Envisioning a New Future for Education

Spiritual Heritage Education Network http://spiritualeducation.org A Proposal for Instituting Holistic Education For the attention of Educational Policy Administration Prepared by a Dynamic Task Force Working since September, 2019 Under the auspices of Spiritual Heritage Education Network http://spiritualeducation.org The World is in Crisis! When contemplating the major problems in our world today, we can’t help but realize that there must be a change.        Wars Prejudice Poverty Climate Change Natural Resources Animal Extinction Disease The traditional methods we have tried have failed. It is time to change the way we THINK about the world and each other….and it needs to start today… With our Young People! Education should be life changing and empowering. It should transform young minds into great leaders with a deeper understanding of a “world view” where we are all connected to each other and to this planet. We are proposing that in addition to traditional learning, that a more complete approach should be added as well. Teaching young minds, the skills and techniques that world renown individuals like Albert Einstein, David Bohm and the Dali Lama used. Von Humboldt wrote: "Education, truth and virtue" must be disseminated to such an extent that the "concept of mankind" takes on a great and dignified form in each … who must "absorb the great mass of material offered to him by the world around him, and by his inner existence, using all the possibilities of his receptiveness.” “To transform the world as much as possible into one's own person is, in the higher sense of the word, living'. To become a citizen of the world means, to deal with the big questions of humanity: to seek peace, justice, and care about the exchange of cultures, other gender relationships or another relationship to nature.” Traditional education might address bullying – but has never taught compassion They might teach about prejudice – but have never taught unity or oneness of humankind Discussions about the environment are common – but explaining that all life is connected by “life energy” is not. In short, students are given the rational, but not the deep understanding of it! Wholeness or “Holistic Education” would help connect science (Biology, Botany, Physics) and Metaphysics together in a more balanced and complete system. Not only teaching fact-based information, but also teaching techniques and skills to improve mental and physical health naturally, and to also teach the lessons that ancient and aboriginal people knew about the connection to the world around us. Yes, we are Diverse! But we are also Unified in our basic desires for peace and harmony. Science has also proven that we are also unified by the “energy” that is the basis for all things. We believe that teaching these concepts will increase the desire to reach out to all life with love and kindness…Because we are connected! Our Proposal is Simple. We would like to work with educators to come up with a balanced and complete program to help teachers add a new more positive dimension into our classroom. We will help create curriculum (sample attached) and we will help train the teachers in these life changing mediums. Help us bring YOUR schools, into the 21st century and beyond. Let us help you to put our young people on a pathway to successfully change not only their health and happiness, but the peace of the world around them. Very easily and flawlessly. HOW can this “Holistic Education” be Integrated? Sciences Classes: Can add the deeper reflective study of Atoms and the energy “life force” that is in ALL Matter. Biology Classes: Can go deeper into the energy life force in all living things and how that energy has been documented to transfer between plants and animals. Health Classes: Can teach about the energy life force that human beings have, and how it can be used for healing. Deep breathing and relaxation techniques can also be taught. Geography Classes: Can teach about the Sacred Spaces all over the world, and the story behind how they became sacred. History Classes: Can discuss the ways of ancient and aboriginal peoples who had a deep connection to the earth and all life. Theology Classes: Could teach about all the different faith practices that believe we are connected to one another and the earth. In addition, there could be elective courses: On Meditation, Focusing Techniques, Yoga Breathing, and even Tia Chi; that would connect all these concepts into a whole world view. Contemplative Education, Holistic Education and Meditation are currently being tried in many schools now with positive success stories! NCBI-National Library of Medicine: Mindfulness Goes To School: Things Learned (So Far) From Research And Real-World Experiences https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5405439/ Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools file:///C:/Users/TEMP/Downloads/Waters2015_Article_ContemplativeEducationASystema.pdf The Association for Contemplative Mind in Higher Education http://www.contemplativemind.org/programs/acmhe The Mindfulness in School Project – University of Exeter https://mindfulnessinschools.org/wp-content/uploads/2013/02/MiSP-Research-Summary-2012.pdf The many benefits of meditation in the classroom https://theconversation.com/the-many-benefits-of-meditation-in-the-classroom-94566 PBIS Symposium - Benefits and Research of Meditation in Schools https://pbis.sccoe.org/symposium/SiteAssets/Pages/Workshops/Benefits%20and%20Research%20of%20Meditation%20in%20Schools.pdf About Spiritual Heritage Education Network Inc. Spiritual Heritage Education Network Inc. (SHEN, established in Waterloo, Ontario, Canada in Sept 15, 2000) is dedicated to research, development, delivery and promotion of formal and informal education to cultivate lived feelings of unity in diversity. SHEN is dedicated to educationally addressing two major problems facing the world today: (1) Interreligious bigotry and intolerance, and (2) Mindless exploitation of natural resources of the planet. We feel these problems are interrelated; solve one and you also solve the other. There are two types of content in education to cultivate harmony: (1) Conceptual content, and (2) Practices to develop the executive function to help us embody the former content to live lives in accordance with it in addition to cultivating health, harmony and lives of purpose. The principle underlying SHEN’s conceptual content is summed up beautifully by this modern quote by an American environmentalist: Rocks and waters, etc., are words of God, and so are men. We all flow from one fountain Soul (Spirit). All are expressions of one Love.-- John Muir The principle underlying SHEN’s practical content is summed up by this quote of a psychiatrist and psychotherapist disciple of Sigmund Freud: Until you make the unconscious conscious, it will direct your life and you will call it fate. --Carl Gustav Jung Spiritual wisdom of all religions champions the truth of oneness underlying existence. Wisdom of world religion merges with that of modern science. We think that a lack of understanding of this spiritual wisdom combined with unexamined acceptance of surficial “articles of faith” is at the root of these problems. Under the aegis of SHEN, we have been studying wisdom underlying religion. It is totally unifying. Light of spirituality underlying one’s religion dispels darkness of division resulting from its ignorance compounded by unexamined acceptance of articles of belief. Once the truth of underlying oneness is understood and embodied, we treat each other and all existence with love and respect. SHEN has been working on creating learning resources for the envisaged education. Recently published book below entitled The Common Ground Volume 1: A Unified Basis of Existence is a learning resources for the conceptual content while its companion The Common Ground Volume 2: A Unified Basis of Health, Harmony and Purpose is currently being worked upon. In addition, SHEN is currently focused on working with individuals and organizations dedicated to peace and harmony on a project to draft a proposal for instituting research and education to cultivate lived feelings of unity in diversity of existence in order to address the grave global problems facing humanity today. Table of Contents Page  Proposal Overview 7  Why is Teaching Contemplative Education So Crucial? 18  What is Unity in Diversity? 29  What Does Energy have to do With Diversity? 35  Are Energy & Spirit Different? 43  Why is Unity in Diversity Important? 54  Can Spiritual Energy Heal? 64  Science and Religion Agree 76  What is Contemplative Education? 