A slide version of the SunWALK holistic education model – on what it is to be fully and positively human

A slide version of the SunWALK holistic education model – on  what it is to be fully and positively human:

 

HERE

 

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Authenticity and Authentic Business

Below is information from the front page of the Authentic Business website which still offers a wide range of very interesting materials and ideas – as such it deserves wider circulation. Let’s hope that someone might develop it further.

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This site has masses of inspiring and fascinating content but is no longer regularly updated. For more up to date information and inspiration about authenticity for business and individuals please follow the links below.

Authentic Transformation – bring more authenticity into your life and work

Authentic Inspiration – weekly inspiration, podcasts, inspiring books, movies etc

Authentic Guides – business service professionals working with authenticity

Our battles with dragons.more>>

dragonRecently, a cancer victim friend of mine wrote to me of her thoughts and feelings expressed in a short piece of prose. Her piece was called ‘Fighting the Dragons’ and I reproduce here for you…

The law of escalating efficiencies – the power of the fourth be with us!more>>

bulbThe simplest energy efficiency and renewables actions – taken seriously – can carry us right across ‘the energy gap’ – in one single bound! There is so much bad news around climate chaos that it is easy to lose heart. We are so ‘hooked’ on the belief that we ‘need’ vast amounts of energy to live decent lives that we all shun tackling the root of the problem.

A Fairer Way to do Business – the story of a young women embarking on building a Fair Trade business.more>>

remouldRemould – Fair Trade Clothing is run by Cathy Tiffany from her shop in New Mills, Derbyshire. Cathy wanted to sell alternative fashion to local people who had an interest in ethical and Fair Trade clothing. Cathy has recently expanded her range to children’s wear and is working hard to develop her online business to reach a wider spectrum of ethically minded people.

Empathy, a wonderful aspect of EQ emotional intelligence.more>>

passportThe other evening I was at home relaxing watching television and an old episode of ‘Airport’ came on. I always enjoyed the series. It always reminds me of my times of travel and excitement and of seeing people bustling on the concourse and feeling my hopes rising and feeling as though my dreams are appearing through the mist of uncertainty and becoming more solid. Watching the screen you see such a diversity of travellers and then all the staff of Heathrow [it could be any airport really]. The end credits to ‘Love Actually’ always come to mind as well when watching this program.

Raising public awareness in achieving tourism sustainability on the Island of Rhodesmore>>

rhodesPublic participation is a key ingredient to sustainability in tourism. Raising public awareness requires strong political leadership.

There are two fundamental questions that the leaders and those who hold the power on matters of hospitality and tourism on the island of Rhodes should address: (1) what is sustainability in tourism? and (2) why they should raise public awareness?.

This Way Upmore>>

thiswayupDo you ever have the feeling that you’re being lied to about just don’t know what? That there’s something wrong with the way society defines your success, but you just can’t put your finger on it? Do you question that there has to be more to life than getting a job, making some money, working until you’re sixty, then retiring to the country

Learning from othersmore>>
LANCSYou may well have read last October on this web site an article I wrote entitled “A Bridge in Life”. If not, you can still see it or you can even email me for a copy. In the article I wrote about my being a retired Police Officer and the dangers I faced on a daily basis ~ the journey of my life through and from that phase ~ and my soulful expression these days through my work, interactions with people and my written poetry and prose.
What does it take to change your life for the better?more>>
bankseyI am fortunate enough to have the opportunity to meet some of the most inspiring possible people. These people are not famous (yet), they are not especially rich or successful (yet), but they do have one thing in common.
What you don’t yet know!more>>
porscheIncreased land fill taxes. Rising energy prices. Emissions taxes. Unpredictable weather. For most of our lives the environment has been a more or less free resource to be used and abused at will. That situation has changed and that means changes in the way we run our businesses.
A FAIRTRADE REVOLUTIONmore>>

newconsumerNew Consumers change the world via the High Street as Fairtrade becomes a habit of a lifestyle so Fairtrade producers get a fair deal. It’s Fairtrade Fortnight 6-19 March, and New Consumer, the UK’s leading Fairtrade and ethical lifestyle magazine, is celebrating the achievement of new consumers as you continue to fuel a Fairtrade Revolution. You are changing the world, by taking ten small, easy steps to support Fairtrade a proven, practical way to alleviate poverty.

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All postings to this site relate to the central model in the

PhD. Summaries are HERE

SEE also Learning Motivation for Success

Flatland, Modernism, pre-modernism and post-modernism – Ken Wilber’s view

If you’ve struggled with what people actually mean by postmodernism and its relationship to modernism and pre-modernism you might appreciate these extracts from Ken Wilber’s Integral Psychology – I certainly did.

 

See also my other posting on I, WE & IT and also the posting on Mythos and Logos including Karen Armstrong’s work.

 

Modernism, pre-modernism and post-modernism

In other words, the four quadrants (or the Big Three) are actually the underpinnings of the modern differentiation of the values spheres of art, morals and science. Where premodernity had tended to fuse, or not clearly differentiate, the Big Three, modernity clearly differentiated them and set each free to pursue its own path. This differentiation was part of the dignity of modernity, which, in allowing each domain to pursue its own truths, allowed each to make stunning and far-reaching discoveries , discoveries that, even the harshest critics agree, set modernity apart from premodernity.

 

But something else set modernity apart. The differentiation of the big Three went too far into the dissociation of the Big Three : the dignity drifted into disaster, and this allowed an imperialistic science to dominate the other spheres and claim that they possessed no inherent reality of their own (scientism, scientific materialism, one-dimensional man, the disenchantment of the world). Gone was mind and soul and spirit, and in their place, as far as the eye could see, the unending dreariness of a world of its; ” a dull affair, soundless, scentless, colourless; merely the hurrying a material, endlessly, meaninglessly.”

