The Book of Joy chronicled a week of conversations between His Holiness the Dalai Lama and Archbishop Desmond Tutu in Dharamsala, India to celebrate the Dalai Lama’s 80th birthday. The two spiritual leaders discussed joy based on the similarities and differences in their spiritual traditions and lifetimes facing hardship, violent oppression, and genocide. Douglas Abrams participated in the conversations as a journalist asking questions and provided the readers with background information on the two leaders as well as connections to scientific research and evidence related to joy, suffering, meaning, and perspective. Here are some key take aways for me.

1. Joy

These two spiritual leaders use the term joy over happiness. For them happiness is superficial and fleeting, while joy includes meaning and connection. Other authors have defined these terms differently, but discussed the same concepts. In The Book of Joy they describe hedonic happiness as fleeting and only positive states as opposed to eudaimonic happiness is set in an understanding of meaning, growth, and acceptance – including negative emotions. What is important here is to be clear that what we are seeking is not superficial and fleeting but also deep and meaningful over time.

2. Anger

A topic that has interested me more and more, particularly its connection to fighting for injustice, is anger. In The Book of Joy we are reminded that anger is a secondary emotion, usually with fear, hurt, pain, and injustice underlying the anger. If you work at dissipating the anger but the underlying emotions remain, your efforts will be futile. I’ve resonated with Robert Thurman and Sharon Salzberg differentiating between anger of resentment and retaliation and the anger of fierce compassion. In The Book of Joy they describe righteous anger as anger that is chosen in support of others and a tool of justice and compassion as opposed to a reactive emotion that is about the self.

3. Acceptance

I’m talking with coaching clients and others more and more about the power of radical acceptance. Joy is our natural state, the challenge is to return to it. Our own sadness is critical to our own empathy and compassion. Loss can also foster growth and learning or it can result in despair and depression. Focusing on you and what you have lost can result in despair and depression. On the other hand focusing on the one you have lost can lead to growth and learning. Grief is a reminder of the depth of our love.

I learned that courage was not the absence of fear but the triumph over it.

-Nelson Mandela

4. Suffering

Suffering comes from how we relate to each other. Envy, competitiveness, and contempt. We do need suffering to appreciate joy and grow and learn. Suffering can embitter or ennoble. The difference is if we can find meaning in our suffering. A great example of finding meaning in suffering is Nelson Mandela who found meaning and growth in his time in prison. Desmond Tutu and the Dalai Lama are also examples of this as they explore throughout their conversations.

5. 8 Pillars of Joy

The culmination of The Book of Joy is the outlining of 8 Pillars of Joy. I keep returning to these pillars in thinking about my own challenges, suffering, and attempts to return to joy.

  1. Perspective – Taking a sacred pause and finding the widest perspective helps us solve problems with creativity and compassion rather than rigidity and reactivity.
  2. Humility – Discover how you depend on others – your parents, those who made your clothes, or where you live, or the medications you take. You are only one of 7 billion people.
  3. Humor – Find ways to laugh at your faults, limitation, and foibles. Laugh at yourself. Laugh at life.
  4. Acceptance – Don’t argue with what was or is. Don’t argue with reality. “Why be unhappy about something if it can be remedied? What is the use of being unhappy if it cannot be remedied?”
  5. Forgiveness – Tell your story. Name the hurt. Grant forgiveness. Renew or release the relationship.
  6. Gratitude – Be thankful for what goes well and the learning and growth possible when things don’t go well.
  7. Compassion – Loving kindness: May you be free from suffering. May you be healthy. May you be happy. May you have peace and joy. Begin with yourself, then those you love, then those you know, then those you don’t know, and then those you fear or anger you.
  8. Generosity – Offer more and more and more to others (resources, compassion, forgiveness, understanding) and see what comes back to you.

Here is a mind map my friend and colleague Natalie Allen made based on her own reading of The Book of Joy and some of my notes. I love how Natalie can take the key concepts and bring them to life visually so well.



Last week at the ACPA Annual Convention, I was invited by the Commission for Social Justice Educators (CSJE) to share some history of the Commission’s coming into being 11 years ago. I was also invited to share some thoughts on the future of social justice education in higher education. I worked with several other good folks to help found CSJE 11 years ago and served as its first Chair. It was an honor to share with folks who are engaged now how that group came to be. On the other hand, it was pretty intimidating to share with these folks what I see on the horizon for social justice education. Here is a written version of what I shared with them about what I think I think about the future of social justice education. Much of this draws from and builds on a previous post on moving From Anti-Oppression to Liberation Social Justice Work.