83  How to Integrate Focus and Contemplation into the Classroom 86  Overview of SHEN’s Vision 104 Proposal overview Envision The Future of Education Teaching Unity in Diversity Spiritual Heritage Education Network Science And Spirituality Let us first discuss the “type” of discoveries throughout history and by whom: Scientists are typically “right brained”. They discovered, tested and asked questions based on logic and what they could verify. They are continuously curious and asking “Why & How”. With modern equipment they were finally able to go to a point that they could not completely explain: The discovery of Energy: odorless, colorless, formless and invisible, but they KNOW it exists in ALL matter. Spiritual leaning individuals are more “left brained”. They are in a constant state of searching for answers using their inner senses and feelings. They learned through observation of nature and deep reflecton. They too are continuously curious and ask “Why & How”. They have explained the purpose and meaning of life, and discovered the spiritual “Life Force” which they cannot explain: odorless, colorless, formless and invisible, but they KNOW it exists in ALL life. Science And Spirituality Agree Prevalent systems of education are bounded by rationality. Matter has mass, while energy has none. While forms of energy are within sense experience, energy in itself is not. Einstein has established that truth cannot be limited by rationality. How did Einstein discover energy-mass equivalence? He was a theoretical physicist. He focused his attention to seek the truth underlying matter and he found it in the same manner as our prophets, sages, seers and philosophers established that the universe of matter and mind is from spirit outside the reach of our perception. This process of discovery is termed contemplation! Material science calls the ultimate reality of matter as “energy” while spiritual science of our sages, seers, prophets, and philosophers calls its ultimate reality of the animate and inanimate as “spirit”. Only Their Methods Differ The method of modern science differs from the contemplative method of ancient spirituality. Scientists use external resources and experiments that can be duplicated for verification. Then Scientists contemplate these rational facts and discover a “truth”…or discover another question to be researched further. Ancient Spirituality use internal resources such as a careful, attentive, and calm mind to search for “truth”. The methods thus differ only in the resources and tools of exploration rather than their essential goals and objectives. They both seek the ultimate reality underlying existence and they both use internal tools of contemplation without which no discovery is possible. External research is taught in schools, but internal contemplation is NOT! Why Typical Education is Failing The Universe, all matter, the world and all livings things are part of an immense and undiscernible Truth. Educational systems that are now in place try to define and educate with EASY and rational answers. Taking the easy way out continues to fail to transform people into a “wholeness” mindset that would unify the world. Education should be transformative and empowering. Our Scientists, sages, seers, prophets, and philosophers have revealed the truth of an ultimate reality that underlies and unifies the diversity in the universe. But most people have never been taught this concept. Of those who are aware, only a small percentage have absorbed it, and developed a personal experience to live their lives with the understanding of unity in diversity. We believe that the time has now come for our houses of learning to take the lead in making us aware of the unseen Truth “as it is” and to teach systems of contemplative seeking and finding to form, re-form, and transform our being. That is the purpose of this proposal. Current Situation and the Proposal Three major problems facing the world today are: 1) Intolerance and bigotry based upon differences of any kind such faith, caste, creed, race, color, gender, gender orientation, etc. 2) Mindless exploitation of natural resources of the planet, and 3) An epidemic of degenerative diseases of the body and the mind, caused by stress. With rational education, these problems have not been solved. Prevalent rational education leads us to intellectual growth within the bounds of rationality that analyzes, fragments, divides, classifies, and organizes. Education to cultivate the feelings of unity in diversity must get us beyond sense perception to lead students to an integration of existence. We can understand the difference between ordinary rational and contemplative education by saying that the goal of ordinary education is a “rational view of the world” while that of contemplative education is a worldview that “transcends rationality without denying it”. Traditional and Contemplative Education Traditional Education is based on compartmentalizing and learning based on facts and logical research. Each subject, topic and lesson is centered on the rationality of what we can see, hear and taste, which can be easily shared through textbook and mechanical processes. This has led to creating a world of division and polarization. Teaching that focuses on putting everything in a defined box, reduces the ability and the desire to search for that which is unseen. Contemplative Education is based on the inner connection of body, mind and “life force”. The ability to see beyond that which is visible through a peaceful mind and body opens the door to all that can be felt. This ability opens up a more complete form of “knowing” that connects all this is seen and all that is unseen. This type of education will allow not only the minds of the students to reach outside of the boxes, but to cultivate their own life force to connect with all that is. It is not a choice between the rational and the contemplative, we need a judicial blend of both because it’s the rational when pushed to its boundaries that leads to the contemplative, and the greatest scientists knew this! What Traditional Education is Missing Education based on rationality does not entertain indefinite notions such as infinity, infinite regression, paradoxes, ultimacy of causation, etc. It also does not entertain indefinite ideas of the purpose and meaning of life, unconditional love, compassion, etc. Learning promoted by the prevalent rational education does not access such notions, both of which are included in contemplative education.  Traditional Education might address bullying – but has never taught compassion  They might teach about prejudice – but have never taught unity or oneness of humankind  Discussions about the environment are common – but explaining that all life is connected by “life energy” is not. In short, students are given the rational, but not the deep understanding of it! Contemplative Education adds the Last Piece Holistic learning happens in three steps: 1) Gathering information through sense perception in a teaching-learning process and from observation. Information gathering using the five senses of knowing is where education and learning begins. But our senses can only perceive differences. Perception of differences indicates boundaries. 2) Reflective revisiting of information gathered by the senses to process it into knowledge and understanding, and lastly… 3) Reflective consciousness. In this state, we return to the information we gathered with our senses and try to make sense of it. In this reflective state of consciousness, we begin to find similarities, relations, and discover connections. Further processing of the collected information and the resulting understanding to use in everyday behavior in the external world. Without this last step, scientists like Einstein and Bohm would not have made their world changing discoveries! Embracing the “Whole” Wilhelm von Humboldt, a Prussian philosopher, diplomat, education official, and founder the University of Berlin argued that broad based education, that came to be known as Humboldtian model. should be given the top priority, vocational skills can easily be learned later, he argued. In a letter to the Prussian king, he wrote: There are undeniably certain kinds of knowledge that must be of a general nature and, more importantly, a certain cultivation of the mind and character that nobody can afford to be without. People obviously cannot be good craftworkers, merchants, soldiers or businessmen unless, regardless of their occupation, they are good, upstanding and – according to their condition – well-informed human beings and citizens. German Bildung approach refers to the tradition of self-cultivation with consciousness raising and transformative education to affect personal and cultural maturity by harmonizing head and heart to understand the connection between self, community and world at large. “Education, truth and virtue" must be disseminated to such an extent that the "concept of mankind" takes on a great and dignified form in each individual. European Bildung Network defines it as “the combination of the education and knowledge necessary to thrive in your society, and the moral and emotional maturity to both be a team player and have personal autonomy. Bildung is also knowing your roots and being able to imagine the future”. Countries like Sweden, Denmark, Norway and Finland have high economic productivity, high social equality, high social trust and high levels of personal happiness. They implemented an education model for their countries based upon the German Bildung concept to achieve this. WHY is Teaching Contemplative Education so Crucial? Why Typical Education is Failing The Universe, all matter, the world and all livings things are part of an immense and indiscernible Truth. Educational systems that are now in place try to define and educate with EASY and rational answers. Taking the easy way out continues to fail to transform people into a “wholeness” mindset that would unify the world. Education should be transformative and empowering. Our Scientists, sages, seers, prophets, and philosophers have revealed the truth of an ultimate reality that underlies and unifies the diversity in the universe. But most people have never been taught this concept. Of those who are aware, only a small percentage have absorbed it, and developed a personal experience to live their lives with the understanding of unity in diversity. We believe that the time has now come for our houses of learning to take the lead in making us aware of the unseen Truth “as it is” and to teach systems of contemplative seeking and finding to form, re-form, and transform our being. That is the purpose of this proposal. The Science Behind Unconscious Living Most people live in a state of “automatic