Death as a Counternarrative

El Paso, Texas. Dayton, Ohio. Two cities now forever interconnected in time to horrific acts of violence originating in fear, perpetrated through hate, and executed with cold intent to signal, exalt, and glorify a frightening narrative of dominance and dehumanization. Every eyeful is a litany of blood, grief, and rage. I blink away headlines. Grocery shopping is now a death wish. Venturing out with friends at night, an act of genocide.

If I allow it, fear will swallow me. I have family in El Paso and Ohio. My parents, my brother’s family, my husband’s family, and so many of our friends live in California. Some live within a couple of hours of Gilroy. On my dad’s side of the family, we are Mexican. We are light-, medium-brown-, and dark-skinned. We are born here and are immigrants. We are walking targets for using our mother tongue, for wearing Frida shirts… hell, just for breathing. Spaces we frequent become traps. We might make a left instead of a right and catch a bullet in the temple. When the narrative is death, there is no discrimination. The AK-47 becomes adrenaline. Every ‘head up’ is a game piece. It’s better just to lie down, even if blanketed in your neighbor’s blood.

This fear is real and is being stoked. If we allow ourselves, we will fall victims to the pervasive language of fear that aims to further divide us, scare us into giving away our rights and sovereignty, and prevent us from confronting the miasma of toxicity that chokes our heart and leaves us hating ourselves, our lives, and those around us. We need, so desperately, to crack our minds and hearts open like an egg and wake up. We need to understand that our collective misery has been covertly constructed to keep us from healing ourselves and finding love for others.

These words have been incubating. I have been compelled to respond to what I consider to be a collective manifestation of mass dehumanization. For me, one main way the dehumanization is perpetuated is through our politician’s empty rhetoric. There are no genuine feelings of empathy when policy and practice continue to dictate that human life figures less than weapons’ profit margins. But gun control is not the focus here nor the intended story. Rather it is what Toni Morrison refers to as the “systematic looting of language” or when language is used to dehumanize and to disallow creativity and innovation for the purpose of limiting our capabilities to co-create knowledge and “encourage the mutual exchange of ideas.” She writes, “Oppressive language does more than represent violence; it is violence.” I further contend that oppressive language is not only violence but is a weapon skillfully used to annihilate our empathetic capabilities to feel for one another as human beings. When sharpened over time, it is like a scalpel that scrapes away or cuts out that which is determined to be ‘diseased.’ To harness language against a group of people for the purpose of claiming power over them is to deliberately strip them of their humanity. In doing so, they become objects. Objects are easily removed, displaced, or thrown away. And, if the soul is deeply clouded, no guilt is attached to this dispossession and removal.

In waking up to the news that Toni Morrison had died yesterday, my first thought was that she was deliberately providing some balance to the scales. It felt as if her death was a direct response to the mass shootings that were rooted in racial hatred.

Her death, to me, is a counternarrative against violence inflicted upon those who have been historically oppressed because of gender, color of skin, ability, religious-affiliation, and other markers of difference that contribute to the overarching prism of humanity. The timing of her passing feels like an exclamation point in reaction to the disingenuous platitudes of commiseration exercised in front of cameras and read off of teleprompters. Her death is a call for authentic discourse that recognizes that silence between open hearts speaks more loudly than hasty, fleshless words. Her counter urges resistance and the fight against “rousing language to keep citizens armed and arming; slaughtered and slaughtering.” Her death reminds us to stay steady through these violent times, to not yield to fear, and to love each other courageously – gripping hands together as we lead each other through the darkness.

With love,

Quotations by Toni Morrison were taken from her Nobel Lecture on December 7, 1993.