Liberatory Visions and Strategies for Social Justice

Critical analysis and an anti-oppression understanding is critical to social justice education. If we aren’t clear about what was and what is, then we can’t effectively move forward. But we can’t just be stuck in critical analysis and anti-oppression either as it leaves us locked up, arguing with what was and what is. How many of us have been locked up arguing that someone shouldn’t have said that, or this policy never should have been enacted, or that person shouldn’t have been elected President? This is arguing with reality. Good luck with that. We need to be able to accept what was and is, not because it is good or right but because it is the current reality. We need to accept that it is reality – to be able to change it. We need to add to our critical analysis and anti-oppression understanding a vision and strategies toward liberation.

Liberation is about being able to see and move toward individual and collective freedom. As Cornell West says, “Justice is what love looks like lived out in public.”

Does your social justice work look like love lived out in public? At ACPA this year I saw so much social justice work grounded deeply with a clear understanding of injustice and clear direction moving toward individual and collective liberation. I also saw plenty of examples of mean-spiritedness and dehumanization justified, rationalized, and even applauded because it was framed as “social justice.” bell hooks reminds us that dehumanization is dominant culture. Binary thinking is dominator culture. Blame is dominator culture.

Shifts for Liberation Centered Social Justice Education

bell hooks calls us to shift from focusing on blame to cultivating transformation.

From self-righteousness to righteousness.

Buddhist teachers Sharon Salzberg and Robert Thurman call for a shift from anger of resentment and retaliation to anger of fierce compassion.

Activist Ngọc Loan Trần calls for shifting from calling out to calling in.

Brené Brown reminds us to shift from blame and shame to guilt and accountability.


Kristi Clemens & Brian Arao call for us to shift from aiming to create safe spaces to cultivating brave spaces.


These shifts are not new and are not innovative. They can sound like tone policing – and can be if used superficially. But if we look at these more deeply than superficially we see these approaches at the core of the US Civil Rights Movement, Buddhist activists facing genocide, anti-apartheid in South Africa, and movements toward freedom from Soviet control. Perhaps they are just what is needed for us now. 

Moving from Activists to Strategists

Years ago at the ACPA Residential Curriculum Institute, I heard Larry Roper point out the need for fewer activists and more strategists. As social justice educators, will we stand on this side of the bridge where we get it and are right and demand that others be where we are? OR will we cross the bridge, connect, and be good company for the journey for those who are learning?

It’s important to point out that this approach isn’t always possible. For those who are struggling to survive themselves or seeking to interrupt immediate harm for others a different approach may be necessary. However, if our goal is learning, growth, and transformation, which is what broad, systemic, and sustainable change requires on the micro and the macro levels, then we need approaches that will push, challenge, support, and foster learning, growth, and transformation.

This all has me thinking about my 5 year old daughter Nina. She is just on the cusp of being able to read. As she wrestles with this, I don’t scold her with, “DO BETTER!” I connect with her. I read to her. I try to remember what it was like to not be able to read to help her where she currently is. I support her efforts even when she gets it wrong and I give her grace when she is frustrated and wants to give up.

It’s also important to remember that dehumanizing someone because they haven’t had the same formal or informal learning opportunities you have had is not only ineffective as a strategy to foster growth, it is classist.

We also need to remember that learning toward social justice is wholly different from other learning, like learning to read.  Mostly when we are helping others learn, we are helping them to gain new knowledge or understand something they don’t know anything about. Learning is hard. But unlearning is even harder. Those who have internalized oppression and dominance are not naive, ignorant, or uninformed. They are exactly the opposite. They are very well mis-educated. Unlearning something you’ve come to believe is true is much harder than learning something where you previously were a blank slate.

Healing & Spiritual Grounding

I’m more and more convinced that healing and spiritual grounding are essential elements as we move toward liberation work as social justice educators. Hurting people hurt others. We all need to do our own healing so we don’t take our pain (for what has been done to us) and shame (for what we have done to others) out on the learners we are aspiring to help grow and transform. Taking our pain and shame out on learners is understandable given our hurts and how we have hurt others, but it is also educational malpractice. We need to do our own healing through therapy, self-work, coaching, learning, meditation, and many others forms that fit each of us differently.

We also need a spiritual grounding. I do not mean religious. This is a distinction that is important but often gets lost. I think about it as Vincent Harding does when he says,

Love trumps doctrine.

Social justice work centered on moving toward individual and collective liberation is not centered on our critical analysis (although that is needed). It is also not even centered on our doing (although that is needed). It may just be centered on our being. To my surprise, David Brooks, New York Times conservative columnist captures this for me so well as he shares,

Radical self-awareness from a position of other-centeredness. Awareness of the equality of all human beings because each of us are broken in similar ways. Grace – the receiving and giving of unmerited love. Ways of being.