responses”  Survival instincts come first with no effort on our part  Then Ego and desire for love and acceptance come next The Analogy of a Horse–drawn wagon is perfect! The WAGON is your life The DRIVER is your mind The HORSES are your instincts and ego. Your EGO controlling your life...VS…Your conscious awareness controlling your life Contemplative Learning is Life Changing Our natural instincts were given to the first humans to help us survive before we had knowledge or experience. Those instincts create barriers. But today, there is no “official” teaching about how to grow from that instinctual automated life. To EXPERIENCE life through full awareness is more crucial to wholeness than just basic knowledge or acceptance of facts. BUT, the desire and purpose of wholeness MUST be as compelling as basic instinct for a person to be willing to make the effort. The issue today is that people are not taught about “wholeness” and so they do not have a desire to learn about it. This is where Traditional Education must be changed! What Traditional Education is Missing  Traditional Education might address bullying – but has never taught compassion  They might teach about prejudice – but have never taught unity or oneness of humankind  Discussions about the environment are common – but explaining that all life is connected by “life energy” is not. In short, students are given the rational, but not the deep understanding of it! Contemplation and being fully aware of life is the way to a fill those gaps. But HOW do we teach Holistic Learning?  Teach about Social Ethics and Morality  Teach focusing techniques  Share ways to find peace through connection with nature  Add games like chess to enhance skills of focus and deep thought  Teaching deep breathing exercises  Use Yogic Contemplation techniques as an experiential tool Social Ethics is More Needed than Ever Social Ethics is not a topic that is addressed completely in education today. Social Justice and equality are discussed: but individual morality, ethics and honor are not discussed. If individuals were moral, ethical and honorable these issues would take care of themselves! Education discusses the WHAT…but never the HOW Confucius (551BC) believed that “Social Ethics” was the key to peace and his contributions and philosophy has changed the world in many ways. He wanted to bring back the most successful and longest dynasty in China (1200 yrs) by bringing back the virtuous life. “He who in this world can practice five things may indeed be considered man-at-his-best. Humility, magnanimous actions, sincerity, diligence, and graciousness. If you are humble, you will not be laughed at. If you are magnanimous, you will attract many to your side. If you are sincere, people will trust you. If you are gracious, you will get along well with your subordinates. It is this type of man who can transform society into the peaceful state it was meant to be.” -Confucius The sincere man in Confucius's eyes was the man whose conduct was always based on the love of virtue, and who in consequence sought to observe the rules of right conduct in his heart as well as in outward actions, when alone as well as in the presence of others. The nature of man, according to Confucius, is fundamentally good inclined towards goodness. Perfection of goodness can be found in sages and saints. Every man should attempt to reach the ideal by leading a virtuous life, by possessing a very noble character, and by doing his duty unselfishly with sincerity and truthfulness. Case Studies of “Holistic Education” Aside of the Philosophy of Confucianism, there are modern Examples of Educational systems that have been highly successful: 1793: Bildung (German: "education, formation, etc.") refers to the German tradition of selfcultivation (as related to the German for: creation, image, shape), wherein philosophy and education are linked in a manner that refers to a process of both personal and cultural maturation. This maturation is described as a harmonization of the individual's mind and heart and in a unification of selfhood and identity within the broader society. Bildung in contrast is seen as a process wherein an individual's spiritual and cultural sensibilities as well as life, personal and social skills are in process of continual expansion and growth. Bildung is seen as a way to become more free due to higher self-reflection. Von Humboldt wrote: "Education, truth and virtue" must be disseminated to such an extent that the "concept of mankind" takes on a great and dignified form in each … who must "absorb the great mass of material offered to him by the world around him, and by his inner existence, using all the possibilities of his receptiveness.” 1810: Humboldt said: “To transform the world as much as possible into one's own person is, in the higher sense of the word, living'. To become a citizen of the world means, to deal with the big questions of humanity: to seek peace, justice, and care about the exchange of cultures, other gender relationships or another relationship to nature.“ University education should not be job-focused, but educational training that is independent of economic interests. The Humboldtian university concept profoundly influenced higher education throughout central, eastern, and northern Europe. In the 1960s, the Humboldtian model of the university attracted renewed interest and was discussed internationally. Case Studies of “Holistic Education” 2016: Harvard Case Study “Ethics in the Classroom” Case studies offer a safe way for educators to begin recognizing and discussing ethical dilemmas they may face in their own work, since no real person is implicated. “We hope that by reading and talking about the cases and commentaries, professional communities can become more practiced and comfortable in having these sorts of discussions, so that when their own particular dilemmas arise, they have the cases and a language to be able to speak about what it is they’re struggling with in their own practice,” says Fay. The cases also give educators a chance to consider (AKA CONTEMPLATE) diverse perspectives. “Right now, our conversation in the United States about education policy and practice is so polarized, and so dismissive of the other side,” explains Levinson. “Both wrap themselves up in the mantle of social justice, and they refuse to recognize that in fact, both sides may really care deeply about equity, opportunity, and social justice, and just have different ways to try to achieve those goals.” Because the cases, and especially the commentaries, delve into different viewpoints, they may allow educators to better understand where the other side is coming from — and how to work with them. https://www.gse.harvard.edu/news/uk/16/04/ethics-classroom For some reason Harvard is aware that contemplating all sides is crucial…but we still are NOT teaching our student these skills of evaluation and contemplation! The Art of Yogic Contemplation After students learn basic skills and concentration games, then they can be taught to go to the next stage. True Contemplation is the idea of intense focus on ONE topic or thing, without allowing other thoughts to sneak in. It takes desire and practice, but it will accomplish many things, mentally, physically and intellectually:       Reduce the “life distractions” Lower heart rate Lower blood pressure Reduce anxiety and increase peace Allows our “spiritual knowing” to come into our thoughts Allows complete experience of the “Now” Mindfulness Studies Prove it Works! 2016 Forbes: “A Baltimore school that’s replaced the classic sit-in-your-seat-and-suffer detention with a more progressive and effective form: one where kids learn to meditate. One 2004 study found that children with ADHD who learned meditation with their parents twice weekly in a clinic setting, and kept practicing at home, had better concentration at school, among other benefits. Mindfulness-based cognitive therapy for children (MBCT-C) has also been shown to help improve attention and behavior problems, and reduce anxiety in kids who started out with high anxiety levels. A study in 2013 showed that in boys with ADHD, an eight-week training in mindfulness, significantly reduced hyperactive behaviors and improved concentration.” https://www.forbes.com/sites/alicegwalton/2016/10/18/the-many-benefits-of-meditation-for-children/#36892ee5dbe3 2012 Exeter University: “Amongst adults there is reasonably strong evidence for the positive impact of mindfulness on a wide range of mental and physical health conditions. There is also good evidence from neuroscience and brain imaging that mindfulness meditation reliably and profoundly alters the structure and function of the brain to improve the quality of both thought and feeling. Research with children and young people is not yet as extensive as with adults. Nevertheless, work is growing rapidly and the results are promising which suggests that mindfulness in schools is well worth doing. Well conducted mindfulness interventions can improve the mental, emotional, social  and physical health and well-being of young people who take part.  Shown to reduce stress, anxiety, reactivity and bad behavior, improve sleep and self esteem, and bring about greater calmness, relaxation and emotions, self-awareness and empathy.  