 

And so it came about that virtually the entire spectrum of consciousness, and certainly its higher levels, (soul and spirit), were reduced to permutations and combinations of matter and bodies. Put bluntly, all ‘Is’ and ‘we’s’ were reduced to ‘its’, to objects of the scientific gaze, which no matter how long or hard it looked, could find nothing resembling the Great Nest of human possibilities, but saw only endless patterns of process ‘its’, scurrying here and there. Integral Psychology P.64

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Thus , it seems that premodernity had at least one great strength that modernity lacked: it recognized the entire Great Nest of Being, which is basically a general map of higher human potentials. But premodernity also had at least one great weakness; it did not fully differentiate the value spheres at any of the levels of the Great Nest. Thus, among other things, objective-scientific investigation of the spectrum was hampered; the specific and often cultural expressions of the Great Nest were taken to be universally valid; and the moral injunctions recommended to all were tied to those limited cultural expressions. Giordano Bruno might have experienced many of he upper levels of the Great Nest, but because the value spheres were not fully differentiated at large and their individual freedoms were not protected by law and custom, the Inquisition cheerfully burned him at the stake.

 

Modernity, on the other hand, did manage to differentiate the Big Three of art, morals and science, on a large scale, so that each began to make phenomenal discoveries. But as the Big Three dissociated, and scientific colonialism began its aggressive career, all ‘Is’ and all ‘we’s’ were reduced to patterns of objective ‘its’, and thus all the interior stages of consciousness – reaching from body to mind to soul to spirit – were summarily dismissed as so much superstitious nonsense. The Great Nest collapsed into scientific materialism – into what we will be calling “flatland” – and there the modern world, by and large, still remains.

 

Our job, it thus appears, is to take the strengths of both premodernity and modernity, and jettison their weaknesses. Pp 64-65

To re-legitimize other ways of knowing, to work clearly with and between all three I, WE & IT ways of knowing (plus community-tradition) brings the possibility of re-enchantment and balanced development of the individual and of societies!

The model at the heart of this site utilizes Wilber’s triadic structure you can read a summary HERE.

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

Summaries are HERE

 

What if mothers did rule the world?

sally-field-reuters1.jpg

From QuakerDave we have a post we should all be asking – What if mothers did rule the world?

Funny. Sally Field is getting ripped by the Right because of her “insane ranting” at the Emmys last night. This savaging comes in spite of the fact that what she said (despite Fox’s attempt to censor her) is about as “family values” as you can get. The war-hawkers at Fox had to cut what she said because she had the audacity to mention war in the context of her being (and portraying) somebody’s mother, and Rupert couldn’t ever let that happen:

“This (award) belongs to all the mothers in the world – may they be seen, may their work be valued and raised – and especially to mothers who stand with an open heart and wait — wait for their children to come home – from danger, from harm’s way and from war. I am proud to be one of those women… If mothers ruled the world there would be no (expletive) wars.”

Here’s the question for the day: What if mothers did rule the world? ………………

I would say:

Those that live under terror might then have security.

Those that hunger might be fed.

Those that thirst might have clean water.

Those that long for education and a means to earn a living might be affirmed.

Those that seek justice and a respected place in the human family might be given a place at the human family’s ‘table’.

To read QuakerDave’s answers go HERE

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

Summaries are HERE

Wilber, heart-knowing, head-knowing, and the 3 ‘voices’ through which we engage with reality

Heart-knowing, head-knowing, and the 3 ‘voices’ through which we engage with reality

The three intrapersonal ‘voices’ of human engagement, have previously been presented as Caring, Creativity and Criticality.

Our Caring, Creativity and Criticality ways of engaging are developed through internalizing the voices of parents and family and then all of the Humanities, the Arts and the Sciences experiences we have at school and in the wider society.

 

Corresponding to the three voices we have three ways of knowing:

1 the ‘social-others-centred’ way of knowing – in the case of Caring

2 the ‘subjective-creative-mystical’ way of knowing – in the case of Creativity and

3 the ‘objective-reasoning-scientific’ way of knowing – in the case of Criticality

So;

Caring, the ‘social-others-centred’ way of knowing = the internalized voice of the Humanities, and is about engaging with reality via the moral viewpoint

 

Creativity, the ‘subjective-creative-mystical’ way of knowing = the internalized voice of the Arts, and is about engaging with reality via the subjective viewpoint

 

Criticality the ‘objective-reasoning-scientific’ way of knowing = the internalized moral voice of the ‘Sciences’ and is about engaging with reality via the (supposed) objective viewpoint.

 

NB Criticality is wider that what is normally meant by the Sciences and scientific methods. It includes philosophy and such activities as Eng Lit criticism. Why? Because it is about reasoning and other ‘left-brain’ objective activities. The participant assumes the position of being objective and is learning or teaching about phenomena – s/he is not learning or teaching in the phenomena – a distinction that correlates with that between ‘knowing that’ (Paris is the capital of France) and ‘knowing how’ (being able to dance a response to a tragic event).

 

Heart-knowing and head-knowing, left-brain and right-brain

Heart-knowing, the ‘subjective-creative-mystical’, is seen as partly an innate, intuitive way of knowing and seems to relate to right-brain activities.

 

The ‘methods of the ‘objective-reasoning-scientific’’voice’ seem to relate to right-brain activities.

 

The third form, i.e. social knowing, is seen as deriving from the cultural interpersonal matrix of family and community relationships, internalized as the Caring seems to draw upon both sides of the brain (as do architects!).

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

Summaries are HERE

 

 

 

 

Perennial Philosophy or Primordial Tradition?: Huston Smith, Aldous Huxley and Ken Wilber – a view by James Baquet

James Baquet has a very interesting site – Take a look at Baquet’s site HERE It has a lot to say about Perennial Philosophy an the Primordial Tradition;

The modern popularity of the term can probably be attributed to the work of Aldous Huxley (1894-1963), who used the three words “The Perennial Philosophy” as the title of his erudite anthology of religious ideas. (See the Table of Contents here.) In defining the Perennial Philosophy in this book, Huxley doesn’t lay out the same four steps I described above; rather, he (fittingly) gives a more “esoteric” definition:

the metaphysic that recognizes a divine Reality substantial to the world of things and lives and minds; the psychology that finds in the soul something similar to, or even identical with, divine Reality; [and] the ethic that places man’s final end in the knowledge of the immanent and transcendent Ground of all being (vii)

(I discuss this definition, and the following one, more thoroughly in my article “This World and That“, in the section subtitled “Two Definitions of the Perennial Philosophy.”)