Earlier this week I had the opportunity to read an advance copy of Kathy Obear‘s book …But I’m Not Racist: Tools for Well-Meaning Whites.

…But I’m Not Racist is a wonderful exploration of whiteness, white identity, white supremacy, and anti-racism work from Kathy Obear. Kathy shares her wisdom and insight from decades of experience facilitating workshops on race, which are tangible, memorable, and useful. She also brings her life’s experience being a white person to connect and relate to the challenges and struggles of being an aspiring ally. A helpful guide for white folks who are trying to do better but keep bumping up against obstacles, including themselves.

Kathy generously agreed to do an interview for her book launch. You can download the book for FREE January 19-22, 2017.

Keith: Your new book, …But I’m Not Racist expands on your decades of experience leading workshops, trainings, and coaching on exploring whiteness and anti-racist work. I loved how you openly shared some of your own racist socialization and obstacles to help relate and connect with the reader. It helped me to recognize some of my own internalized racism. What has helped you to be able to shift from avoiding, resisting, and running from your own internalized racism toward recognizing it, facing it, and moving through it?

Kathy: I spent decades fronting, trying to be the “good white” and falsely believing I was successfully hiding any racist attitudes or behaviors from my colleagues and participants. I may have appeared to be a white ally, but I knew down deep I still harbored unexamined racist beliefs. I am indebted to several colleagues who cared enough to confront me and give me very clear, direct feedback that my unproductive behaviors were negatively impacting people of color and supporting the racist status quo. I could no longer fool others or myself that I was doing enough and that I was a good ally.

My drive to live a life of integrity, to have my actions aligned with my core values, was stronger in that moment in time than my fear of facing the truth about my racist socialization and my current behaviors and attitudes that perpetuated racism. Slowly, over time – with intentional, focused self-work and increasingly honest, authentic dialogue with myself and others – I more often choose to see the truth of who I am today and how I am showing up AND how I am impacting others, regardless of my conscious intent. And in the process, I have been blessed with a wide variety of friendships and connections with people of color and people who identify as multiracial or biracial – and so today, I also find deep motivation to partner to create racial justice, a world where people I know and love do not face the violence of racism that I have, and sometimes still do, perpetuate.

Keith: This book is built on decades of your own learning and professional work on diversity and social justice facilitation. What has shifted for you in how you do this work over that time?

Kathy: As you may remember, I used to facilitate white caucuses and engage whites in trainings out of a sense of self-righteous anger and judgment. I was far more concerned about looking good, being seen as the most competent white ally, and getting the approval of colleagues of color. I thought I had to aggressively confront other whites and, with some feedback from a white colleague, realized that my approach was not very effective.

Today, instead of “telling” others much of anything, I talk about my own feelings and experiences and invite them to relate in. I share times I have thought and acted on racist attitudes and stereotypes and ask them to see themselves in me. Out of a grounding of care and compassion, I engage other whites and offer them a mirror to see themselves and offer them some feedback about their impact – I call this “gentle nudging,” though in the moment some whites may not experience me that way!

I believe each white person I work with is a loving human being who deserves to be treated with dignity and respect. AND, I feel a deep responsibility to identify and confront their racist attitudes and behaviors so they can realize their unintended impact, and learn how to unlearn their racist and white supremist socialization so they can choose to live differently today.

Calling someone out may feel good in the moment and possibly interrupt a racist dynamic at the time, but it may do little to help educate other whites, much less develop meaningful relationships to continue the dialogue and learning over time. I am in this for the long haul. And I need other whites to be in community with me so I can be accountable for doing my part to dismantle racism. In a learning community, we can learn from each other if we have built the depth of trust and connection needed for deepening authenticity and vulnerability. I am grateful to have learned these other ways of engaging whites over the years. I deeply believe they are far more effective and productive than the more confrontive and aggressive style of my earlier years.

Keith: If you could gift white folks who might say or even just think to themselves, “…But I’m Not Racist” one awareness, insight, or tool what would that be?

Kathy: Why do you resist the possibly that you might have racist attitudes? That you act in ways that negatively impact people of color? There is a spiritual saying, “What we resist, persists.” When I got willing to recognize, and admit, the depth and breadth of racial stereotypes and racist attitudes I still held onto – I felt such relief to know 1) I wasn’t alone. Most whites, when they get honest in my sessions, acknowledge the racist beliefs they still struggle with; 2) It was liberating to honestly share these with other whites FOR THE PURPOSE of releasing them; and 3) The only way out is through: we have to admit the internalized racist beliefs in order to continuously work to shift them and learn the truth about race and racism in our lives. This was, and is, not an easy journey for me at times, but let me tell you, it is so worth it!

