A Novel EI Reading Experience for Adolescents

Aug 11, 2015 by

JONATHAN LIVINGSTON SEAGULL

A Novel EI Reading Experience for Adolescents:

JONATHAN LIVINGSTON SEAGULL by Richard Bach

One day I found myself in a very old discount bookstore on Flatbush Avenue in “old” Brooklyn, NY, staring at a stack of discounted JONATHAN LIVINGSTON SEAGULL hardback books for $1.00@ and realized this was a steal, so I “stole” it for 40 copies for 40 bucks and created the JONATHAN LIVINGSTON SEAGULL workbook, which pushed inner-city upper elementary school kids “beyond their limits,” past literacy into the realm of awareness, self-awareness, or as it is described today, mindfulness.

JONATHAN LIVINGSTON SEAGULL, the book, also has the movie version, although I kept wondering about how they could re-create it in film, but they did, and I showed my old VHS tape to a packed school audience (3rd through 6th grade) and it brought the house down. Not to forget Neil Diamond’s album, JONATHAN LIVINGSTON SEAGULL, where the songs and music are powerful musical renditions that expand the story, the trials and challenges Jon faced like his breakaway from conformity, the crowd, also known as “the flock,” to become an “individual,” a newborn bird, a renaissance bird, scaling new frontiers for all seagulls of the present as well as future gulls.

Jon broke “barriers” of all kinds: he was into new ways of “being,” of being a seagull, ready to face the new worlds ahead, really to change what’s traditional and regressive, because Jon wanted to learn and improve his abilities, understanding, and perception.

JLS gets into emotional intelligence, character formation, identity, communication, love, passion, and goes past literacy while at the same time motivates reading and learning, a deadly combination needed by all kids growing up today. With JLS I was searching for a “hook” into reading and real life experiences, to re-connect children to their Selves.

So please check out my little story and vision of JLS and try to see how it can help all students find themselves, others, and the real world. Throw in the JLS movie, the Neil Diamond album, and sample parts from my JLS workbook, and you will clinch the lessons to be learned from Jon.

WHAT DOES JLS TEACH KIDS?

This is a story about emotional intelligence, character formation, values clarification, communication, inner resilience, and conflict resolution.

WHO IS JLS?

Jonathan Livingston Seagull (JLS) can be described as an experimenter, thinker, searcher, observer, non-conformist, even a renaissance bird. The book is all about character, identity, learning, knowledge, searching, self-discovery, self-motivation, and self-education. It describes a self-aware seagull not afraid to look at himself, to feel his feelings, to be courageous, to be, and to make changes through trial-and-error that would improve his life.

Think about this: Are there any words or phrases in the paragraph good-for-students-and EI lessons?

EMOTIONS JLS DEALS WITH IN HIS LIFE

The book deals with fear, boredom, and hostility. One key for JLS is to get “fear under control” while experimenting with flying and diving. Handling fear and anxiety is also important for children when learning new things, in reading, writing, math, and science. Teachers can remove blocks to learning while teaching core subjects. And then again, there are always standardized tests that create test-anxiety causing kids to dislike the subject tested.

Imagine that: How do you teach EI along with reading, writing, and arithmetic? Learning is also about thoughts, feelings, experiences, pressure, and stress-reduction, so why isn’t it in the curricula? Where do you read about EI in district manuals? Does its absence relieve responsibility to teach it? I am talking about ideas that fit into the EI rubric called common sense. Whatever happened to that?

JLS AS A CHANGE AGENT FOR THE FLOCK

Think about this: JLS is a symbol of freedom, love, peace, and hope. Is this starting to sound like the Sixties for those who remember and lived through those times (JLS was published in 1970)? Jon embraces these ideas because he sees the other gulls’ meanness and resignation: a world of pure survival limited by emotions and thoughtlessness, a life with little motivation. He wanted to change things by teaching them what he learned about openness, experimenting, acceptance, communication, thinking, courage, patience, self-control and -discipline, questioning, perfection, and living in the present.

Questions for teachers:

Don’t the above ideas, values, and EI skills need clarification with students?

How would they affect your kids as individuals and the class as a whole, and you as a teacher?

JLS VERSUS THE FLOCK

JLS is about the individual versus the group, inner- versus outer-directed behavior. One seagull goes against the flock’s retro standards and way of life, that is, a life of eating and survival. Jon sees life as trying to achieve excellence, searching for new ideas, possibilities, and experiences. At-risk/disadvantaged kids are faced with going against the crowd who wants individuals to conform to their life style and not achieve.

Imagine that: Teach children EI skills to fight against “friends” who don’t have their best interests in mind, to do what’s best for them, to find motivation from the inside, and to face themselves. To be or not to be, that is the question educators can pose to students.

