soul So the only difference between her highness…

soul. So the only difference between her highness the cow and a materialistic philosopher is that the latter takes a great deal of trouble! It is not a special or exclusive privilege to be the prisoner of one’s senses; the cow is the example of this theory.
Man has a sacred power beyond the confines of the senses. The power of the rational mind is the power of the soul over the senses. This cycle is radiating love and the bestowals of God are descending like unto rain. Man’s glory lies in the difference between him and the animals. In Persia a small child who has been taught to think universally can talk with the learned. The religious people no longer question the followers of BAHA’O’LLAH, being unable to reply to their arguments. The priests and rulers call them necromancers, persecuting and martyring them; and with great joy these disciples give all their worldly goods and gladly lay down their lives for the cause of BAHA’O’LLAH. They go to death crying aloud. “Ya Baha El-Abha!”

I supplicate to God that you may become inspired with a like spirituality. In the West you have not the same prejudices; you have not that fire of oppression, but have complete liberty of belief. Work, pray, day and night, and you will see the splendors of the kingdom of El-Abha descending upon you.

Materially, man is the prisoner of nature; the least wind disturbs him, the cold hurts him, the heat incommodes him, a mosquito irritates him;

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but when we consider the intelligence of man, an elephant is powerless before him, a lion is his prisoner, and a boy of twelve can lead twelve hundred animals. Man dries up the sea, inundates the desert, circumnavigates the globe, discovers what is under the earth, rides upon the air and creates new sciences. These are the signs of the crowning spiritual power of man, — that power which can make nature his prisoner.
Reflect on the divine forces. What has assembled us together? It is not a material but a spiritual force which has created this bond between our hearts, this attraction and affection for one another, — a power stronger than reason, a power which founds nations, creates human unity and makes us renounce the world to discover sciences and organize laws which work through all creatures. Man, the victim of a mosquito, by his spiritual intelligence is conqueror, for by his spirit he is completed; he stands upright and gives well-being to humanity. We must care for man’s two natures; for as the material man makes certain demands for food and raiment and if not looked after suffers, even so his spiritual reality suffers without care. This is why the divine messengers come to the rescue — to care for the reality, that man’s thoughts may unfold and his aims become realized, that he may inherit a new field of progress, for the spiritual side should be cared for as much as the corporeal; the help that comes is through the resuscitating breath of the Holy Spirit.

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Each power is localized. Reason has its seat in the brain, sight in the eye, hearing in the ears, speech in the tongue. The force of gravity is localized in the center of the earth. Everything on the surface of the earth is attracted toward the center. Our light is localized in the sun. The heat of the sun transforms minerals, vegetables, animals, and man.
In the world of beings, some have specialized in statesmanship, some in morals, others in commerce, agriculture, art, politics, laboratory work, or industrial activities, for these are the outer expression of spiritual, philosophical and scientific faculties. In brief, each individual expresses himself through some special occupation; but one does not hold the others in condemnation.

Certain religious teachers, however, think only of their creeds. They believe a holy war can conquer the world. They reason thus: “All the other religious teachers are in error and I am obliged to chastise them and show them their mistakes for their own salvation.”

The belief of the friends of God is quite different. They believe that one must affiliate with all, love all humanity and seek ever to better its condition. God is one, the true shepherd of all creation. Let us be kind to every one in order to unify the world and spread affection abroad.

Let us be ready to give our lives, our fortunes, positions, achievements, in order that a new state of existence may be diffused throughout the earth.

http://bahai-library.org/books/div.phil/divine.philosophy.05.html

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To be a Bahá’í simply means to…

“To be a Bahá’í simply means to love all the world; to love humanity and try to serve it; to work for universal peace and universal brotherhood.” — `Abdu’l-Bahá

Whitehead’s theories on education also led to the…

Whitehead’s theories on education also led to the formation of new modes of learning and new models of teaching.

One such model is the ANISA model developed by Daniel C. Jordan, which sought to address a lack of understanding of the nature of people in current education systems.

As Jordan and Raymond P. Shepard put it:

“Because it has not defined the nature of man, education is in the untenable position of having to devote its energies to the development of curricula without any coherent ideas about the nature of the creature for whom they are intended.”[132]

“What is the reality of being human on the way to realizing enlightenment?

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We are using these quotations in our discussions at present;

TOPIC: The Reality of Being Human on the Way to Realizing Enlightenment

QUESTION: “What is the reality of being human on the way to realizing enlightenment?

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1 “Our goal should be to live life in radical amazement. ….get up in the morning and look at the
world in a way that takes nothing for granted. Everything is phenomenal; everything is

incredible; never treat life casually. To be spiritual is to be amazed.” …….“Wonder rather than doubt is the root of all knowledge.”― Abraham Joshua Heschel


2 “Like two birds of golden plumage, inseparable companions, the
individual self and the immortal Self are perched on the branches of the

selfsame tree. The former tastes of the sweet and bitter fruits of the

tree; the latter, tasting of neither, calmly observes.

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“The individual self, deluded by forgetfulness of his identity with the

divine Self, bewildered by his ego, grieves and is sad. But when he

recognizes the worshipful Lord as his own true Self, and beholds his

glory, he grieves no more.”

