Sa’vidya’ya’vimuktaye - Education is that

AM Gurukula146 Honness LnIthaca, NY 14850

Gurukula NetworkNewsletter of the Association of Neo-Humanist Schools

of Ananda Marga

Issue 10 Spring 2000

Ananda Marga Gurukula 4 Bi-Annual Report of Ananda Marga Gurukula

Neo-Humanist Education 7 What Should History Be Like - Teaching History 8 Getting Started with Stuvol - A Program for Student Volunteers10 Can I Play With You -Teaching Ethics and Social Skills14 Introducing Math in the Early Childhood Classroom -Counting and One to One Correspondence18 Neo-Humanism and Aesthetic Sciences -Using the Arts to Teach the Principles of Neo-Humanism25 Annotated Book List on Holistic Education

Schools and Projects in Focus27 Working for Education - Mombasa, Kenya30 Ananda Marga School - Tiljala, India32 A Project with Adolescents - Sao Paulo, Brazil34 Seeds for a New School, - Caracas, Venezuela36 NHE School Presents at Conference - Bologna, Italy

Education Training Camps and Workshops38 ETC - Tatanagar, India39 Teacher Training Workshop - London, England

40 Global News45 Dear Dialog - A Question a47 New Publications

Brazil

which liberates

nd Answer Column

India

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Gurukula NetworkNewsletter and Journal

of the Association of Neo-Humanist Schools of

Ananda Marga

Two yearly issuespublished Fall and Spring

serve as a means of communication forNeo-Humanist Schools and projects

around the world.

Please submit news of schools andprojects, reports on research and

publication efforts, articles on Neo-Humanist Education, letters, pictures,

suggestions, etc. to:

Arete Brim146 Honness Lane, Ithaca, NY 14850,

USA.arati@igc.org

The articles in this newsletter representan evolving process and not necessarily

official policy.

Editor in Chief:Ac. Shambhushivananda Avt.

Associate Editors:Avtk. Ananda Rama Ac.

Arati

Ananda MarP. R. Sarkar, the founder of Ananda Marga Gurukuright to education, medical care, clothing and sheldevelopment - physical, mental and spiritual - will

The Gurukula system of education is the oldest onthe time of ancient Indian Civilization and dedicatedevelopment - physical mental and spiritual. At thdeveloped utilizing an integrated curriculum that ethe confidence and empathy to utilize the knowled

Gurukula encompasses intellectual cognitive abilitintuition, aesthetics and a futuristic and ecologica

Today, Ananda Marga Gurukula is a revival of thatanalytical approach and oriental synthetic knowledresource development.

Headquarters of Ananda Marga GurukulaKulapati, Acharya Shambhushivananda Avadhuta

Eastern Metropolitan By-PassTiljala, Calcutta 700 039 India

Phone 0091-33-3434058Fax 3434237

e-mail and web pages:kulapati@gurukul.edu

www.gurukul.edu

p

ga Gurukulala, strongly stated that all human beings have a

ter, but he also equally stressed that only all round bring prosperity and progress to human society.

our planet, tracing its roots back 10,000 years tod to the highest ideals of all-round humane Gurukula, all the aspects of one’s personality arempowers the student to know oneself and developge for serving the society.

ies but extends it to include the development ofl perspective based on universal outlook.

ancient tradition, offering a blending of occidentalge. Gurukula is an institution dedicated to human

Please send us your news, articlesictures, stories, classroom activities,

ETC notes, NERI results, etc. by September 1st

for the Fall 2000 issue.

5 & 6 year olds from AM School in Verona, Italy performing"The Prince of the Inner Heart" from the Circle of Love

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Ananda Marga Gurukula Global Liaison OfficeAnanda Marga Gurukula has its permanent globalheadquarters at Ananda Nagar in India from which everyaspect of Ananda Marga Gurukula is overseen andmanaged. For the purposes of facilitating globalcommunications, Ananda Marga Gurukula now has aGlobal Liaison Office in Cyberspace with a mailingaddress in New York Sector. The liaison office and all itsfunctions is under the direct management and closesupervision of Kulapati, Dada Shambhushivananda, whohas access to all records and files, with the additionalclose supervision and assistance of Didi Ananda Rama,member of Cakradhuri of AM Gurukula . All othermembers of Cakradhuri (Steering Body) of AMGK willprovide guidance as well. The functions and aims of thisoffice are as follows:

CommunicationsFacilitate Communications between Ananda MargaSchools through:• Gurukula Network• NHE Forum

PRWork on bringing awareness of Neo-Humanist Educationto a broad audience:• Manage and update the Gurukula and NHE Web

Pages• Encourage New Publications and their distribution• Form an Editorial Board for reviewing new

publications.

Global NHE Conferences and Seminars• Assist in the organization of NHE Conferences

around the world.

Teacher Training and Certification Programs• Gather the input of NHE Educators around the world

and facilitate the development of a Teacher's TrainingProgram including a process of certification.

• Locate one model school in each Sector and take thefirst steps towards a training program and center.

Syllabus, Curriculum and Licensing of Schools• Gather input of NHE Educators around the world

and facilitate the development of standards forschools, including minimum qualifications as well asideal ones.

• Facilitate the development of guidelines for Curriculafor all levels

School Portfolios• Prepare a folio on each of our schools around the

world and work on accreditation and affiliating themto Ananda Marga Gurukula

Library of Publications and Resources• Compile a data base of resources and publications

and make it available for distribution throughpublication secretaries, commerce secretaries, webpage contact list, etc.

• Gather model samples of leaflets, prospectus, schoolnewsletter, all kinds of school forms, reportingpapers, etc. that we could supply to newly openingschools.

Incorporation• Work on forming a global legal corporation for

Ananda Marga Gurukula.

Develop Faculties• Help in developing the various faculties of AMGK by

assisting in finding interested and qualifiedindividuals, both inside and outside of India, bothmargiis and wholetimers, to take up the positionsthat will make these faculties active.

Contact Information:Ananda Marga Gurukula

Global Liaison Officec/o Arete Brim

146 Honness LaneIthaca, New York 14850 USA

e-mail: <amgk.glo@gurukul.edu>

Vistara Primary School, Australia

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Bi-Annual Report of Ananda Marga Gurukulaon the occasion of New Years' DMS held at

Ananda Nagar, January 1st, 2000.

Dear members of Gurukula, Brothers, andSisters,

I feel a great pleasure to present the progressreport on the holy occasion of the New milleniumDMS at Ananda Nagar in the August presence ofrespected Purodha Pramukh Dada. TheGurukula has made commendable progress invarious areas during the last six months.

Chakradhuri Complex

To begin with, I have the pleasure to announcethat the targets of the first phase of theconstruction of the Chakradhuri complex havebeen successfully achieved with the expenditureof rupees more than 8.5 laks. In this endeavorour Sachiv Ac Svarupanadna Avt, Mahasachiv,Ac Karunanda Avt under the inspiration of theKulapati Ac Shambhuisvananda Avt andfinancial support of Shrii Pradip Anand, Bombaydeserve special mention.

Acupuncture College and Clinic

About the progress of Gurukula Institutions, theacupuncture unit at Ananda Nagar has madestrides. The recently started AcupunctureCollege, affiliated to the open University ofAlternative Medicine in Calcutta is running wellwith regular theoretical and practical classes.Presently, there are 12 students in the college, 7hostels and 4 teachers. AcOmkareshvarananda Avt, the Principal, ismaking efforts to increase enrollment. In thisrespect, Dr. Ciranjiiva, a devoted margi andacupuncturist from the USA deservesappreciation for his academic guidance andfinancial support. Our acupuncture clinic,named "Community Acupuncture Clinic" andrun by a team of three doctors headed by Dr.Devanshu Dev, has given a record treatment of6491 patients and has gained popularity far andwide.

The Institute of Veterinary Scienceand Animal Husbandry

The Veterinary Institute has also gainedpopularity through the dedicated and low costveterinary treatment in the rural areas of

different states and efficient theoretical andpractical classes at the Institute. Forty-eightstudents have sought admissions to the two yeardiploma course since July, 99 and thus thepresent enrollment has become 106. Fiftystudents stay in the general hostel and 7 in Rarhhostel in Chakradhuri compound. Thirty -sevenstudents have passed during the last period.The institute has produced a total number of181 trained workers up to date. 1452 animalswere treated at the hospital of Ananda NagarInstitute. The A1 program run by the Instituteat Ananda Nagar is becoming popular in thesurrounding villages and 40 animals whichincludes cows, buffaloes and goats, wereinseminated with positive results.

Rural Composite Medical College

With an increase of 49 new students, the presentnumber has swelled to 112 students in thecollege. There are 6 teachers. Twenty-threestudents reside in the hostel. Twenty-fivestudents have passed during the last period.The college has trained 190 health workers sofar. The construction of the boundary wall on11.5 acres of land for the Composite MedicalCollege at Gopal Ananda Nagar is also inprocess.

Tantra Vidyapeeth (TVP) and Neo-Humanist Research Institute (NERI)

A two day seminar on "Tantra, education andValues" was organized by TVP and NERI onAugust 15 and 16th at Ananda Nagar. ShriiShravan from the USA, Ac. Raghunathi, Ac.Bhaskarananda Avt, Ac ShambhushivanandaAvt, and Ac. Vivekananda Avt. expressed theirviews on the topic. Nearly 30 participantscomprising teachers, students and scholarsattended the conference. Apart from this a newforum called Neo-Humanist Forum (NHE-Forum)has been formed under the supervision ofKulapati, Ac. Shambhushivananda Avt. It is ane-mail discussion group for the development ofNHE and is coordinated by Avtk Ananda Rama.

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Cooperative Training College

The construction work of the CooperativeTraining College is nearing completion and theclasses will begin according to the syllabus ofthe training course prepared by AcSamanvayananda Avt.

College of Agriculture

The College of Agriculture has developed the fieldin Gurdih Chakradhuri and Central AnandaNagar for the demonstration on crop productiontechnology. The transplantation of winter rice(Boro) has been done in the present Saora SakanGurukula compound near Dadhichi hill.

College of Fine Arts and Music

There has been 100 % result in the 1998-99session with 8 distinctions. There are 32students in the college of Fine Arts (painting)and 21 students in music (vocal andinstrumental).

NATAC

The biannual issues of Arogya Ratna are beingregularly published with valuable health articlesin Hindi and English. The magazine is becomingpopular. Ac Bhudeveananda Avt is developingthe infrastructure for a naturopathic andayurvedic center at Gopal Ananda Nagar.

Textile Institute

The Textile Institute has made headway towardsself-sufficiency. Our Weaving Center hasproduced bedsheets, gamachhas, sarees, lungiesand other orange clothes worth Rs. 15. 525/-.The Institute will shift to its original site nearBali in Bhavani Ananda Nagar in the new year.

Total Number of Students at AnandaNagar

22 primary schools - 1420 studentsPost primary Junior Highs schools and HighSchool - 952 studentsAll other higher Institutions including AMIT anddegree college - 412 studentsTotal number of students is 2784.This shows an increase of 72 students.

Bio-Psychology Institute

The Institute of Bio-psychology at AnandaParvita Master Unit in Tatui, Sao Paulo Brazil isholding a one year course in Bio-psychologyattended by doctors, psychologists, educatorsand other health workers and professionals andis rapidly spreading Tantra philosophy andpractices among the educated people in Brazil.There is also a Neo-humanist kindergartenoperating at Ananda Parviita Master Unit with20 children.

Gurukula Rural Service Center

Another interesting service project namelyGurukula Rural Service Center (GRSC) has beenundertaken at Gopal Ananda Nagar under theguidance and financial support of brothersA'tman and Parthasarathi from Iceland. Oneacre of land has been registered at Gopal for thispurpose. The center will take up variousactivities like Naturopathy and Ayurvedicresearch, educational programs for villagechildren, etc.

Publications

The two Fall and Spring issues of GurukulaNetwork, the newsletter and journal for theAssociation of Neo-humanist Schools, are beingregularly received by more than 400 members allover the world.