OPEN-MINDEDNESS

The concept of open- versus close-mindedness is a theme, where JLS wants to recreate his

world, to get away from the hostilities and fighting amongst the gulls because he realized there is more to living than “war all the time.”

Imagine that: Adolescents learn to keep an open mind, to see peripherally, to avoid tunnel vision thinking, and ultimately, to learn to think critically and creatively.

Questions for teachers:

Don’t these EI skills teach kids to think deeply in school and real life situations?

Are we teaching kids the prerequisite fundamental skills of reflection, recall, thinking, visualization, contemplation, and meditation to keep the channels of thought and feeling open to all worlds?

If the doors of perception remain open to experience, students will understand things not only through the eyes, but with their understanding, another important theme to be discussed.

BEING THERE

JLS is about being there, being present in the world. But the reality is that we live in three subjective time zones: present, past, and future. Which time should we live in? What did you say? A no-brainer, well…yes, it’s better to live in the present where our attention/focus should be. Jon felt the flock was living-in-the-past by fighting for food and always feeling bored and angry because of an empty life. JLS wanted more; he had a vision of the future and how great it could be. To reach that paradise, to learn about flying in the sky and in the mind, he had to be focused and living-in-the-present or else he couldn’t control his fear.

Questions for teachers:

Does this idea of being focused and in present time sound like a familiar issue in the classroom?

How do you get your kids’ attention? Do you demand it by saying: “Pay attention”?

How do you get the class to be there with you?

How do you combat their fragmented attention spans?

Do you use concentration activities with them?

Imagine that: Try diverse, fun, absurd, creative, and challenging concentration activities, games, and meditations, all necessary skills-exercises to create an emotionally intelligent class, but rarely found in school curricula.

UNLIMITED POTENTIAL

Questions for teachers:

How do students see their worlds and the world?

Can they see possibilities for themselves?

Do they view learning as limited or unlimited?

Do they see themselves as lifelong learners, readers, and students?

JLS sees his world, the world of flying, diving, learning, and teaching others as one of unlimited potential. Think about it: Maybe this might stretch classroom reality a bit, but the idea of no limits falls into the zone of positive thinking, self-efficacy, self-reliance, self-guidance, and open-mindedness, which connects kids to their worlds and the world.

Question for teachers:

Aren’t the concepts of limitless goals and keeping an open mind values students can learn through reading and JLS?

This is values clarification, where a child has the board set up in front of her: limits vs. no limits and open vs. closemindedness, or to be or not to be, that is the question. Aren’t these concepts important to pose to all children in urban, suburban, inner city, and rural areas to see how they would respond?

AWARENESS, MOTIVATION, AND COMMUNICATION

Jon learned about the joy of flying and diving, being there, and perfection when he was on Earth with more advanced lessons in Heaven. By reflecting on his experiences he discovered what the purposes in life are. He motivated himself and wanted to communicate his knowledge to others so they could find their way in the world and transcend a life of searching for food.

He was an amazing teacher and communicator because he developed selfawareness, selfknowledge, and selfunderstanding, and, in turn, became a selfmotivated and selfeducated seagull. The many “selves” and ways of being he faced prepared him for the difficult task of teaching the other gulls mired in old world thinking. Jonathan’s passion and compassion demonstrate a high EIQ, Emotional Intelligence Quotient.

Imagine that: Teach the selfwords that define identity and help adolescents realize things about themselves, where they are or are not heading in their lives, and also, give them the ability to determine their destinies (selfdetermination and self-responsibility).

EXPERIMENTING AND FEAR OF FAILURE

JLS experimented with new ways of flying/diving, but failed and failed until he got it right by practicing. He wasn’t afraid to fail, and would not let it stop him from solving his problems, no matter how bad he felt. Jonathan broke through devastating emotions, conquering fear with courage. Jon proves you can make mistakes and survive because he was a rational thinker who resolved conflicts and changed his world.

Question for teachers:

Do teachers experience similar issues with students who feel frustrated, turn apathetic, and want to give up, believing theyre failures, and want to get out of school to go anywhere they can RIP?

Think about it: Shouldn’t we help students to discover: their own psychology, inner voices, self-confidence, and, at the same time, to confront negative emotions, connect with their inside worlds, and find peace along with the hassles stemming from learning? After all, we’re all human and we make plenty of mistakes. To repeat, EI has a lot to do with common sense. What do you think?