Mindfulness can contribute directly to the development of cognitive and performance and executive function.” https://mindfulnessinschools.org/wp-content/uploads/2013/02/MiSP-Research- Summary-2012.pdf Unity in Diversity Contemplative Education Sample Curriculum Keep in mind that this is a work in progress. This is a series of six sessions that can be taught and expanded upon by the teacher/educator. Any input, suggestions or thoughts are welcomed! This curriculum is designed to do two things: 1. To bring education into a “wholeness” by connecting Physics, Biology, Metaphysics, Philosophy and Spiritual Science together. The purpose is to increase awareness that life in not “compartmentalized”, but connected in every way. 2. The second, and more difficult goal, is to take topic that are out of reach to many, and bring them down to a level that can be not only taught, but understood by young people. Spiritual Heritage Education Network R Anders 2020 What Is Unity in Diversity? And Why is it Important? Let’s Define Them Merriam- Webster (1) defines Unity as: 1: the quality or state of not being multiple : Oneness or connectedness 2: a condition of harmony : Accord Merriam- Webster defines Diversity as: 1: the condition of having or being composed of differing elements : VARIETY Especially : the inclusion of different types of people (such as people of different races or cultures) in a group or organization Connected in some way or purpose Having beliefs that are different, or being different in some way Unity There is unity in the animal kingdom: Habitat: Plains of North America An example would be the dog group. Time: Miocene-Pleistocene (12-2 million years ago)   They all eat meat, and have special teeth for that. They are all warm blooded, and give birth to live young.  All have the same body structure of 4 legs, 2 ears, one tail and two eyes that face forward like all predators.  They are all descendants from one of the Prehistoric dogs/wolves such as Borophagus from 12-2 million years ago. (2) Size & Weight: About five feet long and 100 pounds Diet: Meat Characteristics: Wolf-like body; large head with powerful jaws Diversity There is diversity within the dog/wolf groups:  They vary in size from 4 lbs up to 250 lbs.  Some have no hair and some have LOTS of hair.  They come in many different colors.  They are known for their loyalty (even wolves are extremely loyal and mate for life).  There are over 200 different dog breeds(3) and three main types of wolves.(4)  They have different personality traits and behaviors based on where they live and life experiences.  Their lifespan varies between 8 and 20 yrs depending on the size and breed of dog. How Does this Diversity Happen? According to science the building blocks of life are identical in everything. It begins with the ATOM. Everything in the universe (except energy) is made of matter which is a collection of atoms. So everything in the universe is made of atoms. An atom itself is made up of three tiny kinds of particles called subatomic particles: protons, neutrons, and electrons.(5) Proton Electron Neutron The difference in the number of protons, neutrons and electrons inside atoms causes different Elements. Another thing to remember is that most things we see in the world are not single elements. Literally everything around us is composed of mixtures of elements:  A human being is made up of eleven different elements.  A tree has nineteen elements.  Water is made up of only two elements.  A Limestone rock is made up of three elements. So Where does the Unity Come in? Everything in the world that we see: • Is made up of Atoms. • Is made of some combination of the 118 elements on the Periodic Table. (6) • • Is connected by the fact that everything living and everything that isn’t living is still made up of the SAME atoms. Contains an unseen force that scientists call “energy.” Where is the Energy? You cannot see energy. It has no color or shape. You cannot touch energy or smell energy. BUT, scientists have proven that energy does exist with the help of very sensitive equipment. They know that there is something that holds the three particles of the atom together in a never ending dance. They have proven energy exists because of the EFFECT it has on all matter. So what does that mean? It means that every person, every rock, every plant and every animal share two VERY important things in common. ALL matter, living and not, is made up of atoms. ALL matter, living or not has the same unseen energy holding their atoms together. What Does Energy have to do with Unity? Energy keeps the Atom together Energy is Eternal • The Atom, which is a part of all material things, is held together by energy. • The sub-atomic particles have + and - charges. They automatically repel each other like magnets. The energy force inside the atom keeps them together in an endless merry-go-round. When atoms are split, the energy force is released causing “Nuclear Fission.” • We know that energy has been around since the beginning of time. • It cannot be created or destroyed. • It is part of ALL matter: Humans, animals plants, water and even rocks. • It is invisible but we know it exists. • • Energy is in ALL things • Every atom, in every thing is held together by the same energy. • All living things are made up of atoms. • All non-living things are made up of atoms. • Energy is the Life Force that keeps all things together. Where does the Energy Come From? No one knows. Some scientists say the energy was generated from The Big Bang. We know that energy is eternal…it always existed! Most say that energy cannot be created or destroyed. It just changes form based on the matter it is interacting with. Light energy is different than heat energy. The “Life energy” in living things is also different. How was “Life Energy” Discovered? There were many famous scientists since the early 1900’s that were searching for answers about the nature of “Existence” and “Quantum Theories” were born: • 1905 Einstein Published the Theory of Relativity – Which states that the laws of physics is universal and effects all matter the same • 1925 Heisenberg came up with the theory of Quantum Mechanics – which is the study of forces in Nature at the microscopic level • 1931 the Discovery of Energy as an invisible force that effects all matter But the major breakthrough came later by a physicist called David Bohm who felt that there must be some way to connect the MACRO – Theory of Relativity to the MICRO – Quantum Mechanics. He continually asked WHY and through three major discoveries, he completely changed what we now know to be scientifically proven: • Plasma of Metal Physics: Where he discovered that electrons move freely and independently within the structure of the metal, but is wasn’t totally understood until 1970. • Double Slit Experiment lead to the “ Pilot Wave Theory”: Where it was discovered that if you change the observation and measurements in an experiment, the behavior of the electrons change on their own and adjust to your alterations. • His “Hidden Variables” Theory: states that the behavior of subatomic particles was guided by something invisible. (This theory was not accepted until many years later when the experiment could be duplicated by a computer allowing the theory to become visible through computer graphics.) A Scientist becomes a “Spiritual Scientist” David Bohm started to put the pieces together about the “invisible force” that was inside all matter and seemed to have an unexplained effect of subatomic particles, he wanted to learn more about what we now call “Consciousness”. In 1961 David Bohm began studying with the philosopher, speaker, and writer Jiddu Krishnamurti, who grew up in India but stated openly that he had no allegiance to any nationality, caste, religion, or philosophy. They spent many years together and through Bohm’s Physics discoveries that any interaction with the electron would change it’s behavior, he began to believe that your thoughts and behavior would actually change the reaction of the matter around you -- The same way electrons are changed by the environment around them. Your thoughts having a physical effect on your body and mind. At the time, other scientists where highly skeptical, but today, we now know this to be true. Once again, the ancient wisdom “knows” before science discovers. Life Energy – What is it? Scientist now know that the human body has an electromagnetic (energy) field that effects many of our bodily functions, including disease and even healing. There have also been studies done where subjects are attached to wires and electricity is generated. The average human at rest, produces around 100 watts of power. Over periods of a few minutes, humans that are moving can produce 300-400 watts; and in the case of very short bursts of energy, such as sprinting, some humans can output over 2,000 watts. (7) Life Energy – What is it in Plants? There has been an increase in the study of plant Biology and energy. It has been discovered that plants have genes similar to those of an animal’s nervous system; specific proteins that have been shown to have definite roles in the plant’s functions and even though they are not exactly the same as animals, they are believed to behave in very similar ways. It has also been discovered that plants communicate with each other through their roots, and even share nutrients. Trees synthesize different forms of energy to feed themselves – light, water, and nutrients from the soil; the quantity and quality playing a key role in their overall health and vitality. Trees transfer information through chemical signals sent from their leaves (photo credit: Kirlian Photography). The electrical signals in a tree’s tissues travel approximately one to two seconds per inch. Because these signals can take several minutes to travel from the top of the tree to the roots, trees simultaneously transfer information through chemical signals sent out from their leaves. (8) Energy is the Basis of Unity All matter has atoms, which are held together by energy. Energy is the life force that effects the way all matter functions from the single-celled