Cultivating Collective Consciousness in Children
A conversation with Pascale Setbon
Founder and Director of the Language & Laughter Studio
Photo credit: Nicholas Calcott
“Listen to your heart. Listen to your body. Listen to your breath. Nobody has the answer. The answer is not outside, it's in you. And once it's revealed, that's when collective consciousness is created. It's when your truth merges with somebody else's truth, and creates that halo.”
Flow of the Conversation
Introduction to Pascale and intention of LLS
How Pascale thinks about collective consciousness (04:57)
Consciousness in kids vs adults (11:10)
LLS Rituals that nurture collective consciousness (13:56)
Consciousness and the children’s relationship with Nature (16:32)
The Yoga of early childhood care (20:50)
Movement, dance and art as fields of collective consciousness (27:07)
Physical space and collective consciousness (34:16)
Wrap-up reflections (41:05)
PS – Language, perception and collective consciousness (42:22)
Note: you can read more about architectural design and see photos of the space in a recent article about LLS in The Architect’s Newspaper
Introduction to Pascale and intention of LLS
Justin
Hi Pascale.
Pascale
Hi, Justin, thank you for inviting me.
Justin
So nice to speak with you and thanks for joining. I'm excited for this conversation.
Pascale
Me too.
Justin
So Pascale, I’m excited to chat with you about your amazing Language and Laughter Studio, your practice in yoga, and your observations on collective consciousness. Before we jump in, I think it would be great for you to introduce yourself and tell everybody a little bit about the school and your approach. Then we can jump into some of the ways that you've seen collective consciousness emerge in your work and yoga practice.
Pascale
Yes, wonderful.
I'm looking forward to having this discussion and this exchange with you, and I'm sure that as I'm sharing some details about the experience, we'll be building and creating some interesting ideas and thinking together.
So I'm Pascale Setbon. I created the language in Laughter Studio in 2006 in a small downtown Brooklyn space brownstone. I always thought that I created that school to keep my language and my culture alive – being from Paris, France and having moved to the United States in 1997.
I was raising young children in the United States and I wanted to make sure that I was not going to be completely disconnected from where I was coming from. So this is the story I've been telling to everyone for the past 30 years. I've created a school to stay anchored with my roots, and especially the language, because the culture is a different story.
I don't feel so connected to France [culturally]. I'm going to tell you why. And lately it's been a big discovery about the real reason, and conscious reason, why I've created a school. It comes from my childhood. Being born from a Jewish mother who immigrated to Paris from Tunisia after the independence. She immigrated with her family to the heart of Paris in a very bourgeois neighborhood. The 7th.
And having just survived the Second World War, she didn't want to hear about it. She didn't want to hear about being Jewish, and she kind of canceled herself, her identity, and just tried to merge into that very firm, very rigid, very not-so-open-minded, in my opinion, neighborhood.
And me as a young child trying to fit in in the 1970s. I was accepted, but belonging is a different story. Did I really feel I belonged? No. Was it conscious? No.
Did I create a school to give children the opportunity to belong? Yes.
Did I create this sacred space for children to heal? Yes.
And am I giving a chance for all parents to belong? Yes.
For families to create a community. Yes, for the world to be a better place. With more care. Yes. So all of them.
I'm realizing now that it was the creation of that space, of that school, and I don't even like the word school, because then there's a connotation to it.
To give as many people as I could, as possible, to have a connection with us, the possibility to be who they really are.
Wherever they're coming from.
So the school is very meaningful.
It's not just a space where we want to teach French, where we want to teach how to read and write.
It's a common space for each one of us to understand. More of who we are, so that in terms of collective consciousness, I think that there is this energy that parents and teachers understand.
It's intangible and it's there that we're here to care and to treat each other with respect and understanding and to cultivate that belonging.
Justin
That's beautiful.
How Pascale thinks about Collective Consciousness
“So children, children want to be with you. They know that it's going to be a positive experience for them when, especially in a time where [our lives] are all digitalized... They know that everyone is going in five different directions all the time. So when all of a sudden they have someone who's going to be focused on them like:
I'm with you. Let's go for that moment together. They're definitely ready to be with you, to connect. They know it's going to be strong. Even if we stay in silence sometimes I have them and we stay a little bit in silence. But we are anchored. We are together. We feel that we are together. The fact that we can feel among each other that we are connected as human beings, different ages, is already huge.”
