In
Education in the New Age by Alice A. Bailey, the Tibetan Master
Djwhal Khul inspires us to uplift all of humanity through bringing
the ageless wisdom into practical usage in our classroom activities
and relationships. He states that teaching of our true inner
nature, creating an atmosphere of love, patience, understanding,
and co-operation, and meditating to facilitate soul contact are
of the highest importance within these settings.
The
value of the individual and the reality of one humanity, when
fully grasped, will revolutionize the teaching system. He further
states that in the new age, education will utilize the most advanced
psychological knowledge on a much wider scope than at present.
Psychology is preparing itself for that role through the development
and expansion of the fourth major trend within that field, Transpersonal
Psychology.
This
exciting dimension to psychology emphasizes the reality of the
soul and its divine inner potential, the unity of all mankind,
and the importance of love extended within and without. Meditation
and selfless service are methods of realizing and living these
higher truths. As this influence gains ground in education, we
find the Master's recommendations becoming concretized in practice.
And the classroom begins to be transformed. In my work as a psychology
teacher in higher education, I experience the joy of being part
of this transformative movement. My classes are at the undergraduate
and graduate levels with the graduate courses being in the educational
field.
Expanding
traditional content in psychology into transpersonal arenas is
easily accomplished. The following are examples of initial forms
of higher wisdom being introduced through traditional course
material. Most of us are familiar with the work of Abraham Maslow
on self-actualization - the propensity of each individual to
move towards the fulfilment of their potential. Research has
identified personality traits increasingly exhibited during this
expanding process.
In
our classroom we examine these traits, grasp their meaning and
importance, and apply them to ourselves. For example, it is said
that mystical or peak experiences - feelings of awe, wonder,
oneness with the universe, and a loss of self-concern - often
accompany the actualizing process. Students search for their
own such experiences and what they have learned and may learn
from them. Another trait is that of social interest - a feeling
of greater unity, concern for, and involvement with humanity,
indeed with all life itself. This often results in service, sharing
with others what we can to lift their burdens. We must ask this
of ourselves, that our new understanding of cosmic truth result
in new action in the world. Students thus examine how their understandings
influence their behavior. This process introduces an optional
project of serving in one of our area's soup kitchens assisting
the homeless. Those students who have participated have written
of their feelings about the experience, one account of which
was published in our local newspaper and brought in many more
volunteers. Many
students continue their involvement long after the project has
ceased.
Another
project is an essay consisting of examining oneself for the presence
of each self-actualizing trait and listing these examples. The
entire topic is introduced as a balance to the pathological orientation
of abnormal psychology, a way to encourage us to dwell on our
growing goodness and wisdom rather than our limitations. The
students love doing it and report a rise in their self-esteem.
Another topic lending itself to more advanced studies is Kubler-Ross'
work on the stages of death and dying. In texts it is sometimes
accompanied by material on the 'near-death' experience of those
who have 'left their bodies' during surgery, intense illness,
pain, or coma. Upon return, these individuals report very similar
experiences, and common effects are a greater awareness of the
purposiveness of life and the need for more loving, caring behavior.
I accompany the text with a video on the topic. All of this inspires
vigorous discussion on the existence and nature of the soul,
the purpose of life, and how to imbue everyday interactions with
a higher wisdom and love.
In
the stress management segments, we work from the wholistic paradigm
emphasizing the unity of body, mind and spirit. Meditation is
utilized as a practice benefiting all three dimensions of our
wholistic selves and a portion of each session is spent practicing
a form of 'going within'. Many students begin to make that activity
a part of their daily stress-reduction menu. The spiritual aspect
of ourselves is considered as the foundation of our stress management
system, as our philosophical and spiritual beliefs dictate through
what frame of reference we interpret our life's experiences.
I have developed a 'World View Analysis' questionnaire through
which we examine our beliefs about the nature of God and man,
the purpose of suffering, the reality and content of any afterlife,
and what effect these beliefs have on our reactions to the stresses
and strains that come our way. I do not suggest what their belief
system should be. However, I do share much of my own, which is
of a transpersonal nature, and illustrate how those beliefs and
subsequent practices support and lighten my challenges in life.
A copy of that questionnaire is available to anyone upon request
for use and duplication. The student response has been positive.
The students state that education usually allows little chance
for an examination of this very important part of themselves,
and they value this opportunity. From here, we often move into
the research on adult and mid-life growth and the support it
offers to the potential value of suffering.
The
research suggests that coping with stress and difficult events
can produce positive development in character and wisdom. It
is often individuals who have experienced loss or hardship, and
utilized that as a mandate to examine themselves and their lives
for needed change, who go on to more satisfying and productive
years. When we begin to consider the vast learning potential
that difficulties offer us and to judge these as training methods
for Self-realization, we do not necessarily find ourselves welcoming
stressful times. We do, however, experience a sense of purpose
in them, rather than futility. It is an initial understanding
of a part of the cosmic plan. In the graduate courses in education,
elementary, secondary and higher education teachers examine their
behavior in the classroom in light of DK's recommendations on
love, patience, understanding and co-operation. We agree these
must first be taught by providing an atmosphere wherein the traits
are genuinely modeled. No easy task in today's often overcrowded
conditions. And highly unlikely unless we have first come to
the realization of the worth of ourselves and others.
We
have developed centering exercises, mini-meditations utilized
in classes on a daily basis as methods to increase tension release,
concentration and self-esteem. The teachers are pleased as the
exercises minimize poor behavior and insufficient attention to
tasks. Many students, including special education participants,
have requested that they be continued. Modeling love and respect
and utilizing centering techniques go beyond the nature of any
one discipline being taught; they can be universally applied.
And so it goes. These are just a few examples of weaving the
beginning of new realities into the old fabric, gentle, initial
steps, and apparently most welcomed. The awakening will be gradual,
building slowly, expanding as we continue to work on ourselves
and allow our own expansion to proceed.
Reprinted
with the kind permission of Share International Magazine.
| Authors
Details:
Dorothy
Jones
Dorothy
Jones is a faculty member at Northern West Virginia Community
College in Wheeling, West Virginia. |
|
