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“You wander from room to room
Hunting for the diamond necklace
That is already around your neck!”
— Rumi
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A) For those who have no time for study;

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MANTRA: The mantra for the week is;

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In-breath: I receive light

Out-breath: I transmit light

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or

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Through me

light flows

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or

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A mantra you devise that feels right for you that affirms that you are both a receiver of light and a transmitter of light.

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B) For those who have a little more time below you will find various treasures

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Art thou in darkness? Mind it not, for if thou dost it will feed thee more. But

stand still, and act not, and wait in patience, till

Light arises out of Darkness and leads thee.  –  James Nayler, Quaker (1659)

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The themes here could be any one of many; translation, truth, truth in translation, Rumi, Ghazal 1393, The genius of Nader Khalili but I have chosen ‘Becoming a giver of light’ – a line from Nader Khalili’s poetic translation of Rumi’s Ghazal 1393.  However if you follow up the links you will see the implications of other themes.


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Ghazal 1393

Poetic translation by Nader Khallili – founder of – Cal-Earth(what a man!)

i was dead
i came alive
i was tears
i became laughter

all because of love
when it arrived
my temporal life
from then on
changed to eternal

love said to me
you are not
crazy enough
you don't
fit this house

i went and
became crazy
crazy enough
to be in chains

love said
you are not
intoxicated enough
you don't
fit the group

i went and
got drunk
drunk enough
to overflow
with light-headedness

love said
you are still
too clever
filled with
imagination and skepticism

i went and
became gullible
and in fright
pulled away
from it all

love said
you are a candle
attracting everyone
gathering every one
around you

i am no more
a candle spreading light
i gather no more crowds
and like smoke
i am all scattered now

love said
you are a teacher
you are a head
and for everyone
you are a leader

i am no more
not a teacher
not a leader
just a servant
to your wishes

love said
you already have
your own wings
i will not give you
more feathers

and then my heart
pulled itself apart
and filled to the brim
with a new light
overflowed with fresh life

now when the heavens
are thankful that
because of love
i have become
the giver of light

Translated by Nader Khalili
Rumi, 'Fountain of Fire'
Cal-Earth, September 1994

 

For a literal translation by Arberry go HERE

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TAGS: translation, truth, truth in translation, Rumi, Ghazal 1393, Cal-Earth, Nader Khalili, spirituality, peace making, oneness, spiritual teachers, 52 Meditations

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The summer river:
although there is a bridge, my horse
goes through the water.
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Shiki, Masaoka.
(1867-1902).

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A lightning flash:

between the forest trees

I have seen water.

Shiki Masaoka – (1867-1902)

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“All spiritual teachings are about one thing – what it is to be fully and positively human – in the world, with others.

This we do in relation to that Whole – out of which we each are an infinitesimally small, temporary, wave-form.

We live in order to awake to that mysterious Whole, overcome ego and learn to serve better – ‘Awake; De-egotise; Serve’  – That’s it!   But we need to start somewhere.  And simplicity is better than complexity.

We can (re)start right now with Thích Nhất Hạnh Zen Buddhist master’s teaching on mindfulness; ‘Smile: Breathe and Go slowly/consciously’ – try it!  Instant success is built in from the first smile.  Its’ irresistible!

The rest is a matter of cultural clothing & historical accident of birth.  

True religion helps, false religion hinders –  in getting the realizations needed.” – RP

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Share your questions or insights on these or any other issues via ‘comments’

Namaste – Roger

Dr Roger Prentice

PS The secret of life it seems to me is in the haiku above.

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Education is a mess – is there an integrative way to teach?

I have updated an introduction to the SunWALK model of human-centred studies; 

SunWALK: Summary of the main meanings of the components represented in 
the model and its ‘logo-diagram-mandala’ – providing a teacher’s process model 

 

sunwalk-logo

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SunWALK: Summary of the main meanings of the components represented in 

the model and its ‘logo-diagram-mandala’ – providing a teacher’s process model

Give me a brief introduction:

SunWALK grew out of reflection on many years of teaching children and adults and particularly a period of five years teaching in a RC middle school – theorizing my practice via a PhD and practising my theory day-to-day.

SunWALK simply says that the quality of all of our lives will be higher if we undertake all education within the framework of deepening our humanity.  

Deepening our humanity is a matter of developing technical competencies within the chief dimensions of the human spirit; Caring (the Humanities), Creativity (the Arts) and Criticality (the Sciences & Philosophy) – all in local, national and world Communities.  These are the ‘4Cs’ of the model – 3 intra-personal, 1 inter-personal.