A documentary on Neo-Humanist Education byAvtk Ananda Rama Ac containing 43 articles and130 pictures will be available soon.

Two new books, "Teach Me to Fly" (on education)and "Head in the Stars, Feet on the Ground" (onbio-psychology) by Didi Ananda Nivedita havebeen published by Gurukula Publications inCalcutta and are on sale now.

Kulapati Tours

I am happy to report that the visit of honorableKulapati Ac Shambhushivananda Avt to Kyoti,Japan, Australia and Africa have been veryfruitful in creating a positive inclination andkeen interest amongst the intelligentsia andscholars toward the emerging AM and GurukulaNeo-Humanist Education, as a ray of hope forpeace in the world. Our Kulapati introduced theideal of Ananda Marga Gurukula at theParliament of World Religions, held in Cape

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Town, South Africa and received a positiveresponse from many dignitaries from around theworld.

In the end, I would like to say that we are at thethreshold of the third millenium. We should notbe complacent with what meager we haveachieved. We have a long way to go inpropagating, promoting and implementing thehigh ideals of Gurukula through NHE asenunciated in the philosophy of Neo-humanismpropounded by our beloved Baba, the founder ofGurukula. Ananda Marga Gurukula is theagency which can revive the oldest Gurukulasystem of education in ancient India by offeringa superb blending of Occidental analyticalapproach and Oriental synthetic knowledge. TheGurukula is determined and dedicated to allround human development with its integratedcurriculum.

The teachers have a pivotal role to play ineducating and building the character of theyoung ones. I am delighted to announce that Ac.Shantananda Avt, a trained teacher, has comeforward with deep insight and keen interesttowards this end. Dada is also completing hisMA from Annamalai University. The Educationtraining camp held at Jamshedpur was amemorable one and imparted meaningfultechniques for improving the standard of ourteachers.

Before I close, I thank all the Gurukulamembers, central workers, especially E-I, for hiscooperative attitude. We also anticipate andwelcome the active participation of brothers andsisters in building the Gurukula and in

achieving a big milestone of 1.5 crores project ofChakraduri complex under construction. I amgrateful to honorable Kulapati AcShambhushivananda Avt and Mahasachiv AcKarunananda Avt for mobilizing the resourcesfor Gurukula. I am also thankful to AcSamanvayananda Avt for his association,especially with Tantra Vidyapeeth (research wingon Microvita). I am obliged to DadaSvarupananda for his association withChakradhuri construction work. We areindebted to our respected Purodha PramukhDada for his guidance and inspiration.

Future Targets

1. Complete Phase 2 of Chakradhuri Complex

2. Hold Seminars and Workshops. In thiscontext I am glad to announce that there willbe a Renaissance Workshops immediatelyafter this new Millennium DMS , sponsoredby Ananda Marga Gurukula on January 2and 3, 2000.

3. Increase the number of students in ourInstitutions

4. Secure internal legal status of AMGK, both inUSA and India.

5. Improve the academic and moral standard ofall our students enrolled in AMGKthroughout the world.

*News Update*Ac.Rudrayamalanandaji has joined AMGK as K.Sachiv of AMGK Mahasamiti and as VicePrincipal of the Agricultural College.

Visit Our Web Pages

Gurukulawww.gurukul.edu

Neo-Humanist Educationwww.gurukul.edu/nhe

Two more schools have beenadded to the Schools Page

Teaching History

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What Should History Be Like?by Prabhat Rainjana Sarkar

from A Few Problems Solved, Part 4

Yesterday I said something about history. I said thatmodern history usually deals with certain verycommon events such as when a certain kingsucceeded to the throne, or plundered a neighboringcountry, or perpetrated atrocities on his subjects, ordied, and so on. What benefit could common peoplepossibly derive from studying such uselessinformation? This is why they have no interest tostudy this sort of history at all. True history shouldbe a faithful record of the entire human life.

The recognized definition of history is, "Iti hasatiityarthe itiha'sah." That is, history is a resplendentreflection of collective life whose study will be ofimmense inspiration for future generations. "Itihasati" literally means, "glowing example of glorioushuman dignity."

Human beings should not be compared to individualflowers, but to an entire flower garden. A flowergarden is made up of innumerable varieties offlowers, each with its own fragrance and colors.Human history is like this : the beauty of historylies in its kaleidoscopic variations in spatial,temporal and personal factors. We cannot afford tospoil its characteristics, nor can we forcibly impose aparticular type of history on a certain community.

Every individual or community will advance byvirtue of its own inner vitality and assist in thecollective fulfillment of the entire humanity. This isthe true spirit of history. While writing history wewill have to consider the various spheres of humanlife and ensure that proper directions are given forthe development of each sphere. For instance,history should focus upon the prevalent educationalsystem, cultural standards, thoughts and ideas,dress, the social condition of women, the role ofwomen in the social and economic spheres, and thesocioeconomic conditions of the weak and backwardcommunities of the society of a particular age. If anyof these aspects are omitted while writing history, itwill be incomplete.

There is yet another popular definition of history:

Dharma'rtha ka'ma moks'a'rtham Niiti va'kyasamanvitam' Pura'vrta katha'yuktam'itiha'sahpracaks'ate

That is, that treatise alone which increases humanbeings' arena of spiritual awareness and thusrenders the intellect more subtle, which enhancesthe knowledge of various branches of art andscience - such as literature, fine art, pure science,technology, social science, etc - and which placeshuman beings on a firm foundation, deserves to becalled genuine history. Let us see how people writehistory or get it written. In most cases history iswritten in the interest of a particular vested interestgroup. History books are selected in order toestablish the glory of a particular era. For example,the heroic tales of the chivalry of the Ks'attriya era,their war strategies, etc, form the main basis for thewriting of history of the Ks'attriya era - historybooks are filled with eulogies of the bravery andchivalry of the Ks'attriyan rulers. Similarly, thehistory of the Vipra era is full of praises for theglorious deeds of the Vipra leaders, and the historyof the Vaeshya era contains an abundance of storiesabout the glories of the Vaeshyas. While studyingsuch biased history, the readers lose both interestand patience. Besides that, the study of this sort ofso-called history injects some kind of dogma in thereaders mind, and consequently, the development ofa spontaneous human intellect is choked.

There should be proper arrangements for the studyof history. But that history must be real history, notthe history of a particular class, king or minister.

Unfortunately, the biased history is always writtenaccording to the dictates of the ruling class ofdifferent countries. The study of this biased historyis detrimental to society. It should not occur.

You people of today are more enlightened. Yourintellectual capacity is no less than anyone else's.That is why you should write a new history of thehuman race by your collective endeavour. Thehistory that you are going to write in future mustunequivocally reflect such important factors as howhuman society has evolved through trials andtribulations; what difficulties were confronted andhow human beings overcame them and movedtowards their goal with firm steps, and how eventoday they are advancing by solving numerousproblems.

Patna 28 February 1980 A Few Problems Solved,Part 4

Getting Started With Stu-volby John Crowe

We live in a world where globalisation is anincreasing reality, a world whereindividuals, communities and nations findit increasingly difficult to isolatethemselves from problems occurring ingeographically distant places. One of themost significant human realizations overrecent years has been that everything isinterconnected and interdependent. Nobeing exists in isolation.

Along with this realization has come therecognition of the need for a new kind ofcitizenship - one based on Neo-Humanism,the philosophy of love that embraces andcherishes the uniqueness andinterdependence of all living beings. InNeo-Humanist citizenship, the individualno longer views herself or himself as acitizen of a particular town, state or nationbut rather of the cosmos. The Neo-humanist citizen shows qualities of open-mindedness, lack of dogma, universaloutlook, thirst for knowledge, morality,ecological awareness, idealism, empathy,active habits, service mindedness and acommitment to the practice of spiritualityin their own lives.

In Neo-Humanist schools, Stu-Vol, shortfor Student Volunteers was introduced byP.R.Sarkar, the founder of Gurukul, as aprogram for developing this kind ofcitizenship. The Student Volunteers oftoday’s Neo-Humanist schools will be thenew citizens of tomorrow, with the Earth astheir neighbourhood and the universe astheir ‘native land’.

Properly integrated into the schoolcurriculum, Stu-Vol promotes an ethos ofwhat P. R. Sarkar calls Prana Dharma, “aspiritual expression of eternal truths basedon morality, righteousness and reverencebut bound by time place and person.” Suchan ethos allows the development of theschool community as a microcosm of thequalities, attitudes and habits that we wishstudents to take with them into the adultworld.

With these aspirations in mind, Stu-Volneeds to hold a unique place among schoolprograms. It needs to excite, enthuse and

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Young Volunteers Conquer Pomona Mountain

challenge students to the extent that theethos it cultivates will overflow beyond theperiphery of school experience into theireveryday lives. To achieve this, two essentialelements are important. The first is astructure that is responsive to the psychologyof adventure and heroism that is dominant inthe primary school mind and the second is astimulating, relevant and practical programcontent.

The mind of the seven to fourteen-year old isfilled with an attraction towards heroes andadventure. They thrive on clubs, secretpasswords, codes and peer group culture.

Stu-Vol taps into this psychology by adoptinga club structure. Each club can have its ownclubhouse, flag, code of conduct, oath and soon. A uniform with rank and achievementbadges adds to the culture of adventure andheroism.

The program content needs to be broad,activity oriented, challenging and stage based.Children need to be challenged to do theirbest without fearing failure if they don’tsucceed. Rather lack of success should beused to build determination and a sense oflearning from what has gone before.

Each Stu-Vol club will have its emphasis onprogram content depending on localconditions and culture, resources and

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An Ananda Pali School Volunteer

Meditating in the Bush

personnel. The six broad content areasbelow were developed at the Ananda PalliSchool in Queensland, Australia.

♦ Service skills and projects.♦ Emergency service training.♦ Skills for independent living.♦ Knowledge for citizenship.♦ Study of great personalities.♦ D.E.S.M.E.P. (Discipline, etiquette,

smartness, morality, English andpronunciation).

♦ Spiritual culture.

The club might offer achievement badges ineach area. A student’s progress could bemeasured firstly by an assessment of skilllevel and secondly by the ability to applythat skill level in practical situations.For example in the first curriculum area,‘Service Skills and Projects’, achievementbadges might be offered in the followingskills:

☺ Care of the sick and elderly;☺ Care of animals;☺ Care of plants;☺ Care of the environment;☺ Helping others in crisis;☺ Fund-raising;☺ Setting up a relief store;☺ Networking;☺ Basic service skills: knowing what,

how much and when to offer.

Projects for putting these skills to practicaluse could include building an animal

shelter for injured bush animals, making anature trail, singing for the elderly, making aclub relief store, fund raising and making aschool garden.

At the Ananda Palli School, the Stu-Volprogram was conducted one afternoon a weekwith camps and other extra-curricularactivities being offered on weekends. It wasvery much a whole-school program withstrong involvement and support from parentsand community sympathisers.

The fact that the school was located in a ruralarea with natural bushland all aroundsignificantly influenced the activities andhighlights of the program.

Each Stu-Vol team had soon constructed itsown cubby-house in the surrounding bushand achievement badges in Making Shelters,First-aid, Knots and Lashings, and Bushcraftand Camping were among the first achievedby many volunteers.

P.R. Sarkar has written:

“The flame of a lamp lights up countlesslamps. The touch of a great personality wakesup innumerable sleeping hearts.”

Stu-Vol is a program that offers theopportunity for children to feel the awakeningof the Neo-Humanistic lamp within their ownhearts and gain a sense of their own ability tohelp light up the lamps of others. It is aprogram that utilises the skills, expertise anddedication of those in the immediatecommunity for the development of youngminds and the building of a Neo-Humanisticfuture.

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The following is a chapter from the new book Teach Me to Fly – Insights into Early Childhood Neo-Humanist Education by Didi Ananda Nivedita. It is reprinted here with permission of the author. Formore information on the book and for ordering instructions, please see the Publications Page.

