Who am I?

I AM already aware of the Findhorn ”Healing through ART” initiative - which I believe mirrors my own commitment to the power of visual thinking in the context of dyslexic artists - & indeed -   the answers to humanity's problems are not to be found in any academic discipline, or combination of disciplines - we can't create a better future through science and technology, politics, economics, psychology, law, religion or any other activity or combination of activities, although all of them are important - our only hope for enduring change lies in personal transformation leading to transformation of the collective - we urgently need a new worldview to replace outworn religions and the sterility of materialist science and culture - we urgently need a new set of beliefs about the nature of the cosmos and the meaning and purpose of life founded on a synthesis of modern science and spirituality.

BUT as much as this IS ALL the ABSOLUTE TRUTH - I do believe that the axioms & guidance of Colin Mason in the establishment of communities - fit for purpose first fit for technology second - mirror in essence what Findhorn stands for - but for ALL 6.5 billion on earth.  My own purpose in THIS is to act as the catalyst-producer of the mechanism which will make this happen - liberally lubricated by just adding water !

I very much value what you shared about your journey, your moving beyond academic thinking into an awareness that sustainable living is more likely through the creation and dissemination of new stories about reality - rather than through building on the human institutions that have brought us into the crises we are facing.  I am fond of Einstein's quote that we can not solve our problems by thinking in the way that created them.

My own approach, also derived through a very diverse path through many different disciplines and other social realities, is that our culture, particularly in America, may be so out of touch with reality that a recalibration is required.  What I have come up with, thus far, is that the key to our self-traumatization as a species is simply an aspect of human nature that American culture has learned to overlook.  We are primates.  We are not God's gift to the planet, but rather an amazingly brilliant species of primates - who possess the primate traits of “getting carried away with everything,” “thinking we know everything,” and “monkey see - monkey do,” etc.  We somehow see ourselves as divine beings (which we are, in a way, of course) but not how we misuse science, politics, economics and religion to suit our every whim rather than our highest long-term good.  A remarkable species we are, indeed, but we are apparently quite far from ready to hold diminion over a planet. 

Any comments would be appreciated.  If you can suggest any other discussions where you believe I might make a contribution, please advise.  I would like to try out some of these ideas with highly intelligent folks who also have a spiritual practice - because I do believe that spiritual practice (broadly defined) is one of the important ways in which humans can remain grounded and self-aware.

Many thanks,

Earon

Below is a model of holistic education which I have shared with some in my community. I could not get it off the ground, however. People like the ideology, but no one wants to build. Where are the builders?

Vision/Mission: To provide students with the insight, knowledge, skills necessary to consciously and deliberately create a vision of the future they desire and to make that vision manifest. Fundamental to this mission is the requirement that students be able to “Learn what they need to learn when they need to learn it.” In short, learning how to learn.

Principles: Holistic education is student-centered, providing students with a variety of options, perspectives and strategies for exploring their unrealized potential for thinking and learning at their individual intellectual and psychological “cutting edge.”

Educating for human development

Honoring students as individuals

The central role of experience

Holistic Education

New role of educators

Freedom of choice

Educating for a participatory democracy

Educating for ethnic and cultural diversity and global citizenship

Educating for earth literacy

Spirituality and education

We call for wholeness in the educational process, and for the transformation of educational institutions and policies required to attain this aim. Wholeness implies that each academic discipline provides merely a different perspective on the rich, complex, integrated phenomenon of life. Holistic education celebrates and makes constructive use of evolving, alternate views of reality and multiple ways of knowing. It is not only the intellectual and vocational aspects of human development that need guidance and nurturance, but also the physical, social, moral, aesthetic, creative, and - in a nonsectarian sense - spiritual aspects. Holistic education takes into account the numinous mystery of life and the universe in addition to the experiential reality.

