The age of leaders has come and gone…

The age of leaders has come and gone. You must be your own leader now. You must contain the spirit of our time in your own life and your own nature. – Laurens van der Post – http://onespiritinterfaith.org/?s=laurens&x=0&y=0

juxtaposed with

2. O SON OF SPIRIT!

The best beloved of all things in My sight is Justice; turn not away therefrom if thou desirest Me, and neglect it not that I may confide in thee. By its aid thou shalt see with thine own eyes and not through the eyes of others, and shalt know of thine own knowledge and not through the knowledge of thy neighbor. Ponder this in thy heart; how it behooveth thee to be. Verily justice is My gift to thee and the sign of My loving-kindness. Set it then before thine eyes. 2nd Arabic Hidden Word of Baha’u’llah

RP – Justice as an inner conditioner is what makes us authentic and autonomous in our caring, creativity & criticality – our goodness, our beauty and our truth.

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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

The Ethics of succcess through serving U…

The Ethics of succcess through serving Universal Participation
a ‘1-page’ Development Programme for LSAs & other Baha’i Institutions – to release the power for success

There are two sources for guiding principles in this programme:-

 i) The principles of Universal Participation, transformation & effective planning – called for by The Universal House of Justice

 ii) The principle enshrined in this statement by the Guardian on leadership;

 “The first quality of leadership both among individuals & assemblies is the capacity to use the energy & competence that exists in the rank and file of its followers.   Otherwise the more competent members of the group will go at a tangent & try to find elsewhere a field of work & where they could use their energy.”                                 

Groups and individuals help each other in striving toward maturity.   We might therefore also add this interesting statement by Carl Rogers in his book On Becoming a Person: 

“The degree to which I can create relationships which facilitate the growth of others is a measure of the growth I have achieved myself.”

 Leadership then is seen as gathering & directing (gently) everyone’s energy and competence, via creating & authorizing ways to participate.  

This starts with listening, then asking, then encouraging.   This is closer to the loving parent image than the thou shalt/shall not’ aspect of a court of law.  

The elements of this programme are, it is suggested, some of the characteristics of successful LSAs.

The programme in outline contains 9 elements – each leads to the next & connects with others.

1   Be happy, confident & relaxed in working the Divine system of Baha’i Administration.
 2   Lovingly consult with every woman, man, Youth & child in the community to see how s/he would like to serve.    Most have dreams of ways to serve  – help the dreams to become realities.
 3   Realize the benefit of uniting around simple, broad policies early in each year’s work.
 4   Use the broad policies to provide everyone with a simple job description.
 5  Trust & nurture the delegation of work, &  diversity in ways of working.
 6   Maintain in consultation the distinction between policy matters and execution of policy.   Consciously avoid having ‘an eye for the inessential’.      Identify, empower & encourage ‘critical success factors’.
 7   See the work of the LSA as everyone’s successful action between meetings.    Celebrate & further encourage small successes.     Carry the news of successes to the Feast & the wider community.
 8   Use meetings to serve each soul so as to enable her/him to further achieve her/his goals of service.
 9   Having used the first one or two meetings to create (or review) broad polices, terms of reference &/or job descriptions spend time on a) hearing & celebrating accounts of progress, b) giving encouragement & constructive evaluation & c) negotiating further support and empowerment  for/with individuals.
Why ‘broad policies? Because individual initiative and creativity are vital to the achievement of tasks. Top down prescription kills the energy of individual initiative and creativity.

Roger Prentice Burnlaw Version 28 as at 23.08.09

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All communications from institutions, it is suggested, should explicitly and implicitly carry messages like these;

The ‘mystical bond as in, “Ye are the stars of the heaven of understanding, the breeze that stirreth at the break of day, the soft-flowing waters upon which must depend the very life of all men, the letters inscribed upon His sacred scroll.  ”       (Bahá’u’lláh:  Gleanings  Pages 196-197) 

“We love you, we are encouraging you – we stand ready to serve your needs.”

“We have taken the trouble to understand how you are already serving Bahá’u’lláh and how you further want to serve Him – and dedicate ourselves to supporting you.”

 “I am not able to participate in much teaching work but I dedicate myself to not undermining, negating and rubbishing the work of those who are able to teach.”

 “Even though the ways you have chosen to serve Bahá’u’lláh may not be the ways that members of the LSA choose, or are able, to serve we value equally the work you are doing and will do all in our power to support it.”

 “We who are not able to do very much will strive to eliminate negativity and get behind those who are able to be active.”

 “We care about you as a person and as a servant of Baha’ullah.”

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