What makes for a meaningful life? I consider each day, not just the life as a whole. I look at four ingredients. First, was it a day of virtue? I’m talking about …avoiding harmful behavior of body, speech, and mind; devoting ourselves to wholesome behavior and to qualities like awareness and compassion. Second, I’d like to feel happy rather than miserable. The realized beings I’ve known exemplify extraordinary states of well-being, and it shows in their demeanor, their way of dealing with adversity, with life, with other people. And third, pursuit of the truth—seeking to understand the nature of life, of reality, of interpersonal relationships, or the nature of mind.
But you could do all that sitting quietly in a room. None of us exists in isolation, however, so there is a fourth ingredient: a meaningful life must also answer the question, “What have I brought to the world?” If I can look at a day and see that virtue, happiness, truth, and living an altruistic life are prominent elements, I can say, “You know, I’m a happy camper.” Pursuing happiness does not depend on my checkbook, or the behavior of my spouse, or my job, or my salary. I can live a meaningful life even if I only have ten minutes left.
-B. Alan Wallace from “What Is True Happiness” (Tricycle, Fall 2005)
The fourth ingredient is the one I’ve been thinking about a lot lately. It’s the one that keeps me from quitting my job.
My personal life is pretty small: I have a wonderful fiancé, loving parents, good friends, a couple of cute and snuggly cats. Very few people depend on me, and those who do depend on me for very little – the possible exception is The Fiancé, but even he could get along just fine without me if he had to. Oh, and the cats – they’re people too – but their needs are simple.
If it’s true that “a meaningful life must also answer the question, ‘What have I brought to the world?’,” then my job as a teacher is the part of my life that answers that question the best. Every day, when I walk into the classroom or meet with a student in my office, I have the opportunity to bring something to the world. What I bring, and whether it helps anyone, is another question, but at least I am given that chance.
The question I posed yesterday – why should we teach literature? – is a similar question to the one Wallace raises, at least in the context of my job. What am I bringing to the world when I coerce my students into reading books they don’t want to read and thinking about them in ways they don’t feel are useful? Am I helping them? Am I helping the world?
I think maybe I am, but I have to keep asking myself the question.
Image by Melodi T