Closer to my formulation, but still not identical with it, is the definition he gives in his Introduction to the Bhagavad-Gita (as translated by Prabhavananda and Isherwood):

At the core of the Perennial Philosophy we find four fundamental doctrines.

  • First: the phenomenal world of matter and of individualized consciousness–the world of things and animals and men and even gods–is the manifestation of a Divine Ground within which all partial realities have their being, and apart from which they would be non-existent.
  • Second: human beings are capable not merely of knowing about the Divine Ground by inference; they can also realize its existence by a direct intuition, superior to discursive reasoning. This immediate knowledge unites the knower with that which is known.
  • Third: man possesses a double nature, a phenomenal ego and an eternal Self, which is the inner man, the spirit, the spark of divinity within the soul. It is possible for a man, if he so desires, to identify himself with the spirit and therefore with the Divine Ground, which is of the same or like nature with the spirit.
  • Fourth: man’s life on earth has only one end and purpose: to identify himself with his eternal Self and so to come to unitive knowledge of the Divine Ground.

(bullets added)

My four points are implicit in his, but I spell them out differently. As described here, they are quite similar, but Huxley’s 2 and 3 are reversed in comparison to mine.

Huston Smith

Huxley died (on the same day as JFK) in 1963. While he was still alive, another, younger, scholar was already making his mark on the “world religions” scene. Huston Smith, now in his late 80s (born 1919), has been both expounding and living the Perennial Philosophy for all of his adult life. (I had the pleasure of hearing Dr. Smith speak in 1997, before I went to Japan; someday I’ll post my notes from that afternoon.)

Dr. Smith uses the term “The Primordial Tradition” to discuss what I have been calling the Perennial Philosophy. He believes that, since “perennial” means “at all times,” it neglects the “everywhere” aspect of this philosophy. You can read more about this in this interview. In a nutshell, Dr. Smith says that the Primordial Tradition is both timeless and spaceless as well, “because it was not only always, but everywhere”–echoing Vincent of Lerins. The universe, he says, “fits into the primordial tradition but does not exhaust it. There are reaches beyond the physical.” He says that science is doing a fine job of learning about “the physical reaches of reality,” but that we are in danger of losing sight of the “other regions of reality which continue to exist whether we attend to them or not”–in other words, the “something bigger.”

He also noted that in writing his book The Religions of Man (now published as The World’s Religions), which focuses on what is different in the individual religions, he “became more and more struck by recurrent themes which seemed to surface just time and again like echoes.” Later, in another book entitled Forgotten Truth, he explored these “common denominators that ran through them all.”

Forgotten Truth examines our place in the various levels of the world around us. The modern view, Dr. Smith says, reflects the primordial, in that humans are in the center between a “world above” and a “world below.” Look at this chart, from page 4:

Dr. Smith’s footnote points out these parallels:

2-views.jpg

Modern=Scientific=Secular

Primordial=Humanistic=Sacred

In the Modern/Scientific/Secular view, humans occupy the “Meso-world,” between the larger (in simple terms, “galactic”) world above and the smaller (“microscopic”) world below. The Modern hierarchy is based on both size and the strength of the binding forces; these are measures of Quantity.

Both of the Primordial models, on the other hand, look to measures of Quality: in the popular notion, happiness or “Euphoria” is highest at the Heavenly level, and lowest in Hell; we on Earth are in between. The more sophisticated, “Reflective” Primordial view sees Being as the source of this hierarchy: the Higher Planes participate in Being in greater amounts; the Lower, in lesser. Again, Euphoria and Being are measures of the Quality, not Quantity, of things, and this emphasis on quality unites the Popular and Reflective worldviews.

This kind of connective thinking, seeing that worldviews have changed but that they are still based on hierarchies of Things Above and Below, will be returned to in the discussion of Neo-Perennialism below. But I offer them here as evidence of Dr. Smith’s deep thinking about how the Elementary idea (in Campbell/Bastian’s term) of Hierarchy has manifested itself various times, and even in different forms to the popular and reflective minds of the same era.

Ken Wilber

Reluctantly leaving Dr. Smith for now, we turn to an even more contemporary thinker, Ken Wilber (born 1949). Best known for his Buddhist and psychological writings, Wilber is also a proponent of Perennial themes. In the heart-rending story of his wife Treya’s battle with cancer, Grace and Grit, Wilber presents a long interview on his “Seven Points of Timeless Wisdom,” conducted by Treya before her death. You can read the full interview here; I will present only the Seven Points themselves:

  1. Spirit exists
  2. Spirit is found within
  3. Most of us don’t realize this Spirit within
  4. There is a way out
  5. The way leads to direct experience of Spirit
  6. This experience marks the end of sin and suffering
  7. Social action and compassion result

Looking again at my Four Points, we see these parallels:

Neo-Perennialism Wilber
1. There is something bigger than us 1. Spirit* exists
2. Spirit is found within
2. We either are (West) or seem to be (East) separated from it 3. Most of us don’t realize this Spirit within
3. Through various means we can become reunited with it (or realize that we already are) 4. There is a way out
5. The way leads to direct experience of Spirit
4. Once the separation is overcome, we will lead larger, richer, fuller lives 6. This experience marks the end of sin and suffering
7. Social action and compassion result
*Wilber’s use of the word “spirit” leaps ahead and assigns a value to the “something bigger” in a way that my Point 1 does not. Needless to say, that this quality “is found within” is a further elaboration of something I am not yet willing to concede. This will become clearer in my discussion of Neo-Perennialism below.

Again, a reading of the full interview will give you a better idea of Wilber’s thinking.

So this Perennial Philosophy (despite its immense implications) is a fairly simply idea to grasp. It reflects humankind’s universal impulse toward union with something bigger, which has been exercised in myriad ways throughout human existence. With that, I conclude my comments on the Perennial Philosophy itself.