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3 Don’t contemplate
as mere activity

Be void contemplating void.      p221  365 Tao – Deng Ming-Dao

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4 After scaling the high summits of wonderment the wayfarer cometh to the Valley of True
Poverty and Absolute Nothingness.

This station is the dying from self and the living in God, the being poor in self and rich in the

Desired One.

From ‘The Valley of True Poverty and Absolute Nothingness’ the 7th valley in Baha’u’llah’s 7 Valleys

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5 The experience of one’s own identity or “I”, is a source of great wonder……..Spiritual attainment
is a fundamental transformation of the “I” from a separate, limited, and contracted identity into a

rich and infinite one.  It is a movement from separation to union.

p85 Living Presence A Sufi Way to Mindfulness & the Essential Self – by Shaikh Kabir Helminski
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6 You say, “I want to know myself.”  You are the “I”.  You are the Knowing.  You are the
consciousness through which everything is known.  And that cannot know itself; it is itself.

p55/56 Stillness Speaks by Eckhart Tolle

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About religion Max Muller said, ““He who knows one, knows none.”

“At the center of our being is a point of nothingness …….. this little point of nothingness is like a pure diamond……

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Thomas Merton, “At the center of our being is a point of nothingness ……….. this little point of nothingness is like a pure diamond, blazing with the invisible light of heaven.”

One meaning of the dot/point at the centre of the SunWALK model is as expressed by Thomas Merton.

The grey represents the state of connection as in Om – in which we there is no no-self individuation into caring or creativity or criticality.

 

The SunWALK model of holistic education, built around a model of what it is to be human, is – HERE

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Course on: 01 Being Human 1) Personal De…

Course on: 01 Being Human 1) Personal Development 2) Human-centred Studies 3) How to Build a Better Model of Education 4) Holistic Education 5) Teacher Education 6) Parenting 7) Teaching 8) Managing

All of our ’short courses/lectures’ are units within the overall course. The 30 units, starting with an Overview lecture, are;
01 Overview Lecture (In SW see also summary versions of model)
1 CHANGE: What’s Wrong With Education as It Is?
2 HUMAN-NESS: The Human Spirit and the Spirit of Being Human
3 CARING: The Spirit Of Caring In (Holistic) Education
4 CREATIVITY: The Spirit Of Creativity In (Holistic)
Education
5 CRITICALITY: The Spirit Of Criticality In (Holistic) Education
6 COMMUNITY: Community, Culture and Content in (Holistic) Education
7 MORAL EDUCATION: Moral Education – A (Holistic) Perspective
8 DIALOGUE: Dialogue and Dialogic Processes in (Holistic) Education
9 CONSCIOUSNESS: Evolving Consciousness of Greater Contexts & others ways of framing ‘holization’ + awe and wonder’
10 LOVE: Love As The Mother Of Knowing in (Holistic) Education
11 INSPIRATION: The Spiritual as Sources of Inspiration in Being and Becoming Human
12 CONTENT: The Arts, Sciences , Humanities and Philosophy in (Holistic) Education
13 IDENTIFICATION: Empathy, Compassion, in Education of the Human Spirit
14 TEXTS and CONTEXTS: Texts and Contexts – the core dynamic in (Holistic) Education
15 MEANING: Meaning, Metaphor and Truth in (Holistic) Education
16 KNOWLEDGE: Knowing, Knowledge and the Unknowable in (Holistic) Education
17 PEDAGOGY: Spiritualizing Pedagogy in (Holistic) Education
18 WISDOM: Wisdom as an essential quality in (Holistic) Education
19 LEARNING and TEACHING: The Spirit Of Learning And Teaching In (Holistic) Education
20 VALUES & VIRTUES: Values & Virtues as well as awe and wonder;
21 CURRICULUM: Developing abilities in a Dynamic Curriculum in (Holistic) Education
22 STAKEHOLDER RELATIONSHIPS: Authority, Empowerment & Consultation – Balancing the interests of all Stakeholders in (Holistic) Ed
23 DEEPER SEARCHING: A deeper look at ‘What is Holistic Education’ – starting with Parker Palmer, Abraham J Heschel & Ken Wilber
24 WILL: Will, and Motivation in (Holistic) Ed
25 BODY MATTERS: The physical dimension in Holistic Education – inc the New Circus as metaphor for teamwork & embodiment in H Ed
26 STORY: Story in Holistic Education – including Maths and Science
27 MODELS & METHODS: Model-making and Methodologies
28 ACTION: Action, Activism and Behaviours – The WALK in SunWALK
29 BELIEFS: Beliefs and World-views
30 LEADERSHIP: Leadership and management

01 Overview

1 Transforming what’s wrong
2 Human-ness
3 Caring
4 Creativity
5 Criticality
6 Community
7 Moral Education
8 Dialogue
9 Consciousness
10 Love
11 Inspiration
12 Content
13 Identification
14 Texts and Contexts
15 Meaning
16 Knowledge
17 Pedagogy
18 Wisdom
19 Learning and Teaching
20 Values and Virtues
21 Curriculum Values and Virtues
22 Stake-holder relationships
23 Deeper Searching
24 Will & Motivation
25 BodyMatters
26 Story and Storying
27 Models and Methods
28 Action
29 Beliefs and Worldview
30 Leadership