Can I Play With Youby Didi Ananda Nivedita

"Human civilization is like a bouquet of flowersfrom many different gardens

And the bouquet of these varied flowers is more beautifulThan the individual flowers themselves."

Sarkar

Neo-humanism attributes to ethics the importance ofbeing the anchor for social progress. Ethics and socialskills give a future gauge of success, more than doacademic subjects. For instance, upon maturitychildren may be bright but without good ethics andsocialization skills, they may not have as muchsuccess or happiness. Neo-humanists educatorsregard role modeling as one of the critical wayschildren learn ethics and good social skills. The adult'srole is paramount for children to observe.

Social growth as an extension of moral developmentrefers to the following ethical principles: non-harming,benevolent truthfulness, non-stealing, universal love,simple living, and service. Children express theseprinciples in their lives by learning to playcooperatively. They learn to give and take. They makefriends and develop empathy towards others and eventowards inanimate objects. Learning ethics is a subtleprocess that entails children's examining their beliefsabout themselves and others. Do children believe theyare worthy people with important contributions tomake? Do their smiles brighten the day, or are theyignored and scorned? If trust has been offered tochildren, they become trusting and open. If youngchildren have felt neglected or have been ignored, forexample, not fed when hungry or not comforted whendistressed, they feels weaker and less valuable in theirrelationships.

Most educators agree that ethical and socialdevelopment is significantly tied to other areas ofchildren's development. Learning is very integrated,like a delicately woven tapestry, each threadenhancing another. For instance, while children learnlanguage, they may also improve morality and socialskills indirectly. In this way, Neo-humanist educatorslook at most of children's experiences as integrated,especially ethical, emotional, and social opportunities.

PSYCHO-SOCIAL STAGES

To facilitate children in creating harmonious socialrelations, particular care is given in the earlychildhood years. From this critical developmentalperiod, the way children mature will have ramificationsthroughout life. During the early years, socialmaturation unfolds in a complicated process ofpredictable learning stages. Many theories explain thevarious stages a child goes through in social growth.Cognitive psychologist Erik Erickson focused on whathe called "psycho-social" stages of development. Hebelieved that all people go through certaindevelopmental stages throughout their lives. At eachstage individuals meet dilemmas they must resolve ortests they have to complete. Any stage that is notsuccessfully completed leaves a residue that effects allsubsequent stages. Erickson believed that children'ssuccess in completing a stage is heavily dependent ontheir relationships with their significant adults.

Each of Erickson's developmental stages centers on aspecific core value. At each stage a child would eitherlearn a specific value or its opposite, the resultsbecoming integrated into the child's personality. Forinstance, if children do not acquire trust as infants,they evolve distrust instead. This forms a negativesubconscious pattern of distrust throughout life.Usually, this pattern would remain and affect theperson throughout life or until something elsesignificantly changed it.

When a core personality element such as trustremains unrealized, the phenomenon is called“arrested development”. Arrested development refersto a break in an individual’s healthy and naturaldevelopment, leaving a less healthy condition thatkeeps driving the individual. Distrust that occurredwhen one was an infant colors the child's view of theworld. This weakness continues until some positiveintervention transpires that corrects the weakness andchanges the unhealthy subconscious pattern. A

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positive intervention in the case of mistrust would be asignificant and extended experience of trust.

In another case, due to unhealthy sibling rivalry whereparents show disinterest or favoritism, a child canform begrudged sharing. The child may have anarrested development in sharing that carries on intoadulthood. For instance, Arthur had parents whofought with each other and pitted the children againstone another. They used the children's toys as tools intheir arguments, taking away toys of children whosided with the other parent and allowing "favorite"children to play with the toys they wanted.Consequently, Arthur became defensive andpossessive of his toys. His childhood experience didnot enable Arthur to learn to share willingly. After hegrew up, without fully understanding why, Arthur feltirritable and angry whenever anyone asked to borrowhis things. Even with his wife, he divided theirpossessions into "hers and his" instead of "ours."These feelings that drove Arthur's behavior came fromarrested development in the early years. With re-education he may become aware of his behaviorpatterns and learn how to negotiate and sharewillingly. According to Erickson, the critical stagescover:

BIRTH TO ONE YEARBasic Trust / Basic MistrustI can depend on you / I can't depend on you.This is a safe place / I'm not safe here.

ONE TO THREE YEARSAutonomy/ DoubtI can do it myself/ I probably can't do it.You approve of me / You don't approve of me.

THREE TO FIVE YEARSInitiative/ GuiltI can solve problems / I'm doing it wrong.I can take risks and make mistakes / I'd better not tryor make mistakes.

SIX TO TEN YEARSIndustry/ InferiorityI find accomplishments and interests / I can't doanything right.There is purpose / Life is boring.

ELEVEN TO SEVENTEEN YEARSIdentity /Confusion when assuming different rolesStrives to know "Who am I?" / Is reactive, rebelliousand promiscuous.Authentic /Acts one way to parents and another wayto others

EIGHTEEN TO THIRTY-NINE YEARSIntimacy/ IsolationI am responsible / I lack stability and have troublewith intimacy.Shares and affiliates with others / Needs to control orbe controlled.

FORTY TO SIXTY-FOUR YEARSContribution / StagnationLeadership / Self-absorbed

SIXTY-FIVE ONIntegrity/ DespairGreat counsel / Regrets and bitterness

ROLE MODELING

A teacher can intervene with a troubled child byproviding consistent help and love at school. Childrenlearn a tremendous amount through their teacher'sexample. If they see the teacher modeling concern forothers, fairness, and cooperating with others, thechildren will tend towards these themselves. Positive,consistent modeling goes a long way in motivating achild to adopt good behavior and to seek help whenneeded.

Occasionally, times arise when children lose control orhave negative feelings, and need redirecting. In casesof children who often display negative behavior, theyusually have low self-esteem and arresteddevelopment. These children demand muchreassurance and good, consistent guidance. Forinstance a boy pushes another child in front of theteacher for no apparent reason. When he exhibitsnegative behavior to attract attention, his teacherhelps by not rejecting him and by channeling himtowards more positive beliefs about himself. Byfocusing on the positive instead of the negative,children learn both self-worth and self-control. Thecore social beliefs such as "I am worthy" or "Mycontributions count" become the auto-pilot of thechild's life. Certainly these efforts are at the heart ofteaching morality and at guiding young childrensocially. With appropriate and consistent care, ateacher furthers children's self images and socialpatterns. These images and patterns may drivechildren their entire life.

Good role models are essential for early growth.Children gain social ethics and social skills throughauthentic role models and through the rewarding ofefforts .in an open and empathetic atmosphere. Ethicsand social skills can never be acquired by rote memoryor by force. In the spirit of play, children learn socialethics and social skills.

STAGES OF PLAY

Other stages related to children's social developmentare from the work of renowned cognitive psychologistJean Piaget, who described children's stages of play.Social development, similar to other areas ofdevelopment, primarily takes place in the arena ofplay. In play children first relate to the world aboutthem. Teachers observe children go through set stagesof social play regardless of their intelligence or culturalbackgrounds. Before two years of age, most childrenprimarily play by themselves. Usually then around twoto three years old, children take interest in what other

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Helping a Classmate - Brazil

children do. They play along side other children,parallel to them. For instance, a little girl startsbuilding a blockhouse and a two year old boy sees herand comes over. He will start his own instead ofjoining her. With maturity, in little phases, theygradually increase their play with other children.Around three or four years of age, children generallybegin the group play stage and interact with otherchildren. This becomes more sophisticated with ageand experience. Exposing children to playmates atyounger ages through nursery programs advance theseskills sooner. Likewise, children who do not have manysocial opportunities to play with other children learnthese stages later.

Early play stages critically influence the evolution ofcharacter. Teachers and parents have to give childrena positive atmosphere for character and socialdevelopment. During these young ages, the characterpatterns they form usually remain for life. Anyarrested development that occurs affects a child'sfuture growth. A child can have arrested developmentdue to traumatic experiences, continuous rejections,or a frequent lack of success over time. For instance, ifarrested development occurs in a toddler when he islearning to respect other children's boundaries, thatindividual may keep elements of being inconsiderate ofothers throughout his life. It takes a huge change asan adult to break a personality pattern that occursduring early years.

PROMOTING SOCIAL SKILLS

For children to have good social skills they need toalso have good role models that demonstrate kindnessand care. Without a sense of being loved and caredfor, a child has no motivation to acquire sociallyoriented moral concepts and skills. When Children feelacceptance and security, they more likely form positivefeelings about themselves and others. For instance,self-assured children have an easier time in the earlystages of sharing. A stronger sense of self engendersthem with a resilient base, not easily crushed by theprocess of trial and error.

Many activities help a child flourish in theirinteractions with others. Dramatic play constitutes oneof the best activities for young children as theynaturally are inclined to play at imitating the world.In this type of play they practice getting along withothers. Teachers can organize a special corner for"dress ups" to facilitate dramatic play. This cornercould include child-sized furniture, dolls, dishes, andused adult clothes. Dramatic corners can change to fitvarious themes such as a restaurant, an office, or abeauty parlor. By rotating the props in the dramacorner around certain themes, the teacher not onlyaids social development, but also cognitive skills andlanguage growth. Dressing up and pretending to besomeone else provides invaluable experiences inunderstanding different roles.

Any small group activity where children have tocooperate and share with others supports socialdevelopment. Good group activities such as group artprojects and science experiments provide opportunitiesfor problem solving and give children a sense ofbelonging. Block play is another excellent way to aidsocial skills. Block play allows children to naturallyprogress through the different stages of play - solitaryplay, parallel play, and group play. In block buildingwith other children, the group makes a plan, discussesits progress, decides on the final use, and when andhow the structure is to be knocked down. Thisrequires the children to co-operate and negotiate.Block-play also advances language and spatialawareness. Most group play contributes vitalinformation to children about their value to others andabout life.

SERVICE SPIRIT

As part of social development, Neo-humanisteducation includes the responsibility to serve others.From their earliest years, teachers nurture children'sservice spirit. Service is an essential Neo-humanistconcept. When social skills blossom into serviceawareness, that is the highest fulfillment. Servicetouches the hearts of others more than other kinds ofinteractions. Society attributes greatness to a person'sactions and not to a person's intentions. By pointingout opportunities as they arise or by creatingopportunities for children to do service, teachers helpyoung children develop more awareness of it. Cleaningthe school yard, making get well cards for sickclassmates, thank you cards for visitors, and singingsongs to old folks are some activities that children canundertake to feel the experience of service.

Service is not done for praise. It involves a genuineconcern and response to another's need. Althoughpraise is not the goal, in young children praise forservice helps them learn more about its value. Whenchildren receive praise for service, they become moreaware of its value and may incorporate it into theircharacters.

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SOCIAL CONSCIENCE

Similar to service, social skills reach a higher levelwhen there is the development of social conscience.Social development needs to be expanded to its fullest.Social conscience, linked to service, is particularlyessential in Neo-humanism. Schools want to broadenchildren's outlook until they reach the heights of socialconscience. Children need to feel a greaterresponsibility toward the whole world. By forming thisawareness in very young children an impression ismade that will be carried throughout life. In Neo-humanism the term "conscience" refers to the innerperception of a personal situation, and the term"awakened conscience" or "social consciousness" refersto understanding more distant and less subjectivesituations. To develop an "awakened conscience" inchildren, teachers need to first awaken the child'sconscience and then encourage them to extend thisawareness to the impersonal.

As explained in an earlier chapter, teachers promoteyoung children's awareness of their conscience byteaching them to recognize their "uh-oh" and "ah"feelings. Children can understand the "uh-oh" and"ah" feelings as the moral sense within them whenthey daily interact with others. When they play and actunfairly they feel "uh-oh" and when they play nicelyand help others they experience "ah" feelings. The "uh-oh" and "ah" feelings assist children in the practice offairness, evolving in their play. These feelings teachthem how to balance their individual needs and wisheswith those of other children.