We and our one planet will be better of if all of the technical stuff, from learning to read to Masters degrees in engineering, take place in the context of humanization/the 4Cs.  This requires international, national, school & classroom commitment to deepening the best of being human as the context for learning the technical.

We can’t afford to have character and morality and compassion as hoped-for accidental outcomes.  Moral Education, PSME, RE etc. don’t work as bolt-on extras.  They need to be the general context in which competencies are developed.

It is a model based on the energy flow of the human spirit – that is the given. That is physical, mental and spiritual energy that flows through all living human beings.  

That energy, the human spirit, is the true ’stuff of education’.  With the best of the past teachers need to equip children to face tomorrow’s challenges which will always be a mixture of new problems combined with eternally recurrent problems.  Building all education with will be the medium with which the teacher works to nurture and challenge balanced development.

Today we have lost the balance between specialization, and whole-systems thinking and acting – SunWALK model brings into harmony the best of ‘Western’ & ‘Eastern’ world-views. 

OK – so what’s the ‘Sun’ and the ‘WALK in the model’?

The ‘Sun’ = the individual’s spiritual inspiration & values sources – accumulated and ongoing, as operating internally and as expressed in speech and behaviour. 

WALK = Willing & Wise Action through Loving & Knowing – here seen as the general goal for education, and as the interiority, character and behaviour of the student. 

The model/logo combines a range of sub-models including the following:

a) An ‘interior’ model of the human spirit – in relation to ‘the world’.

b) A model for re-positioning education within being & becoming human – in the world with others.

c) A general model of the curriculum – for primary, secondary and higher education.

d) A framework for the analysis and evaluation of teaching episodes or projects.

e) A model of education that makes non-faith-specific spiritual and moral education intrinsic to all learning.

 

THE MODEL AND THE PROCESS IN ONE (long) SENTENCE: – 

The SunWALK model of spiritualizing 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 [1]’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.

These underlined concerns are central components and focuses of the practice and theory in the model. 

This is an intense combination of theory and practice.  It automatically requires the teacher to practice their theory and theorise their practice – dynamically as practice-based research.  It automatically enables the classroom to be connected to the school & community as a whole and to e.g. a relevant department in a university.

It attempts to suffuse all teaching with the demands, challenges and joy of being human in the world with others.  But it seeks to bring together the Whole and the parts, the ineffable and the concepts – not just concepts because as Heschel (1971:7) says, “Concepts are delicious snacks with which we try to alleviate our amazement.”

The diagram/logo/

The outer ring of the SunWALK logo combines two dimensions:

1 ‘Community i.e. the social,interpersonal dimension of interaction with other individuals or groups.

2  ‘Cultural sources’ including such dimensions as the traditions, the political & the legal.  

The three major divisions of the arts,sciences and humanities are here thought of as the stored, yet potentially dynamic, accumulation of knowledge and beliefs and procedures – everything from galleries to written laws of physics that the individual can draw upon or be influenced by. This is the ‘stuff out there’ rather than the interiority of consciousness in which there is the perpetual flow and re-shaping, focusing de-focusing etc. of heart-mind.

In SunWALK everything within the inner circle = a representation of ‘interiority’, i.e. human consciousness – the human spirit. 

The human spirit is presented intra-personally as 3 ‘voices’ – 3 modes of being & of engaging with reality & of knowing.

The three emanate from the singleness of ‘heart-mind’, consciousness.  

They are presented (metaphorically) as the ‘primary colours’ of Creativity (the yellow of inspiration), Criticality (the blue of reason) & Caring (the red warmth of love). 

Creativity is the ‘I’ voice of subjective engagement via an artistic medium – it is concerned with subjective knowing and is particularly related to the core virtue ‘beauty’ and its products are of course ‘the Arts’. 

Criticality is the ‘IT’ voice of objective engagement which enables progress in the Sciences ( & Maths., Philosophy and ‘critical’ studies). It is concerned with objective knowing – and it is related particularly to the core virtue ‘truth’.  The products of course are the sciences and technology  – but also philosophy and critical studies.

Caring is the ‘WE’ voice which enables moral engagement – for progress in the moral domain and in service of others. It is concerned with social knowing – related particularly to the core virtue ‘goodness’ and to ‘the Humanities’. 

All three of course need to be conditioned by the pre-eminent virtue of justice.  All students need to have these ways of engaging with reality developed in a balanced way.  High technical competence combined with moral dwarfism leads to ……

The physical dimension is seen as the instrument for the flow of spirit in all of its forms – e.g. via dance, drama & PE and sports.

Each individual develops her/his I, WE and IT voices, the 3Cs, via socialization, starting in the family, the local community and then later in formal education. A sense of justice is seen as paramount intrapersonally as well as inter-personally i.e. it enables us to engage with that which is beautiful, good or true with balance, clarity & due weight.

