Being human – an American high school principal´s view

Many years ago a copy of this letter came my way – supposedly issued by a high school principal to his/her teachers on the first day of school.

It was seminal in the development of my world-view  – and it is worthy of re-circulation;

Dear Teacher

     I am a survivor of a concentration camp.  My eyes saw what no man should witness:

        Gas chambers built by learned engineers.

        Children poisoned by educated physicians.

        Infants killed by trained nurses.

        Women and babies shot and burned by high school and college graduates.

        So, I am suspicious of education.

My request is: Help your students become human.  Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmans.

Reading, writing, arithmetic are important only if they serve to make our children more human. 

SEE ALSO: http://www.hmh.org/ed_faqs.asp

—–0—–

All postings to this site relate to the central model in the PhD. Summaries are HERE

Heart-rending testimony of an Afghan woman in Fazal Sheikh’s online book, ‘When Two Bulls Fight the Leg of the Calf is Broken’

afghan-woman.jpgBe sure to visit Fazal Sheikh’s on-line HERE

Take a look at the heart-rending testimony of an Afghan woman in ‘Fazal Sheikh’s online book When Two Bulls Fight the Leg of the Calf is Broken’.

Here is a short extract;

‘When our great Islamic revolution succeeded, we thought our day of deliverance had come. Finally we would be free and independent. Afghanistan was released. But once again women were treated as the goat in the game, pulled this way and that by one faction or another. Once again, on all sides, indiscriminate bombing and rocket-attacks, bullets and mines killed Afghan children in their mother’s wombs. We were forced to flee with bare feet and uncovered heads to escape the killing. Some of us fled to foreign countries and became refugees. It should not be forgotten that some of us were forced to flee to Moscow for our safety!

I shall never forget how so many of us spent frightened lonely nights waiting patiently in the front line for a single loaf of bread. How many of us were abducted by armed men from Mujahedin parties in the middle of the day in busy streets. How many of us were raped. How many of us threw themselves from buildings to keep their chastity. How many of us were taken from the scorching refugee camps in Jalalabad to become a commodity for men in neighboring countries. How many widows were forced to sell themselves to feed their families.

Those who have come to power, those with guns, continue to leer at us, to make fun of us, to take pleasure in harassing us. These men who think of themselves as the defenders of our faith, as our fathers and brothers sent to protect us, are the same ones who call us “Honey”. They say: “Don’t come out of your bottle, the flies might touch you.” The flies are the men that rush at you. Others tell us that we are “live wires that must be covered.” It is a pity they don’t recognize us as individuals, as fellow human beings. Over the loudspeakers they announce that years of holy war has simply been to cover Afghan women in Muslim dress.

That, dear brother, dear father and son, I am sure was not the purpose of the holy war……’

—–0—–

Of course people need water and food but as Maslow pointed out long ago security is a comparably important need.

—–0—–

NB All postings to this site relate to the central model in the PhD.

Summaries are HERE

Story and storying: the teacher’s self as text in reform of education

Parker Palmer in, The Courage to Teach, (1998 p.3), says that his book:

explores the teacher’s inner life, but it also raises a question that goes beyond the solitude of the teacher’s soul: How can the teacher’s selfhood become a legitimate topic in education and in our public dialogues on educational reform?

It turns out that this site is an attempt to answer Palmer’s question.

In a similar vein Sondra Perl (1994), (in Laidlaw, Mellett and Whitehead 2003) says:

Stories have mythic powers. To know this … is to know the shaping power of the tale. But how, I wonder, do we see beyond the boundaries of a familiar story and envision a new one? What, in other words, are the connections between texts we read and the lives we live, between composing our stories and composing ourselves?

Stories are one answer to the question; ‘What is it that makes of the parts a whole?’.  Story-making of our experience is in-built.  Conversely we tend to read the world according to the stories to which we subscribe, or that we ourselves have created.  A religious world-view would be an example of the former.  Concerning personal stories and how we construe the world see the psychology, and methodology, of George Kelly HERE

I am seeking on this site, and have sought in my thesis, to see beyond the familiar stories of my life, and of education as it is has been, and, through ‘a re-composing’ of my life via autobiography, my teaching and dialogues, I have sought to envision a new story for education.  This is what is meant by ‘applied autoethnography’.

The Golden Rule as one aspect of the world-view shared by most holistic educators

rule.jpg

The Golden Rule

Two aspects of the world-view shared by most holistic educators are Perennial Philosophy (see separate post) and the Golden Rule.