The development of social conscience goes beyondtwinges of consciousness and involves thedevelopment of rationality. Rationality forms whenchildren study facts and ponder pros and cons. Afterweighing consequences, teachers encourage childrento reach decisions or judgments about the subjectstudied. They explain to children that the true test of adecision consists of whether the outcome benefits anddoes no harm to people, plants, and things. The reallitmus test of a new idea is whether its outcome isuniversally beneficial. Neo-humanism terms thismeasuring stick of welfare for all an "awakenedconscience." For instance, in June's class the childrenprepared lemonade. After discussing the ingredientsJune asked the children what would happen if theyput too much lemon or too little? They made a simplerecipe together. When in agreement on the amounts,children prepared the drink. June extended thisactivity to help develop their social conscience. Sheasked, "We can pour a few large glasses for only a fewchildren to drink or we can pour enough small glassesfor all to drink. What should we do?" Easily thechildren said they wanted many small glasses soeveryone could drink. This opportunity allows childrento weigh consequences and decide in favor of a sociallyfair situation. Ask children "Is it nice to include andshare with everyone?" Such discussions further thedevelopment of a social conscience.

In general, teachers find that careful attention tochildren's concerns about fairness reveals manyteachable moments to assist children with thedevelopment of a social conscience. Most activities thatpromote teamwork provide opportunities to learnfairness. A collaborative learning style and one notoverly competitive offers the best atmosphere forchildren to learn how to work with others and todevelop the spirit of social equality.

Other opportunities to promote social conscience arisethroughout the school year during discussion time ofvarious themes. Teachers include questions thatencourage a sense of social justice in children. Frompreschoolers up, teachers ask provocative questionssuch as should people dump garbage on the moon?Should anyone be able to own a cloud? Should anyonedie for lack of water to drink because of drought? Oncethe children catch the idea, teachers carefully avoidteacher-child mechanistic question and response byencouraging whole-group dialogues. During theprocess, educators remember to thank children fortheir remarks and contributions.

Overall, it cannot be stated enough that children learnby observing adults. Children closely watch even themost unconscious actions of adults. By observing ifteachers act fairly in their treatment of others,students pick up any bias that teachers hold. Childrenperceive if teachers discriminate in any way. If childrenare taught by example, not only to sympathize withother people but with the environment as well, theybecome more responsible. When teachers seek outdialogues and moments to connect and aim childrentowards critical thinking and empathy, they go far inpromoting social conscience. The development of anawakened conscience supports the children in makingmore astute choices and in creating solutions. Whenthey grow up, this ability will allow them to find newsolutions to alleviate human suffering.

Social development is an ethical process whose seedsare the skills of how to get along with others andwhose blooms are the flowers of service and socialconscience. Social conscience is a key element of Neo-humanism. As Sarkar said,

"Remember that no created being in this universe isindependent by itself - it cannot exist all by itself. All ofus have a supra-cosmic relation with the rest, at timesprominent, elsewhere indistinguishable. In this plan ofmutual relationship, even the slightest mistake ordiscord anywhere will raise a furor in the universe. Inthis mighty task of creation the brilliantly luminous sunand insignificant ant hold the same importance ofexistence, all these having combined to create the worldfamily. In the same way, in human society, as well, theimportance of a highly powerful and eminent person isat par with that of a disabled or dying patient. None canbe ignored. The slightest injustice done to anyone willcause the breakdown of our entire social framework."

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Introducing Math in the Early Childhood Classroom:One to One Correspondence and Counting

Compiled by Mahajyoti Glassman

This article is the first in a series. This issue willbe primarily pertaining to the aspects of one to onecorrespondence and counting.

During the ages from two through five years old, thechild is very actively absorbed in acquiring andremembering basic concepts. These are thebeginnings of constructing our life foundation uponwhich many more blocks will be placed (or made tofall into place as the case may be). Math conceptsenable us to develop the skills to organize andcategorize information. They heighten our visualperception, observation and logical thinkingabilities. These understandings are essential tomaintaining a balanced intellectual as well asintuitive base for proper application to the dailyproblem solving tasks of real life learning.

Some of the basic mathematical functions to befacilitated in early childhood education (ECE) are:one to one correspondence, counting, classification,sequencing, and measurement. Math learningopportunities which offer the maximum sensoryexperience provide maximum learning and fun.Touch, taste, smell, hearing, sight are all integral tolearning. The more the senses (as well as handsand full body movement) are invested into thelesson, the better the concepts will be assimilated.

One to One CorrespondenceOne to one correspondence is the foundation ofmath. It is fundamental to the comprehension ofthe relationship between value and objects. Forexample when setting out a row of chairs for a train,there is one chair for each child. The teacher ishelping the child to understand that each item (in agroup) needs to be recognized once and only once.Each item receives one number name. When thechildren set the table, there is one napkin for eachchild, one cup, and so on. In the schoolenvironment there are countless routine situationsthat naturally occur for children to participate withthe teacher in experiencing one to onecorrespondence.

"Maria, find out if everyone has a pencil." "Everyone can take one spoon, please." "Please take one sheet of paper." "Can everyone please get one book."

One to one correspondence not only addresses theconcept of matching (i.e., one item to one person)but obviously understanding the basic concept ofthe value of one. When holding one item by itself,all alone, we call this "one". We are establishing theconcept of "oneness".

* When playing store, each child will have to presentone penny (or perhaps a ticket or a pebble) for eachitem that is purchased.

* Have a Teddy Bear Tea or Picnic. Does each bearhave a chair, a napkin, a cup, a spoon?

* Blocks or Sticks: Build one garage for each car,one home for each animal.

* Give each child one pretzel stick. It even lookslike the number "one". Draw one on thechalkboard. Let everyone eat one pretzel.

* Let everyone wear one hat from home or dress upcollection. Have a Hat Parade. (If possible theyshould pass by a mirror so they can seethemselves). Every body has how many heads?Every head has how many hats?

* Using an egg carton put one item (see MathMaterials List) in each section. When finished,close the lid and shake. Upon reopening, somesections will have none, some a few. Once againhave each child place one item in each section. (Trythis with raisins, popcorn, peas.)

* When we play the game "Duck, Duck, Goose", thestudents are assembled in a circle on the floor orground. One student goes around the circle,tapping each head one time and at the same timesaying "duck", "duck", "duck". When you get toyour special friend, one says "goose" with a tap andthe person chases you around the circle and youquickly sit in their seat. The child left standingcontinues.

CountingCounting skills are eventually coordinated withunderstanding the concept of quantity. Rote counting orreciting the numeric names in order from memory isbasic. It is the teacher's eventual objective to enhancethe student's learning experience to rational counting,relating the numeral to a selective group of objects. Thiseventually enables the student to understand thenumeric value of each number and to use numbers in apractical way.

Rational counting is obviously more complicated thanrote counting. A number of functions are simultaneouslyoccurring: coordination of eyes, hands, speech as well asmemory. This can be challenging for some two to threeyear old children due to differences in coordination,concentration, and other developmental as well as growthfactors. Counting experiences may need to be verysimplistic in nature with an initial emphasis on thevalues for 1, 2, and 3 for this age group.

By the age of four or five we observe greater eye-handcoordination and general maturation. More structuredand advanced math activities can be introduced. Theymay count to 10 or beyond. On the other hand five to sixyear olds are capable of understanding 20's andultimately 100.

Assessing what the child knows:

* Count out loud for me as far as you can.* Give me 5 blocks. Give me 10 blocks.

Counting activities:* "Let's count together and see howmany girls are here today."

* "Stand up if you wore " a jacket toschool today. Let's count together."

* Let's see how many train cars wecan build with the blocks.

* Let's count and see if we are allhere.

* How many kids are at this table?

* How many napkins do we need?

* How many body parts do we have 2 of? of?

* Everyone put one thing from anywhere this table.

* Using playing cards, picture cards, or cmade, have the children select matched p

* Throw everyone's shoes (mittens, etc.) inthe children match them. How many sho

* I want everyone to find a pair of crayons (or two) andhold them in the air.

* Prepare a Pairs Bag (Tray, or Box) with some of thefollowing: pairs of - socks, shoes, earrings, dice, mittens,salt & pepper shaker, gloves. Mix and match.

* Make one snake from playdough. Cut it in half. Cut itagain. How many snakes?

* Drop (or toss) clothespins (pencils, sticks, ball, orbuttons) into a container. How many did you land in thecan?

* Show me how many blocks are in your tower (or wall)?

* Today we are going to act out the story "Goldilocks andthe Three Bears". I want Dakota and Aiden to set out thebowls, Jakob and Nkembe can get the spoons we willneed, Marika and Juan may set out the blankets for thebeds, and Ana and Niko can set out the chairs. Howmany bowls will we need? etc.

* How many noodles (or straw pieces) do we need to puton the yarn necklace to make 5? Show me.

* Make a snowperson with 3 playdough balls or with 3paper circles.

* OK, let's count together the number of seeds in thisapple I have just cut into pieces.

* I want each child to count the seeds in the watermelonslice they have just eaten. Raise your hand when you areready to tell me.* "Guess My Number". A student stands in front of the

group with a card that no one else can see with anumber on it), s/he claps the number. Class

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1 of? 5 of? 10

in the school on

ards you haveairs.

a pile and havees are in a pair?

members have to guess the number. (The leadercan also hop, sneeze, jump, quack the numbervalue).

* To play "Musical Chairs" or any game, ask thechildren to stand in a line. One or two selectedstudents count them aloud while pointing to eachperson. Some other students bring the specifiednumber of chairs. Everyone sits down to verify ifthe correct number of chairs were brought.

* Make a large ball from playdough (at least thesize of a golf ball). Give each person a card with a

certain numeral (or number of circles). Each studentmust press into the "porcupine" that number of items.Items used can be uncooked rigatoni or spaghetti, paperclips, pencils, crayons, sticks, toothpicks, etc. With apencil poke 2 eyes, a nose, and mouth. Each porcupinemay be placed on a paper plate with their name. Howmany quills does your porcupine have?

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Young children want time to explore and discovermath concepts in a supportive, nonjudgmentalenvironment. They need to feel free to explore andmake mistakes. Encourage them to test their ideas.You may choose to accept their "reasoning" evenwhen faulty to enable the child to feel confidentabout participating in the process -- to keep themthinking, questioning, and sharing. Throughcontinued practice and exploration, the attentiveteacher will notice the child will come to learn thecorrect answer. For the early learner, the teacher ismore concerned with the student understandingand catching a glimpse of the process rather thanthe exactly correct answer. In time the teacher maynotice that different students will arrive at theanticipated answer in different ways!

Hands on daily activities will encourage everyone tohave fun with learning math concepts. Real objectsthat are familiar to the child are the very best. Thesecond resource available are pictures (frommagazines and newspapers for example). The thirdmethod of introducing math is with writing ordrawing lessons.

Math Materialsacorns, beans, birthday candles, cereal (Cheerios,Fruit Loops, Wheat Chex), buttons, clothespins,coins, crayons, drinking straws, flowers, keys,leaves, lids (screwable plastic or metal), uncookedpasta (macaroni, rigatoni), magazine pictures,marbles, nuts, nuts and bolts, paper clips, pebbles,pinecones, playdough, popsicle sticks, pretzelsticks, raisins, sea shells, seeds, sticks, toilet papertubes, toothpicks (colored)

Developmental Goals: Numbers3 - 3 1/2 years• Understands the value of 2

3 1/2 - 4 years• Can count using one to one correspondence up

to 5• Can indicate number of halves in a whole

4 - 4 1/2 years• Understands the value of 5• Names numerals 1-10

4 1/2 - 5 years• Can give the teacher 10 objects upon request• Can perform simple addition and subtraction• (Can add or subtract 1 from 3)• Can recognize numerals and understand value

equivalent to 10

Children's PlayThe early childhood educator is always looking forthat special "teachable math moment." Encouragechildren to keep score during games with counters,paperclips, stones. Then later with slashes ormarks and eventually numbers. Take a chalkboardor large piece of paper with you during outside playtime. Count how many times they run around theplayground, bowling scores, toss bean bags,bounce balls, ride their bikes around, throw ballsin a basket, clap their hands, jump.

