You Inspire Me

     "You inspire me."  
     I have heard that statement made in regard to me, and to other individuals.  I seek understanding.  No  longer am I the fierce person I was once.
     I am a lover of words--a lover of language.  I covet proper usage, or so some may say.  I live undeterred. 
     I wonder.  I ask the lover of words within me, "What are the roots of inspire?
     Cassell's Dictionary of Word Histories offers definitions vital to our contemplation.
     Inspire--a transitive verb meaning to stimulate a person to action, especially creative action.
    Transitive.  What does transitive mean?
     Action passing from a subject to an object; having a direct object.
     Verb.  What does verb mean?
      A word used to describe an action, state, or occurrence, and forming the main part of a sentence, such as ashear, become, happen.
     These definitions are basic, yet essential to our reflection.
     Definitions are the introduction to full understanding.  Definitions frame the questions requisite to full understanding.  Full use of inspire demands attention to four questions.      
     1. Do I live with integrity?
     2. Do I commit myself to be worthy of action inspired by the action of another human being?
     3. Am I willing to act upon the stimulation another individual offers me?
     4. Am I willing to be the direct object of another person's action?
     The definition of terms are basic, yet vital.
     Inspired action is not action for action's sake--obligatory action.  Given the choice between obligatory action and no action, no action is preferred.
     Inspired action is possible.

You are an Inspiration

     Many times, I have heard news features that say, "She is an inspiration."  
     I do not mean to denigrate good intentions.  I offer alternative intentions.
     Inspiration is a noun, which is derived from inspire.
     -ation is a suffix used to form abstract nouns from verbs.  It is sad.  To abstract the potency of inspire is sad.
      To say, "You are an inspiration to me," does not offer the hope that action will be taken.
      I accept the compliment.  I celebrate when I--when anyone--may stimulate anyone to leaven the gifts they have been invited to offer.
      I wonder.  What would the world be if each of us--if all of us--accepted the invitation to fully engage our gifts?

Epilepsy Chronicles: The Other Side

      I turned the corner.  Sixth and Cedar Streets.  The 14B bus stop.  I have arrived.  1:30 P.M.   I am ready.  A 2 P.M. appointment with my college adviser.  My purpose?  To enroll in a pastoral ministry program.  I am prepared.
     As I round the corner, a man in his mid-60s is struggling to stand up an unresponsive woman from the ground.
     "Is she having a seizure?" I ask.  I know the answer.  I need my question's time to marshal strength.
     Is she having a seizure?  I think she is having a seizure.  This is strange.  Not unfamiliar, but strange nonetheless.  Never have I been on this side of a seizure.
     I grabbed the older man's arm firmly.
     "She seems so helpless.  Are they ever going to get here?" the man cried plaintively.
     "Let the woman sit here on the bench.  The police are on their way.  I know it seems like a long time...
      You have no idea how much I understand...the time warp...I understand...seconds seem like minutes...minutes seem like hours...I understand...believe me, I understand.
     Several minutes later, help arrived.  Finally, help has arrived.  She will be safe now.  The paramedics arrived.  She will get medication in her bloodstream immediately--anticonvulsants.  They will minimize recurrence of such seizures.
...
     Moments later, the 14B bus arrived.  I was off to meet my college adviser.  I was off to explore enrolling in a pastoral ministry program.
     I boarded the bus.  I sat down.  Suddenly, tears came streaming down my face.  I lost my composure completely.
     My witness at the bus stop was no accident.

