Home Schooling for Adults
Development of such self-knowledge requires being able to learn to have an “open eye”. This is what liberal arts education should teach but most often does not. The word “Liberal” has the same root as “Liberate.” Liberal Arts should be the study of what leads to freedom, as in “The truth shall set you free.” The purpose of the course is to help free one from traditional programming and become more autonomous and creative.
The conventional approach to the Humanities, too often has consisted in rote teaching, memory training and problem-solving. Opening the “inner eye” requires experiencing the “I” as an integrated whole, an ego (Latin for “I”) that balances thinking, feeling, and willing. Increased mastery of this integrative process leads to the ability to distinguish between true intuition and mere whim; between inspiration and empty abstract thought; between creative imagination and disconnected fantasy.
Such personal development goes against the present flow of conventional Western thought. For 500 years Western civilization has developed itself through the exploration and conquest of the “outer” world. This progress seems to have come from a scientific materialistic philosophy. The world viewed with this attitude appears separated from our inner being. And yet, if one looks more deeply – imagination, inspiration, and intuition – all spiritual, integrative processes, are at the core of our scientific and cultural discoveries. Einstein, to take one example, has said that he valued his ability to speculate and fantasize above his mathematical skill. The “new physics” is based on doing away with the old attitude that “I am here and it’s out there.” The observed, say the new physicists studying sub-atomic phenomena, is always changed by the observer.
To satisfy the universal need for inner direction many are turning toward gurus, cult figures, drugs and pseudo-Christianity (close-mindedness, intolerance, hatred and violence in the name of Christianity). People who choose to neglect their own self-development through self-knowledge can become attracted to and become locked into unhealthy, un-free solutions for their doubts, illnesses, insecurities and dissatisfactions.
Where do we find constructive help in this difficult journey into ourselves? We can turn to the great artists, writers, thinkers, statesmen and scientists throughout history who have communicated their heightened sense of awareness through their lives’ work. They have tried to awaken us to a higher view of ourselves through artistic forms and significant deeds. Their examples can make clear to us that we have more than just five senses. We can go beyond our material senses to deeper levels of cognition. We all have dormant organs of finer perception which have always been cultivated by leading Human Beings throughout history. If we can understand and absorb their insights, we can ourselves participate more completely in the great creative force that drives humankind forward and upward.
Believing that the crisis in education and our society is related to a lack of inspiration in the study of Liberal Arts, a group of educators organized and tested a curriculum which unifies topics in the Humanities by the inspirational theme, “Know Thyself!” The self-developmental thrust of Educate Yourself for Tomorrow goes beyond the conventional approach to the Humanities found in colleges and universities today. For example, undergraduates study the doctrines and ideas of Plato. In contrast, our curriculum redirects the focus of study to the process of self-knowledge using Plato’s symposium as a catalyst. Self-knowledge is the goal. Plato is the guide.
To those who do not understand the spiritual dimensions of “Know Thyself!” self-knowledge appears to be narcissism. To those who have had this inner-experience, it is a path to community service. It is the goal of true education to cultivate that which is the best within each of us. The approach of Educate Yourself for Tomorrow creates the conditions for a superior understanding of perennial wisdom, so called because it constantly blooms.
Each of the works selected by our faculty has been approached similarly. The material draws on the reader’s experience rather than on an abstract interest in learning or in obtaining good grades. The motivation is to uncover secrets about ourselves. In this way Homer, the Bible, Shakespeare, Rembrandt, Mozart, Lincoln, Franklin, Emerson, Goethe, Jung, and others speak very clearly to every group. Everyone is a SELF. Several of the courses concentrate on holistic and alternative education philosophy.
The new curriculum at many universities includes selections from non-Western, female and minority sources. The changes reflect the recognition that the traditional approach to the Humanities has great limitations. However, in spite of good intentions, the quest for universal relevance in education will continue to go astray so long as Humanities advocates do not realize that higher education must be founded on the conscious development of these dormant cognitive organs leading to a deeper understanding of the human condition. The development of the whole Human Being – no matter what the sex, color or race – must be fostered.
No unifying theme has been consciously applied to our secularized education, and the Liberal Arts curriculum has become over-specialized and over-intellectualized at the expense of an education of the heart and the will. Of course, revision of the traditional core curriculum of the Humanities is not a recent phenomenon. At the very onset of our modern curriculum development, Amos Comenius (1592-1670), the great Moravian educator responsible for many aspects of modern education, saw the potential pitfalls that have come to be. For those who are unfamiliar with Comenius, his book, The Visible World, was the first textbook in which pictures were as important as the text. He was determined to translate into reason what previously had existed as tradition. In The Temple of Pansophia, he wrote that he wished to construct a temple of Wisdom that would serve as a sacred edifice for education similar to the Temple of Solomon. His temple was to house a school of universal wisdom, a workshop for attaining all of the skills necessary for life and the future.
Comenius advocated a comprehensive education taught in the vernacular. He promoted the establishment of many more schools and universities. He was asked to design the curriculum for the recently established Harvard College, but instead chose to organize Sweden’s educational system. He pioneered the use of academic specialization but warned that if the spiritual focus were not emphasized, educational unity would be lost. We have arrived at that point today. We know more and more about less and less. Without any unifying principals with which to appreciate the value of Liberal Arts and to relate it to our lives, education is bereft of wisdom.
At the end of each lecture/guide are provocative questions soliciting the reader’s own ideas, questions and impressions. Important insights are gained through questioning. You are encouraged to contribute to each lesson by writing your own essay about material that has helped you with your life. Although written by a diverse faculty, each with different backgrounds and training, the guides share certain features in common:
Educate Yourself for Tomorrow presents adult homeschooling in a way that will give parents important spiritual insights to help them with the most difficult and important mission of educating their children. (Please see ad on p. 54)
|Copyright © 2006 Modern Media - Subscribe to The LINK for FREE|