Children love to play store, post office, library,bank, space travel. Whatever the theme, help themto incorporate math. Find math opportunities toexpand their play.

Puzzles provide the challenge of identifying shapes,matching colors and recognizing designs tocomplete the picture.

Blocks are a wonderful investment in children'slearning. They offer a multifaceted experience.Through blocks, the concepts of (size) depth, width,height, length, classification, fractions, andmeasurement are visually and kinestheticallyintroduced. Fingerplays, poems, and storiescontaining math concepts are in abundance. Makeevery day a more meaningful and fun day withmath!

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Counting Rhymes and Songs

1, 2, 3, 4, 5 Once I caught a fish alive.6, 7, 8, 9, 10 Then I let it go again.

Why did you let it go?Because it bit my finger so.

Which finger did it bite?The little one upon the right.

5 Little monkeys jumpin' on the bed.1 fell off and bonked her head.

Momma called the doctor and the doctor said,"No more monkeys jumpin' on the bed."

4 Little monkeys....No little monkey jumpin' on the bed.

None fell off and bonked their heads.Momma called the doctor and the doctors said,

"Put those monkeys straight to bed."

One elephant went out to playupon a spider's web one day.He had such enormous fun

that he asked another one to come.Two elephants.....

(One child in middle of circle pretends to be anelephant swinging "trunk" from side to side.Then goes and picks another child who also

comes into the center with trunk swinging. Thiscontinues until all the children are in the middle.

We then count all the children.)

Linda pounds with one hammer, one hammer,one hammer.

Linda pounds with one hammer then she poundswith two.

Linda pounds with two hammers ...Linda pounds with three hammers....Linda pounds with five hammers ...

And then she went to sleep.

(1-Children pound closed fist on floor like ahammer. 2-Two fists. 3-Two fists and one leg.4-Two fists and two legs. 5-Two fists, two legs,

and bouncing head.And then she went to sleep -all lay down and

pretend to sleep)

Two little feet go jump, jump, jump. Two littlehands go thump, thump, thump.

One little body turns round and round. One littlechild sits quietly down.

Here is thumbkin, Number 1He is big, but see him run.Here is pointer, Number 2.

He can show the way for you.This is long one, Number 3.

She's the tallest one you see.This is lazy, Number 4.

Try to lift her just once more.Here's the baby, Number 5.Tiny, yes, but quite alive.

Now move your fingers, do a dance!Lift them high, like horses prance.

Now into their houses they all creep.Make a fist - they've gone to sleep!

5 Little Chickadees standing by the door.1 flew away and then there were 4.

(Chorus.) Chickadee. Chickadee. Happy andgay. Chickadee. Chickadee fly away.

4 Little chickadees sitting in a tree.1 flew away and then there were 3.

Chorus.3 Little chickadees with nothing to do.

1 flew away and then there were 2. Chorus.2 Little chickadees sitting in the sun. 1 flew

away and then there was 1.Chorus

1 Little chickadee not having fun. 1 flew awayand then there were none.

Chorus.

Here is the beehive. Where are the bees?Hidden away where nobody sees.

Soon they come creeping out of the hive:1, 2, 3, 4, 5.

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The following workshops and workshop ideas used for teaching college students can be adapted to usewith younger students at the primary, middle or high school level, and even as part of a teacher trainingprogram with the staff of teachers working in neo-humanist schools. They all employ the use of the arts

as a tool for learning and internalizing neo-humanist principles.

Neo-Humanism and Aesthetic SciencesUsing the Arts in Teaching Neo-Humanism

by Ac Vishvamitra

This article deals with howaesthetic and supra-aestheticsciences involving art,drama, music, dance andstorytelling enhance ourteaching of the principles ofNeo-humanism. P. R.Sarkar’s (Baba) socialphilosophy of Neo-Humanismdeals with overcominginternal and external barriersfor individuals and society inorder to attain devotionallove for all created beings ofthe universe. The inner assetof devotional sentiment isconsidered the most valuabletreasure of humanity. Thephilosophy of Neo-humanismis offered as a necessary andsufficient fence to protectthis inner devotional assetagainst an array ofprejudices and biasesreferred to as sentiments.These sentiments includegeo-sentiment, theattachment to place; socio-sentiment, the attachment togroups or particularcommunities; and finally thehuman sentiment whichignores the existential valueof plants and animals.

There are three stages onthe path of Neo-Humanism.The first stage is spiritualpractice which involves aphysico-psycho-spiritualprocess of removing the

defects, including thenegative sentiments, of thepsychic and external world.The second stage is spiritualessence (psychic andspiritual strata) whichinvolves creating a new waveof thought with powerfulspiritual force in thecollective mind that supportsuniversalism. Finally thethird stage is spirituality as amission in which individualsbecome one with their innermost Self. Baba encouragesthat attaining this highestexpression of Neo-Humanismwill save not only the humanworld but also the plant andanimal worlds. To achievethese lofty goals we will haveto teach the principles ofNeo-Humanism to people ofall ages in a manner thattouches their hearts andminds. Using the aestheticsciences to teach neo-humanistic valuescircumvents cynicism andadds the touch ofspontaneity, beauty, humorand heroism that is muchneeded to instill dynamism inthe educational process.

The sense of subtleaesthetics arose in thehuman mind early inevolution as seen in thepaintings on the walls of cavedwellers in the Paleolithic

era. Perhaps the earlyvestiges of aesthetic sciencetook shape in the earlystages of civilization over10,000 years ago. With theintroduction of the musicalscale by Shiva over 7,000years ago, music and dancebegan to grow more subtle.When we examine thearcheological remains of pre-historical humans and someof the ancient traditions ofrelative still intact nativecultures we find that thevisual arts, storytelling,dance and dramaticenactments, which highlightimportant aspects of natureand culture, are the primarymeans of education. The oraltraditions of storytelling andpoetry along with theenactment of the storiesthrough dance, music anddrama have been an effectivemeans for transmittingculture for eons before theadvent of the written word.In the next installment of thearticle we will explore thetheory of the multi-sensoryaesthetic sciences behind theteaching of social values butnow let us put practice firstand look at how theseancient arts can help usteach the much neededvitality of universalism inmodern society

.

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Ecological Art WorkshopRecently at a Spring Break program for collegestudents Neo-Humanism was taught in twoworkshops that made use of the art of paintingand story telling. The art workshop called anEcological Art Workshop began with a brieflecture that defined neo-humanism asextending the underlying spirit of humanism toa love of plants, animals and the environment.The guidelines for Neo-Humanistic solutions forall entities were also presented on newsprint• rational mentality• seeing all entities as divine• social equality• promoting the welfare of allWhat follows is an outline of the workshop:

Morning: 10:30-12

I. Neo-Humanism Defined (15 min)

II. Individual Art- Being Chosen by an Entity inNature (15 min)

Have some background music. The workshopleader speaks:- "In a sitting posture inducedeep relaxation. See yourself in nature walkingin the woods. See yourself walking slowlybeing aware of the time of year, time of day,temperature and the details of theenvironment…….. Now see through the woods aclearing ahead of you. Coming to the edge ofthe clearing you look around and then youbecome aware that your are not alone in thisclearing. You see an animal in front of you.Allow yourself to spontaneously see the animalthat appears to you. Now ask permission toenter and become this animal so that you cansense its body from within- how it moves,smells, and deals with its environment. Goslowly as you sense the inner and outer worldfrom the perspective of this animal. Nowrespectfully request permission from the animalto paint them. Now ask this animal how itwishes to be represented in your painting…….Now return to your breathing and be aware ofreturning to the room…. Open your eyes whenyou are ready."

III An art instructor demonstrates his paintingof the animal that appeared to him and guidesthe participants in painting their animal on a4x4 sheet with inexpensive acrylics. A mediumsize brush and a cup of water constitute theother supplies needed. (60 min)

Afternoon 2:30-4:00

I. Relaxation again and this time see youranimal in its environment and let the animalshow you the different aspects of its ownenvironment and how it survives in this world.In this environment what supports its existenceand what threatens its existence. (10min)

II. Now complete the painting you started inthe morning and paint the environment yousee your animal inhabiting. After completingthe individual paintings arrange them as amural and give individuals a chance to discussthe process they went through with theirpainting and any other comments they wish tomake about the exercise. (60 min)

III. Now each individual will give a voice to theiranimal in the present tense: (20 min)

1. State what life is like in the currentenvironment as it has been affected by humandevelopment.2. To humanity state what it requires to protectand improve it’s quality of life.3. Each animal state what special gift andpowers you offer to the artist and everyone.

IV. End with a circle ritual decided upon by thegroup (i.e. simultaneously making the soundsof the animal you painted; each individualinternally making a vow to serve plants,animals and the environment in some specificmanner in the near future.)

This art workshop can be given in one hour anda half if there are time constraints andsuprisingly the shorter time used in the secondweek of Spring done on smaller canvases (2x2)resulted in very spontaneous work with lessconcern for detail.

The variation on ecological art that was used inthis workshop was taken from John Seed’sbook, Thinking Like a Mountain. This artapproach uses masks painted by theparticipants (in this case on a paper grocery bagin 20 minutes) as support for a Council of AllBeings in which the participants speak for theentity in nature they represent as was done inthe above exercise. This council is preceded bytwo other segments involving “evolutionaryremembering” and “grieving the loss of species”,

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both of which will be described below. The useof these three segments in succession serveswell the Neo-Humanistic aim of creating a deepdevotional sentiment which fosters the desire toserve plants, animals and environmentalelements. These council of All Beings exercisescan easily be adapted for a 3 hour to 3 dayworkshop with the aid of the manual style bookby John Seed and his colleagues.

The paintings produced by the recent SpringBreak participants were hung on the diningroom wall as a continuous mural, creating abeautiful display that became a backdrop forour open mike Ananda Café where theparticipants presented their music, poetry anddance dramas on Thursday night. This was agood warm up for their final dramatic skits onthe following night.

Storytelling Workshop for Overcoming Narrow Sentiments

Story-telling was enacted through the StoryWheel as described below:

Present an overview of the different sentiments-geo-sentiments, socio-sentiments, humansentiment and devotional sentiment followed byhow the first three can produce negative andsometimes disastrous consequences (i.e.psychic, economic, political, religious andcultural exploitation supported by dogmas thatimprison the intellect and limit collectiveprogress).

Then present Baba’s guidelines for neo-humanistic solutions to the negative effects ofthese sentiments• study,• rational mentality,• social equality, proto-spiritual/devotional

mentality and• awakened conscience/what serves the

general welfare).

Put these definitions and consequences for thesentiments and the guidelines for the solutionsto the sentiments respectively on newsprint forthem to refer to for the “problem” and “solution”phase of the story telling.

Start a story filled with potential Neo-Humanistic issues then have each person in thecircle pick up and continue telling the storywhere the person next to them left off. Theycan assume the point of view of narrator oradopt the role of the characters they areportraying. You can suggest for an ice breakeron the first round that individuals begin theirpart of the story with “Fortunately” or“Unfortunately”. Encourage individuals toexpress geo-sentiments, socio-sentiments, andhuman sentiments in the initial “problem”

phase to create tensions and in the Neo-Humanistic “solution” phase encourage the useof rational mentality, social equality, proto-spiritual mentality and awakened conscience.These two phases produce a dialectical styleincluding thesis (protagonist), antithesis(antagonist) and synthesis (sense of collectivecooperation). At an appropriate stageencourage the story towards a neo-humanisticsolution or outcome.

Example: First person starts out, “Once therewas a monastery in Europe that had been verysuccessful in attracting young men to its orderand all the people from the surrounding townsand country-side used to love to visit themonastery and its beautiful surroundings. Butin recent years the monastery had lost itsattractive force and neither new young menjoined the order nor was the public attracted tovisit. The remaining monks wondered whatthey could do to restore their order at thismonastery to its former glory.”