organism to the amazingly complex human being. Energy can not be destroyed, only used and shared. There are new areas of science that are investigating how humans can tap into and even strengthen their personal energy through the use of ancient practices. These metaphysical scientists believe that the energy in our bodies is actually our “spiritual source” that we share with all life on this planet. This “Spiritual Cosmic Life Force” is inter-connected so deeply that anything we do has an immediate effect on the material world around us. Citations https://www.merriam-webster.com/ https://www.thoughtco.com/prehistoric-dogpictures-and-profiles-4045031 https://www.akc.org/dog-breeds/ https://www.hillspet.com/dog-care/behaviorappearance/how-many-dog-breeds-are-there https://www.wolfworlds.com/wolf-species/ http://www.qrg.northwestern.edu/projects/v ss/docs/propulsion/1-what-is-an-atom.html https://nation.com.pk/08-Jan-2019/periodictable-of-chemical-elements-turns-150-in-2019 https://explore.scimednet.org/index.php/201 6/04/02/the-human-energy-field/ http://large.stanford.edu/courses/2014/ph24 0/labonta1/ https://upliftconnect.com/plantneurobiology-trees-humans/ Are Energy and Spirit Different? Let’s Define Them Merriam-Webster (1) defines Energy as: 1: dynamic quality; the capacity of acting or being active 2: a usually positive spiritual force; the energy flowing through all people Merriam-Webster defines Spirit as: 1: an animating or vital principle held to give life to physical organisms 2:the immaterial intelligent or sentient part of a person 3: the activating or essential principle influencing a person Energy The Properties of Energy: • Energy cannot be seen, touched or smelled • Energy is still a mystery in many ways • It was discovered by observing its “effect” on other material objects:(2) We cannot see the energy, but we can see the light from a light bulb. • Energy is known to exist in ALL things because of its relationship with the Atom: Inside an atom, the positive and negative charges of the subatomic particles stay together because energy holds them together. Types of Energy: There are different forms of energy, but none can be seen or touched. Only the “effect” that produces end results proves that energy exists. The different types of energy include 1. thermal energy 2. radiant energy 3. chemical energy 4. nuclear energy 5. electrical energy 6. motion energy 7. sound energy 8. elastic energy and 9. gravitational energy. (3) Diversity in Energy Although there are many different things that energy does(4), it is all the SAME energy source: The energy in all atoms and all things in the material world. Remember that energy cannot be created or destroyed. It only transfers from one form to another. What is Energy Transfer? Science has now established the Plants, animals and humans have a form of energy. A discovery that plants can transfer energy from other plants: There have been scientific discoveries documenting these types of energy. At Bielfield University, a biological research team discovered that plants can draw energy from other plants. It all started with an Alga that uses the normal form of drawing energy from light, water and carbon dioxide. We now know that every living and non-living being on Earth vibrates at a frequency of energy. As you interact with your surroundings, an energy exchange takes place between you and other people, plants and animals. But the study observed that when the Alga had a shortage of energy from its ordinary sources, it could draw energy from neighboring plants by secreting enzymes breaking the matter down into sugar. This is transported into the Alga’s cells and turned into energy. It’s a simple way of taking life force from other plants.(5) Transferring Energy? What have you experienced? Uncomfortable in a group or place? Have you ever talked with someone who is really angry, and afterwards you feel uncomfortable or stressed? You probably have been some place where you just felt uncomfortable, without knowing why. You have experienced a “Spiritual energy” transfer! The energy is transferred in the same way a light bulb transfers light. The spiritual energy or “vibes” that you are feeling are coming from outside of you. It is probably a mix of positive and negative energy, and it can feel unsettling. Positive & Negative Energy There are many different forms of spiritual energy, just like there are many forms of regular energy. BOTH types of energy are connected. Imagine you are IN these two places. What are you feeling? What types of energy are you receiving? Remember that energy is not created, but transformed and transferred through a process. People can feel the energy that is projected by their surroundings and by other people and animals. It is very common for people who live in cities to take vacations somewhere peaceful and quiet. WHY do they do that? What About Human to Animal Transfer? There have been lots of studies about human to animals spiritual energy transfer. They now know that if you are around a strange dog, and you are fearful, the dog will feel your energy, and react accordingly.(6) The energy you give off makes the dog sense uncertainty, so they immediately go into “defense” or “strike” mode. There has also been documentation of dogs and their humans having deep spiritual connections. Human to Plant Transferring? An experiment was done to test to see if exchange of positive and negative energy would effect plants.(7) You’ve probably heard people say they talk to their plants and the plants thrive.  In this experiment, the plants were in glass tubes, so the CO2 was not thekey.  For one month, the students were instructed to be rude and bully the plant on the left, and praise and give out positive energy to the plant on the right. (7) • The words were converted to a computerized voice to maintain equal voice tone. Light, water and fertilizer was identical, and the difference in the plants was astounding! But others say it is merely the carbon dioxide or CO2 that your breath emits. (CO2 is something plants Not only can nature have an effect on your spirit, but you can have an effect on nature. use to convert energy) Why do We Call it “Spiritual Energy”? Energy is the life force that effects the way all matter functions from the single- celled organism to the amazingly complex human being. Energy can not be destroyed -- only used and shared. In most energy transfer systems there is direct physical contact. Like the nuclear power plant produces energy which is then “sent” to locations that disperse it to your home or business. It then goes into the wiring, and its effect is seen when the lights turn on. There is never a space where the energy is not connected in some way. Metaphysical scientists believe that the energy in our bodies is actually our “spiritual source” that we share with all life on this planet. And we can share this without physical contact. Our spiritual energy is shared through the cosmic life energy that we all share. This “Spiritual Cosmic Life Force” is inter-connected so deeply that anything we do has an immediate effect on the material world around us. Citations https://www.merriam-webster.com/ https://en.wikipedia.org/wiki/History_of_energy https://thinglink.com https://www.learning-mind.com/absorb-transfer-energy-plants/ https://phys.org/news/2012-11-algae-energy.html https://wagwalking.com/behavior/why-do-dogs-attack-when-they-sensefear https://www.dailymail.co.uk/femail/article-5703247/Bizarreexperiment-shows-talking-plants-thrive.html Why is Unity in Diversity Important? And what does that have to do with Energy, “spiritual” or otherwise? A World Full of Division As we discussed, ALL life has the same atoms and energy, but it is not visible to the eyes. Unfortunately, this connection is so tiny and not part of our personal lives that people don’t think about it. Instead, humankind is focusing on how we are different. But in truth our differences are only on the outside. Inside we share the same atoms. There are many people that try to divide us based on things that we can see. Science and spirituality show us that we are all made up of atoms and energy--fundamentally, there is unity in our diversity. What Divides Us?  Geography in the world List them in the order of how these might effect a person’s life. Keep in mind that the order of importance will vary by country!  Local geography  Africa may be Sex – Income – Religion – Culture  Culture of our parents  North Korea might be Politics – Culture – Physical  Political concepts   Religion of our ancestors North America could be Religion – Income – Color – Education  Moral and ethical examples from our teachers  Income  Education  Physical capabilities/ health  Sex  Skin color What are some things that divide us into groups? Also understand that the geography of people plays a huge part of things like culture, religion and income. The problem is that these differences are used to divide us, and some people get really hurt by the constant division. The lesson here is to always remember that there is underlying energy that unites us, despite our differences. What Unites Us? There are basics that unite us all: • Physical body composed of atoms and energy –we are all the same inside. • We all feel pain and sorrow • We all have a desire for happiness • We all have Love for family and friends • We all have desires to feel successful • We all have concerns about the future • We all have a desire for world peace • We all have the connection of our spiritual energy! But there are also many other things human share like music, art, sports and good food. Do We have to Change? YES….and No.  