 

 

One measure of the challenge facing us is in the following. In looking for short definitions that might be useful I was struck by the fact that several (many?) Western encyclopedias actually refer to the Golden Rule as a Christian doctrine! Ethnocentricity rules! The point is also well pinned down in an interesting article from Arab News by Iman Kurdi

Below are some of the most interesting sites that present and explore the Golden Rule along with some suggestions for lessons and all ages.

 

http://www.jcu.edu/philosophy/gensler/goldrule.htm

http://www.goldenruleradical.org/

Home

 

SOME SUGGESTIONS FOR LESSONS/Discussion

1 In what sense is the Golden Rule the same as or different to acting justly?

2 Collect some examples, via interviews, of where the Golden Rule was applied with good effect?

3 Choose several of the problems that exist in the world and see how far you can a) analyze the problem and b) obtain inspiration for steps toward a solution.

poster.gifSource – for your poster Golden Rule info and much more

 

A TOUCH OF IRONY: The Wiki entry on the Golden Rule currently shows the price of democracy in that it is hung up in disputes! Re-named as the Ethic of Reciprocity – has it been hijacked or up-lifted by philosophers! I’m sure it will settle eventually – in the mean time there is a lot of good stuff alread on the site – including additional sources.

—–0—–

NB All postings to this site relate to the central model in the PhD.

Summaries are HERE

 

 

 

 

‘I am what I eat; Salads, Soups, Sikhism, and Harmony in Diversity – starting with our children

straw_300.jpg

Discovering the site ‘gateway to Sikhism‘ was one of today’s pleasures.

Discovering the 100+ recipes was also a pleasure and set me thinking.

I’ve heard that one of the last elements of group culture to go in the process of assimilation is food.

Food and harmony in diversity seem connected in many ways.

Firstly of course who in their right mind wants assimilation – of themselves or others. As the (wo)man said, “I want salads not soup” – that was on the question of diversity and its harmony! However what is needed is an understanding of the harmony that can help the diversity flourish. That’s what is in short supply. Perennial Philosophy and a universalist worldview is one way forward. Perhaps this doesn’t require leaving our own culture and religious roots – (although the Baha’is would say, “Yes it does – and that is the ultimate of act of allegiance.”). Gandhi had something interesting to say about this;

“After long study and experience, I have come to the conclusion that [1] all religions are true; [2] all religions have some error in them; [3] all religions are almost as dear to me as my own Hinduism, in as much as all human beings should be as dear to one as one’s own close relatives. My own veneration for other faiths is the same as that for my own faith; therefore no thought of conversion is possible.” (M. K. Gandhi, All Men Are Brothers: Life and Thoughts of Mahatma Gandhi as told in his own words, Paris, UNESCO 1958, p 60.)

He also said, I’m given to understand, “God has no religion.

Secondly food is one of the great universals – it demonstrates universality in the fact that we all need, and most love it, and its diversity is astonishing!

Thirdly many of us enjoy (too much?) eating our way into other cultures. I’ve not (yet) visited Japan but we had a meal in a new a Japanese restaurant in Brighton (England). Of course we need to go further so that we can touch some other parts of the essential reality of other cultures. In doing so we need to sense both that which is distinctive and that which is universal.

Some of the many cultural and sacred connections between food and culture and ‘acting-in-the-world’ can be seen in the Sikh Langar

Through food we can also celebrate our sense of ‘world citizenship’. I’m not only defined by what I think, or that with which I ‘link’ as the wit said, but also by the cuisines I celebrate!

Our giving and receiving food is of course the continuation of the ancient practice of neighbourliness. Today we can extend this to distant people through giving via charities.

Many years ago a Roman Catholic school I taught in would celebrate another religion’s festival in the morning assembly. Divali and Just as enjoyable – one of the teachers organized that those children would bring in a ‘pot luck’ of ‘Indian’ food. Now for many of the children this was a memorable kind of experiential education!

With our children and our neighbours, near and distant, let’s reach out and break bread – or mix rice – even more!