Now turn to the next person to your right andinvite them to continue the story as thenarrator or in first person as one of the monks,townspeople, hierarchy of church etc.; and thusgoes the story wheel until antagonistic forcesare overcome and a neo-humanistic conclusionis reached. Large groups of 15 to 20 may makefewer rounds than smaller groups. Individualsmay role play characters in the story and givethe story a more dramatic presentation- thisbecomes like improvisational theater.Additionally you may stop the story at criticalscenes and ask the participants to create asilent sculpture with their bodies that portraysthe story at that point. This use of sculpturingoften inspires additional spontaneity andcreativity.

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The stories to prime the Neo-Humanistic storywheel pump at Spring Break this year areshared below. 2 hours were allotted for tellingthe story with a break in the middle; 1&1/2hours were allotted for Follow Up Session

1.There is a young high school girl whoseyounger brother, a member of the boyswrestling team, teaches her to wrestle.Subsequently, at wrestling practice she beatsone of her brother’s wrestling team-mates in awrestling match. This inspires her to makeefforts to join the boys wrestling team. Thisproduces many different points of view fromfamily, the public and school officials, one ofwhich is……(turning to the nest person to yourleft or right and so on.)

2. A mother in her 50’s, from a liberalUnitarian family background longs to have herfour children re-united after years of a bitterdivorce and custody battle that had separatedthem 20 years ago- the sons now ages 22 and28 live with the father in Iran; the daughters 24and 30 live with their mother. As a younggraduate student in religious studies at age 24she had met an Islamic man ten years hersenior, who was her preceptor on a fellowshipin Iran, fell in love and married him after 6months acquaintance. She moved to Iran aftergetting her Ph.D. in religious studies and theyraised a family of four but because of religiousdifferences, particularly around the children’sspiritual practices, they separated and she wasable to return to the US with only herdaughters where she now teaches TantricStudies at a university. Now having inherited a1500 acre island off the coast of Georgia fromher family she decides to put the island in atrust with a foundation with the aim to reuniteher children by giving them a common task.The only stipulation for the trust andfoundation is that the island be used for thepurpose of serving humanity in a manner thechildren see fit. The story begins in the lawyer'soffice as all the children are there to sign theagreement…….turn to the next story teller.

These stories were told in a manner thatprovoked intense involvement with race,culture, gender, religious, political andintergenerational issues. Creative conundrumswere the rule in matching the wits of unlikelypartners in mayhem. However, in the world ofimagination the imposing themes of the heroicolder sisters and a younger Islamic brother witha Sufi identity save the day for dharma. Youwill have to fill in the blanks or create your ownstory wheel to get all the details.

To maximize the learning of Neo-Humanisticvalues it is a good idea to have a follow upsession to the art and story telling sessions at alater time to examine the application of the Neo-Humanistic definitions used as guidelines listedon the news print. This is important becausein experiential learning the degree ofinvolvement may make it difficult to assimilatethe definitions. With the calmer reflective recallof the story the concepts can be integrated. Therecall session can be designed after JeromeKagan’s Interpersonal Recall method. Thismethod is facilitated by having a tape recordingof the storytelling session. Simply replay thestorytelling and have the participants stop itoften and say what they were thinking andfeeling at a given point. The leader of thediscussion then prompts the participants toapply what they were thinking and feeling to thesentiments, consequences and neo-humanisticsolutions on the newsprint in front of them.With the art work the paintings can be used asthe medium for recall (i.e. what they werethinking and feeling when they were painting asit relates to the Neo-Humanistic concepts onthe newsprint). Even without this recall sessionthe Neo- Humanistic concepts of social equalityand collective welfare have been modeled andintegrated on the level of sentiment andintuition. Rational mentality involving recalland assimilation is another good application ofa Neo-Humanistic principle.

Workshop on Culture, Race and GenderBefore looking at the following exercises onculture, race and gender let’s consider thedifficulty in becoming self aware. Shakespearehad said that “Awareness is all”. Einsteincomments that “the last thing that a fish willdiscover is water”. To extend this analogy , the

last thing that humans will discover is how theyhave been influenced by their culture of origin; i.e.attitudes and behavior that are imposed by ourculture of origin. The cultural customs and valueswe grow up with are adopted through anunconscious process of assimilation and taken for

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granted. Like a fish out of water we become moreaware of these customs, language and valuesassociated with our culture of origin when wemove to another culture and have to adapt to anew culture’s language, customs and values. ShriiShrii Anandamurti, the preceptor of AnandaMarga has been creating circumstances whichhave members of Ananda Marga being fish out ofwater by having our monks and nuns posted tocountries other than their country of origin andencouraging margiis to choose revolutionarymarriages, as well as traveling to India and othercountries to meet their larger family and becomefamiliar with different cultures. This representssome of Anandamurti’s concrete approaches togetting us to expand our identities beyond ourgeo-sentiments and socio-sentiments associatedwith having been reared in a particular culture.He wants us to be universalists. We can say thatthis preceptor is creating a drama for all of us tohave an opportunity to work through our varioussentiments to attain the universal perspective.

However, as adults we tend to repeat the samedramas over and over and appear to be slowlearners in becoming aware of our own culturalbaggage. Lectures and reading philosophy appearto be the slow train in gaining insights into ourbiases and prejudices and counseling and/oradvice seems like pulling teeth to many. Thisarticle offers the alternative of a more directencounter with ourselves and others throughexperiential workshops that employ our multiplesensory awareness as we seek a balance withinourselves and with others. Towards this ends thefollowing Neo-Humanistic workshop on culture,race and gender was conducted at the winterretreat 1999 at Ananda Kanan.

The ancient “lost” art of conversation/dialoguewas used to create a respectful conversationconcerning the topics of culture, race and genderamong a number of small groups (6 per group) ofthe extended family of members of Ananda Marga.It was designed as follows: Communication groundrules were laid down (i.e. follow Yama and Niyama,15 shillas, conduct rules, make “I” statementsfrom your own experience, one person speak at atime, display magnanimity of mind concerningother’s perceptions and avoid analyzing.) Thegroup membership was chosen to reflect thediversity of all present. A brief lecture is given onNeo-Humanism and gender issues from thewritings of P. R. Sarkar. As outlined above in thestory-telling section put the definitions ofsentiments, consequences and neo-humanisticsolutions to these sentiments on newsprint for

participants to observe. The workshop thenproceeded as follows:

Cultural Self Awareness: (2 Hours)Select a recorderStart with introductions of individuals in a group(going around the circle for each statement at atime) by having everyone in turn state:

• My name is …..I am from……and ……Myfamily’s ethnic background is…..

• My first experience with someone from adifferent background was…..

• My family's perception of people from differentbackgrounds was…..

• My friends attitudes towards people of differentcultural background was…..

• My first experience with a person from adifferent culture was…..

Everyone discusses the socio-sentiments imposedupon you socially and what has happened to thesesocio-sentiments in your own behavior and socialattitudes in your current interactions with others.The recorder reports a summary of the discussionto larger group which is reconvened for 30minutes of reports and discussion.

Cultural Perceptions: ( 2 Hours)Select a recorder

• Each person in the group in turn sharesperceptions of how they think people from theother cultures represented in the groupperceive people from their culture.

• Each person from the other cultures in thegroup then comments on the accuracy of thesharer’s perceptions of how their cultureperceives them.

• Everyone in the group discusses thestereotypes and socio-sentiments inherent inthese perceptions and the potential harm orbenefit of these perceptions.

• Everyone suggests solutions to overcome thesegeo-sentiments and socio-sentiments based onNeo-Humanistic guidelines discussed anddisplayed on newsprint.

• Discuss concrete strategies that can beimmediately implemented to correct thesesentiments and create a multicultural flow thatis beneficial to all. (Someone records and thegroup plans for follow-up). Report summary tolarger group- 30 minutes.

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Gender Awareness: (3 Hours)Select a recorder

Characteristics of both genders are listed byeach participant and two master lists of non-duplicated traits, one from males and one fromfemales, is listed for all to observe on newsprint.The group discusses first the comparison of maleand female perceptions and secondly which traitsare strengths or weaknesses or both strengths andweaknesses simultaneously for both sexes bymarking plus, minus or both.

Needs and obstacles to meeting the needs forboth genders are listed by each participant. Makenon-duplicating lists on newsprint of the needsand obstacles for males and females, as generatedby females integrating all female perceptions andnon-duplicating lists entailing needs and obstaclesfor both males and females as generated by malesintegrating all male perceptions. The groupdiscusses first the difference of male and femalelists and secondly the implied socio-sentiments inall the lists.

Coordinated Cooperation is achieved by havingbrothers and sisters work together to arrive atcollective decisions using Neo-Humanisticguidelines . Each gender will select the obstaclethat they consider urgent and realistic to submitfor collective decision making and solutions at thispoint in time. Applying the Neo-Humanisticguidelines for solutions for each gender in turn,collective problem solving is employed in definingthe needs, obstacles, solutions, strategies in

achieving immediate goals and long term goals,follow up plan and evaluation for fine tuning atintervals. Report summary to larger group-(30 minutes)

These are general introductory exercises tobeginning Neo-Humanistic workshops on race,culture and gender. A similar format can be usedto approach specific issues concerning race,culture and gender. The important ingredient is todevelop communication skills which keep thedialogue respectful and positive. Groups that havea history with each other pose the biggestchallenge because of all the water concerningthese issues that has gone over the dam already.Take time to build trust in more informal contactsand sharing of some cooperative task or socialservice among potential participants for this work.There are numerous exercises for improvingcommunication skills and cooperative games thathelp prepare the participants for dealing withsensitive issues. Experiential exercises whichhave people practice non-harmful assertiveness,discriminating truthfulness and how to listen inpreparation for these workshops would be veryhelpful. During the exercise on culture, race andgender breaks which allow informal discussionamong participants is highly recommended. Alsointerjections of sculpturing exercises in whichparticipants create a silent sculpture with theirbodies that reflects a geo-sentiment or socio-sentiments being expressed in the group providesa refreshing and often humorous break in thedialogue.

Additional Workshops on Neo-Humanism

I will briefly list some other Neo-Humanisticworkshops in the early stages of being developed.The first two Evolutionary Imagery andAcknowledging Extinct Species, when combinedwith the above Ecological Art exercise, providematerial for a one day evvironmental workshop.

Brahma Chakra or EvolutionaryImagery - Starting with the present encourageindividuals through the use of internal mentalimagery to move backwards through evolution tolower primates, dogs, cats, cows, etc. to birds,reptiles, dinosaurs, plants, multi-cellularorganisms, unicellular organisms, minerals, stone,liquid, gas, aerial, ether and finally the Big Bang.Return up the ladder of evolution quickly and as a

human being ponder our origin, our presentpurpose visa via the other entities in nature andour ultimate goal. Discuss this exercise andthese questions. End with kiirtan and meditationas it demonstrates the goal of evolution.

Ritual to Acknowledge Extinct andThreatened Species- using drums, music,pantomime, etc. as a means of dealing with ourlosses and threatened losses of species. End withinspirational poetry and readings that pointtoward solutions. Everyone takes a vow to, insome small way, to exercise their determinationin defending against further losses of ethnicgroups, plants, animals and ecosystems includingearth.

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Mock Court- (Role Play) Trial of individuals andgroups who have violated neo-humanisticprincipals employing Neo-Humanistic guidelines toreach a conclusion of guilt or innocence and asentencing involving restitution. This formatwould make use of a panel of sadvipras (highlyevolved individuals) who would employ Neo-Humanistic guidelines of rational mentality,awakened conscience, social equality and proto-spiritual mentality in determining guilt orinnocence and sentencing.

Genderrifics- A dynamicmovement/pantomime of the genders includingthe following movements:

1.) Men and Women dressed in costumes enterstage left (women) and stage right (men) and beginto perform the movements of women things andmen things respectively, not noticing the othergender.

2.) Finally they notice each other and makeobservations by mimicking to members of theirown gender the other gender’s activity.

3.) They continue to do their men and womenthings but now some members of each gendermake forays into the other gender’s world andattempt to stop or change the flow of some of theother gender’s activity. This is infectious and agender “riot” ensues.