You can’t change who your parents are…but you don’t have to be exactly like your parents…  You can’t change the color of your skin, of our skin, but we can make sure that we treat everyone the same. If the human skin were transparent, we would all be the same.  You don’t have to change your culture or religion to like someone who is different.  You don’t have to “follow the crowd” and hate people you have never met. There are ways we all can change. We can understand that some cultures are necessary for certain parts of the world. And that is how they became “cultures”…through generations. We can learn about others that are different so that the “fear of the unknown” is gone. We can accept that what we have been told may not be correct. NOT that anyone lied to you, but they just shared what they “heard” somewhere. Look for the Truth yourself. We can start to share positive energy with others and work towards a better world. Cooperation = Moral Similarities People everywhere face a similar set of social problems, and use a similar set of moral rules to solve them. There was research study done in 60 different societies from around the world, and they all believed in the following definitions of “Good Morality.” Their understanding of what is moral effected their level of cooperation and positive interaction with others. It’s important to note that NONE of these codes of morality mentioned color, nationality or culture. The team found that these 7 cooperative behaviors were considered morally good in 99.9% of cases across cultures. The evidence was overwhelming in widespread adherence to those moral values. “Moral judgments depend on an “internal sense or feeling, which nature has made universal in the whole species.” What we are calling our spiritual energy that runs through all things.” “Noting that certain qualities, including “truth, justice, courage, temperance, constancy, dignity of mind . . . friendship, sympathy, mutual attachment, and fidelity” were pretty universal.” (1) Moral Similarities = Golden Rule Hinduism: 3200 BC, From the Hitopadesa- "One should always treat others as they themselves wish to be treated." Throughout the history of mankind, Spiritual teachers, seers and prophets have spoken of a universal “moral code” that has become known today as The Golden Rule. Jainism: 500 BC “One should treat all creatures in the world as one would like to be treated.” Mahavira, Sutrakritanga What is fascinating is the amount of time and distance between all the spiritual leaders. Yet they all spoke of the same message…connected through time and space by the “Universal Spiritual Energy” that connects us all. Zoroastrianism: 600 BC, From the Shast-na-shayast 13:29"Whatever is disagreeable to yourself, do not do unto others." A span of over 3000 years and thousands of miles, the same message was transmitted through the energy that connects us all. Judaism: 1300 BC, from the Old Testament, Leviticus 19:18- "Thou shalt Love thy neighbor as thyself." Buddhism: 560 BC, From the Udanavarga 5:18- "Hurt not others with that which pains yourself." Confucianism: 557 BC, From the Analects 15:23- "What you do not want done to yourself, do not do Christianity: 30 BCE, From the King James Version , 7:12"Whatsoever ye would that others should do to you, do ye even so to them.“ (2) Islam: 600 BCE: “Not one of you truly believes until you wish for 31a others what you wish for yourself Bahá’í: 1860 BCE: “Lay not on any soul a load that you would not wish to be laid upon you, and desire not for anyone the things you would not desire for yourself.” Bahá'u'lláh, Gleanings (3) Problems Solutions What are the biggest problems that the we face today? The answers may vary from person to person in terms of importance, but most people will agree on the list. Climate Issues Wars or fear of wars Poverty Inequality Lack of Water Endangered animals and How can finding Unity help? Willingness to sacrifice together Learning that we are all ONE connected human family Feeling more willing to share with “family” Realizing that inside our spiritual energy is equal and connected – we are ALL equal. Working together to create better systems Realizing that EVERYTHING is literally connected to us through our spiritual energy. The cause and effect will effect us too. Citations https://qz.com/1562585/the-seven-moral-rules-that-supposedly-unite-humanity/ http://www.thegoldenrule.net/quotes.htm https://yhteisymmarrysviikko.fi/wp-content/uploads/sites/16//Golden-rule-across-theworlds-religions.pdf https://www.dnaindia.com/india/report-telling-the-world-about-hinduism-full-text-ofswami-vivekananda-s-historic-speech-in-1893-2164870 Can Spiritual Energy Heal? When Energy is Transferred? We talked earlier about ways that energy is transferred:  Physical transfer like heat or light from a power source  Emotional  Transfer energy transferred between people of nutrients and energy between plants  Spiritual energy transferred between people and plants or animals. Why is Energy Transfer Possible?  How can different beings transfer energy to each other?  How can a person give energy to a plant?  How does an animal sense a human’s energy?  How does a piece of coal provide energy to a light bulb? The Energy is Already There Remember:    Energy is in every atom, in every thing, living or not. The energy is never created or destroyed. Energy can be changed by the interaction of two objects. The energy in the coal molecules is released… when it is crushed and burned at the factory. The power put out by the factory goes to a transformer that sends the energy through wires… and the light turns on when it receives the energy through the wires in your home. It is the Same with Living Things With the use of special equipment people have been able to capture the energy field around humans, animals and plants. It is called Kirlian Photography, named after the man who discovered it. Why is This Important? Science has now established that plants, animals and humans all have a form of energy. As you interact with your surroundings, an energy exchange takes place between you and other people, plants and animals. We are all inter-connected with this life force that is constantly being exchanged in a flow of invisible energy. We can have positive connections that strengthen us and those things we connect with… Or we can have negative connections that increase the anxiety and stress in the things we connect with. Transferring Energy? The Cycle of Life is a constant transfer of the life force we call “energy” 1. A plant get’s its energy from the earth, the water and the sun. 2. Animals eat the plants and changes the plants’ life force into energy to fuel their bodies. 3. Larger animals eat the plant eaters, and transfer their life force into energy for their bodies. 4. When the larger animals die, their bodies then transform back into the earth that feeds the plants. Each process is dependent on the other-- because all are connected in the circle. A Native American Chief explains it well, “Man did not weave the web of life. He is merely a strand of it. Whatever he does to the web, he does to himself.” The Earth has Energy as Well It has been known by many civilizations, there are places that were considered sacred and filled with great spiritual energy. They could feel the energy at these special locations. Even today people say they can feel it. Many built temples on these places, like the Mayan Temples, the Western Wall in Jerusalem and Stonehenge. Machu Picchu is still considered today to be linked to the “energy centers of the world.” There are also Sacred Natural Sites Sacred natural sites are natural features or areas of land or water having special spiritual significance to peoples and communities. Places like Lake Titicaca in the Andes, and Mt Fuji in Japan are considered to be sacred places filled with strong spiritual earth energy. Is it Science Fiction or is it Possible? In the Movie Avatar, the indigenous people were literally connected to the animals, and the plants. Their “mother” Eywa and the Tree of Souls connected all things. And when they were is need, they all came together and connected so that their spiritual energy could flow together. What is Next for Humankind? It is important that we understand that we share this small rock in space that we call “Earth.” It is important that we realize that our own Spiritual Energy is flowing through and around us all day, every day. That energy depending on how you “feed” it, can grow a positive way or a negative way. Then your energy goes out into the world and touches everything you come in contact with. You can make a difference in the world, by feeding your spiritual energy in a positive way, and by making an effort to share that positive energy with other living things on this planet. We are ALL united and connected by this eb and flow of spiritual energy. Open yourself to it. Allow it to flow to others to heal our world. Citations https://www.pinterest.com/positivekristen/aura-photography/ https://www.pinterest.com/pin/154248355958484260/ https://www.crystalinks.com/kirlian http://iheartphotograph.blogspot.com/2008/10/archive-violet-aura.html https://www.pinterest.com/eampem/kirlian-photography/ https://innerself.com/content/living/science-a-technology/8891-mother-earthalive-conscious-aura-chakras-ley-lines.html Science and Religion Agree Scientific Research on Energy Healing Reiki (pronounced raykey) is a form of “energy healing,” essentially the Asian version of faith healing or laying on of hands. Practitioners transfer life energy to the patient, increasing their well-being. The practice is popular among nurses, and in fact is practiced by nurses at Yale.