Justin
And so as you think about the school and the consciousness that emerges as you're cultivating that belonging, especially in the context of your own childhood experience and yearning to belong.
How do you think about collective consciousness? What does it mean for you?
Pascale
I mean, it's incredible because it's so hard to define.
Exactly as you said, when I was younger, I didn't feel, I know I didn't belong, but no one had rejected me. I was invited everywhere.
But there was this collective consciousness telling me you don't belong. You're different.
You're not from here, and those people are not like you, and you'll never be like them.
So to counter that, that pain of not belonging. I created a space where I make sure I belong. Obviously it's my space, so I better belong here, but obviously really wanting to.
Include as many people as possible and make them feel really good about who they are.
So how do I define collective consciousness is - I don't know. It's energy. It's a…, I don't think I want to put...
Justin
Is there a story that comes to mind that illustrates it in your life, associated with the school or not, where you've observed it, or you've even experienced it?
Pascale
Okay I'm going to tell the story that maybe I already told you, but when you have a group of children who are agitated and all of a sudden I perceive this agitation, this high energy, and then I come in I anchored them all with one site, 1 presence, visualizing the success of all of them at once to gather their energy and thoughts and emotion to be aligned and to and to be anchored.
I feel like this is collective consciousness when all of a sudden we are all together in one space, one moment, present wearing the same level of energy.
Justin
OK, so Pascale, let me interject here, because you’re a parent as well and for a period of time our kids were together. I know how hard it is, especially for young kids to create that presence. So how do you do that? What does that practice look like?
Pascale
So that practice comes from, is inspired I guess, by my yoga practice. When I anchor myself in the present [moment], the inevitable instant present, I'm not going back to the past. I'm not in the future. I am so with them that there is no room for those children to go anywhere.
I'm giving them everything that I have in me. Every cell is connected to them.
And I don't give them, so there's no choice then to be connecting to me because I'm so present. I'm so with you. There's no room for escaping. And I don't give myself a chance to fail. I know I'm going to hold that group.
But I think this is energy. It's nothing else.
Justin
So being present in the moment for the kids. That essentially holds the space for them to be present as well.
Pascale
So children, children want to be with you.
They know that it's going to be a positive experience for them when, especially in a time where [our lives] are all digitalized, when their parents, most of the time are on their phone and not even with them, they feel it. That's also collective consciousness. They know that everyone is going in five different directions all the time. So when all of a sudden they have someone who's going to be [focused on them] like:
I'm with you. Let's go for that moment together. They're definitely ready to be with you, to connect. They know it's going to be strong. Even if we stay in silence sometimes I have them and we stay a little bit in silence.
But we are anchored. We are together. We feel that we are together. The fact that we can feel among each other that we are connected as human beings, different ages, is already huge.
Pascale
Through the epidermis, through the sights, through the smells, through the space itself, through all those sensations. And also the mental that we can add if we want. But I think it goes 1st through sensational experiences.
Photo credit: Nicholas Calcott
Consciousness in kids vs adults
“That's why we love to develop this, through presence and consciousness by implementing rituals where we all hold hands together, breathing, anchoring ourselves, and acknowledging each other's presence. So that it becomes a practice early on in their life, so hopefully, eventually, they'll share it with others.”
Justin
Do you think it's easier for kids to be present and conscious collectively than for adults?
Pascale
Yes, I do believe so. They're less distracted by the To Do List and the achievement. They don't have an agenda.
We see already the impact of the screens and the immediate gratification, and the pace, the fast pace of society on children. And so it's younger and younger that they get distracted.
So that's why we love at LLS to develop this, through presence and consciousness by implementing rituals where we all hold hands together, breathing, anchoring ourselves, and acknowledging each other's presence.
So that it becomes a practice early on in their life, so hopefully, eventually, they'll share it with others.
What is interesting is that by sharing the collective consciousness from my mother - to exclude herself or to withdraw from her own origins and identity to fit in.
I was cut off from where I was coming from (my origins), from where my ancestors were from.
And consciously, I created a space that connects me to humanity.
And very early on there was no way I was going to work in a corporation where I was going to just do what someone tells me to do – to perform artificially. To make money or live my life's work, my life and my work are merged. There is no differentiation between what I do for a living and the way I live my life. There's no disparities.
And that balance from the very beginning early on of my life was unconsciously treated.
By the creation of the school and now at my age, I realize it's beautiful.
