16 Things to Support Otherworldly Life.


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16 Things to Sustain Profound Life National Relationship of Episcopal Schools November 2008 What's new? We're in a multi-confidence world
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16 Things to Nurture Spiritual Life National Association of Episcopal Schools November 2008

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What\'s new? We\'re in a multi-confidence world… … where issues of statement of faith overpower issues of profound life … where a wide range of proof lets us know we require the life of the soul … whose predominant worldview is realist and consumerist…

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CSEE Pathmaps Project Paths toward Spiritual Life in Schools • there are no less than seven aspects of otherworldly life that we can, and ought to, location in schools • these are essential paying little heed to religious custom or "flavor" of convention • the soul is the quintessence of who we would it say it are; ought to be the substance of what we do

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Pathmaps feature 1 Beliefs, Values, Sense of the Sacred A feeling that there is a whole other world to life than "this" Belief in God (or Something more noteworthy than us) A non-physical area, out of reach through the devices of objective thought/experimental learning Our convictions and qualities shape the way we cooperate with the world

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Pathmaps aspect 2 Quest for Meaning, Purpose the quintessential mission in human life can\'t be forced; must be inside persuaded we can encourage development

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Pathmaps feature 3 Interconnectedness of Life who is my neighbor? how far do associations stretch? association past the human? (Francis of Assisi; earth stewardship) our profound convictions make our associations distinctive

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Pathmaps aspect 4 Intentional Action the "soul" with which we act the soul that urges us to act the otherworldly measurement CHANGES our activities … administration can lead us to the soul (custom) the requirement for control: 1) all things worth adapting admirably 2) by means of purgativa : proceeded with refinement, sanitization the need to close the crevice between qualities/convictions and activities

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Pathmaps feature 5 expressions, music; wonderment & puzzle How little we are before the huge powers at work in the universe How the colossal achievements of our kindred people can move us, motivate us, and show us about potential outcomes How the immense work of the universe can get us in baffling ways

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Pathmaps aspect 6 reconciliation of the self With my spirit develops my valor self information, self regard profoundly in and in addition expansively out prompts expanded openness to encounter takes into consideration "separation" … and connection

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Pathmaps aspect 7 Transformative encounters • Rites of entry • Entrance of new life, going of life, group cooperation • Events that change us on the physical or mental plane as a rule touch us in the profound domain additionally (e.g.,being hurt by bad form)

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questions for the seven inquiries for understudies questions for schools

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preparatory work Schools as spots of "connections of trust" Teaching the estimation of quiet Tools for slicing through consumerism Engaging in our own particular practice Colleague care, partner support

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preliminary work (1) approve the area of the hallowed Talk about it; show that there is both a dialect of the consecrated and methods for acting, carrying on, feeling that are past the realist space we invest the vast majority of our energy in Does your school have a dialect of the sacrosanct? Show that drawing closer the sacrosanct is an ability, and that aptitudes are gained through order. Supplication, contemplation, and so forth., are activities we can "do" and are activities in which we can pick up capability through practice.

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preliminary work (2) get staff on load up We have to persuade educators this is imperative we should give them time and space we should sustain the profound existence of staff we should give them apparatuses and preparing

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preliminary work (3) make consecrated time, hallowed space permit understudies to experience hush help understudies with the experience of cutting off jabber do thoughtful activities. Singing dishes and other such instruments might be useful make hallowed space

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Do a profound review is school where we need it to be? purposeful activity Mission Trustees Administration Faculty/staff Chaplain/panel Students and understudy atmosphere Space Curriculum Obstacles to advance

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Be an impetus for reflection combination of self & deliberate activity question hotspot for understudies question hotspot for partner question hotspot for schools

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Practicing Stillness & Quiet deliberate activity Settle the youngsters; present maybe a couple of the accompanying exercises. Request that they put a hand under their noses and feel the air going in and out. Request that they put their hands on their mid-sections or midsections and get a handle on the in and movement. Work on taking a full breath all together. Work on taking a full breath and afterward breathing everything out. Work on taking a full breath and after that holding it for a check of three, then five. Work on taking three full breaths done in succession.