Keith: In the book you mention several painful but critical moments of being held accountable as a white person from people of color and other white folks. You also mention how important your own healing and self-work has helped you respond better (more compassion) both when held accountable and when holding others accountable. What has that healing and self-work looked like for you? I think many white folks recognize a need for this but aren’t sure where to look or how to do it.

Kathy: I have done my deepest self-work and healing in white caucuses where whites get honest about our racist attitudes and actions and then explore new ways to think and behave. Telling stories about my socialization over the years helped me to realize I was intentionally taught racism from every institution in this nation. And what I was taught, I can unlearn. A key aspect of healing work has been to recognize the benefits I receive from white privilege and white supremist beliefs. While a lie, I got to believe I was smarter and superior to people of color. This illusion helped me believe I was worthwhile and countered some of the negative messaging I learned about my marginalized group identities. I needed to recognize each and every racist thought that was rooted in internalized dominance and learn tools to interrupt these thoughts and beliefs in my daily life.

Reading books, watching movies, and talking to others were critical ways to learn about the history of racism and the current manifestations…these were foundational to my healing work because they fueled my passion and commitment to create a different world. But I had to look inside and see how I was perpetuating the very racist dynamics I railed against when I saw them in others or in society. I needed to do my personal, internal work so I could be more useful and of service supporting other whites to do their self-work as well.

Keith: This is your second book in a year. Congratulations! I’m curious what has motivated you to pursue your work in this way, what has made that possible, and what you have learned along the way?

Kathy: I have been training trainers and developing the capacity of change agents for the past 30 years. With each year, I am more aware of how much more work needs to be done, and how older I am getting! I am deeply committed to supporting the leadership of the next generations and I hope these two books (and 1-2 more this year!) will be useful resources. I want to leave a legacy of liberation and I hope my books and training resources help thousands of others create greater racial justice and social justice in their own lives and in their organizations.

I believe we each must contribute what we can and do our part. I wanted to share as much of how I do this work in accessible ways so others can use them and then build and create new and innovative ways to create the world we envision!

You can download the book for FREE January 19-22, 2017.


I’ve conducted 10 years of interviews on men’s identity development. I initially interviewed the participants when they were in college about what it meant to them to be a man, what influenced that, and how it changed over time. Five years later, I interviewed them again in their mid-20s. And just this summer, as they are in their early 30s, I interviewed them again. What has already emerged is how their central tasks as men has evolved over this time from wearing a mask to discovery to integrity.

College Men – Finding Out How They Are Not Good Enough and Wearing a Mask to Cover Up

In the initial study participants were clear about how society expected them to behave as college men. However, each of them felt that they couldn’t live up to those expectations. They each had what they thought was their own little secret. They would careful whisper to me, “That doesn’t come naturally to me. So…I fake it.” They described wearing a mask or “putting my man face on” to both cover up how they weren’t good enough as men and to portray an image to others that would meet society’s expectations. This performance of masculinity had consequences for women and people of other genders, for their relationships with other men – including friends and fathers, and for themselves in sacrificing their own humanity and authenticity.

Mid-20s – Discovering Themselves as Men

In the five year follow-up study, none of the men were still in college. Their central task around gender identity now was exploration. What does it mean for me to be a man? They were dabbling in careers, romantic relationships, family connections, new and emerging social groups, and more. At this point in their lives they felt ready and eager or even necessary to figure out for themselves what being a man meant to them and they were actively exploring.

Early 30s – Integrity

In the interviews just this past summer, the central task in navigating their gender identity was integrity. They each described with good clarity how they did and did not want to be a man. They could recognize aspects of society’s expectations, also known as the traditional hegemonic definition of masculinity, that worked for them and aspects that did not. The challenge now was acting with integrity by living their own meaning of masculinity consistently. Most of them described not falling into aspects of traditional masculinity at work because at work there were professional expectations of behavior. And at home they described living with romantic partners, close roommates, and even family members who knew them so well that it didn’t make sense to try and pretend to be someone else. These people at home also knew them well enough, so a performance wouldn’t work even if they tried. However, when I asked about “third spaces,” places where they would spend time or socialize with friends, they would think and then sheepishly admit to falling right back into some of those same behaviors they had in college. Places like the golf course, bachelor parties, soccer fields, and geeky coffee shops were all described as places where they had fallen right back in. “It’s like I’m right back at the fraternity house.”

Next Steps

I’ve been reflecting on my own central tasks in my own gender identity. I’m roughly 10 years ahead of the participants, yet I see much of myself (successes, challenges, and failures) reflected in their stories. I’m eager to dig deeper and share more of their insights. I’m aiming for an academic journal article to be submitted later this spring and a full book done by the end of 2017.


In the spirit of often mocked but often clickable end of the year listicles, here are the top posts from this blog in 2016.