It's beautiful to have created that space for myself, and for everyone who can participate to it.
LLS Rituals that nurture collective consciousness
“Yes, so listening. To the position of the group. That's also a way to understand what the group will need, but also what each individual will need. And listening means not only listening with one ear, you're really hearing. You look at the body, how the child is moving, looking at you, the tone of voice, the words they're using, the avoidance, the risk they're taking.”
Justin
When you think about the structure of the days, weeks, months at Language and Laughter Studio, what are the kinds of rituals that help to nurture that collective consciousness amongst the kids?
You talked about a ritual of being present, holding hands and acknowledging each other. Are there other rituals that you have at the school?
Pascale
Yes, so listening. To the position of the group. That's also a way to understand what the group will need, but also what each individual will need. And listening means not only listening with one ear, you're really hearing. You look at the body, how the child is moving, looking at you, the tone of voice, the words they're using, the avoidance, the risk they're taking.
All of these are signs of who they are at this very present moment and how you can react to it. You can respond to it, so listening is 1 aspect to provide collective consciousness.
We also implemented in the school a deep connection to nature.
By transferring the school to Fort Greene Park during COVID and being there all year round outside with adversity, but also aligned with the elements with the seasons and that completely transformed the way we look at education, realizing that kids don't belong to be stuck [inside] into 4 corners but just free outside, engaging with teeny little creatures. Bigger elements open to people they don't know.
Whatever is in there that makes their daily life what it is. To understand what it means to be rooted here in that space in New York City. So listening to nature also helps us understand this collective consciousness in the sense that we come from nature.
So by being sensitive to that, to those subtleties, it helps us to listen to others.
Consciousness and the children’s relationship with Nature
“You know we think we have limited possibilities because that's how society wants you to process, like there's only one answer. And most of the time it's like ohh, it's not that there is only one answer. But when you can respond with multiple possibilities, that gives you so much freedom.”
Justin
I can see during COVID the need to shift the school, so that it was more outdoors and the children spent more time in nature. What does it look like now to integrate the kids into nature on a regular basis. How has it changed your schedule with the kids?
Pascale
So now it's a hybrid school. We have half inside and half outside. We basically respond more to the needs of the child and also to the season, meaning that if it's very windy and or very cold, we're not going to have the mental strength to go outside. During COVID when it was pouring, we would stay outside and find ways to avoid being completely wet for five or six hours.
It's a huge luxury to be able to cover yourself inside when all of a sudden you lose that privilege, you realize, wow, I have to find the strength inside of me to stay equipped mentally, emotionally and physically outdoors under that rain, and still have a good time.
But now we don't do that. We just go when we want to go, following a curriculum.
Right now [we’re studying] about soil.
To educate everybody at school, parents included, about the necessity to take care of soil and the urgency.
Justin
Can you say a bit more about that? Can you talk a little bit more about how you bring the kids together to learn about soil and the importance of soil? How do you do that with the kids? And then how do you do that with the parents?
Pascale
So when we work with children on any topic, we will obviously share material with parents too, newsletter, pictures so that they can engage together at home about whatever we are studying. But particularly about soil, because it's a very serious topic. It's not only about what we're going to learn, what it's composed of, etc, but it's also about more of a world responsibility that we carry.
We decided to organize a retreat in a farm at the end of the month, where I will take some families with me and we invited an expert to talk about how important it is to buy the right items. To follow some very important guidelines. To prioritize local agriculture, to prioritize sustainability.
We're launching a new service in parallel to the school so that we're educating parents at the same time as the children.
During that retreat, we'll also include yoga, meditation, consciousness, presence so that it's all the values that we believe in at school that we're going to share with parents along with the kids. The kids will be there with the parents, they will be a program for children to be messing up in the forest. They themselves with guide, with farmers and be a program for parents.
Justin
So, to a certain extent, the parents will get to experience it. What the kids have already been immersed in. And perhaps the kids will have a chance to teach the parents.
Pascale
They already teach the parents by showing how comfortable they are in nature by being impressed and amazed to see a worm and creating a little shelter for the worm when they go to the park. Parents are like don't touch this or don't go into the puddle. You're going to get wet and the kids are like, no, I have the right gear. I can have fun jumping in a puddle and now look at this worm. We need to make a shelter. It's all alone. And you need to go see this. Finally, let's bring [the worm] back to a hole.