ENLIGHTENMENT

Jonathan learned many things on Earth and more in Heaven about speed in flying and in thought. His heavenly education benefitted him as a student of life, living, and as an experimenter. Jon was inspired by what he learned, and as a believer in love and kindness, wanted to give back to the gulls on Earth. He became a “Super Bird” and returned to Earth to teach the gulls how to re-create their uncreated conscience and lives.

Imagine that: A story about values like selflessness, responsibility, loving-kindness, and respect for others? The humanity of any person may be measured by the willingness to give unselfishly the knowledge and wisdom acquired over the years to mentor neophytes in whatever they may do.

Think about it: Whoso may be human in a post-humanist world, may be a real non-conformist.

Question for teachers:

Do you think an important EI lesson is to teach kids is how to be human?

RE-INVENTING AND RE-CREATING OUR SELVES

This imaginary tale for preteens, teens, and adults is about how to reevaluate, reinvent, and create our uncreated selves. It demonstrates how to: try things out in life, be yourself, call up courage to face fear, and accept one’s Self for better or worse.

Jonathan is an innerdirected seagull who listens to his inner voice driving him to selfdiscovery. It is about selfmotivation, how he inspires himself to make a difference in his world and the flock. It is also about selfeducation, the consequences of self-motivation, another “self-word” that rewards the hard work and efforts of a gull that searches for knowledge.

Think about it: Another EI lesson is to rap about testing things to find out what works and not shutting down your world with walls easy to put up, but hard to knock down. Character development starts with self-realization and leads to self-actualization.

LOOKING WITH UNDERSTANDING

Don’t look with your eyes, look with your understanding” is a quote from the book.

Imagine that: Spend time defining what it means and a year giving examples of how one looks with understanding. Looking with the eyes you see the surface, but looking with understanding you see beyond it and perceive what you see, and can put it into the context of your experience.

Question for teachers:

Aren’t we trying to teach our children to: read between the lines, probe, dig deeper, get a real feel of the world, search for and discover their creativity, open up cities of imagination and become enlightened?

A lesson for your students’ eyes: “Observe with your eyes, be out there and connect all you see to your mind, imagination, heart, and spirit. “This is the connection, where the nerves or wires from the eyes, hook you up to the Internet in your brain.”

Think about it: Doesn’t the above quotation define an EI goal?

FINDING YOUR SELF AND CONNECTING WITH OTHERS

JLS is about finding one’s self and using that knowledge to communicate and also connect with others. Jon made the journey into his Self and then out to others and the world.

Questions for students:

What does it mean to find your self?

How does it affect your life?

Do kids reflect about their lives?

Is it necessary to look inside?

How can looking in help your life?

Can it be harmful if you dig too deep and long?

Can you get lost in misunderstanding and self-deception?

What are the benefits of IEI (Inner Emotional Intelligence)?

Self-awareness, self-knowledge, and self-understanding go together and can take kids to a higher level of enlightenment as Jonathan found out from his life on Earth and in Heaven.

PERFECT SPEED”

One of the great leaders said to JLS: “Perfect speed is being there.” If we move at the right speed, whatever that may be, it means being there, that we are in present time feeling, thinking, we are in it, not running away, avoiding, escaping, denying, fighting, or just surviving, we are in-the-world, a presence, with no chains limiting our freedom to be and to create. This is what Jon wanted for himself: to feel unlimited and to be present.

Picture this: Your entire class sits in front of you totally focused and open to the lesson. You start to feel a new feeling, it’s cool, mentholated, a slight breeze wafts it around in your head and you begin to feel peaceful, something you haven’t experienced before enters your being, because now you are there, you have achieved perfect speed. This is an emotionally intelligent classroom, where teaching and learning have achieved “perfection,” a paradise found. How sweet it is…

THE THINKER

I think, therefore I am” runs deep in Jonathan because he is a thinker, who looks at his parents, the flock, and its Elders and hears about the way life’s supposed to be, which does not ring true for him. He perceives it as close-minded, a life of no fun, excitement, and challenges ahead, just the same old thing day after day. Jon observes, listens, hears, and understands. He surveys, stops, thinks about, and assesses his world. Thinking is a key to his survival.

Question for teachers:

How crucial is critical- and creative thinking to EI, character formation, identity, and values clarification?

JLS is not afraid to live his life as he sees it. He reflects and questions events and puts them in perspective to understand and appreciate what has happened to him. Jon doesn’t fear asking the tough questions, facing the unknown, and what he might or might not find out.

Questions for students:

Do you think about things, your world, and reality?

Do you ever stop thinking? What would happen if you do?

Questions for teachers:

To think, to think clearly, critically, and creatively, and to question things, aren’t these the EI skills we want all our students to embrace?

