Anna Pizelo

 Currently I am wondering:

How can we teach our children to become aware of the powerful states of consciousness they may enter into in order to observe, question, perceive, counsel, learn, communicate, perform,  participate, and initiate with greater clarity and understanding?  

Lately, I am fascinated by biological, psychological, social, and cultural illnesses and how they emerge, take form and influence us.  How do they communicate, and what information do they carry within their form? Illnesses are the messengers of the time. I am totally intrigued by the way we interpret illnesses and how we use the language of the medical model to disqualify certain people's potential power, participation and influence by pathologizing certain qualities they may have.  I am intrigued by the contextual significance of understanding illnesses and the cultural values and meaning behind it.  I could write all day on this stuff because it thrills me to no end.  

How does a society's relationship to power influence the psychology of its people and their understanding of what an illness might be?  How do these relationships to illness shift over time to reflect the dominant meme of a society?  How has our relationship to power influenced the research, identification, formation, and intervention of disease processes? How have we used illness as means of dulling down the searing truth that we are all truly free?  How frightening is that really?

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