ADLs: Activities of Daily Living

     The term activities of daily living, or ADLs, refers to the basic tasks of everday life, such as  eating, bathing, dressing, toileting, and transferring.  When people are unable to perform these activities, they need help in order to cope, either from human beings, or mechanical devices.
         Measuring the Activities of Daily Living:  A Comparison Across National Surveys
         Joshua M. Wiener, and Raymond J. Hanley, The Brookings Institution; Robert Clark, and Joan F. Van Nostrand, U.S. Department of Education 
     I was paralyzed.  EAT. FEED YOURSELF WITH FOOD THAT HAD BEEN PREPARED FOR YOU. VOLUNTARY BLADDER AND BOWEL CONTROL OR ABILITY TO MAINTAIN A  REASONABLE LEVEL OF PERSONAL HYGIENE.  BATHE (TUB, SHOWER, OR SPONGE.)  TRANSFER FROM BED TO CHAIR.
     I was paralyzed.  These words screamed out--pierced my eardrums.  Though still able to perform these tasks with some adaptive devices, the day I could not perform any of these skills came into focus.  Though not imminent, a potent image nonetheless.
     Breathe in....breathe out...breathe in....breathe out...
     Stark are the activities of daily living on paper before my eyes--they were then, they remain so.  Before assessing these activities, my pierced ears must be muffled.  My jangled nerves quieted. My tight stomach calm.
     Eat.  Feed yourself with food that had been prepared for you.  Voluntary bladder and bowel control  or ability to maintain a reasonable level of personal hygiene.  Bathe (tub, shower, or sponge.)  Transfer from bed to chair.
     A scale.  Rate myself.  Simple.  Or so it seemed.  Straightforward.  Or so it seemed.
     1.  I can perform this activity regularly.  2.  I can perform this activity with the use of equipment or adaptive device.  3.  I cannot perform this activity.
     The activities of daily living are the province of a child to learn.  I am an adult.  Diminishment is the province of senior citizens to accept.  It is a realistic expectation that senior citizens should need equipment or adaptive devices.  It is within reason to watch someone else confront diminishment.  Senior citizens learn that they "cannot perform this activity."  Or so it seems.  Yet, I am not a senior citizen.  I am 51.
     Were these my only choices?  Could I take an essay test?  A multiple choice test of a life lived proving false the truths set before me to live.  Yet, those were my choices.

Stolen Dignity

     WHY ARE THE KIDS TEASING ME?

     This is a question first asked in first grade.  The question remains with me today, not as a fixation on long-forgotten people, tangible pain, or specific places.  No,  the sting of “Why are the kids teasing me?” and specific words, phrases, or actions was removed many years ago by writing about the question, and the insights the question has given me.

     The factual basis of the question was my bent right arm, and wrist, and limping right leg.  My early understanding of the question was centered on the facts.  Yet, although I sought concrete facts from family, dissatisfaction with the answers given to me led me through a journey that I understood only in its necessity.

     My dissatisfaction was not my expression of doubt—doubt of love my family had for me.  I had, nor do I have any doubt.  They loved, and love me.  My dissatisfaction was threefold.   First, the logic of ignoring the teasing.  Second, saying that something was wrong with the bullies was no better than my feeling that something was wrong with me.  No one profited from that approach.  Finally, the cowardice of school administrators not to address specific names involving teasing that I reported is unconscionable to this day.

     “Why are the kids teasing me” was a question that offered me a nascent understanding of “stolen dignity.” 

      The understanding, response, and inaction regarding teasing was my invitation into a lifelong journey.

     “Stolen dignity” is not a word that appears in the Oxford Dictionary, http://oxforddictionaries.com/ .  It is a word that takes a lifetime to understand.  Yet, pursuit of its meaning is worthy of our earnest endeavors.

Comprehending “stolen dignity” must begin with “dignity.”  The Oxford Dictionary defines “dignity” http://oxforddictionaries.com/ as, the state or quality of being worthy of honour or respect:  the dignity of labour;  [count noun] a high rank or position:  he promised dignities to the nobles in return for his rival's murder.  2 a composed or serious manner or style:  he bowed with great dignity.  A sense of pride in oneself; self-respect:  it was beneath his dignity to shout.

     “Stolen” is defined by the Oxford Dictionary http://oxforddictionaries.com/  as an adjective.  The dictionary’s definition speaks of ideas, rather than people, although I think it is plausible to insert “individuals” in the place of “ideas.”  Oxford defined “stolen” as dishonestly pass off (another person‘s ideas) as one’s own.http://oxforddictionaries.com/.

     Dignity is not a human quality that is earned, nor is it possible without life experience.  Dignity is a gift.  Stolen dignity is an experience, which is not earned.   Similarly, it is not possible without life experience.  Yet, while dignity is a lifelong process, stolen dignity may be given in an instant—in a moment shorter than is possible to measure by any mechanism.

     Stolen dignity is not a condition that is outgrown.  Stolen dignity may be inflicted with a piercing knife any time from birth until death do us part.

     Stolen dignity is not an irreversible sentence.  Fervor is the requisite spirit, which must energize all efforts to extinguish the root causes of stolen dignity.  Fervor underlies ever word I write.