Take a look at a range of materials on Baquet’s site HERE

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

Summaries are HERE

Key photography quotations toward defining a photographic aesthetic

This is a running list of quotations selected to help me move toward an understanding of my own photographic aesthetic – based on the SunWALK model.

The camera is an instrument of detection. We photograph not only what we know, but also what we don’t know. ” Lisette Model

The book (Camera Lucida by Roland Barthes) develops the twin concepts of studium and punctum: studium denoting the cultural, linguistic, and political interpretation of a photograph, punctum denoting the wounding, personally touching detail which establishes a direct relationship with the object or person within it. Wiki

While there is perhaps a province in which the photograph can tell us nothing more than what we see with our own eyes, there is another in which it proves to us how little our eyes permit us to see. ~Dorothea Lange

A photograph is usually looked at – seldom looked into. ~Ansel Adams

There are always two people in every picture: the photographer and the viewer. ~Ansel Adams

The camera can photograph thought. ~Dirk Bogarde

I think the best pictures are often on the edges of any situation, I don’t find photographing the situation nearly as interesting as photographing the edges. ~William Albert Allard, “The Photographic Essay”

When words become unclear, I shall focus with photographs. When images become inadequate, I shall be content with silence. ~Ansel Adams

The goal is not to change your subjects, but for the subject to change the photographer. ~Author Unknown

A photograph is memory in the raw. ~Carrie Latet

All photos are accurate. None of them is the truth. ~Richard Avedon

The camera cannot lie, but it can be an accessory to untruth. ~Harold Evans, “Pictures on a Page”

You don’t take a photograph, you make it. ~Ansel Adams

Most things in life are moments of pleasure and a lifetime of embarrassment; photography is a moment of embarrassment and a lifetime of pleasure. ~Tony Benn

A great photograph is a full expression of what one feels about what is being photographed in the deepest sense, and is, thereby, a true expression of what one feels about life in its entirety. ~Ansel Adams

I never question what to do, it tells me what to do. The photographs make themselves with my help. ~Ruth Bernhard

A Ming vase can be well-designed and well-made and is beautiful for that reason alone. I don’t think this can be true for photography. Unless there is something a little incomplete and a little strange, it will simply look like a copy of something pretty. We won’t take an interest in it. ~John Loengard, “Pictures Under Discussion”

I just think it’s important to be direct and honest with people about why you’re photographing them and what you’re doing. After all, you are taking some of their soul. ~Mary Ellen Mark

Photography records the gamut of feelings written on the human face, the beauty of the earth and skies that man has inherited, and the wealth and confusion man has created. It is a major force in explaining man to man. ~Edward Steichen

The photograph itself doesn’t interest me. I want only to capture a minute part of reality. ~Henri Cartier Bresson

The creative act lasts but a brief moment, a lightning instant of give-and-take, just long enough for you to level the camera and to trap the fleeting prey in your little box. ~Henri Cartier Bresson

Photographers deal in things which are continually vanishing and when they have vanished there is no contrivance on earth which can make them come back again. ~Henri Cartier-Bresson

If I could tell the story in words, I wouldn’t need to lug around a camera. ~Lewis Hine

A photograph is like the recipe – a memory the finished dish. ~Carrie Latet

Everyone has a photographic memory, but not everyone has film. ~Author Unknown

Photographs that transcend but do not deny their literal situation appeal to me. ~Sam Abbel

A picture is worth a thousand words; a slide show is both. ~Author Unknown

One photo out of focus is a mistake, ten photo out of focus are an experimentation, one hundred photo out of focus are a style. ~Author Unknown

All photographs are there to remind us of what we forget. In this – as in other ways – they are the opposite of paintings. Paintings record what the painter remembers. Because each one of us forgets different things, a photo more than a painting may change its meaning according to who is looking at it. ~John Berger

I didn’t want to tell the tree or weed what it was. I wanted it to tell me something and through me express its meaning in nature. ~Wynn Bullock

Photography deals exquisitely with appearances, but nothing is what it appears to be. ~Duane Michals

The negative is the equivalent of the composer’s score, and the print the performance. ~Ansel Adams

Useful sites

http://www.photoquotes.com/ Blogs on Photography

http://photosleavehome.blogspot.com/2005/03/john-berger-understanding-photograph.html

http://www.temple.edu/photo/photographers/

http://moma.org/collection/depts/photography/index.html

http://www.photo-seminars.com/fame.htm

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

Summaries are HERE

 

Free Schools India – work worthy of your support?

You might feel that this work is worthy of some support, we do;

Free Schools India is a small organisation made up of people dedicated to sustainable development, and to the ideal that all children should receive a free, quality, education. We are a collection of people from several fields who have come together to start a school for the children of the rural poor in several villages. From this idea our vision for this project has grown into something bigger, and we have already moved into the provision of health care also. Our plans do not stop here though. We would one day like to be able to provide full medical insurance for the families of our children and the wider community, and maybe one day start some micro industry.

The Inspiration

While working for an anti-child labour non-governmental organisation (NGO) in Delhi , Joanna Härmä and Gaurav Siddhu had the opportunity to speak with children in the city and in villages about their experiences with school. They found in one village that several girls could have attended school, if only it had been completely free of cost. Their families were not at all reliant on the income these children received from stitching footballs all day, but the costs associated with schooling were prohibitive for them, and yet they amounted to only US$15 per annum.

Go HERE to read more about Free Schools India

Go HERE to read BBC report on Free Schools India

free-schools-india.jpg

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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’.

Starting your own school

Today someone wrote me from Mexico and asked about starting a holistic school or centre. Below is what I wrote back but I will add more as I think of it;

If I were much younger and was able to start a school, my hard-won general principles would include;

.

1 Find the finance to buy a school that is already successful. Develop its potential further – including the summer period. Don’t change anything until you understand everything and fully have the trust of the parents staff and children. Alternatively if all you can do is teach 3 children under the village tree then do that. Or support others in home-schooling.

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2 Develop an MA course and get it accredited by an internationally acceptable university.