Clash of Two Cultures?

east-meets-west-i-print-c10281910.jpegSource

In her interesting article All Roads Lead to India Kathleen Raine, on the Resurgence website, quotes the following;

CLASH OF TWO CULTURES

You live in time; we live in space.
You’re always on the move; we’re always at rest.
Religion is our first love; we revel in metaphysics.
Science is your passion; you delight in physics.
You believe in freedom of speech; you strive for articulation.
We believe in freedom of silence; we lapse into meditation.
Self- assertiveness is the key to your success; self-abnegation is the secret of our survival.
You’re urged every day to want more and more; we’re taught from the cradle to want less and less.
Joie de vivre is your ideal; conquest of desires is our goal.
In the sunset years of life you retire to enjoy the fruits of your labour;
we renounce the world and prepare ourselves for the hereafter.
– Hari Dam

———-0———–

LESSON TASKS: How far and it what ways is the contrasting useful? How far do we think the contrasts are true? What claims could be made to reverse the implied speaker for each statement? Is there a speed of globalisation that will inevitably prevent the good of an older culture from being taken forward? Is the work of ‘integral theory’ writers such as Ken Wilber vital to the need to keep hold of the best of the past – all of our pasts? How can we in education help popularize integral theory?

What does the art work above say about East and West? How would you present visually ‘East and West’?

Ugly women rejoice – Salem witches might be forgiven! – great history site for helping teach Arthur Miller’s The Crucible

puritan-pilgrims.jpg

If you are at all fascinated by our forefathers’ ignorance and cruelty or are about to teach lessons on Arthur Miller’s The Crucible – or more recent American history – check out Margaret Odrowaz-Sypniewski’s astonishing sites.

Below are a few snippets that might want to make you visit. The two that leap out for me are;

1 Canon law stated that after the death of a witch, that the accuser and judge might divide his/her property between them.

2 Witchcraft in Massachusetts singled out:

* spinsters [unmarried beyond the usual age of marriage]
* barren women
* the ugly
* the extremely successful
* the independent
* the reclusive
* the litigious [prone to lawsuits]
* the willful.

So would that include ‘fat cats’, lawyers and talentless air-head celebrities (just joking! RP)

Some more extracts

Puritans landed in Massachusetts in December in 1620, during the reign of James I of England, while they were trying to reach the Virginia Colony. A storm at sea directed them north.

Since many people could not afford the price of passage to the American colonies, they indentured themselves to the ship’s captain or another colonist. It usually took five to seven years to pay the money used for passage to the New World. After this time was up, their masters were required to provide their indentured servants with farm tools, seed to grow their own crops, and other essentials they needed to make it on their own.

By 1630 the population of Massachusetts was around 2,000 people. It was then that Governor John Winthrop would begin his first term of office. The Massachusetts Bay Colony would not have a royal standing until May 12, 1686. Most women had as many as twenty-five (25) pregnancies in their life. Families generally consisted of twenty-five people including grandparents, parents, children and their wives. The average life expectancy was forty-five years of age. There were many that lived into their nineties, while children were at the greatest risk during the first years of their lives. Pregnant women were at high risk of dying in childbirth. Most women had to work before and after the birth of their children because the early colonial times were hard and everyone had to work long and difficult hours to survive.

Dying was a regular part of life. Mortality rates were as high as 75% in the early years. Most Puritans were Calvinists. Presbyterians were the model for English Calvinists.

———————————-
The Witches of Salem were hanged. This was less painful than the burning of witches in Europe. They thought the burning of a witch was the only way to release the evil, since the Devil would be forced to exit the melting body through the smoke.

Witchcraft in Massachusetts singled out:

* spinsters [unmarried beyond the usual age of marriage]
* barren women
* the ugly
* the extremely successful
* the independent
* the reclusive
* the litigious [prone to lawsuits]
* the willful.

In New England, no one that confessed was put to death. Those who denied the accusations and fought to clear their names were hanged. The first victim of witchcraft, in New England, was Margaret Jones of Charlestown, Massashusetts. Margaret was hanged, in 1648, for giving herbal cures. Margaret was a physician and some thought she had the “malignant touch” after some of her patients started vomiting or suffered violent seizures. Prison guards testified that they saw a small child run out of the witch’s cell into another room, and then vanished. This was enough to prove that she was under the influence of evil. Anne Hibbons, the sister of the Deputy Governor Bellingham of Massachusetts was hanged, in the words of John Norton for “having more wit that her neighbors” (Buckland, 402-411). Anne’s husband died in 1654. He was a Boston merchant, a Colonial Agent, and an assistant Agent. She was “quarrelsome,” and had “supernatural” knowledge. She was accused in 1655, and was executed in 1656.

———————————

The year 2002 marked the 310th anniversary of the witchcraft hysteria in Salem, Massachusetts. In October of 2004, Stanley Usovicz, mayor of Salem, MA. said that he is considering pardoning those persecuted during the seaport town’s infamous 17th century witch trials” (Judith Kane, 19). He said the the 315th anniversary, in 2007, would be a good time to put pardons into effect.

