Wednesday, July 28, 2010

blog009 Re-Teach The Teachers

If Einstein was right about the atom bomb he may also have been right when he said, "No problem can be solved from the same level of consciousness that created it." This means school teachers, as they are presently trained, are unable to provide students with what they need to become the leaders who create a bright future for humanity. The challenge is to re-train teachers to deliver a new paradigm, to deliver the practical skills and theoretical basis for creating an environmentally sustainable, socially just and spiritually fulfilling human presence on planet Earth. We cannot create a bright future by duplicating the past. We need a strong and immediate, nation-wide teacher training program to reboot education. Private individuals are rapidly proceeding, already doing this for themselves, leaving the educational system in the dust.

Teachers determine the future of the human race.

Current events indicate that modern education produces adaptive consumers and self-centered, greedy, short-sighted leaders, avoiding responsibility, focused on getting all they can for themselves. It is becoming apparent that the planet will not tolerate this educational orientation much longer. Multiple crises of unimaginable magnitude loom ominously on the near horizon (e.g. peak oil, climate change, corrupted governments, spreading ocean dead zones, plastic contamination, expanding population, vanishing fresh water reserves, methane clathrates, species extinction). New forms of education are immediately required to unleash enough nonlinear human intelligence to create an environmentally sustainable, socially just, and spiritually fulfilling human presence on Earth. Let it be known that the critical educational challenge facing us today is not how to teach the students but rather how to teach the teachers. Today’s teachers are incapable of delivering what is needed by students now.

One must ask: Who are the people choosing to work as teachers? The answer is simple. People become teachers who themselves did well in school. They liked school. They fit into the system. They felt like school was designed and implemented correctly. People become teachers who are prepared to rigidly defend the educational system as it is because this is the system that worked for them. As a result, the mightiest barrier against educational transformation are the teaching staff. They feel no urgency to change, and in fact feel terrified to have school be any other way than it was for them.

Exchanging current ideas for new ideas is neither comfortable nor easy. Embodying new education would change everything: agriculture, business, city planning, social services…

How long would it take for teachers to change their classrooms into safe havens for learning how to love, how to communicate authentically with feelings, how to liberate nonlinear creative intelligence, how to unfold each individual’s contribution to humanity? The good new is that the entire school system could transform in one day. How do we know this? Because the people of Estonia have already proved it.

On one day, May 3, 2008, more than fifty thousand people (4 percent of the Estonian population) suddenly changed their behavior and removed ten thousand tons of garbage that for decades they themselves had scattered throughout their forest lands. True, operation Let’s Do It! required intelligent fore-planning, but it also awakened local communities to their ability to self-organize – and it worked! It was the most ambitious volunteer action in modern times. The entire territory of Estonia was cleaned up in five hours at almost no extra cost. In the same way, teachers across the country - or across your village - could self-organize a new curriculum in one day and transform the relevancy of school.

What would education then be about? That is a reasonable next question. The answer is also simple: It would include what has been excluded by the patriarchal empire.

But asking about the contents of next education is a trick question, for how can a teacher or administrator understand what is next to be taught while still thinking within the constraints and values of the old paradigm? Einstein was quite confrontive when he stated, “No problem can be solved from the same level of consciousness that created it.” But remember, Einstein was right about the atom bomb. He may be right about this. Einstein’s observation explains why it would be nearly impossible to describe to a modern day educator what next education is. Still we must begin somewhere, so here are a few distinctions from next education:
  • Irresponsibility is an illusion.
  • Each person’s childhood survival strategy is like a cocoon housing the still-forming adult. Education explains what is going on, in so far as something better than the survival strategy is awaiting them.
  • Education prepares children for their rite of passage to adulthood during the ages of fifteen to eighteen. In the rite of passage a person is guided to distill their destiny and their hidden purpose, connect to their archetypal lineage, and re-commit to deliver what they came here to contribute to humanity.
  • There is a difference between surviving and living. If you work for money, you are merely surviving. You do not need money to live. Thinking that nature has value only when money changes hands is a suicidal paradigm.
  • There are specific practices for building the matrix for holding more understanding. There is no top end to human development.
  • There are tools and procedures for creating possibility for one’s self, for other individuals, and for groups and organizations.
  • Communications persist until they are completed. The central message in every communication is, “I love you.”
  • There is a difference between low drama and high drama. Low drama is not life; it is merely low drama that creates scarcity, competition, and “I win, you lose” games. There are other games to create.
  • Each person has four bodies, physical, intellectual, emotional and energetic. Traditional education focuses almost exclusively on feeding the intellectual body, so it is grossly over-expanded out of proportion to the other three bodies. Almost nothing is fed to a child’s emotional or energetic bodies. These bodies are starving.
  • Each of the four bodies requires its own kind of food, and has its own kinds of pain, ecstasy, and intimacy. There is a difference between heart food of the emotional body and soul food of the energetic body. If this difference is not respected people are less likely to be healthy and capable adults.
  • Resentment is caused by expectations that are not fulfilled. In this way expectations are relationship killers. Even one resentment blocks intimacy. Resentments can be healed and avoided.
  • There is a difference between thoughts and feelings, and between feelings and two kinds of emotions. The difference can be learned experientially through inner navigation skills.
  • Personal and professional relationships can be navigated into ordinary, extraordinary and archetypal spaces. If a relationship space is not navigated consciously to serve bright purposes it will be navigated unconsciously to serve shadow purposes. Serving shadow purposes feeds Gremlin.
  • Each person has a shadow side and a Gremlin who is king or queen of their inner underworld. If you do not consciously own your Gremlin, he owns you.  
  • Each person has an energetic center of being. No one can take your center away. A typical childhood survival strategy includes giving your center away to authority figures so you are no longer a threat to them. As an adult you can take your center back. An adult owns their own center.
  • Where your attention goes your energy flows. Whoever has your attention has your wallet. An adult owns their own attention.
  • There are true leaders (responsible) and Gremlin leaders (irresponsible). Neither is good or bad. An adult can trust themselves to take care of themselves around any kind of leader.
  • Feedback contains design instructions for what to shift to create better results.
  • Adults serve the evolution of the world. The world is not changed through creating a critical mass of people thinking in a certain way. The world is changed through making critical connections that weave community and create systems of influence for the emergence of a more humane and intelligent future.
  • There is no present culture. The concept of “present culture” is a marketing scam that tries to homogenize humanity and convince people to accept a McPizzaKing and WalBucks on every corner. Human culture is as rich and diverse as nature, and can peacefully coexist as soon as adulthood is defined as including cultural relativity, the clarity that all cultures, religions, and worldviews are merely stories, a matter of personal taste and entertainment.
  • Next culture is beyond matriarchy and patriarchy. It is archearchy – the creative collaboration between the archetypal masculine and the archetypal feminine.
  • The appropriate topic of study for modern education is how to create and hold space for a global meshwork of sustainable, socially just and spiritually fulfilling next culture settlements.
There are many distinctions and procedures beyond these, but the above list would provide a starting point for next education.

Can we make this shift? Yes. Without question.

Will "we" make this shift? Ah. That's the point. There is no "we" when it comes to shifting. I and many others have already shifted to next education and will continue shifting, regardless of what the law says, regardless of what anybody else does.

The relevant question is: Will the modern school system simply be left in the dust of history or will it bootstrap itself into what is actually wanted and needed now? Teachers determine the future of the human race. To upgrade the morphogenetic field of the human race we would begin with re-training our teachers.

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