So they are already teaching a lot.
The Yoga of Early Childhood Care
“You know we've limited possibilities because that's how society wants you to process, like there's only one answer. And most of the time it's like ohh, it's not that there is only one answer. [But when you can] respond with multiple possibilities, that gives you so much freedom.”
Justin
You mentioned that some of the activities at the retreat will include yoga and meditation. Can you talk a little bit about your yoga practice?
Pascale
Yes, my yoga practice started when I first moved to New York. I went to a yoga class and I don't know why, I liked it a lot. I felt it was an interesting practice. I liked the fact that you were moving your body. But at the same time being asked to breathe, to concentrate on your breathing, and I could see the benefits of it. I was in my young 20s. But had not studied the philosophy, and so I didn't know why it was making me feel so good. So I kept on doing yoga for a couple of years. Then I had a child and I kept on being pretty disciplined and then I realized that I wanted to explore more of it and understand more of it. And did my teacher training. And also several Chinese medicine licenses to get to understand more of the body and why everything is connected and how it is all connected so that we can develop [our presence]. As I meditate every day, I see the clarity that it is bringing.
Of clarity, this meditation, this daily meditation just brings an amazing opportunity to connect to yourself and to what's invisible. It sounds very cheesy because unless you experience it, there's no words to express this. You don't empty the mind. That's not true. You just feel alive. You just feel very alive. And it doesn't really matter what's happening in your life.
Justin
You're able to come into the present.
So when you think about how that yoga practice has developed, how has it influenced your work with the school and the kids?
Pascale
It has helped me be very determined and very concentrated on everything I do. I mean it's pretty simple. It just brings clarity. I don't get lost in the knowledge of things. I don't try to know too much. I simplified my way of being.
There's too much information everywhere. You can't know everything. So I like to just be aligned with one thing at a time. Align mentally, emotionally, physically and I respond to what is sent to me at the moment. And with as much clarity as possible. And every time I disconnect to that clarity, something happens. It doesn't go right.
So yoga has taught me how to constantly go back to anchoring myself in the moment.
Justin
And to what extent is that not just a mental exercise, but a physical exercise?
Pascale
Everything goes through the body 1st and in my opinion it's by the body that I anchor myself mentally. So I changed my mind by changing my body.
Justin
And how do you bring that practice to the kids?
Pascale
In open houses, parents often ask us: do you practice yoga? Since you’re a yoga teacher. We don't do the poses per say, but yoga is everywhere here. We're constantly breathing. We’re constantly asking the kids to listen to what's around them.
And in that requirement for being here [helping them with their presence], the children have actually also transformed the teachers, who were not from the yoga world at all, but they are now. They've realized that between the nature experiences and the practice of being together, being here right now, those two components have really enriched their lives. I see them. I see it with the teachers that have been with us for six years. I see how they were when they arrived and where they are now and their appreciation for possibilities.
You know we've limited possibilities because that's how society wants you to process, like there's only one answer. And most of the time it's like ohh, it's not that there is only one answer. [But when you can] respond with multiple possibilities, that gives you so much freedom.
Does that make sense?
Justin
Yeah, for sure. One of the interesting aspects of collective consciousness that I’ve been keen to explore, along with others that have been on this journey as well, is this idea of possibility and the relationship between the individual, the group or the collective, the space that we share together and the possibility that can emerge when you're present together.
And so it's fascinating to hear that you've seen that transformation in some of your team. That, as they've come to help the kids with their connection to nature, their connection to each other, that actually the teaching has also helped to transform the teachers themselves, their perspective on the possible and how they engage with the day-to-day, the moment to moment.
Pascale
Absolutely.
Movement, dance and art as fields of collective consciousness
“So when he met the kids and he was at the park and he started to dance - to move actually, not to dance. And the children, four years old, started to follow him, following the same movement, at first one child, and then the others one by one until it became a gigantic performance at the park. Aligned with the wind, aligned with the light, anchored in that soil. All those bodies. Moving, not talking, just looking at each other. And letting the body feel and follow.”
Justin
I remember that you invited a dancer/choreographer to spend time with the kids. I'm curious because we were talking about yoga and everything starts with the body. Were there any observations that you had from this exchange? How did the kids engage with the activity and with the dancers themselves? Was there any collective consciousness that emerged in that interaction?