Think about this: JLS is not afraid to be alone, unlike many kids today, who don’t know what to do if faced with “home alone.” In his world, “alone” does not have a negative connotation, and it shouldn’t have, regardless…

Questions for students:

What words are triggered in your mind when you think about the word “alone”?

How do you handle this feeling? Are you okay with it or not?

More questions for students:

Are you an experimenter?

Do you like to try new things? Why?

How are you going to make changes in your life unless you experiment and fix what needs to be changed?

THE TRUTH SEEKER

JLS is a searcher for truth, truth about flying, diving, living, thinking, teaching, studying, and learning.

Question for teachers:

Isn’t searching for truth a value kids should reflect on and how it relates to their lives?

INNER OR SELF- MOTIVATION

Jon is motivated internally to create a new world of flight in the air, the mind and imagination, and is a dedicated, enthusiastic student who wants to give back, to teach others what he has learned so they can achieve greatness.

Questions for students:

Are you motivated from the inside, outside, or both?

What makes you want to succeed in school and out of school? Where do you get that feeling?

SELFLESSNESS

Question for teachers:

Does selflessness fit in with values clarification lessons? Why?

THE REBEL AND NON-CONFORMITY

Jon is a rebel with a cause, a nonconformist: With these character traits, you might call him courageous in thought and action.

Question for students:

Are you a rebel and/or a non-conformist in any way in your life? Why?

OBSERVATION

JLS is determined, patient, and an observer, all significant traits that develop, improve, and expand his ability to think and perceive things.

Questions for students:

How would you rate yourself on a scale from 0 to 10, where 0 is the lowest and 10 the highest score, in determination, patience, and as an observer? Give reasons for each rating.

LOVE AND KINDNESS

And you can’t forget about the love and kindness he exudes, the peace and hope, he tries to bring to the flock living lives of anger, boredom, apathy, and survival.

Question for students:

Are love, kindness, peace, and hope things of the past?

What would JLS say to your class about the above question?

Question for teachers:

How do you think your kids would respond to Jon’s ideas?

BEAUTIFUL CONTROL”

JLS wants to create “beautiful control” over flying by practicing and practicing. Questions: Can our kids gain beautiful control over reading, writing, thinking, and behavior? How sweet would that be? Can it be accomplished? Do we have enough knowledge and information to reach this goal?

Questions for students:

What do you have “beautiful control” over in your life? Why?

Do you believe practice makes perfect?

A COMMUNICATOR IN MODERN TIMES

Jon wants to communicate what he has learned to others. JLS is a communicator in modern times.

Questions for teachers:

How do we teach the EI skill of communication?

Can teachers get kids to be communicators?

Questions for students:

Are you a good communicator?

How well do you communicate in writing and by speaking?

What would you change in the way you communicate?

How important is listening in the act of communication?

THE PURSUIT OF EXCELLENCE AND SELF-EFFICACY

JLS pursued excellence, made many breakthroughs, and as a result, boosted his selfbelief and selfconfidence.

Questions for students:

Do you believe in yourself?

Do you have confidence in yourself?

Do you pursue excellence like Jon?

Can you create self-belief and confidence if you don’t feel it? Where do you look for it?

EMOTIONAL INTELLIGENCE DEFINED BY THE JLS CHARACTER

JLS has learned from ordinary and extraordinary experiences and has become open-minded, self-aware, enlightened, compassionate, a gull with unlimited potential ready to receive and embrace the world, and happy in his own skin. This passage defines EI.

THE EI CLASSROOM

This article shows how JLS can be used to develop an emotionally intelligent classroom through literature. EI can also be achieved by reading other novels, short stories, non-fiction, and poetry. My JLS summary/analysis models how EI skills can be taught with an inquiry-based approach by weaving them into your literature discussions.

Please check out Amazon to find loads of reviews and amazing stories of how JLS affected people’s lives and was passed on by adults for their children to read. The messages and themes connect with the Sixties and are still relevant in today’s cyberspace world.

If anyone is interested in using JLS with their students, I have an original workbook created for my fifth and sixth grade students. Please write to me at jeffreyppflaum@gmail.com and I will forward a copy.

Go to Amazon (“LOOK Inside”) to read an excerpt from the book. The book also has some great photographs of seagulls in flight that will spur kids’ imaginations. The movie version is excellent and fun to watch after reading the book. My class and the entire upper grades in the school loved it. The DVD can be found at Amazon and Netflix. There is also the original motion picture soundtrack, Neil Diamond’s album (CD), “Jonathan Livingston Seagull,” (see Amazon), with samples from each of the twelve songs on the audio CD. You can also check out Richard Bach’s website for more information at: www.richardbach.com. Here you will find the newest version of the book with a fourth chapter that was added at a later date.

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