(1) Because of scientific research, there are now over 800 American Hospitals using energy healing on their patients as part of their treatment plans. A famous heart surgeon Dr Oz has started asking Reiki Practitioners to treat patients during open heart surgery. (2) Energy Transfers to Plants and Animals As we discussed earlier, plants and animals can be affected by the energy humans send out. This energy flow happens without any effort on our parts. But Reiki is the process of deliberately sending out positive healing energy from one being to another. It is used mostly on humans, but some is now being used on plants and animals too. (3)(4)(5) A Mystery of the Ages Religion Science  Hinduism 6500 BCE  Indians teach of “Prana”– Life force 1500 BCE (6)  Jainism 2600 BCE  Chinese teach of “Qi” – Human energy 500 BCE (7)  Islam 570 CE  Discovery of Energy 1818 CE  Catholicism 35 CE  Quantum Physics discover “Human Energy” 1920 CE  Baha'i 1900 CE What do Religions say About Soul? The Bahá'í Faith describes the soul as a sign of God, an unseen gift, whose mystery can never be understood. In Hindu philosophy, Ātman is the first principle, the true self of an individual beyond identification with phenomena, the essence of an individual. In Jainism, every living being, from plant or bacterium to human, has a soul and the concept forms the very basis of Jainism. According to Jainism, there is no beginning or end to the existence of soul. The Quran, the holy book of Islam, distinguishes between the immortal spirit, (consciousness or soul) and the mortal body (ego) The Atma or soul according to Sikhism is an entity or "spiritual spark" or "light" in our body because of which the body can sustain life. The Catholic Church defines the soul as "the innermost aspect of humans, that which is of greatest value in them, that by which they are in God's image described as 'soul' signifies the spiritual principle in man" What is Next for Humankind? Thousands of years ago, scholars, seers and wise men “felt” the energy life force inside all life and looked for answers. They wrote about it in many languages, many countries and many places in the world. They did not know each other. There was no internet or cell phones, and yet the story they tell is the same! Now, in this 21st century, science has finally caught up. With the help of advanced equipment, they have now been able to prove the existence of things not seen before now. The Energy Life Force in all life! Some call it the soul, and some call it spirit, but it is what connects us all to each other and to the earth and everything on it! Citations https://sciencebasedmedicine.org/reiki/ https://www.uclahealth.org/rehab/workfiles/urban%20zen/research%20articles/re iki_really_works-a_groundbreaking_scientific_study.pdf https://wiki.nurserylive.com/t/wow-reiki-heals-not-only-human-but-plants-alsocheck-this-experiment/594 https://www.reikisimo.com/reiki-uses.html https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4654779/ https://www.thinksmarterworld.com/the-re-discovery-of-the-human-energy-field/ https://www.gaia.com/article/what-pranayama-history What is Contemplative Education? Teaching Contemplative Education Pointing out the “mechanical” way of living. Also called Reductionism  Strict limitations of thought and actions – body and mind (ego) are controlling life  People and animals put in “groups” – Us vs. Them  You see division in all things  You feel out of control and anxious  Re-active vs Pro-active Establish the physical and mental benefits of “being fully aware.”  By allowing your body to slow down, the stress and physical damage is reduced – body health improves  By quieting your Ego, your spiritual life force can be felt and heard – mental health improves  You feel a unity with all things – knowing we are all connected  You are acting with power and control instead of reacting with discomfort. Reductionism vs. Contemplation A “Reductionist Worldview” is based on confining thoughts and actions to the most simple terms that can only be explained in black and white:  Where you live  What your religion is  What color is your skin  What political party are you a member of…etc. A “Contemplative Worldview” is based on being AWARE of everything around you, and focusing on your senses, you body and your interaction with everything around you: • What you are feeling physically • What are you thinking at this moment • What you are sensing from others around you • Your level of breath and calm Consciousness VS. Definition of Instinct a: a natural or inherent aptitude, or capacity b: a largely inheritable and unalterable tendency of an organism to make a complex and specific response to environmental stimuli without involving reason c: IMPULSE d: behavior that is mediated by reactions below the conscious level Instincts Definition of Consciousness a: the quality or state of being aware especially of something within oneself b: the state or fact of being conscious of an external object, state, or fact c: AWARENESS d: the upper level of mental life of which the person is aware as contrasted with unconscious processes Instinctive Reactions to Life Let’s create a scenario to explain instincts: You are driving, and someone pulls out in front of you: • Your heart jumps • You feel fear (of an accident) • Your fear instinctively changes to survival and anger • You heart rate increases, • Your stress level and blood pressure rises immediately ALL of this happens without your conscious permission- You are not in control at that moment! How Contemplation can Change your Life The human body has many physiological behaviors that are automatic and continue with or without your consent. Breathing Fight or fight Blood moving through veins Instinctual thoughts: • Fear • Hunger • Thirst Becoming conscious of what and how you are feeling can help you regain control of your life! Consciously breathing slowly in & out will increase oxygen to your cells and increase health and natural healing Consciously calming your mind with peaceful thoughts and actions Reducing stress will lower your blood pressure Fear doesn’t have a grip on you if you are in control The Power of Now! The Power of Contemplation and Meditation Embrace each moment as the “most important moment” …be aware of your thoughts, your breath, and your senses Breathing slowly increases oxygen… Slowing breathing rate can not only increase oxygen uptake by as much as 200% but it also calms the mental traffic and puts the body at rest, reducing the speed of all of its autonomic functions that are working 24/7: • Increasing and improving digestion • Raising physiological practice of deep breathing works like aerobic exercise significantly increasing metabolic energy supply to the cells • Preventing or reversing senescence • Lowering stress and blood pressure • Building immunity against externally caused disease as we enjoy peaceful rest in abundant life, health and harmony. How Can Contemplation Help the World? As you connect more deeply with your Life Force you will “know” things you didn’t before When you embrace your Life Force (Spiritual energy) as the REAL “you” then your interaction with life will begin to change. • You will feel connected to all living and non-living things on the earth • Where you once felt insufficiency – you now feel abundance • Where you once felt anxious and alone – you now feel at peace • You will begin to see your energy connection to the earth and will treasure that like family. • You will understand that we are all strands of the same web that support all life – every strand is important – Unity in Diversity! HOW to Integrate Focus and Contemplation into the Classroom Wholeness Education Teaches More Than Facts As we discussed in our past sessions, the Traditional Education system teaches, logic, facts and that which can be “seen”…but NOT that which is not easily seen of felt…and DEFINITELY NOT how to learn these skills. That is the purpose of Wholeness Education! To teach the “whole individual” and to help connect that individual to the Whole World View. What Skills are Needed for Conscious Living? There are several skill sets that need to be taught BEFORE young people can learn how to live life being “Fully Aware” and “Conscious” of their actions and their effect on the world around them:  Learning to be able to FOCUS on one object, place, thing or idea  Learning how to think 2-3 STEPS AHEAD of their actions and evaluate the possible consequences of those actions  Learning to “be AWAKE” while they are doing something vs just going through the motions.  Learning to purposefully breath slowly and deeply  Learning to TUNE IN to the reactions of animals and people around them So…HOW can you teach those things? Through GUIDED EXPERIENCE! Few Young People Play Games… Yes, I know they all play video games…but very few have consequences that they can physically sense and FEEL. If they don’t find the magic door, or they get killed, they can always play again tomorrow. Also the PHYSICAL connection to these games is missing. Many games will give a “hands on” lesson that will reinforce their skills of cognition, evaluation, focus and contemplation:  Hangman  Checkers  Chess  Scrabble  Even Legos! Let’s look at each one separately FOCUS Hangman… You say, What?! If any of you have ever played hangman, you’ll understand the logic & purpose: 1 > One side creates a word that is difficult to recognize. You can use hyphenated words but must show the hyphen. 2 > The other side has to guess the word in TEN moves The “chooser” has to know how to spell, and have some knowledge of complicated words ( So they have to learn about WORDS) The “guesser” has to use logic, concentration and contemplation to decide which letters to choose first. ( So they also have to know words and the alphabet)  Do they choose vowels first ?  