Pascale
The choreographer, Thierry Niang, who's from Vietnam and who immigrated to France as a young child, Thierry is a choreographer who's worked in many different movies, films and festivals and at the Olympics, I believe.
He came the second week we opened the new school this past year in the fall. And he had never met the kids, he had never met me nor the teachers. We were very new to the school, to the space. We were new to our children, so everything was about novelty. And when I was talking to parents raising money and telling them about the our program that we are developing and the fact that we were going to have a famous dancer come and work with our kids.
I was thinking that this was going to be a pure disaster. There's no way that an artist we've never met who doesn't know our kids, in a space that is new to everyone, who's coming from France, who's going to be is going to develop a two weeks program and it's going to be successful? Impossible.
We were just experimenting, but I expected that it was going to be just a disaster.
He came and right away he and I fell in love with each other. Fell in love meaning collective consciousness. It's like if we belonged to each other.
This concept of belonging is very interesting. You know, you belong or you don't.
Pascale
And he and I knew we were together, we were connected. So it was very easy for me when I saw him to welcome him. It was immediate.
So when he met the kids and he was at the park and he started to dance - to move actually, not to dance. And the children, four years old, started to follow him, following the same movement, at first one child, and then the others one by one until it became a gigantic performance at the park.
Aligned with the wind, aligned with the light, anchored in that soil. All those bodies. Moving, not talking, just looking at each other. And letting the body feel and follow.
I mean, I was cheering. It was like, Oh my God, this is so, so, so beautiful. And that was one of the first sessions we had with him. And from that day it just went on. It was just like the trust was established, and the curiosity was emphasized and the connection was deepened. It was like we belonged. We wanted to be moving it along together.
Justin
It sounds like in that interaction, he didn't necessarily structure it, or say “we're going to do this” or offer any instructions, he just started to move and they were inspired to follow him.
Pascale
So I was saying. I think there's too much instruction.
The collective, if you listen to the collective consciousness, you don't need that much. The instructions can detach you from collective consciousness.
I feel everything is in front of us. We're just not paying enough attention.
He worked in partnership with a wonderful sculptor, Roxanne Raven, who works with the children on creating different art pieces visual, so they combine the movement to the creation of art pieces with the children.
Pascale
Everything was rooted in rhizomes. In the recognition of rhizomes, so when it is to be rooted, this connection among people among roots among insects to humans and between art and education.
Justin
What was the inspiration for the combination of the dance and art? Is that something that they had done already?
Pascale
No, they have never done that, but we thought it was a good combination. The sculptor, Roxane Revon had seen him dance and liked his dance and was very inspired by his work. So we put them together and they created that program where the kids would do art and dance together.
Photo credit: Nicholas Calcott
Physical Space & Collective Consciousness
“The brightness or softness throughout the day gives a certain energy that really grounds the children because it follows the light of the day. So it follows the season, it follows the temperature, it follows the brightness of the sky and each room is open to another room, so there's not so much individuality and territory. It's all like, yes, we can be with ourselves, but we also can open up to the other space so that we can merge and collaborate.”
Justin
I'd love to touch on the space of the new school. I haven't had a chance to visit your space. But, I do know a little bit about how much attention and care and real thinking went into it. So could you just share a little bit about your relationship to the design and the principles that you used and how you thought about the design of the space in relationship to kind of the space you wanted to create for the kids.
Pascale
So the space was a very raw space, very intimidating with a super high ceiling, all in concrete walls ceiling to floor. It was very hard to imagine that this space could become a beautiful space for children. I was very lucky to be introduced to an amazing architect, Chris McAvoy, and his wife, Beth O'Neil, through a friend of mine who shared with me a New York Times article about the two architects who had done the Children Bronx Museum.
I thought this is a little bit too big of a shot for me. I will never be able to access those two people. But I reached out to them and they responded immediately saying that they were curious about looking at the space, so we met. We spent two hours together in this raw space and clicked right away. I had other people interested in working on the space, but I decided to go with them because my gut was telling me go with them, even though the others were as competitive.
This project lasted from September to September, so a full year between the design and the construction.
I've asked everyone who came to participate in this project to be caring, to be serving the children.
It was a much bigger project than just building walls. It was a project that was going to serve our community of families. It was important because it was in connection to nature. It was important because it was going to be people who are true to themselves, who are trying to get to a certain truth. We're not just doing this to spread the ABCs and the 123s so everyone felt there was something particular.