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3 Draw your MA students from around the world and pair them with classroom teachers for at least half of each day. The teachers with their MA student assistants would consequently be involved in on-going research that was classroom-inspired – what is the best way to teach Maths?, how can the spiritual dimension of all subjects be developed?, what is the optimum amount of physical expression e.g. drama, dance etc.

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4 Make sure that you eventually institutionalize the holistic procedures – one school I about to be holistic when the core charismatic teachers left.

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5 Live what you teach.

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6 Be democratic – use PFC Philosophy for Children but realize that your responsibilities as an adult mean that it is you that will be held to account! Make clear contracts between all stakeholders including children, teachers, parents, community members etc. Authority must be given to the Head – revising policy by others should be restricted to just a few meetings per year.

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7 If the children can help build and care for the school, along with community members, it would be very useful!

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Of course there are a whole bunch of more general principles that you can assemble – have sufficient finance to last if your development stages take 2 or 3 times as long as you expect. etc.

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One UK source of relevant advice is the Human-scale Education movement

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

40 Meditation Practices – the Chris Corrigan collection

buddha.jpgSource Wiki on Meditation

A certain Chris Corrigan has assembled 40 meditation practices (a few links need re-newing)

 

 

Forty meditation practices

 

40 meditation practices in 4 positions

Walking Meditation

Standing Meditation

Sitting meditation

Lying meditation

Be sure to visit Chris Corrigan’s amazing collection of stuff HERE

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

Postmodernism and Modernism as the Frame and The Mirror

bush-faces-of-the-dead-795931.jpg‘Bush faces of the Dead – Source and a PoMo (Postmodern) primer

Postmodernism as the Frame and The Mirror

Further to my previous post re postmodernism I found this useful and stimulating;

“If the postmodern is a collage — as some critics have suggested — or if collage is itself a kernel of the postmodern, what does this mean for our way of understanding the world?” The Frame and the Mirror uses this question to probe the distinctive character of the postmodern situation and the philosophical problem of representation…………

More than an introduction to the postmodern, The Frame and the Mirror advances our understanding of the contemporary world by relating its features to the peculiar characteristics of collage. Ultimately, Brockelman shows how collage demands that we reinterpret modernity, conceiving of it as suspended between a loss of certainty and a new kind of knowledge about the human condition.

In doing so, his work challenges many of the claims made in the name of postmodernism — and offers in their place a new and ironic view of the cultural space in which contemporary and historical events occur.

from a review of The Frame and the Mirror: On Collage & Postmodernism by Thomas P. Brockelman 2001 Northwestern Uni Press

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This is only a fragment from a review but the key idea is that the past ideal was to mirror reality – either external reality as in a landscape or ‘internal reality’ in say the agonized energy of Van Gogh paintings. Now there is much greater consciousness about any ‘frame’ (context) that surrounds an object. Often there is much greater understanding about the ‘who, when, why, for whom, how etc’ of its creation.

 

In this spirit of postmodernism we can re-contextualize or re-frame anything from the past – for any one of numerous reasons. Reasons might include attacking the current status quo or attacking the status quo at the time of the original objects original creation.

 

This provides endless opportunities for novelty. We can take anything and re-contextualize it to create endless kaleidoscopic novelty. But do we also need a fixed point, an orientation, a harbour in a sea of change? I believe we do. That is we need a balance between that which is fixed and that which is open to change. But we can’t return to the past. Going back to earlier forms or over-simplified forms (fundamentalist religions) is to duck reality. The only position that can satisfy current challenges is a universalist one that includes a new form of humanism. Yes include the great world religions and philosophies – whatever leads us to be more just, true, good and beautiful. This universalist position above all recognizes oneness and arises from empathy and compassion towards all others of the species. Our humanity is our resistance to endless novelty that without some fixedness will only bring insanity.

 

The ‘portrait’ of President Bush is a kind of mosaic through artificial pixilation. It is also an astonishing assault on the normal conventions of portraiture as well as carrying its political and anti-war message. The image resonates with meanings and part of that is that it refers to modern digital communication except the ‘pixels’ are themselves the images of the fallen. The portrait itself is re-framed – and it reframes the meaning of this particular portrait.

 

 

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Postmodernism at Wiki

Interesting site here on modernism postmodernism and architecture

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

 

 

 

 

 

Texts and Contexts and the Ultimate context – post-modernism and dinosaurs

jigsaw-green.jpg

All postings, and pages, for this site are seen as texts as in ‘particulars’ or parts. But each post or page is as I will later point out in relation to an ‘ultimate’ context.

The parts or particulars are as in Wilber;

“To understand the whole it is necessary to understand the parts. To understand the parts, it is necessary to understand the whole. Such is the circle of understanding.

We move from part to whole and back again, and in that dance of comprehension, in that amazing circle of understanding we come alive to meaning, to value, and to vision: the very circle of understanding guides our way, weaving together the pieces, healing the fractures, mending the torn and fractured fragments, lighting the way ahead – this extraordinary movement from part to whole and back again, with healing the hallmark of every step, and grace the tender reward.” Eye of Spirit; an integral vision for a world gone slightly mad by Ken Wilber (1997) pub. Shambhala p.1.

Handling more and more challenging texts is one way to think of progress in education.

One aspect of post-modernism is the attention paid to con-texts. Literally con-text = what (meaning) comes with the text. A whole bunch of questions then become vital for examining the the text in one or more contexts. For example who wrote it or made it and for whom – and why, with what reward, what pressures etc.

One key variable then for the teacher is how s/he emphasizes (or de-emphasizes) contexts as s/he conducts discourse with the class.

I always felt that historical contexts were less important than how a text helps us right now- the group – in informing our selves more deeply concerning, ‘What it is to be positively and fully human’.

One source of novelty in post-modernist art is to re-contextualize objects – literally to give them a new framework. A friend got her first-class honours degree for – amongst other pieces of work – taking a reproduction of an old master and tucking under the arm of a central figure a baby dinosaur.