#1 Top Post

3 Lessons from Rising Strong by Brené Brown

The most clicked and most read was this post summarizing my biggest take aways from a great book. I’m a bit surprised it was the leading post. Perhaps there are lots of folks looking for key take aways. Perhaps one of the take aways was really helpful. Perhaps Brené Brown’s name itself just generates clicks.

#2 Top Post

Curated Perspectives on Brock Turner Rape Case

Lots of media attention and outraged was devoted to this case. Here I tried to curate some of the best takes on this case and some of the bigger questions it should evoke.

#3 Top Post

What Is It Like to Give a TEDx Talk?

Seems like there are many out there curious about what this experience is like in general. I certainly googled around when I got my invite.

Top Overall Post (not from 2016)

The Trouble with Ground Rules and Safe Space

This compilation of counter-intuitive perspectives for social justice education from 2013 keeps getting shared and read. I hope it is helping folks think more deeply about how they do social justice education. Full credit to Craig Alimo, Kristi Clemens, and Brian Arao for their good thinking that has influenced me and apparently many others.


Here is a brief recap of most of the books I “read” in 2016. I put “read” in quotes as I listen to most of these via Audible as I workout, commute, or travel. Perhaps you’ll add some of these to your reading list and make a suggestion or two that you think I should add to my list for 2017.

Positive Psychology

Mindsight by Daniel Siegel

This was one of the best books I read this year. The first part is a tremendous, fascinating, and clearly articulated explanation of the human brain, neuroscience, and its connection to our lived experiences. The second part is a collection of stories of how Siegel has applied this science through his own life and his practice as a psychologist. It’s a book about some of the most complex things being explored in the world of science today, all explained so clearly and concisely with wonderful examples, stories, and mental models to help make it easy easier to understand. More here.


Radical Acceptance byTara Brach

This was another one of the best. One of the misunderstandings of mindfulness, meditation, Buddhism, and positive psychology is that it avoids negative emotions or pretends they don’t exist. Tara Brach, a teacher of meditation and Buddhism and a counseling psychologist, explains the power of Radical Acceptance of all the human emotions and the power of this acceptance to bring greater peace, connection, and agency into our lives, our relationships, and our communities. This could also be in the Zen category as well. More here.


Emotionally Intelligent Leadership by Marcy Levy Shankman, Scott J. Allen, and Paige Haber Curran

This book and the next one were part of a Higher Ed Live episode I was able to guest host. This book is written to help student leaders develop 3 main consciousnesses for practicing emotionally intelligent leadership; Consciousness of Self, Consciousness of Others, and Consciousness of Context. Each has it’s own components. Consciousness of Self includes emotional self-perception, emotional self-control (or self-regulation), authenticity, healthy self-esteem, flexibility, optimism, initiative, and achievement. Consciousness of Others includes displaying empathy, inspiring others, coaching others, capitalizing on difference, developing relationships, building teams, demonstrating citizenship, managing conflict, and facilitating change. Consciousness of Context includes analyzing the group and assessing the environment. More here.


The Neuroscience of Learning and Development edited by Marilee J. Bresciani Ludvik

This was another book I read for this Higher Ed Live episode. This book outlines the science of what goes on in the brain during the learning and development process. This neuroscience foundation becomes the basis for making the case for a reimagining of the very structure of higher education both inside and beyond the classroom. What do the concepts of neurogenesis and neuroplasticity mean for how we structure, organize, sequence, and facilitate learning inside and beyond the classroom? How can we help students learn the skills of attention regulation, emotional regulation, and cognitive regulation? How can we build in reflection and develop the tools of mindfulness to help students enhance well-being, resilience, creativity, compassion, empathy, integration, and critical thinking? And how do we make all this central to the curriculum as tools that facilitate all the other learning? More here.


Integration by Ann Betz and Karen Kimsey-House

Integration is about applying neuroscience to coaching strategies and approaches. Karen Kimsey-House is one of the founders of the Co-Active Training Insitute (CTI), the largest in the world. In this book Karen brings CTIs co-active coaching model and Ann provides the brain science supporting these strategies. If you’re interested in brain science, coaching, or just living a more integrated life, this is a short, clear, and useful read. This could also be in the leadership category.


Fail. Fail Again. Fail Better by Pema Chodron

This is a written version of Buddhist nun Pema Chodron’s 2014 graduation speech at Naropa University in Boulder, Colorado with some additional content from an interview. This is a wonderful and very brief (many pages are just one sentence) book about being present, letting go of outcomes and perfection, and embracing the messiness of life for the richness it has to offer us. I recommend pairing this with the collection of three of Pema Chodron’s teaching on Audible. Brilliant stuff explained with humanity (sharing her anger at grandkids as an example) and simplicity.