Holism is a reemerging paradigm, based on a rich heritage from many scholarly fields. Holism affirms the inherent interdependence of evolving theory, research, and practice. Holism is rooted in the assumption that the universe is an integrated whole in which everything is connected. This assumption of wholeness and unity is in direct opposition to the paradigm of separation and fragmentation that prevails in the contemporary world. Holism corrects the imbalance of reductionistic approaches through its emphasis on an expanded conception of science and human possibility. Holism carries significant implications for human and planetary ecology and evolution.

We believe that all people are spiritual beings in human form who express their individuality through their talents, abilities, intuition and intelligence. Just as the individual develops physically, emotionally and intellectually, each person also develops spiritually. Spiritual experience and development manifest as a deep connection to self and others, a sense of meaning and purpose in daily life, an experience of the wholeness and interdependence of life, a respite from the frenetic activity, pressure and over-stimulation of contemporary life, the fullness of creative experience, and a profound respect for the numinous mystery of life. The most important, most valuable part of the person is his or her inner, subjective life-the self or the soul.

The absence of the spiritual dimension is a crucial factor in self-destructive behavior. Drug and alcohol abuse, empty sexuality, crime and family breakdown all spring from a misguided search for connection, mystery and meaning and an escape from the pain of not having a genuine source of fulfillment.

We believe that education must nourish the healthy growth of the spiritual life, not do violence to it through constant evaluation and competition. One of the functions of education is to help individuals become aware of the connectedness of all life. Fundamental to this awareness of wholeness and connectedness is the ethic expressed in all of the world's great traditions: “What I do to others I do to myself.” Equally fundamental to the concept of connectedness is the empowerment of the individual. If everyone is connected to everyone and everything else, then the individual can and does make a difference.

By fostering a deep sense of connection to others and to the Earth in all its dimensions, holistic education encourages a sense of responsibility to self, to others and to the planet. We believe that this responsibility is not a burden, but rather arises out of a sense of connection and empowerment. Individual, group and global responsibility is developed by fostering the compassion that causes individuals to want to alleviate the suffering of others, by instilling the conviction that change is possible and by offering the tools to make those changes possible.

In the twenty-first century, many of our institutions and professions are entering a period of profound change. We in education are beginning to recognize that the structure, purposes, and methods of our profession were designed for an historical period that is now coming to a close. The time has come to transform education so as to address the human and environmental challenges that confront us.

We believe that education for this new era must be holistic. The holistic perspective is the recognition that all life on this planet is interconnected in countless profound and subtle ways. The view of Earth suspended alone in the black void of space underscores the importance of a global perspective in dealing with social and educational realities. Education must nurture respect for the global community of humankind.

Holism emphasizes the challenge of creating a sustainable, just, and peaceful society in harmony with the Earth and its life. It involves an ecological sensitivity - a deep respect for both indigenous and modern cultures as well as the diversity of life forms on the planet. Holism seeks to expand the way we look at ourselves and our relationship to the world by celebrating our innate human potentials - the intuitive, emotional, physical, imaginative, and creative, as well as the rational, logical, and verbal.

Holistic education recognizes that human beings seek meaning, not just fact or skills, as an intrinsic aspect of their full and healthy development. We believe that only healthy, fulfilled human beings create a healthy society. Holistic education nurtures the highest aspirations of the human spirit.

Holistic education is not one particular curriculum or methodology; it is a set of working assumptions that include the following:

u Education is a dynamic, open human relationship.

u Education cultivates a critical awareness of the many contexts of learners' lives - moral, cultural, ecological, economic, technological, political.

u All persons hold vast multi-faceted potentials which we are only beginning to understand. Human intelligence is expressed through diverse styles and capacities, all of which we need to respect.

u Holistic thinking involves contextual, intuitive, creative, and physical ways of knowing.

u Learning is a lifelong process. All life situations may facilitate learning.

u Learning is both an inner process of self-discovery and a cooperative activity.

u Learning is active, self-motivated, supportive, and encouraging of the human spirit.

u A holistic curriculum is interdisciplinary, integrating both community and global perspectives