The most memorable teaching of my life was with a group 12-13 year olds when discussing the shortest story in the world, “When I woke up the dinosaur was still there.” All the drive and creativity was in construction of possible contexts as well as discussing whether or not it constitute a ‘story’ in any meaningful way. In due course I will post sections of the video of the ‘story lesson’.

Schools and teachers should provide experiences that help with developing a sense of the Whole and not just the ‘hell of relativity’ when the world is presented as just endless bits.

The ultimate context that we are all in, in reading all of the texts that come our way, is one of mystery, of not knowing. When we accept that we can enjoy both the concepts of separation and duality and the amazement of laying down the burden of self in an experience of unity- as in Heschel’s;

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

Peter Ustinov makes the point in a different way; “We are united by our doubts and divided by our convictions.”

Our encounters with the Whole are part of the personal story (history or her-story) that we make up to explain the cosmos. We should all write our ‘personal myth’ at some stage. As an example I will post mine separately.

In the light of the above comments I have added this to the front page of the site;

CONTEXTUAL QUESTIONS AND ANSWERS


3 Questions and suggested answers that provide the context for all posts and pages on these sites

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Q 1) “What is it to be positively & fully human?” = the most important of all questions. My answers are in 2 and 3 below.

 

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Q 2) “What is it to function holistically?” My answer =

 

To proceed in all particulars with a sense of the whole.”

 

Two quotations that are key to understanding. Firstly Jung’s,

 

The utterances of the heart— unlike those of the discriminating intellect— always relate to the whole.”

 

Secondly Heschel’s;

 

Concepts are delicious snacks with which we try to alleviate our amazement.”

 

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Q 3) How in one sentence does my PhD answer the question, “How should we educate to create a paradigm shift in education?”

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The SunWALK model of spiritualizing (or humanizing) pedagogy sees human education as:

 

the storied development of meaning, which is

constructed, and de-constructed,

physically, mentally and spiritually, through

Wise & Willing Action, via

Loving and Knowing – developed in

Community, through the

Dialectical Spiritualization’ of

Caring, Creativity & Criticality processes, all undertaken in the light of the

Sun’ of chosen higher-order values and beliefs, using

best available, appropriate content.

 

NB Please see these 3 questions, and suggested answers, as the context for all postings and pages on these sites.

sunwalk-logo.jpg

The diagram that pulls everything together

Summaries of SunWALK model are HERE

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Gandhi, certainty and the ‘Healthy Doubt’ – as the basis for ‘federating’ common ground

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Whatever our religious background we tend to say something equivalent to, ‘I know that my Redeemer liveth’. This is an assertion of certainty. For some of us strength of certainty is an indicator of the quality of faith. Unfortunately, to take an extreme example, unconditioned certainty can lead to unspeakable horrors – the Nazis were certain that their killing of millions was a right and proper thing to do. So is a smidgen of doubt, the cousin of humility? And might it also be that such a conditioner of faith as a ‘healthy doubt’ hold us back from continuously negating ‘the other’.

I’m also suggesting that water-tight, hermetically-sealed certainty might put a break on an individual’s willingness to recognize the essential sameness in all of the world’s great faiths. Why can’t we be one? Well because we think our path up the mountain is the only right one – and because we are familiar and comfortable with it.

I can only think of three possible solutions. Firstly we all become Baha’is, Unitarians or or some form of Universalist worldview. Secondly we all wait to see which religion dominates and then hop on board (a time-honoured method but not out of Morality’s top drawer). Thirdly we take a leaf out of Ghandi’s book and expand our heart and consciousness so that we can revere our own tradition and the inner essence of all of the other great world religions.

Gandhi said;

I came to the conclusion long ago … that all religions were true and also that all had some error in them, and whilst I hold by my own, I should hold others as dear as Hinduism. So we can only pray, if we are Hindus, not that a Christian should become a Hindu … But our innermost prayer should be a Hindu should be a better Hindu, a Muslim a better Muslim, a Christian a better Christian. (Young India: January 19, 1928)

This is interesting because it suggests that we can have a universal heart that works from within the particular. Is that possible? Is it only possible for a few? Whether or not we go with Ghandi ‘s ‘particular-to-the-universal way we need to break through from narrow-mindedness and close-heartedness. To be able to cherish both the particular culture into which we were born and have a heart that embraces the inner light of all of the great world religions seems to me to make sense – just as federalism makes sense in say America or Germany.

There are some other of Ghandi’s thoughts that are relevant to the view expressed here;

  • God has no religion
  • My whole soul rebels against the idea that Hinduism and Islam represent two antagonistic cultures and doctrines. To assent to such a doctrine is for me a denial of God.
  • We must respect other religions, even as we respect our own. Mere tolerance thereof is not enough.
  • A religion that takes no account of practical affairs and does not help to solve them is no religion.
  • (When asked if he was a Hindu) Yes I am, I am also a Muslim, a Christian, a Buddhist, and a Jew.
  • “The sayings of Muhammed are a treasure of wisdom not only for Muslims but for all of mankind.”
  • The most heinous and the most cruel crimes of which history has record have been committed under the cover of religion or equally noble motives. Source WikiQuotes

If we can’t quite yet expand our consciousness to recognizing the inner oneness of all of the great faiths at least the Golden Rule (separate postings) is an ethic through which we can start to clear a meeting place within the forest of beliefs.

It is only beliefs that prevent the realization of our oneness. And it is only realization of oneness that will enable us to overcome our current ‘hardening of the hearteries’. That ‘hardening of the hearteries’ = beliefs so narrowed as to prevent us seeing ourselves reflected in the eyes of the ‘other’.

‘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!

Jane’s Short Story; teaching children ‘nowness’ in creative writing and photography

cartier-bresson-child-carrying-painting.jpgSource

In the unpublished doctoral thesis, from which this piece and Jane’s Short Story, is largely taken, the range of concerns include ‘the perpetuation in the present of early experience’. I’m interested to discover that one definition of ‘nowness’ is presentness: the quality of being the present; “a study of the pastness of the present and…of the presentness of the past”.

I wrote Jane’s Short Story to see what a Year 7 class (11 – 12 year olds in the UK) could ‘handle’, but it has become a major piece for teaching me, as well as for teaching others.