Tao Te Ching by Lao Tzu translated by Stephen Mitchell

This short book (90 minute audiobook) deeply explores the spiritual path outlined by Lao Tzu, a 500 BC Chinese writer about whom little is known. This book digs deep into letting go and embracing nothingness to open up your world. The three primary lessons are simplicity (by letting go), patience (with self and other), and compassion. If you are having a hard time letting go of control, I think this book would be a wonderful push to do so. It was hard for me to listen to in full as it required so much focus due to the short and poignant sentences. I’ve ordered a written copy to turn to small snippets for perspective and inspiration.


Where I Lived and What I Live For by Henry David Thoreau

I doubt Thoreau anticipated being included in the Zen category, but he’s dead so he has lost his say in this. I’ve had this book for nearly ten years but only read it this summer on vacation in the Black Hills of South Dakota. Some of it is dated, yet some of it is as applicable for today’s time as it was 150 years ago. It grounded me in the timelessness of our struggle for presence, simplicity, and meaning in our lives. More here.

Social Justice

Between the World and Me by Ta-Nehisi Coates

I had the opportunity to push my practice of what he calls “muscular empathy” by reading Ta-Nehisi Coates book Between the World and Me, which is written as a letter to his 15-year-old son. Coates understands broad sociological concepts like the social construction of race, intersectionality, and systemic power but he is able to write about them without the distance of the intellectual analysis but with visceral closeness of a father’s pride and fear for his only son. More here.


Turning the Tide by Kathy Obear

I had the wonderful opportunity to read a preview copy and offer a testimonial. Here is the testimonial I wrote for this wonderful book: “Turn the Tide is a wholehearted look at what goes on when we are triggered, particularly around issues of oppression, so we can navigate those triggers more effectively to bring about greater understanding, justice, and authenticity in the workplace and in our lives. Kathy brings together positive psychology research, a deep understanding of social justice, and decades of coaching and consulting experience to help connect and be a helpful guide to the reader.” More here.


Can I Kiss You? by Mike Domitrz

I also had the opportunity to read a preview copy of this book and offer a testimonial. Mike does great work on sexual violence prevention. Here is the testimonial I wrote: “Can I Kiss You? is a great primer on consent in dating and intimate relationships. Mike has an ability to explain things in simple and accessible ways that are also powerful and memorable. He not only describes ways of communicating and interacting, but he also points out the absurdity of not doing so. This is a great resource for those wanting to learn about consent and those who want to be able to teach others about consent – including parents and educators of all kinds.” More here.


Co-Active Leadership by Karen Kimsey-House and Henry Kimsey-House

The authors of the co-active leadership model think deeply about leadership and bring in great research and thinking from many different realms. Their model explores leading from within (self), in front (visioning and guiding), behind (supporting and servant leadership), beside (in partnership), and in the field (paying attention to the big picture and the energy of the moment, situation, or people). I found this very accessible as it is short and full of relatable leadership challenges and successes. It has also helped me pay more attention to aspects that I tend to less. For example, after reading the book I was headed to lead a training. As I began I took their advice and focused on how I could as a leader, “bring the weather.” This helped me be less focused on me and the participants opinion of me and more focused on setting the mood, tone, and environment that would make this a better experience for all. This is a good addition for those with lots of experience with leadership concepts and models.


Anything You Want by Derek Sivers

Sivers is the founder of CD Baby and now a regular TED Talker. He’s an unconventional thinker who isn’t doing so just to be contrarian. I loved his two interviews (first and especially his shorter reloaded version) on the Tim Ferriss Podcast. Sivers book explains the lessons learned from his successes, failures, and unconventional ways of thinking from starting, growing, and then getting rid of CD Baby. It’s a fun, punchy, short, and though provoking. More here.


Ego is the Enemy by Ryan Holiday

The first Ryan Holiday book I read was The Obstacle is the Way, which is a explanation of Stoic philosophy and application of it in modern life. Ego is the Enemy explores the role of ego (selfishness and self-centeredness) and how to move away from ego to live a more fulfilling and more successful life. Ego is the Enemy did not resonate with me the same way The Obstacle is the Way did. It seemed to be a collection of quotes and stories to support Holiday’s thesis and perspective, rather than vice versa. Still there were several good take-aways that connected to other learning. More here.


Rebuilding Blocks by Garrick van Buren

This was a gift from the author, who I’ve seen in the neighborhood from time to time and then just happened to notice on Derek Siver’s Now, Now, Now page. Turns out we ended up chatting over our kids swimming lessons and we had lots in common. This book is Garrick’s story of family man and entrepreneur and the role of the game of Kubb in his growth. Garrick generously gifted this book to me and I really enjoyed learning about his journey working on his own, as someone new to this same challenge. I’ve also enjoyed some Kubb games since then.


