Good morning good morning — how is Tuesday feeling so far? Here the candles are low, flickering and sputtering hard, working hard for the last interweavings of oxygen and wax before losing all fuel.
The tea today is Moroccan mint – nettle/dandelion – cardamom – anise. Bitter with sweet undertones; a good wake-up tea.
We had a fantastic first meeting of the Fall ’11 Write Whole group last night — such powerful writers. I’m excited and grateful to be working with them! I woke up this morning and spent the first part of my writing time doing some reflective writing about the group — I’ve wanted to start a reflective practice after each workshop meeting for more than a year now, so it feels good to have begun that.
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Sometimes a candle is all you need, and a pen, and a notebook, and a cup of something warm. Maybe this morning, write about proprioceptive writing — write about freewriting and reflective writing.
I’ve been thinking a lot about reflective writing, I think because I want more time and structure for reflection in my own life and work. I have my morning pages, which are a momentary core dump of sorts, but not a specifically reflective time. In the morning, I’m still stum-numbly with sleep and dreams, and I’m trying to capture that emotional energy on the page, I want those dreams, I want those images and words before they split and slip away. I want the thickest heaviest emotion, those blocky truths — but at this hour, I’m not always, or I haven’t been, deeply reflective, at least not directively so.
At my day job at the UCSF School of Medicine, I learned about reflective writing as a way to further a medical student’s education, to deepen and broaden their empathetic learning, to encourage the student to engage deeply in a particular incident or interaction (particularly a situation in which they learned something, or one that went especially well, or one that didn’t go well) with a patient, and to go deep into what happened: how the student felt when it happened, what they noticed, how they felt changed afterward, how things might have gone differently. In asking these questions over time in a reflective writing practice, students integrate their experiences differently, and connect emotion to their learning and patient interactions. Of course, these practices aren’t limited to medical students — everyone (I believe!) can benefit from this reflective writing. There are lots of good resources around Reflective Writing; I just finished reading Gillie Bolton’s Reflective Practice: Writing and Professional Development, which I had to check out several times from the UCSF library, because I just wasn’t ready to let it go.
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