4.) Then a truce ensues and a more formal battleis arranged to settle their differences whichincludes possibly fencing en mass or a competitivegame of some kind ending with both sidesdeclaring victory and withdrawing unto their owngender.

5.) Their declaration of victory and isolation robsthem of the other gender’s strength and they feelthe unrequited need for the strength and unitythey might offer one another. They are sad. Thensuddenly a teacher or teachers (Shiva and Parvati)appear center stage and offers them both aspiritual path that respects their differences(teaching tandava and kaoshikii) but transcendsgender (teaching them both kiirtan andmeditation.)

6.) They cast off their men and women symbols(sashes over their shoulder displaying thebiological symbol for male and female) placingthem in a collective pile in the center of the stageunder a puja table and do kiirtan together. They

then meditate and end with offering all theircolors to the Supreme.

7.) As they leave they offer their symbols of theirgender under the puja table to each other as agarland. They then sing a bhajan of We All ComeFrom God and/or Oh Divine Mother.

Choreography and music designed for eachmovement; with appropriate slides inbackground.

A Revolving Skit Wheel.Near the end of the above workshops and beforethe closing, a skit is useful to evoke some humor.Two people go to the center of the circle and actout a spontaneously improvised drama usingwords, movement and sculpturing of postures torepresent a satirical drama of something from theworkshops events. In the middle of the dramaticenactment anyone can come and tap one of thetwo people in the center on the shoulder, taketheir place and/or posture and use any elementof the former drama, such as a posture oranything that caught their ear or eye to create anew drama inspired by the previous one. This isrollicking fun as the participants begin to feelcomfortable with each other and the leaders. Theleaders may participate. It appears that even themost shy of the group express and enjoy somehumor at no one's expense.

ConclusionWe have looked at applying the arts to theteaching of Neo-Humanistic principles. Thesubtlety of the arts catches us by surprise. Westart out thinking we are the observer when welook at or create some artistic work but we soonbecome the object of our own observationsreflected in the art. We improvise a story (writtenor spoken) and soon we realize that it is areflection of our own true selves at many levels.We see the universality of our attitudes andvalues when we create and share some art orliterature in groups. The spontaneity of drama,storytelling, movement and dance makes uslaugh and cry as we share the reflections ofbeauty, pain and heroism of our journey. Artdramatizes life and life is the ultimate lilla ordrama. However, the inspired artist gives us theneeded , beauty and humor to transcend the mireof our everyday lives. The supra-aestheticscience of music, especially devotional songs andchanting accompanied by dance and instruments(prabhat samgit & kiirtan), can ultimately help

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Annotated Book List on Holisitc Teachingby Kalyan Volpe

One of my favorite quotes about education comes from Johann Pestalozzi speaking in 1809.

"God's nature which is within you is held sacred in this House. We do not hem it in; we try to develop it.Nor do we impose on you our own natures. It is far from our intention to make of you men such as weare. It is equally far from our intention to make of you such men as are the majority of men in our time.Under our guidance you should become men such as your own natures - the divine and sacred in yournature - require you to be."

For me Pestalozzi's words carry many important messages as well as a beautifully stated goal foreducation. I got this quote from a book called What are Schools For by Ron Miller. Ron is one of asmall but growing group of educators that are calling themselves Holistic Educators. They are adiverse group from all around the world. I highly recommend his book for anybody wanting to get aquick historical overview of progressive education thought and an idea of what is happening today.

I have given some short annotations below on some of the books that I have found most useful in mystudy of holistic teaching this year. Moffet's and Gardner's books are both fairly large (350+) pages anddeal with education and child development as a whole. Kohn's and Kriedler's books are more limited innature and are of important practical consideration.

Other books definitely worth reading would be. John Miller's The Holistic Curriculum andKrishnamurti's On Education; two different books that consider the importance and place ofspirituality in education. Regie Routman's Invitations gives some excellent ideas on how to teachreading and writing to young children. Paulo Friere's Pedagogy of Hope is especially for anybodyworking in third world countries.

The Universal Schoolhouse: Spiritual Awakening Through Education by James Moffet(1998, Calendar Island Publishers)

Moffet proposes an entirely new system of education that takes place in the community. He feels thatseparating our children from their community violates the basic principle of spirituality. He writes"identifying with other people, creatures, and ultimately the All, really defines spirituality in a non-sectarian way. The more inclusive the wholes that individuals dwell in, the holier the society they cancreate together." Moffet talks about lessons he has learned from his Yoga practice in his book anddraws upon many ideas from Rudolph Steiner (Founder of the Waldorf Schools) to make his case forthe need for spirituality in education. He sees this as a necessary precursor for the transformation ofsociety and the world. "To be spiritual is to perceive our oneness with everybody and everything and toact upon this perception. It is to be whole within oneself and with the world. Morality ensues."

Moffet's book covers a lot of topics very germane to Neo-Humanist education. He considers childdevelopment from a spiritual perspective; looks at the importance of service in learning; examinesways to bring education into the community; shows the importance of the arts in education andexplains in detail why we need to move away from our current education system. Moffet also tries tooffer some interim solutions for our schools to adopt while they move in the direction of his "universalschoolhouse". He notes that we cannot expect change to come all at once but feels that such change isnecessary and ultimately inevitable.

Frames of Mind: The Theory of Multiple Intelligences by Howard Gardner(1993 Basic Books)

Gardner's work is very important for several reasons. First he introduces the idea of more than onebasic intelligence. Through scientific study he postulates that there are at least seven separate areas of

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intelligence: logical-mathematic, linguistic, body-kinesthetic, musical, spatial, interpersonal andintrapersonal. His theory has added a new dimension to educational debate giving great impetus to theidea of educating the whole child. The importance of a well rounded education that integrates andconsiders all aspects of each child is clear in his work. Additionally Gardner has opened the door tothe consideration of introspection as an invaluable aspect of human development. He doesn't speakabout spirituality in his work but he shows that people who have a developed intraspective intelligenceare generally important and positive figures in society.

Gardner's work considers the mind at the cognitive level only but he does lay an importantgroundwork for expanding our understanding of how we develop and what our education systemshould consider. He also puts forth the possibility of a sense of self that may act as an overseer ofthese different aspects of our minds. In this way his work is an important step to a betterunderstanding of what it means to be human.

Beyond Discipline: From Compliance to Community: by Alfie Kohn1996 ACSD

Kohn has written several books about how to run holistic classrooms. His work is very accessible andeasy to understand. It helps the reader consider teaching practices in a very concrete way. Heexamines current "progressive" ideas for keeping order in a classroom and shows their shortcomings.More importantly he talks about things that teachers can do to build communities in their classroomsand create environments where compliance is not necessary. While this book focuses on importantways to build a positive environment in the classroom it is its deeper message that I found mostcompelling. Kohn emphasises the need for teachers to be aware of the underlying message that theiractions and policies send to children. We can easily say that our classrooms are student centeredplaces which value morality and universalism but our actions will speak much louder than our words.At the core of Kohn's ideas therefore is a need for awareness. This awareness must be of the studentsneeds, our own needs as teachers and of the lessons we are teaching knowingly or unknowingly to ourstudents. This is a great book for beginners who are trying to formulate a positive teaching personaand for veterans who can use a fresh perspective on how they work in the classroom.

Creative Conflict Resolution by Kriedler

This is a very straightforward and practical book that offers a wide array of activities to work toward amore understanding and equitable classroom. Kriedler offers a very simple framework for consideringthe causes and solutions to conflict in school. As with Kohn, the critical point is that we gain anawareness of the motivations and needs of those involved in conflict, be it mental or physical, in aschool. He provides a simple framework for examining and resolving problems. Kriedler also detailsmany activities that can be used to foster a sense of community in the classroom as well as raisingkids' consciousness on issues of equity, acceptance and consideration for others.

Kalyan has been teaching at The Progressive School of Long Island since September and is concurrentlyworking on a Master's Degree in Education through Goddard College. He may be contacted at:<kevinvolpe@hotmail.com>

Continued from Page 24Neo-Humanism and Aesthetic Science

us transcend the sensory world and join with theInfinite. In the next instalment of this article wewill explore the theoretical underpinnings of theaesthetic and supra-aesthetic sciences applied toart and Neo-Humanism.

Bibliography:Ehrenfeld, David. The Arrogance of Humanism,Oxford University Press, Oxford, 1981.

Kagan, Jerome. Interpersonal Recall Method,Michigan State University, 1974.

Lovelock, J. E. Gaia: A New Look at Life on Earth,Oxford University Press, Oxford, 1979.

Sarkar, P. R. The Liberation of Intellect- Neo-Humanism, Ananda Press, Howrah, 1982.

Seed, John et al. Thinking Like A Mountain:Towards a Council of All Beings, New SocietyPublishers, Santa Cruz, 1988.

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Working for Education in Mombasa, Kenyaby A. Giitika

I arrived in the hot, steamy coastal city ofMombasa in February, 1997, to take over theresponsibilities of children’s home directressand school manager. The home chargesincluded 17 girls ages five to 16 who hadcome into our care for a variety of reasons--mainly they were orphaned, but a numberhad been neglected through extreme povertyof their families. They also come fromdifferent parts—“tribes”—of Kenya, and thenewest arrival spoke neither English norSwahili, the common language which linkseast African coastal peoples.

The school (located at the same site, a 1.8-acre plot) consisted then of six classes, KGthrough Std. 5 (or fifth grade), each classserving about 30-35 pupils. Unbelievably,each classroom was a mere 3.5 meters wideby 6 meters long, indeed rectangular closequarters for all the pupils. (The desksresembled those seen in photos of the 17thcentury in U.S. - shared by two or three)The teachers were managing with a bit ofchalk on faded blackboards. There were nobooks, and teachers had to borrow textbooksfrom the pupils; they prepared their lessonplans on flimsy exercise books; and theyattempted to order their personal lives onsalaries amounting to about $27 a month (ahalf litre of milk costs 33 cents, but morecostly is housing-- the very cheapest ofrooms in a shared mud-walled windowlessdwelling needs $14 a month.)

It was a unique situation: on one hand thechildren’s home with its deficiencies and itscharm and on the other, the school with itsfailings and its potential. One comes toKenya anticipating some hardships, but theshock was in the extremes at all levels. thealmost quaint picture postcard parts ofMombasa (the town like a “jewel” withbeaches of white coral sand) mixed with theimages of men with vacant stares atroadsides. Droughts and floods; strictlyreligious people and extremely asocialpeople; homes like palaces others hovels;high level meetings with educated Kenyansand outside high levels of illiteracy. In thissetting, one needs adaptability and patience,I found out.

From different tribes we have comeFrom different corners of the worldBut together we stand under one sunTogether we dream, every boy and girl…--one stanza of poem by Shirley Eng,volunteer

How the children at the orphanage gaveme orientation to work in the school

In the children’s home, if you wantsomething done, start doing it. Withinseconds there are thirty or forty hands tohelp out. And lots and lots of noise. Afterdigging in the shamba (vegetable garden) fora while, if you go in for a drink and return,there may be no one left in the shamba.

No doubt, if someone wants to “know”another culture, the best way is to be withchildren. In my case it was and continues tobe the best way to understand the educationsystem, know what the teachers are reallydoing, and formulate ideas for changes orinterventions.

In the latter part of 1997 I decided to give thechildren in the home some simple Piagettests. Without any reference books onPiaget, I attempted to recall tests we wouldgive to preschool level children in U.S. Inthe conservation of quantity test, two balls ofclay are given to a child (preferably one isalone with the child), and the teacher asks,“Which ball is bigger, this ball or that ball, orare they just the same?” The child handlesthe balls and looks them over. Often thechild feels that one is a bit bigger. Then theteacher tells the child to make them both thesame size by adding clay to the smaller one,transferring some clay, or any other way.This continues until the teacher asking,"Now are they the same?” finds that the childis sure they are. Afterwards, in front of thechild, the teacher puts both balls on the floorside by side, and then flattens one like achapati. The teacher then asks, “Now doesthis one have more clay or this other onehave more clay, or do they have the sameamount?” In this exercise used to test thetransition between pre-operational and

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concrete operational thought, many childrenof pre-school age think that the chapatishape has more clay or is bigger. They havenot yet learned that changing the shape doesnot change the essential quantity. Othertests along the same line are used to test‘conservation of liquid quantity’ andconservation of number.