Untrue Story of You by Bryan Hubbard

Not very good. I love the idea of moving beyond the stories about ourselves based on our past experiences, hurts, traumas, privilege, and successes to have a more realistic and accurate picture of ourselves. However, this book took a way too mystical and out there approach to this than I could stomach. This is certainly not positive psychology grounded in research. I would not recommend.


The Brief Wondrous Life of Oscar Wao by Junot Diaz

Diaz weaves amazing prose through a multi-generational story of a Dominican family. I was mesmerized by his descriptions and references that unapologetically weave references to Lord of the Rings, Modern Language Association panels, comic books, and hip hop to make the story sing. As great as the prose was the story itself just didn’t pull me in.

Coming Up Next

The Book of Joy by His Holiness the Dalai Lama, Archbishop Desmond Tutu, and Douglas Abrams

Big Magic by Liz Gilbert

Becoming Wise by Krista Tippett

Sapiens by Yuval Noah Harari

On the Move by Oliver Sacks

Antifragile by Nassim Nicholas Taleb

Any suggestions to add to my list for 2015? If so, leave a suggestion in the comments.


For the past two years, I’ve been exposed to images, video, and stories of brutal beatings and shootings of Black folks, especially men almost always perpetrated by White men and often justified, excused, or legitimized by the systems that claim to provide justice. I also have learned about violence against trans* women of color, Native American women, and others without the images and video.

I’m pretty clear that this violence is not a new phenomenon. Rather, my awareness of this violence is a new phenomenon. Because of technology like cellphones there are more people able to capture this violence with the technology they carry with them. Because of social media I am able to learn about this violence more directly and without the filter of the mainstream media. Social media also allows me to listen without demanding that others share when, where, and how I want them to for my learning and placing the burden of my learning on those struggling for survival.

This has helped me connect with these kinds of violence in the name of oppression beyond the intellectual understanding I have from reading testimonials and examining the data.

My privilege as a White man, among others, keeps the reality of this violence more distant from me than others, however, the depictions I’ve been exposed to over the past 2 years has helped me connect on a more visceral level. Because these events are happening so regularly, it has pushed me to be ever more empathetic (not sympathetic) and viscerally empathetic.

I had the opportunity to push my practice of what he calls “muscular empathy” by reading Ta-Nehisi Coates book Between the World and Me, which is written as a letter to his 15-year-old son. Coates understands broad sociological concepts like the social construction of race, intersectionality, and systemic power but he is able to write about them without the distance of the intellectual analysis but with visceral closeness of a father’s pride and fear for his only son.

If I were a Black man, I would be angry, scared, and panicked given the reality. If my two daughters were Black, I would be freaking out. If my two daughters, were Black boys…well this is where my empathy reaches its capacity because I literally have no idea what I would do.

I’m grateful, heartbroken, and above all motivated to work in always for more justice and equity with an urgency as though my children’s lives depended on it, because although their lives probably don’t, many other’s clearly do. Literally.


I’ve been learning from the conversations happening through On Being. The opportunity to learn from those doing spiritually grounded social justice work for a lifetime and the wisdom coming from that experience has been helpful in shaping and shifting my social justice work. I recommend many of the On Being podcasts especially these featuring: Thich Nhat Hanh, Nikki Giovanni, John Lewis, Archbishop Desmond Tutu, Sharon Salzberg and Robert Thurman, and Patrisse Cullors.

I recently listened to the episode featuring Ruby Sayles, a civil rights icon discussing the spiritual grounding of social justice movements.

On the challenge and importance of cultivating a liberatory approach:

I can’t control the world but I can control myself, and you are not going to coerce me into hating you.

On including multiple perspectives:

[We need] hindsight, insight, and foresight. Complete sight. Fragmentation shatters that sight. It’s not an I sight, it’s a we sight.

On the need for spiritual grounding of social justice:

Where is the theology that redefines what it mean to be fully human?

And the need for spiritual roots in social justice, specifically for white people:

[There is a] spiritual crisis in white America. A crisis of meaning. Where is the liberating white theology? A theology that speaks to Appalachia. That deepens people’s understanding about their capacity to live fully human lives and to touch the goodness inside of them, rather than the part that isn’t relational.

On challenging the self-righteous approach many newly conscious white people take to shaming and blaming other white people:

It’s almost like while people, don’t believe other white people are worthy of being redeemed.


It just might be more sexy to deal with black folk than it is to deal with white folk if you are a white person.

