(4) Educational change
【 Soon. Very soon. If humanity makes this choice, a movement, a radical shift, in humanity’s understandings about God could occur rapidly. Easily within your lifetime. Within three decades. Perhaps even faster than that, once the first domino falls. 】
(4) Educational change
In the CWG series, 4 items of the advice about the educational change are written.
1. The person who bears a child need not necessarily raise the child.
Such thought that the person who bears a child need not necessarily raise the child is a unique one as the education theory.
The Humans are biologically capable of creating children while they are children themselves.
Child bearing was meant to be an activity of the young, whose bodies are well developed and strong.
Child raising was meant to be an activity of the elders, whose minds are well developed and strong.
The humans are children themselves for 40 or 5O years.
If child-bearers were meant to be child-raisers, child bearing would not have been made possible until they were fifty.
Therefore, it is unreasonable that immature parents raise children only by themselves.
Hence, it is good that both the parents and the elders have the responsibility for raising children in the community.
2. Teaching the wisdom rather than knowledge
You had better not give your children knowledge, but give them wisdom.
Wisdom is knowledge applied.
You do not ignore knowledge in favor of wisdom.
To the contrary, you do not ignore wisdom in favor of knowledge.
At present, you are teaching your children what to think instead of how to think.
When you give your children wisdom, you do not tell them what to know, or what is true, but, rather, how to get to their own truth.
3. Teaching of spirituality
In the education, you should teach the spirituality of the humans.
You let your children know that they are spiritual beings inhabiting a body.
You treat your children as spirits coming into bodies.
4. The Waldorf School
In the CWG series, it is recommended to read the writings of the man called Rudolph Steiner and explore the methods of The Waldorf School, which he developed.
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N: I wish—oh, how I wish—that there were schools such as the ones you describe!
G: There are some which seek to approach this model.
N: There are?
G: Yes. Read the writings of the man called Rudolph Steiner. Explore the methods of The Waldorf School, which he developed.
N: Well, of course, I know about those schools. Is this a commercial?
G: This is an observation.
N: Because you knew I was familiar with the Waldorf Schools. You knew that.
G: Of course I knew that. Everything in your life has served you, brought you to this moment. I have not just started talking with you at the beginning of this book. I have been talking with you for years, through all of your associations and experiences.
N: You’re saying the Waldorf School is the best?
G: No. I am saying it is a model which works, given where you say as a human race you want to go; given what you claim you want to do; given what you say you want to be. I am saying it is an example—one of several I could cite, although on your planet and in your society they are rare— of how education may be accomplished in a way which focuses on “wisdom” more than simply “knowledge.”
N: Well, it is a model I very much approve of. There are many differences between a Waldorf School and other schools. Let me give an example. It is a simple one, but it dramatically illustrates the point.
In the Waldorf School, the teacher moves with the children through all levels of the primary and elementary learning experience. For all those years the children have the same teacher, rather than moving from one person to another. Can you imagine the bond which is formed here? Can you see the value?
The teacher comes to know the child as if it were his or her own. The child moves to a level of trust and love with the teacher which opens doors many traditionally oriented schools never dreamed existed. At the end of the those years, the teacher reverts to the first grade, starting over again with another group of children and moving through all the years of the curriculum. A dedicated Waldorf teacher may wind up working with only four or five groups of children in an entire career. But he or she has meant something to those children beyond anything that is possible in a traditional school setting.
This educational model recognizes and announces that the human relationship, the bonding and the love which is shared in such a paradigm is just as important as any facts the teacher may impart to the child. It is like home schooling, outside the home.
G: Yes, it is a good model.
(pdfCWG2-P96)
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