And that's why we never had a fight during the project. Everybody. There was joy throughout the whole project. Yes, there were hard moments. But Joy. Joy and strength the whole way. And that combination of strength and joy made this beautiful place.
Technically the space is designed so that light comes in and reflects on the curves of the space. There's no angle or corners here, only curves. And so the children can follow the sun, and not only by looking at the windows, but also looking at the sun, the light reflecting on the panels.
The panels are made of recycled straws that come from Italy, and they're all colorful, depending on the time of the day.
The brightness or softness throughout the day gives a certain energy that really grounds the children because it follows the light of the day. So it follows the season, it follows the temperature, it follows the brightness of the sky and each room is open to another room, so there's not so much individuality and territory. It's all like, yes, we can be with ourselves, but we also can open up to the other space so that we can merge and collaborate.
The bathroom is open. And it's a space where younger children can meet older children so they learn from each other. And that is beautiful because. The young children really want to step up when they see older children teach them.
The older children, all the sudden, feel like I'm so proud to teach a young child how to go to the bathroom or to wash your hands or to be a helper, to be caring.
Justin
And I'm curious if you have, did you see a difference in how the kids interacted when they moved into the new space?
Pascale
I mean there's a difference because the space is so different that you, your person, adjust to a new environment and it's different. The other space had its positive sides too. It's just that coming to a new space that is amazingly beautiful, inspires everyone. And everybody wants to work harder and wants to stay longer just because it's a very pleasant space with a very good energy. And that is due to the shapes, to the colors, to the light, to the softness of the textures that the two architects designed based on the mood board that I gave them.
Wrap-up Reflections
“Don’t listen to corporations. Listen to your heart. Listen to your body. Listen to your breath. Nobody has the answer. The answer is not outside, it's in you. And once it's revealed, that's when the collective consciousness is created. It's when your truth merges with somebody else's truth, and creates that halo.”
Justin
We’re coming to the end of our time. Before we wrap up, any other reflections on this idea of collective consciousness?
Pascale
Any other reflections, yes.
Don't listen to corporations. Listen to your heart. Listen to your body. Listen to your breath. Nobody has the answer. The answer is not outside, it's in you. And once it's revealed, that's when the collective consciousness is created. It's when your truth merges with somebody else's truth, and creates that halo.
Justin
I think that's one of the best definitions I've heard yet. It's really beautiful. Thank you for sharing it.
PS – Language, perception and collective consciousness
“We become more aware of each other and more tolerant. It brings an immediate tolerance as we understand that there's so many ways to understand a word or phrase, a culture, a behavior. So I think I believe children get that earlier when they are exposed to several languages rather than one.”
Pascale
We didn't talk about language, how teaching a second a second language is actually very important because kids don't come with one unified mono code. There's several languages, and particularly here because it's like the French children come either with French or with English, and then French, and so everyone is a little more vulnerable because we don't have one way to communicate, but several and it pushes you to listen. So to go back to the listening part, you need to pay more attention because you're not as strong as you are in your dominant language.
So this vulnerability becomes that strength.
Justin
Right. One of the practices that I've been really curious about in cultivating collective consciousness is the practice of understanding perception. Understanding your own perception and understanding others’ perception.
And I'd be curious of your thoughts in terms of how 2 languages and the act of learning a second language, struggling with or seeing someone else struggle with that second language helps you to realize that your perception might be different from their perception.
Pascale
Yes, absolutely. We become more aware of each other and more tolerant. It brings an immediate tolerance as we understand that there's so many ways to understand a word or phrase, a culture, a behavior. So I think I believe children get that earlier when they are exposed to several languages rather than one.
That's when a director who has worked in several American schools, told us after a couple of months that when she came here, said I've never seen a school where there's no conflict. Our kids are never mean to each other.
It's definitely because of our philosophy, but it's also because of the languages.
We don't have time to be so mean because we're trying to figure out what the others are saying and we're trying to figure out what we're saying.
Justin
Perhaps the kids are just more aware that they need to be careful first about themselves but also about the others.
Pascale
Absolutely. Cultivating an open mind.
Justin
I'm glad you pointed out that relationship between the practice of listening the kids adopt and its relationship with the two languages.
And then of course what it can teach us about our perceptions, how we perceive ourselves, how we perceive each other.
Pascale
Namaste.
Justin
Thank you so much for the time, Pascale.
Pascale
You're welcome, Justin.