On centering love and distinguishing between redemptive and non-redemptive anger. This echoes Robert Thurman’s distinction between an anger of resentment and retaliation and an anger of fierce compassion. See also Paul Kivel’s distinctions on anger.

Love is not antithetical to being outraged. Love is not antithetical to anger. There are two kinds of anger. Redemptive anger and non-redemptive anger. Redemptive anger is the anger that moves you to transformation and human upbuilding. Non-redemptive anger is the anger that white supremacy roots itself in.

The power of shifting our focus from what we don’t want to what we do want. I’ve written about this as shifting from anti-oppression to liberatory social justice work.

Are you angry about injustice or are you in love with the idea of justice? What would shift?

On shame, blame, and demonization as a failed strategy toward more justice and equity.

This whole business of demonization…it does not locate the good in people. It gives up on people…I have been very concerned about the demonization that comes out of right wing communities and also the demonization that I’ve heard on the left. It comes from the same source of displaced whiteness.

Distinguishing between wanting us all to be the same (oppressive) and seeing our differentiated and shared humanity:

We’ve got to think about humanity as if it is monolithic.


I recently had the opportunity to guest host an episode of Higher Ed Live on Emotional Intelligence in Leadership & Social Justice. Joining me as guests were Paige Haber-Curran, co-author of Emotionally Intelligent Leadership; Marilee Bresciani Ludvik, editor of The Neuroscience of Learning and Development; and Mamta Accapadi, Vice President for Student Affairs at Rollins College.

It was a wide ranging conversation with all three guests sharing lots of insight, knowledge, and wisdom. In preparing to facilitate the conversation, I got to read Paige and Marilee’s books.


Emotionally Intelligent Leadership

is written to help student leaders develop 3 main consciousnesses for practicing emotionally intelligent leadership; Consciousness of Self, Consciousness of Others, and Consciousness of Context. Each has it’s own components. Consciousness of Self includes emotional self-perception, emotional self-control (or self-regulation), authenticity, healthy self-esteem, flexibility, optimism, initiative, and achievement. Consciousness of Others includes displaying empathy, inspiring others, coaching others, capitalizing on difference, developing relationships, building teams, demonstrating citizenship, managing conflict, and facilitating change. Consciousness of Context includes analyzing the group and assessing the environment.

The Neuroscience of Learning and Development

outlines the science of what goes on in the brain during the learning and development process. This neuroscience foundation becomes the basis for making the case for a reimagining of the very structure of higher education both inside and beyond the classroom. What do the concepts of neurogenesis and neuroplasticity mean for how we structure, organize, sequence, and facilitate learning inside and beyond the classroom? How can we help students learn the skills of attention regulation, emotional regulation, and cognitive regulation? How can we build in reflection and develop the tools of mindfulness to help students enhance well-being, resilience, creativity, compassion, empathy, integration, and critical thinking? And how do we make all this central to the curriculum as tools that facilitate all the other learning?

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Professional conversations (e.g. this Higher Ed Live discussion and this one via Griffith Consulting with Craig Elliott), world events (e.g. election, violence, DAPL), and personal relationships (e.g. neighbor, friend, parent, partner) have me reflecting a great deal on whiteness lately. The metaphor that I keep coming back to in this reflection is that toxic whiteness is like the muck from the Swamp of Sadness from The NeverEnding Story.

The muck of toxic whiteness (similar to toxic masculinity) is socially constructed. It is mucky for me as it creates obstacles in my efforts to move toward anti-racist work. Toxic whiteness keeps me bogged down in hesitation, fear, second guessing, needs to get it right, and more. This muck is eating up my energy (intellectual, emotional, and physical) and preventing that energy from being directed toward action for racial justice, equity, and collective liberation. Just another way the system works on me and in me.

I’m realizing that in the past when struggling through the muck of toxic whiteness felt hard, I would double my energy and keep working harder. The energy devoted to fighting through the muck is different than energy devoted to getting out of the muck of toxic whiteness. Like Atreyu from the NeverEnding Story, the more I fight the muck the more I get stuck in it. How can I get out of the muck so that my energy is more clear, directed, and effective at working toward anti-racist efforts? The answer seems to be in healing.

It’s important to note that by healing work, I do not mean ignore, dismissing, hiding from, escaping, or otherwise returning to the shelter my racial privilege offers me. Healing means really digging into the painful internalized racism and seeing how it affects me and others in the world I live in, my community, my family, and my own humanity. This shift in my focus from fighting my internalized whiteness to healing from it has been subtle but powerful.

This 10 week online course on Healing from Toxic Whiteness has been great. They use a compassionate activism approach to help white people work on noticing and accepting the harm of whiteness to themselves as critical steps toward healing from it toward racial justice. This model really resonates with me so far. I look forward to learning more.