Jane’s short story (line numbers are simply to help in discussion)

1 “Come to mummy Jane. Come on, yes, you can do it.” Ste…steppp…stagger step..step got there BIGKISSmmmms’nice. Her mother’s nose stroked back and forth across her neck, as giggles of delight and laughter bubbled from Jane.
“Jane pay attention otherwise you’ll be asking me what the work is in five minutes time.”
5 (’Oh no I won’t Mr Moaner, I know perfectly well what you’re asking – so stop picking on me!’)
“Images Jane, images.”
Tulips. Gigantic red tulips, opened a bit beyond their best, and bigger than any red thing and redder than any red thing and she crawled to grasp, to know the greenness of the green cool green stems and embrace them and lose herself in the redness that was ……..
10 “I want you all to pay attention to the structure of your story……..”
How could she tell her mother that she never felt safe after he left. Only in his hugs with the smell of him did she ever, could she ever, feel safe. She chewed over this and poured herself another bowl of corn-flakes, sensing school time getting nearer and nearer. Her mother had left without giving the bus fare.
Yet again Jane’s leg itched from the nylon thread in the seam of her skirt.
15 She grasped the chair to ease her leg away from the itch, only to put her fingers under her chair and into some freshly placed chewing-gum. “Ugh! Boys are so disgusting!”
“Thank you Jane. I’m not sure what that has to do with careful control of your narrative but I suppose we should be grateful that at least you’ve re-visited our world, even though the visit will no doubt be brief. The trouble with you Jane is that you don’t use the possibilities and talent you have.”
20 Endless possibilities. The muddy brown wet sand, miles and miles of it. She sensed freedoms beyond the edge of her imagination, she would be all creation itself.
“Put your hat on Jane and come here – you’re not going in the sun until I put some cream on you.” Jane submitted to the sun-cream and enjoyed it but also remembered the tug of the harness around her shoulders – tug tug, with her running but not going anywhere.
25 “……and do try to put some images into your writing – do make it come alive.”
The finch, with feathers going in directions they shouldn’t, struggled on its side. The broken leg would not need mending because the shock was already killing the tiny creature. Jane hated the cat with an acid and granite hatred.
“You have ten minutes to finish your story.”
30 Jane sat back on her rump and examined her mother’s radiant face.
She spat out the tulip petals as her sadness entered her.
She was as rigid as the door he had slammed behind him.
She willed the incoming tide to consume her castle and leave only empty sands.
The finch stopped its fluttering and took on the stillness of death.
35 Jane wrote some lines.
Jane felt the tug tug of the harness and struggled to go somewhere.

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Jane is, substantially, but not wholly, me.  It was an attempt to make the feminine side of my soul ‘walk and talk’

In writing the story I reached back down to early memories with which to ‘clothe’ some of the levels in the streams of consciousness.

In continuing to work with children, or adults, I still sometimes use Jane’s Short Story – as a way to encourage others to create their own stories, made from their own real, and imagined, experience. I discovered how powerful it is if PFC (Philosophy for Children), and creative task-setting, are combined/interwoven – so much so that I believe that the two, when harnessed, together create something akin to ‘exponential development’ i.e the most powerful form of transformative learning. It is still a joy, and a learning experience, when children make their own creations walk and talk, sing and shout, just as Jane became ‘real’ to me, some 9 or 10 years earlier. From time to time I revisit the story and change a few words. Once I also gave it to the same class on succeeding years and asked them to see what they could see compared to their ‘reading’ of the previous year – and to say what differences they felt between the two readings. On the success of this I think that it is worth doing something similar with every class, i.e. for them to re-visit a piece two years running. What they are looking at, with each re-visiting, is, in part, the growth they have had via another year’s experience – a very useful exercise in meta-cognition for the children.

Although it was written when I was in my early fifties I include the story here because it encapsulates some of how autobiography is expressed in even the most creative, or the most abstract, of our work. The story was written in a ‘stream of consciousness’ style to see how well my classes could be at deconstructing the text. It was written in my second year of doing PFC. Sometimes I use it just as a text, sometimes the classes go on to write their own episodes from Jane’s life.

My experience is that children in Year 7 or 8 take a little time to decode the levels in the ‘stream of consciousness’ but then respond most sensitively to the possibilities that exist in and around the story. It seems to work at quite a deep level for some, and very few, except perhaps in initial perplexity, reject the story. It also helps to teach them that story, in its different kinds of truth, can combine re-collected personal experience and meld it with imaginative material. It can be a minor revelation for children who see ‘story is story’ and ‘real life = the truth.

Jane, both as part of my spirit and personal history, and as an independent spirit, has continued to exist, but she has also been transmogrified into the creations of other authors, adults as well as children. It is Jane in the personal myth called Island Shoreline Ocean, presented at the beginning of Chapter 3. My (our) past is re-presented and it is continuously transmogrified, in further re-representations. Each of us re-experiences what we are, as we engage or re-engage, with our beliefs, values, attitudes memories and new experiences. We echo past experiences in each new experience, even when we are seeking to help others in their creativity. Jane’s short story lives on in me as a crystallization of the feelings and images deep in my soul, deep, one might say, in my ‘present’. It has generated versions from 11 – 12 year olds, but also from an 84 year old man who, on one of my courses, wrote the first story he had ever written in his life. (He was pleased and amazed; I was deeply moved by his openness and courage!)

TASK/SUGGESTED LESSONS: It would be fascinating to combine the ideas above with photography!

Great photography blog HERE

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).

How can we make our teaching and parenting more holistic?

mosaic.jpgSource – beautiful work at Yellow Cottage Mosaics

 

Loosening the strait-jacket and increasing the holism

 

Question: “What is it that constitutes holistic teaching?”

Answer: “The holistic teacher is one who proceeds in all particulars with a sense of the whole –

and who once a lesson (at least) brings the pupils/students back to a sense of the Whole.”

 

Holistic Education – you must be joking! Fragmentation rules! I know that in the UK at least teachers are in a continually worsening government strait-jacket

 

So what can you do – starting today – to make your teaching and lessons more holistic and more satisfying for you and for those you teach? Here are a few suggestions.