The essential process in all 4Cs is multi-level dialogue. In the case of the individual dialogue is seen as meditation, reflection and inner-talk. In the case of groups it is dialectical process via consultation.

The ‘Celtic’ knot that surrounds the central shield indicates that the 3Cs are simply aspects of the one human spirit– the flow of ‘heart-mind’.

The white shield at the centre represents the meditative state in which there is no ‘focused’ engagement via one of the 3Cs – and in which there is relatively little of the interference or chatter that we experience in the unquiet mind. 

This can enable us to ‘go beyond ourselves’, i.e. transcend our normal knowing – any of the 3Cs (I, WE or IT modes), as gateways, can be a pathway to the transcendent and to subsequent improved insight into reality.

The black dot at the centre is the ‘well-spring’ of consciousness. For artists (and great scientists) it is the Muse. For religionists it is the voice of God within (albeit distorted by the dust of self). For non-religionists it is the inner source of spirit as energy & inspiration – the bits of realization and insight that come to us for which we don’t make an effort.

Educating the human spirit is seen as nurturing, and cultivating, the life-force which culminates in the developed human who, through higher-order consciousness, realizes abilities from within Caring, Creative or Critical engagements. 

Teaching is seen as nurturing and cultivating what is normally present, almost from birth, & certainly by the time we go to school – namely the flow of spirit expressed in nascent forms of Caring, Creativity, and Criticality – in Community with others. Holistic Learning takes place when the learner uses Creativity, Criticality and Caring – in Community – inspired by higher-order values – in dynamic combinations such as Creativity providing texts for criticality – which then, via dialogue, produce/attract the spirit for more creativity.

In SunWALK spirituality is not a dimension; it is the model as a whole. In SunWALK moral education is not a dimension – it is intrinsic to all of its praxis. 

The SunWALK logo can also be seen as a mandala, or even as a plan drawing for a fountain or an ‘arts centre of light’!  

SunWALK is a major shift to a process view of the world, of being human and of educating our young people. It rejects a worldview that is limited to the mechanistic, the ‘human-as-computer, the fragmentary and the materialistic; seeking instead modelling that is based on flow/process, holism and the spiritual.   

SunWALK is designed to enable teachers and students to become agents of change to transform a world that is still operated as atomistic, mechanistic and materialistic into one that is holistic, dialogic, and derived from the best processes and products of the human spirit.

The SunWALK logo and model of education Copyright Roger Prentice 1995 & 2009

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SEE ALSO these allied blogs –

 Human-centred courses –

 Dictionary of Concepts

Home is HERE i.e. my ‘meta-blog’ -The ´1000 ways …of Celebrating the human spirit

 

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“We turn clay to make a vessel, but it is on the space, where there is nothing, that the usefulness of the vessel depends.” – Lao Tzu   

“Nothing is more real than nothing.” – Samuel Beckett      

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“So the call of all Nondual traditions is: Abide as Emptiness, embrace all Form. The liberation is in the Emptiness, never in the Form, but Emptiness embraces all forms as a mirror all its objects…You and the universe are One Taste.”

(Ken Wilber: A Brief History of Everything, 2007, p. 361).

 Ken Wilber

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Sourceworld-religions-11

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Definitions

PHILOSOPHIA PERENNIS 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; the ethic that places man’s final end in the knowledge of the immanent and transcendent Ground of all being. – Aldous Huxley

Perennial philosophy (Latin: philosophia perennis “eternal philosophy”, also Philosophia perennis et universalis) is the notion of the universal recurrence of ….. insight independent of epoch or culture, including universal truths on the nature of reality, humanity or consciousness (anthropological universals).

Concerning Universalism I make the following distinction.

To subscribe to Perennial Philosophy you almost certainly will hold a ‘pan-religious’ and inter-faith position including some theological ideas such as pan-en-theism – which holds both immanence and transcendence to be true at one and the same time true. My favourite quotation that celebrates this idea is;

“God is a circle whose centre is everywhere, whose circumference is nowhere.”

Anonymous, ‘The Book of the Twenty-four Philosophers‘ (12thC)

On the other hand a universalist in my view however can have an open and respectful mind and an open and generous heart whilst staying with her/his cultural roots.

Barack Obama (I hope) is one such example. More striking is the specificity of Abraham Joshua Heschel’s traditional Hasidic faith as compared to the Universalism of his heart and astoundingly deep insights into core mystical and eternal reality, and especially the nature of being human in the world – with others.

Either way the world has no more desperate need than an increase in the ability of people to see the oneness in, and beyond, specific belief systems – whether they do it from a truly Perennial Philosophy position or as a Universalist.

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