Eighty-one Scottish witches were pardoned, in 2004, in Prestonpans. Most witches were convicted on the basis of spectral evidence [ghosts, apparitions, and other objects of dread) or evil spirits or voices were heard. The Prestonpans, a seaside resort in Scotland, east of Edinburgh, pardoned all “witches” were convicted, including the cats that were burned along with their owners.

——————————–
SEE on page http://www.angelfire.com/mi4/polcrt/WitchHistory.html

Canon law stated that after the death of a witch, that the accuser and judge might divide his/her property between them.

Europe had witchcraft trials for 150 years and the death toll ran into the millions:

Malleus Meleficarum [The Hammer of Witches) was written in 1486 by two German Dominican Inquisitors named Jakob Sprenger and Heinrich Kramer. Sprender and Kramer concocted strategies for the use of torture and lies. They planned to torture and then offer freedom to those that would help in the discovery and conviction of other witches. They searched for a “Witches’ Mark” on the body of their suspects. A birthmark, wart, or mole might be seen as a “Witches’ Mark.” After the first witch betrayed other “witches,” they were killed. The thought being that they cunningly turned on thier own kind, simply to save themselves, thus were wicked and deceptive.

———————————-
http://www.angelfire.com/mi4/polcrt/SalemTrials.html

SEE also
http://www.angelfire.com/mi4/polcrt/index.html

These sites are just a fragment of the astonishing array created by Margaret Odrowaz-Sypniewski and her husband.

World-views: understanding our own and other peoples’ world-views

world-in-glasses-view.jpgSource

World-view – making clear our own world-view

To be developed.

Certitude divides and diversity unifies…..We have to elevate religion above politics…..”  

H.R.H. Prince El-Hassan Bin Talal of Jordan   BBC Newsnight 9th Feb 2006

The world presents itself in two ways to me.  The world as a thing I own, the world as a mystery I face.  What I own is a trifle, what I face is sublime.  I am careful not to waste what I own; I must learn not to miss what I face.  We manipulate what is available on the surface of the world; we must also stand in awe before the mystery of the world.  We objectify Being but we also are present at Being in wonder, in radical amazement.”  A. J Heschel
In this section I intend to do two things.  Firstly I will make clear my own world-view as it now is.  Secondly I will make clear those questions that need to be asked and answered in consciously holding a world-view.

In this process I hope to also identify some of the excesses, and some of the inadequacies that cause so much suffering and grief.

Understanding our own (developing) world view is vital.

It is essential to self-understanding – and to avoiding self-deception.

It includes our our sense of the whole/Whole – the cosmology, and theology.

It includes what we attribute to the culture in which we have grown up and what we attribute to our essential  nature – and what is meant by ‘reality’.

Our philosophy – and our behaviour in the world – rests upon, and is shaped by, our world-view.

For the time being the following chart is helpful;


Five Worldviews

A very useful discussion is to be found at SEE http://www.xenos.org/classes/papers/5wldview.htm

They say;

It sometimes seems as if there are more philosophical and religious views than any normal person could ever learn about. Indeed, there are more than six thousand distinct religions in the world today. However, some people are surprised to find that the world’s religions and philosophies tend to break down into a few major categories. These five world-views include all the dominant outlooks in the world today.

 

 

REALITY

MAN

TRUTH

VALUES

 Chart is adapted from Christianity: The Faith That Makes Sense by Dennis McCallum (Tyndale).

Nikky Finney Poet – THE GREATEST SHOW ON EARTH

nikky-finney2.jpg

NIKKY FINNEY

THE GREATEST SHOW ON EARTH

Click to listen to Nikky Finney read the poem. (MP3 format)

The poem is here.

Discussion and background of the poem is here.

Bio and interview are here.

—–0—–

All postings to this site relate to the central model in the PhD. Summaries are HERE

Who are you? Who am I? What is human being?

heschel-with-king-selma.jpg

Saw this today – with some quick ideas for a lesson;

“You are the average of the five people
you spend the most time with.”
– Jim Rohn

Are you? Am I?

Do we have an essence? Or are we each an admixture of the roles we play and the relationships in which we are embedded?

Or both?

The best answers I ever found were in Who is Man? by Abraham Joshua Heschel.

The Photo is of Heschel with MLK at Selma – they consider each other to be a ‘prophet’

Is my essence the sum of that with which I identify?

Or is there an essence that is independent of the accidents of personal history ?

—–0—–

All postings to this site relate to the central model in the PhD. Summaries are HERE