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Labyrinths deliberate activity, self information As you begin the maze, consider an issue that is annoying you. As you move toward the inside focus on the impact of the issue on you: physically, rationally, then the impact on others. When you achieve the inside request a "solution," which means, simply acknowledge whatever thought comes into your brain for the occasion. As you return out of the maze consider the impact of the thought/arrangement that came to you.

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Death of a Pet making connections consecrated, transformative encounters Class dialog about who\'s lost a pet compose eulogy about pet\'s life diary reflection on pet\'s development with the family, things you did together letter to the pet: what you gained from me, what I gained from you, what you intend to me

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What makes you glad? meaning & reason make a rundown of 10 things, exercises, encounters that make you glad on a size of 1-10, how upbeat does every make you on a size of 1-10, to what extent does the bliss for that thing last? (singular reflection or class examination) Did you learn something doing this procedure?

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Making eating hallowed purposeful activity consider the huge force, magnificence, marvel of nourishment: what it accomplishes for us, what it does to us ponder the force of the Creator that made this wonder ready to happen while eating one portion of one dinner for each day, endeavor to remain respectfully aware of the "blessing" that sustenance is

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Circles of interconnectedness connections put an article before the gathering (e.g. glass, mobile phone) how could it have been able to it arrive? (follow who all took an interest) to whom would we say we are obligated for it? on the off chance that it gets broken, what interconnections are then framed?

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Prayer Slips at the Western Wall transformative experience, connections examine Jewish experience of placing supplications in divider instructor/pastor offers petition brief peacefully, understudies compose petitions understudies overlap or move supplications, place them in petition box at end of semester, understudies choose what to do with supplications (copy, cover… ) (prompts: consider a part of your life where there is strife; request that God help you convey peace to the circumstance//compose a supplication for another person in this class who you feel needs a supplication)

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Good Deeds Technique making connections holy concentrate on a relationship you have that is pessimistic through your state of mind and activities, work to transform the relationship into one that is sure endeavor to stay unattached to the outcomes, concentrating rather on what you can do through your mentalities and activities

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make the earth consecrated purposeful activity, connections, wonder & secret be a model of natural stewardship tikkun olam—help youngsters figure out how to be healers incorporate social equity concerns pick a part of the school in which to consider, and be a steward think about/talk about what that stewardship implies ponder/examine who may profit by that spot turning out to be more sacrosanct after time, examine changes in the spot and in the steward

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Teach about different religious customs values & convictions, connections perspectives grow our psyches perspectives extend our hearts show that the rich strings of every single religious convention are woven through all parts of life show that we as a whole have the same ethical quality; it is in our (evolving) "traditions" that we vary

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Seven Components: missing pieces? What to do about journey? The enchantment of the word? (Om, Allahu-akbar… ) The force of nearness

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demise of the soul Pain, disregard, misuse Being overpowered Forced inconvenience

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This work is adaptable, as are we there are not precisely "seven aspects" of profound improvement our dialect must change from convention to custom, from school to class we\'re all in this together, it\'s not a challenge to see who\'s ideal

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Seven Gateways Rachel Kessler, The Soul of Education (ASCD, 2000) Deep association Silence/isolation Meaning, reason Joy/delight Creative drive Urge for greatness Initiation/transitional experiences

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Education Reform Act of 1988 Beliefs (individual or religious) Sense of amazement, miracle, riddle Experiencing sentiments of amazing quality Search for importance and reason Self information Relationships Feelings & feelings (being moved by magnificence or thoughtfulness, hurt by shamefulness… )

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Allie B. Scott (mental examination on profound improvement) Experience of connectedness/relationship Processes prompting more noteworthy connectedness Behavioral reactions to the holy Systems of thought and conviction Traditional institutional structures (custom?) Pleasurable conditions of being Beliefs in the holy, otherworldly Existential inquiries

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Our Tasks as Educators • soul can\'t be forced; CAN be demonstrated • find formative propriety • base in social/enthusiastic learning atmosphere • instructing inside a convention adds viability • profound affectability to different customs • profound mission of environme

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