A parent (or teacher) who really desires to understand a child does not look at him through the screen of an ideal. If he loves the child, he observes him, he studies his tendencies, his moods and peculiarities. It is only when one feels no love for the child that one imposes upon him an ideal, for then one’s ambitions are trying to fulfil themselves in him, wanting them to become this or that. If one loves, not the ideal, but the child, then there is a possibility of helping him to understand himself as he is.
There is much wisdom in the above statement and our systems of education would benefit enormously if it were fully appreciated and universally adopted at all levels. But as we know from experience, nothing ever happens through wishful thinking alone. For these principles to be understood in the collective head and heart, and to implement them on a global scale, much work and intelligent effort are required before real change becomes possible, and it is work and effort undertaken mainly on mental levels, for energy will always follow thought.
On the mental plane, buzzing like bees in a hornet’s nest, are swarms of conflicting ideas that block the light of true vision so that one is unable to see the beauty of the proverbial forest for the trees. Many of our pet thoughts are strengthened and supported daily by blind beliefs, frequently held to by some form of prejudice powered by emotional force. We know what happens frequently when groups are gathered together on the physical plane to discuss important issues requiring change, and how familiar we are with the outcome of many of these gatherings in political, economic, educational and religious debates. Within a democratic group, everyone has a point to make and it takes much time and effort to arrive at a consensus, the outcome of which is often highly debatable.
To clear the mind sufficiently of these ideé fixe which hover like clouds in the mind’s eye of each of us and to perceive the truth as it may be seen, one needs to develop a strength of mind that is rooted in the light of pure reason. One must ‘think with the heart and feel with the mind ‘. This is of course easier said than done and requires right training in the use of the mind and heart, for unless one is a Christ, endowed with the wisdom and power to eliminate and resolve ignorance in situ, the next best alternative is found in the collective wisdom of a group, but a group that is well trained in the use of the mind and versed in the laws of group interplay and right human relations.
The unconscious and entrenched habits of competition, self-assertion, and separateness that have been built up as normal procedure over millennia, continue to hold sway over our hearts and minds, and it will require much time, right effort, and consequential experience before we come to realise clearly, as a collective whole, the superior and more valued qualities of cooperation, compassion, love and understanding. In the present melee of world upheaval, we are being forced into the process of learning alternative modes of behaviour. Perhaps an early education that is based on a deep respect for the individual soul and implemented through the practice of right human relations may provide the means and initiative for the race to exist in a world that is very different to the one in which we now live.
‘Without a Global Revolution in the sphere of human consciousness a more humane society will not emerge‘.
It is this idea that needs to be circulated and understood in every corner of the earth. It’s interesting to note the many recent attempts made by governments and educational bodies to change the format of education through syllabus and exam techniques. The need for fundamental change in education is certainly sensed by many and particularly by those who teach. There have been excellent additions to the teaching syllabus in recent years: the introduction of PSHE (Personal, Social and Health Education) and Community Service are just two, and the implementation of extra curricular activities in which pupils are given the opportunity to understand deeply, through simulation, some of the enormous challenges facing humanity in relation to present-day global events.
One such modelling involves pupils adopting diplomatic roles as members of the United Nations and discussing relevant issues with ‘diplomats’ from other countries. I have witnessed this school event recently and was most impressed by the sincerity and earnest intent of pupils’ participation. What a wonderful opportunity for the young to discover innate talent and diplomatic ability in the performance of right human relations.
Science is also playing a major role today in the education and moulding of pupils’ thoughts and feelings. The repudiation of old theories and ideas, particularly in regard to religion and its belief in a God that cannot be seen or known by the five senses, is having both positive and negative effects and is a significant influence in modern day teaching. The possibility and existence of spiritual beings Who exist beyond the human sphere of activity, or of an unseen Spiritual Centre as given in well-known teachings, are largely ignored in the scheme of things and given little credence. Yet, it may be this very line of enquiry which underlies the entire success of the evolutionary goal for humanity. Who are we? Why are we here in this world? What is our purpose? Where are we heading? These are crucial questions for all, and particularly our young people, to consider deeply. These are fundamental questions which maintain a sane and balanced perspective in the process of life and living and should lie at the heart of education. Perhaps science will one day shed real light on these questions as it gains greater wisdom through enlightenment.
‘Education should be the vehicle of Light . . . as should science, with its capacity for improvement and for the extension of scientific thought along the lines of betterment of mankind, and not for its destruction as is so often the case today‘. Perhaps in the wise merging of science and religion/philosophy the powers of the intuition may be tapped and true insight into what constitutes reality may come to light in the minds of all.
The children of today are the seeds of growth for tomorrow and they cry aloud for a new vision and a new goal. We can all play our part and contribute in the construction of true and enlightened thought-forms on the mental plane by turning our faces away with determination from all that breeds ignorance, hate and prejudice, and towards that which brings intelligence, reason, insight and revelation.
We would do well, as one loving soul suggests, to ‘Let our imagination run wild for a moment, picturing the condition of the world when the majority of human beings are occupied with the good of others and not with their own selfish goals’; and I might add, ‘to allow our minds the freedom to reflect more deeply on the brevity of this one life we are presently living and of its deeper significance in the grand scheme of things’.
What a world it would be!
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