Which Vowels (There are six…so do you use up six of your ten chances?)  Do they choose non vowels first ? (There are 20 consonants)  With each wrong answer a part of the “man” is added Observation, Contemplation and Consequences: Checkers In the game of Checkers both sides have exactly the same pieces, the same chance and the same rules. The object of the game is to take all your opponents pieces by “Jumping over them”. The moves are simple and easy to learn. The players will learn the following skills in this game:  To plan ahead by looking for openings: Increases Thought and Focusing skills  To be aware of the empty spaces on all side of your pieces: increases Observation skills  To watch carefully your opponents moves: Increases Focusing and Awareness skills  Being aware of your bad moves: Increases awareness of consequences. Contemplation and Focus: Chess The game of Chess is similar to checkers and can only be played when the student has developed some of the skill necessary to master checkers. Chess has the same concept of trying to take your partners pieces, but the WIN, only comes when you “Capture” their KING. This is accomplished through a combination of knowledge and skill. The players will learn the following skills in this game:  They must know what each piece does and how it moves: requires the willingness to study, practice and learn  Players must watch each other’s every move, and ask “WHY”: This develops extreme focus and contemplation  Each Player must try to sense what the other player will do next, and plan for it: This teaches skills of observation and deep awareness of others around you.  Each time a players loses a piece, the risk changes and must be reevaluated: This teaches focus, awareness and adjustment skills. Interconnectivity and Concentration: Legos If you have never made a Lego project, you should try it. Even with instructions, they can be challenging! The designers have to not only create something; A car, a ship, a building…but they have to make sure all the “under pinning’s” make the creation structurally sound. You start in a pile of tiny pieces and they are to be joined together to MAKE something: The stages of creation each teach different skills:  The pieces must fit together and line up: This teaches awareness and observation skills  They must support each other as more is added. If the support is incorrect, the creation crumbles in your hand : This teaches preplanning, awareness, and focus. It also teaches about how “things’ connected in the “right way” makes a difference  It is a very time consuming process to complete your creation: This teaches focus and patience Interconnectivity and Concentration: Scrabble I’m sure some of you have played the game of Scrabble. It is intellectually challenging and can teach many things to students. The process of the game is that players are given a set number of randomly selected letters, and they try to make words. There are several different skills that can be learned here:  There must be a knowledge of words and spelling. This will lead to better communication skills in both speech and writing.  If words are questioned, they are looked up in a dictionary: which again enhances the players knowledge of words.  You must use words that are already on the board to add your letters and create new words: This teaches pre-planning, awareness, and focus. It also teaches that your “words” are totally interdependent on the words of others, enhancing concepts of connection and cooperation.  Each Player tries to build words that are worth higher point values. Some squares have Double/ Triple Letter scores…some have Double/Triple Word scores: This teaches, observation, contemplation planning and awareness. The Skill of Deeper Observation: Drawing The process here is not to see who is “Artistic”. That is a skill that not everyone has. This is actually copying a drawing in as much detail as possible. Drawing difficulty would vary by age of course. This discipline will teach the following skills:  First the full awareness of every line and shade: Teaches ability to “see” more completely, even the tiniest of details.  The contemplation required to see what is missing from your copy: This teaches detailed focus and concentration. The seeing of how all the lines interact to create the whole: This teaches that all factors large and small are connected to create the end result.  Sense Perception and Connection: Sensory Writing Many English or grammar classes have students WRITE…but learning to write with your senses is a skill that opens a whole new world for young people! Giving specific Sensory Writing assignments will help them gain the skills of awareness, connectedness and observation. What is Sensory Writing? It is the ability to be aware of every moment and then put it on paper. For Example: Every Wednesday, our family has dinner together. It’s required. My mom always makes one of our favorite foods and we laugh and talk a lot. OR Sensory Version: When I sat down at dinner, the first thing I noticed was the great smell! My mom had made my favorite. I looked at her and she smiled and winked at me. It made me feel warm and loved. Then during dinner I saw mom looking at dad, and her face seemed to lose it’s sparkle…then I looked at dad and realized how tired he looked. So I told him a joke, and his eye lit up and he laughed. I love Wednesday nights! Sense Perception and Connection: Sensory Eating Buddhism is famous for meditation, contemplation and mindfulness, but many don’t know about the “Five Contemplations before Eating”:  This food is a gift of the earth, the sky, numerous living beings, and much hard and loving work.  May we eat with mindfulness and gratitude so as to be worthy to receive this food.  May we recognize and transform unwholesome mental formations, especially our greed and learn to eat with moderation.  May we keep our compassion alive by eating in such a way that reduces the suffering of living beings, stops contributing to climate change, and heals and preserves our precious planet.  We accept this food so that we may nurture our brotherhood and sisterhood, build our Sangha, and nourish our ideal of serving all living beings. So, what would that look like in Education? The Student would be asked to think about ALL the stages that their food took before ending up on their plate …NEXT SLIDE  Sense Perception and Connection: Sensory Eating A Marie Callendar's Chicken Pot Pie. Logic tells us it came from the factory, to the grocery store to our freezer, to our plate….BUT it is so much deeper than that:  The farmers that slave over their crops rain or shine. Up at dawn and work till sundown. Wheat, carrots, and peas.  The ranchers that raise healthy chickens, and must feed them and care for them – for close to a year.  The Chicken who must give their lives to feed others.  The buyers at Marie Callendar’s, who must go through every chicken, carrot and pea to make sure they are up to their high standards.  The bakers who make the crust and the sauces. Those who cut up the vegetables. Everything is made from scratch.  The ingenious scientists who created the special paper metallic bowl that browns the Pies in a Microwave. Every step is crucial before it ever gets to the grocery store! ALL those people worked together to make a meal for one person! Are we aware? Do we honor them? These types of assignments teach students that everything is connected! Overview of the SHEN Vision  Metaphysics is the study of the “Whys and Hows” of existence.  The paradox is that everything we “SEE” has the unseen at its core.  This “unseen” unites in various combinations to create our physical world.  Scientists have proven all matter is composed of an atomic structure that is held together by an “invisible” force called energy. Its existence was discovered because of its “effect” on matter.  Spiritual Scientists call this energy source our “Life Force” or “Spirit”  The human being’s 37.2 trillion cells each function independently, but they also support each other in harmony for a common purpose. Human beings are a microcosm of the universe Everything in the universe has its part to play in the field of Astronomy. Each heavenly body, light and dark energy, all work together effortlessly to hold the cosmos in a harmonious dance of gravity, rotations and revolutions. In our bodies, each individual atom is held together by the energy “Life Force” and each atom works together in synergy with all others to create a wholeness and balance. As an energy being, our Life Force touches and effects all other matter, living and not living, that we come in contact with on this planet. The necessity of becoming more “aware” of this life force and its effect on our own well-being and on others is the purpose of Contemplative Education Concluding Remarks The scope of contemplative learning to cultivate the feelings of unity in diversity is not limited only to building unity at the localized community level, but it also extends to the feelings of unity in diversity at the planetary level. We begin to feel our own self extending to other human beings as well as to the natural environment in which we live: trees out there, water running in the brook, the mountain where it originates, the flora and fauna on its banks, fish and aquatic life flourishing in it and the rocks that make the currents swirl. Mental calm is a prerequisite to contemplative learning and contemplative learning leads to lived feelings of unity in diversity which in turn intensifies mental calm. Fear-based mental stress disappears with the dawn of mental calm and the disappearance of mental stress prevents and reverses a multitude of physical and mental diseases. We heal ourselves…We heal our world!