Making Your String of Pearls – Step 2 & 3

We live our lives from moment to moment, each moment an experience added to our personal story. Each moment is potentially a learning moment, if we only we would take the time to find out what it was trying to teach us. The art of living a self-directed, self-authoring life lies not just in living your life to the fullest – that’s just being busy. The real art is to stop from time to time to check each experience against the wisdom and direction of our authentic core. If it resonates with our core, we aim for more of those experiences. If it feels wrong, empty, or somehow not quite what we were supposed to do, we aim to avoid them in the future. And then we adjust our direction, recalibrate our speed, and try again, each time a little bit more on course and a little truer to the journey we came on Earth to travel.

Step 2: Finding Our Moments of Flow

Looking more closely at our collection of the shiny pearls we separated from the dark and dull ones, it will be clear that though all these pearls are bright and shiny moments from our past, they are not necessarily all of a similar nature. In fact, at first they may all look like separate, disconnected events, with little in common. Some may simply be happy memories of something we saw or witnessed, others may be moments we spent with loved ones. What we are looking for to build our narrative on is a particular group of pearls: those bright and happy moments when we were actively doing something and were fully engaged, more or less ‘in the flow’, and which we associate with a feeling of fulfilment and of being in the right place at the right time at the right place. We can call those our ‘active moments of flow’ as those moments are most closely linking our own actions with our emotional system’s sense of optimal state, suggesting that we were in those moments doing things that closely match our temperament, our personal preferences, and – more significantly – our intuitive sense of purpose and fulfilment.


I always loved going to school. There was just so much to learn there, to find out about this mysterious world that was said to exist beyond the few streets of the town I grew up in. My earliest memories of moments of flow are writing essays in class, or solving some problem we were given. Once I started working it was as if time ceased to exist. All that existed was the topic or problem and me exploring it, solving the riddles it posed and looking for the right words to put the answers in. Quite often, once the task was finished, I read back what I had written and would be surprised at the result. I could not remember writing it, and could often barely believe I was the one that wrote it. I often wondered where these writings really came from; they felt so much better than what I though myself capable of.

I used to play field hockey in my sporting days. We played mostly for fun and for the social activities around it, not really to win. I was an OK player and a slightly better than average goalkeeper, but my performance was never very consistent. Often, especially when the game was a bit slow, my mind would start wandering and I would get so distracted by thoughts and ideas I would fail to be of much use to my team. But sometimes things were different. I loved being goalie in tournaments, for instance, when we would play against teams that were much better than us. I would be so busy defending the goal that I would stop thinking about what I was doing. The moment my thoughts stopped, my body seemed to take over. As I discovered, my body was a much better goalie than my mind ever would be. Unfortunately, I never discovered how to make that particular kind of flow happen. Maybe I could have become a star goalie if I had.

Playing field hockey - (c) Bard 1982
Playing field hockey – (c) Bard 1982

Step 3: Sorting Our Pearls

Having separated our active moments of flow from our general collection of pearls we can now begin to group together the pearls that seem somehow related to each other. They may be linked by the place or situation, by the actions we were engaged in, or by the kind of satisfaction we got from them. While it may take some reflection and thinking to find a satisfactory grouping, we should not agonise too much over getting this 100% right. This is actually a great opportunity to learn to trust our intuition and to listen what our feelings are telling us, rather than what our mind comes up with. So, if we do get confused, we just relax, breathe, and simply imagine grouping our pearls purely by feeling. That should be good enough for our purpose.


When I first starting collecting my pearls I did not at first see any similarity between my schooltime moments and those playing hockey. They didn’t seem to have anything in common. The school moments were purely cerebral, had nothing to do with physical activity, and were never about winning or losing, but purely about the joy of solving problems and putting the answers into words. The hockey moments were almost the opposite: it was physical, the purpose was to win (or in my case, prevent the other team from winning by defending our goal), it was non-verbal, and often too fast to even have time to think. On further reflection, however, I did find similarities. Similarities that later turned out to be important op pointers for my personal development and the direction my personal narrative would take.

Both at school and on the field, the ‘triggers’ – the circumstances that would help me get into the state of flow – were similar. Both involved time pressure: in school there was a limited time in which to produce the results, on the field time was dictated by the speed of the opponent and the ball that was coming at me. Both posed an immediate problem that had to be solved right there and then. In school I found that if the task was too broad, or the problem not difficult enough, nothing much would happen. I would do the work but did not experience a sense of flow. On the field it was the same: the higher the pressure, the more intense the action, the easier it was for me to go into the zone and stay there. Apparently pressure – of the right kind – helped me focus. Another similarity was that I never did either activity for the points or the glory, but purely because I enjoyed the feeling of getting it right. Both in school and on the field the joy of solving the problem was more satisfying than getting an A or winning the match.

So, interestingly, these seemingly very different moments were actually very similar in a very specific way. Those similarities told me a lot about myself and some of the choices I made in my life.

– To be continued –

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