" All God's creatures, except man, there are only. The man is not content to just be, he must do something, achieve something, create something. The impulse to create the ego produces culture, [...] but it can also be the instrument of his destruction [...].
The contrast between being and doing is recognized by our language. When we say 'Amen', for example, mean: "Do not do anything." Doing something is not letting be. [...] When the situation is interior, ie a state of being, try to change this was done with the results in a reduction of being. This can be explained by the fact that, to act upon himself, a part of the personality must rebel against another. The Ego or I rebel against the will of the body using the sensations of the body. This process is being divided and reduced. [...] The neurotic always try to change themselves by force of will, but this only serves to make them more neurotic. Emotional health can only be achieved through self-awareness and self acceptance. Fighting to change one's being has the consequence that the person is involved more deeply in the fate that seeks to avoid. The change [...]
produced by the application of a force from outside is made from making and affects about being. However, there is a process of change that occurs within and requires no conscious effort. It is called growth and improves one's being. It is not something you can do, so it is not a function of the ego but of the body. [...] The
I undertook to establish an order and control the actions to achieve it. On the other hand, an activity which is lacking the involvement of the ego belongs to the mode to 'be'. This means that if the goal is secondary to the action, the activity would qualify as being rather than doing. For example, walking the course belongs how to 'be' and walk quickly toward the station to catch the train is 'doing'. [...]
Another important distinction concerns the center of activity. When the activity is centered on what happens in the outside world, can be considered 'done'. When the focus is on what happens inside, that is, on the sensations that occur during an activity, we mode 'to be'. [...]
Being is identified with the feelings. You can not make or produce a feeling like you can not help being. To be authentic, a sense to be born spontaneously [...]. Moreover, the feelings do not make or produce anything. The feelings have no purpose or objective, in other words, we can not hear in order to. [...]
The results do not imply or feelings, in fact, may actually inhibit or block. For example, when I walk dal'ufficio the railway station with the idea to catch up as quickly as possible, I do not feel other sensations as well as a sense of urgency to take the train. All of my thesis are moving towards the goal and the feelings are irrelevant. In fact, they hinder efficient performance. In the interest of efficiency transform myself into a machine until the goal is reached.
[...] On the other hand, you can do or produce something with feeling. For there are sensations, the process or action must be at least as important as the goal. In the example above, if I went toward the station with comfortable because I have a lot of time, you will enjoy the walk and I enjoy watching the people and the windows. This happens sometimes, but I usually have too much to do. It is not a phrase in the mouths of all? [...] People are so eager not to have time to breathe or to be. Being takes time: time to breathe and time to hear. [...] If we pay much attention to the process than they pay at least the target to become a creative action and that it expresses and increases the sense of being. As for being, what matters is not what that is done, but how. To do, the opposite is true.
When an activity has the quality of the flow belongs to being. When has the status of the push member to do. [...] An activity that requires pressure to be carried out is painful because [...] requires a conscious effort by the use of the will. [...] The emphasis on the acquisition of knowledge and disregard for the feelings means that children are opposed to school because they feel that their existence is denied by this system "
Alexander Lowen, Fear of living, pp. 80-83;
by http://www.lameditazionecomevia.it/lowen1.htm
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