 

a) ‘Re-framing’

By re-framing I have in mind that we all habitually use ways of thinking that we were taught or that we have adopted over the years. We can enrich what we do by seeing it in a new light and by then consequently changing how we work.

 

‘Re-frame’ your thinking via ‘added’ creativity. (SEE quote by Charles Darwin below)

If you are an arts teacher (performing creative or otherwise) see what inspiration can come from the sciences.

 

If you are a science teacher explore the creative and the humanities to re-fresh your thinking and practice. It was Darwin’s one great regret that he didn’t stay closer to the arts:

 

“If I had my life to live over again, I would have made it a rule to

read some poetry and listen to some music at least every week…

The loss of these tastes is a loss of happiness, and may possibly

be injurious to the intellect, and more probably to

the moral character, by enfeebling the emotional part of our nature.”

Charles Darwin (quoted in Christian p. 611)

 

Add the creative suggestions/connections to the presentation and discussion not just as balm for your own soul!

 

b) Make a deliberate effort to link each activity with other activities. In modelling through your behaviour/talk this ‘making of connections’ you will encourage pupils/students to make such connections. When a pupil/students does make a connection point it out; “Did you see how Juan/Maria made a connection between what we’re doing and the History lesson we did yesterday? Can you see any other connections?”

 

c) Relate subjects that are specifically concerned with values to values contexts.

 

d) Point out the creative potential in activities that are not specifically concerned with creativity.

 

e) Build in some simple form of contemplation/meditation in which the children let go of all of the busy-busy ‘freneticism’ and just ‘sense the whole’ to which we all belong.

 

NB Even if we could all agree on what constitutes a fully holistic form of teaching/education most teachers are restricted, particularly in the State system. Therefore it makes sense to think of stages or degrees of ‘holising’ given that teachers have such restricted freedom to plan courses.

The above principles will help in moving your teaching several steps toward being fully holistic.

 

TASK: Is this the crunch question and answer?

It took me 15 years to formulate the key question and provide myself with a reasonably satisfactory answer. (OK I know I’m a slow worker!) I know its very simple – we always overlook the obvious. If you can think of a better answer – or a good alternative – please send me it.

 

Question. “What is it that constitutes holistic teaching?”

 

Answer: “The holistic teacher is one who proceeds in all particulars with a sense of the whole – and who once a lesson brings the pupils/students back to a sense of the Whole.”

 

More questions

Question: What is it that makes of the parts a whole?

Answer:……………………………………

Question: Does a mosaic serve well as a symbol of holism – or is it ‘too mechanical and fragmentary’?

How is it that our consciousness/perception sees beyond parts to wholes?

Answers:……………………..

 

 

 

Peaceful Schools Initiative and Hetty van Gurp

hetty.jpg

For full articles and sites SEE Source 1

Source 2

When Hetty van Gurp’s son died after an incident with a bully, the Halifax elementary teacher resolved to take action. She decided that she would try to get rid of school violence by teaching about peace. Starting with her own students, Hetty worked to foster a class atmosphere that discouraged all forms of aggression. At the time, she never imagined that her ideas would spread to schools in places like North Ireland and Russia.

Today, Hetty heads Peaceful Schools International, an organization that aims to end conflict among youth in schools. Incidents like the Colombine school shooting and the Reena Virk murder have brought youth violence to the forefront of the media in recent years. Ms. Van Gurp says that all the attention has put pressure on schools to address important issues. “For a long time, schools would say ‘We don’t have bullying here; we don’t have a problem’ but now at least it is out in the open and we’re discussing it, because it does exist,” she said.

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What is Peaceful Schools International?

Peaceful Schools International (PSI) is a non-profit, charitable organization. PSI was founded by Hetty van Gurp in 2001 in response to international requests for support similar to that offered to many Canadian schools.

The vision of PSI is to create a global network of peaceful schools.

The mission of PSI is to provide support and recognition to schools that have declared a commitment to creating and maintaining a culture of peace.

We now have over 240 member schools!

PSI is founded on two guiding principles:

* Membership is voluntary

Membership in PSI is voluntary. As our history sadly demonstrates, mandating or imposing peace is not an effective means by which to achieve it. PSI provides support and recognition to schools that have declared a commitment to creating and maintaining a culture of peace.

* PSI is non-prescriptive

PSI is founded on the belief that each school’s journey to creating a culture of peace is unique. Consequently, PSI is non-prescriptive in nature. Membership criteria are intended to be used as a guide rather than a strict evaluation measure. Each school must be given the freedom to set its own course based on its vision and timetable.

“We look forward to continuing our efforts toward peace in our world. PSI helps us stay on point and gives us many ideas in which to express peaceful solutions in our world.” Wendy Tobias, Saint Joseph’s Episcopal School

The goals of PSI are to:

* Facilitate networking among peaceful schools
* Act as a catalyst and clearinghouse for innovative ideas and programs
* Help schools create a climate in which everyone feels safe, valued and respected
* Encourage student-centered conflict resolution strategies
* Promote an understanding and appreciation of diversity

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

What’s wrong with mainstream education?

hate-i-hate-school.jpg

What’s wrong with mainstream education?

TASK: To how many of the following would you say ‘yes’, State your reasons and support with personal and/or research eveidence.

Too mechanistic?;
Too materialistic ?;
Too fragmentary?;
Too shallow – too little concerned with the making of rich and deep meaning (constructing and de-constructing)?;
Too un-spiritual and un-spiritualizing?;
Too little concerned with personal development;
Too little concerned with service and learning through service?;
Too little concerned with heart/feelings?;
Too little involvment of family?;
Too little involvement of and with community?;
Too little concerned with moral/character education?;
Too little concerned with reasoning & thinking skills?;
Too holistically un-challenging?;
Too left-brain (although it doesn’t do that well)?
Too little based on a coherent view of what it is to be fully, and positively, human?;
Too little sense of Mystery, Mythos & the sacred – in a broad non-sectarian sense?

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