I was surprised that in the children’s home,about one-fourth of the children thought thechapati had more clay. I repeated in somecases and tried similar exercises, especiallyupon finding that our 15-year old thoughtthat the chapati was bigger. Some, afterpouring water from one of a pair of short, fatfilled glasses into a long thin one, alsoperceived that the long thin one had morewater than the other. The results of the testsdid not correlate with age.

Surprisingly, although Kenya is 80%agricultural and most children grow up inthe outdoors under the shade trees, theydon’t seem to have the experiences (withconcrete objects) necessary to develop the“conservation” logical concepts. As a result,in the nursery and KG sections of the school,we began the slow task of equipping theclassrooms with hands on materialsappropriate to Africa. There is still a lot ofwork to be done in order to test the results ofthe interventions, and even more in training.And we wish to bring more concrete objectsinto the other classes, but there are quite afew obstacles…

Kenya’s “Catch 22” - the “8-4-4” system

The present educational system in Kenyawas designed by the current nationaladministration. The term 8-4-4 refers to thenumber of years: 8 years for primary, 4years for secondary and 4 years for the luckyfew who go to university. (In fact, lucky arewho complete the first eight years.)

(Before the 8-4-4, Kenya had the 7-3-2-4.)However, aside from the years at each level,8-4-4 implies the curriculum and syllabusused. In order to be registered—whether“public” or private—as a school and enablethe pupils to get a certificate for the followinglevel, everyone needs to follow the 8-4-4system. In the past two years, the systemhas come under more scrutiny, and manymany educators want change.

The following are examinable subjects in the8-4-4: English, Math, Kiswahili,Compositions, GHC (Geography, History andCivics combined), Science, Agriculture,Business Science, Art & Craft, Music, CRE orIRE (Christian/Islamic Religious Education)and Business Science. The examinationsare abstract; consider this question for thesubject ART & CRAFT—

i) Which one among the following four topicswould not fall under local material culture?(A) clay work, (B) ornaments, (C) weaving,

(D) textile making.

or this for MUSIC--

ii) "d r m s l" These five notes are referredto as:(A) diatonic, (B) pentachord, (C) pentatonic,(D) detachord.

Examinations normally have between 50-60questions such as the above (times ten or 11subjects = 600 picayune questions for eachof the three terms) , and are set by certaineducational authorities together with headteachers. The results of the exams arehighly competitive (the real Kenyanmarathon). Poor overall results can cutshort the further education of a pupil or evenbring down a whole school as parentsfrantically search for “successful” schools(often changing in mid-year accordingly).For this reason, many schools keep thepupils cramming six days a week, and someeven seven!!! (While “child labor” isdecried…)

Considering that English is the second orthird language in Kenya, and consideringthat pupils need many experiences withconcrete objects at the primary level todevelop their reasoning abilities, theexamination system is fostering just theopposite effect than intended, and it is givingeveryone a huge headache. No wonder manyKenyans want change.

To divert from the subject of examinations,once in a special class called GeneralKnowledge for pupils from std. 6 - 8, webegan a discussion about justice. One pupilcasually related an incident that happened inhis neighborhood the same week. A manhad been loitering around the area. He was

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not well known. After some days, onefamily’s house was broken into. The localpeople immediately ran and found thestranger. He was beaten mercilessly andwas probably crippled for life before taken tothe police for questioning. I felt relievedthat many pupils in the class perceived theinjustice involved in “mod justice” (and wealso did some role play acting showing “justjustice”). Some pupils questioned thecommon practice of beating first and askingquestions afterward.

In order to develop rationality in thestudents, a new system must evolve. At ourAnanda Marga Academy, we are striving todevelop the elements of that system evenwhile we’re obliged to work within thecurrent framework set by the government.

An Important Element in the Neo-Humanist Education approach in Kenya

In Kenya, and I think in Africa as a whole,people love to hear stories and laugh. Evenif a situation would seem to be tragic, peoplehere will find the humor in it. (To anoutsider, It can even seem inappropriate tolaugh). Recently, a group of our pupils inStd. 5 spontaneously made a play during freetime. The teacher, appreciating their talents,allowed them extra time to develop theirdrama, and later we staged it for an upperclass assembly. The story of a day in thelife of an old man (e.g., trying to make aphone call), kept everyone in “stitches”.

We are trying to bring back the joy andspontaneity into education and allow thechildren to express themselves and theirfeelings. This would seem obvious in manyschool systems in the world, but here itrepresents a major change to the status quo,(and it is difficult to pry some teachers fromtheir notes on the blackboards),

The following is a poem written by asecondary school child in Kenya:-Miriam Were

They Ran Out of Mud

There is a little hutBuilt across from here.They’ve mudded two wallsAnd the rest stands unmade..For they ran out of mud.

There is a deep gullyRunning along the road.They have filled it half wayAnd the rest is still gaping..For they ran out of mud

There is a pot by the altarThat they began to mould;They finished the baseBut the neck remains undone…For they ran out of mud.

Mud! Mud!Who can find mud?Maybe if it were goldSomeone would.

If we substitute the word “mud” for“imagination”, we get close to one of themajor crises in this school system.Therefore, one very important element of neohumanism, and one of the first priorities isto allow the expression and development ofthe imagination.

Conclusions

In 1998 we were fortunate to receive a grantfrom the Japanese Embassy to expand theschool through the construction of newbuildings. Presently, the school is registeredwith nursery to Std. 8. The rooms are morethan double the size of the previous and withmore ventilation, and painted lively colors ofblue and green shades outside. We havealleviated some of the water crises bybuilding rain catchment tanks, which havealso allowed us to start tree planting on thestark, rocky site. Today there are 400pupils. The lowest teacher salaries this yearare $58 per month.

Although the school achieved someimprovement on the material side, we areonly starting to formulate methods andgather materials for the real change whichmust occur in the actual education.

Through the efforts of the teachers, andthrough the help and inspiration of thechildren’s home, there is hope that theschool can evolve a neo humanistcurriculum—with rationality as a base—andfull expression of humanity as the goal.

30

Didi Krsnaprana with Children

Ananda Marga SchoolTiljala, Indiaby Didi Ananda Rama

Near the Dhyanmandir in the WWD compoundof the Ananda Marga Center in Tiljala there isnow a door newly made into the wall thatconnects to the premises of the school run nowby Didi Ananda Krsnaprana. Didi took over theKindergarten 3 years ago when it had about 20children attending from the surroundingneighborhood. Originally the school was startedwith the inspiration of having a model schoolattached to our ashrams where passing Acaryasand visitors could have a glimpse into our neo-humanistic methods of teaching. Didi AnandaMitra and Malati had some initial input whilethey were staying in India. The school has beenquite popular since the beginning and draws alot of appreciation and sympathy from the localneighborhood.

But within the last 3 years some miracle seemsto have been at work. The school has grown inleaps and bounds and has now 250 children. Ithas become the largest school in the whole ofCalcutta region. Didi had to fill up the low landof the compound and constructed 3 roomsattached to one wall of the compound. Now theschool goes up to primary classes of grade 4.This is now the maximum capacity and for thecurrent year, Didi had to put 70 children on awaiting list. Now additional construction istaking place on the other side of the road nearthe Girls Prout compound to make the previous

site of ANDS bag factory into the extension ofthis school. Didi has her own living quarterswith a telephone just within the schoolcompound surrounded by a small vegetablegarden. Every corner is well utilized and thechildren seem to have just enough space in theclassrooms and in the yard. Didi has workedfor the last ten years in different areas runningschools but this has become now the biggestschool and a very challenging task.

All classrooms have a small blackboard; theprimary classes have desks and benches and atable for the teacher. The Nursery andKindergarten has just enough space to have thechildren neatly seated in rows and columns withtheir school bags in front of them. The schoolstarts at 8:30 with the children assembled inblack and red uniforms in the yard, recitingprabhat samgiit songs, rhymes, Ananda Vaniis,some shlokas including the samgacchadhvammantra after which the children close their eyesfor a few minutes standing with folded hands.Some exercises close up the morning circle andthe children go neatly in rows to their respectiveclassrooms. From Nursery class startingchildren have their workbooks for writingexercises, reading, math and drawing. Theprimary classes have additional workbooks inhistory, geography, science and Stuvol whichcontains general knowledge, rhymes and songs .All levels have English, Bengali and Hindi. Theschool hours go up to 12:30 when the

3

guardians come and pickup the children.

Didi would like to havetwo more floorsconstructed on the mainbuilding, the second forclassrooms and the thirdfor a hostel. She saidthat there is a need forparents who work fulltime and live fartheraway to entrust the careof their children in afashion similar to aboarding school. Shesaid that the popularityof the school stems fromthe discipline, etiquetteand respectful behaviorof the children towardsparents and theacademic skills the children learn at school.

There are 12 teachers, some who have been withthe school for 3 years. Their allowance is 500Rs. a month and they see the service aspect ofthe school. Every year they have a culturalprogram on a stage set up in the center of thevillage. Also they organize colorful sports andgames contests with lots of fun and spectaclesattended by teachers, parents and thecommunity.

Up to grade 4 of primary there is much freedomin the syllabus and curriculum, but to enterstandard 5 all children must pass an entranceexamination in schools accredited by thegovernment. At the moment this school does notyet have this accreditation. So the childrenmeanwhile need to be prepared for this entranceexamination to grade 5 into public schools. Didihopes that in the future she can have facilitiesto accommodate all classes up to standard 10.

Seemingly inspired with good spirits Didi starteda special program on Sundays in her schools.She calls it Prabhat Samgiit Academy. She hiredthree teachers, one for dance, one for fine artand one for music - singing and playingharmonium. The most talented children fromthe school and other older children totalingalmost 50 girls come every Sunday to perfecttheir skills. They rehearse plays andperformances and 9 girls performed in the

cultural program on thestage at this millenniumDMS in Ananda Nagar.

This Ananda Margaschool in its own wayseems to fulfill a needand draw the best out ofthe children andcommunity. There ismuch scope forupgrading the teacher'straining and skills andfor improvement inworkbooks and generalteaching methods. Thespirit unleashed by thededication, hard workand forward striving ofthe devoted principaland staff is very muchinviting support,

encouragement, help and appreciation. It is awonderful lotus unfolding in the Tiljalasurrounding that can be witnessed by allvisitors and sympathizers. It certainly deservesall our love and caring input to become ashining model of our neo-humanist education atthe very door steps of our ashrams.

Ananda Marga SchoolDidi Ananda KrsnapranaVIP Nagar, Tiljala, Kalikata India 700039Tel. 3434923

1

Children Performing at thePrabhat Samgiit Academy

32

A Projectwith

AdolescentsSao Paolo, Brazil

by Didi Ananda Vandana

In Brazil violence is increasing day by day. InSão Paolo alone, there were 4379 homicides in1999. In the area where we have ourkindergardens there is also much violence andmostly young people are involved. Most familiesare broken up, and there is a lack of propereducation in their homes. As the economiccrisis is so difficult most of the parents have towork the whole day to earn less than 100 US$ .Therefore they don't have much time to give totheir children. Adolescents have nothing to dowith their free time. There are few opportunitiesfor them to take courses or getinvolved in some cultural activities.So they move in the streets and getinvolved with drugs, alcohol, arms,violence... To counteract this realitythe municipality of Porto Alegresponsors those NGO´s who promotecourses for the adolescents whoneed occupation, training andgood company in their lives.

Actually I never worked withadolescents and was franklyspeaking a little frightened,because I thought they might beviolent , aggressive and even stealthings from our project. But finallywe decided to try it and we planned to have acourse on landscaping. The main goal was todevelop skills in gardening and landscaping forthe purpose of integrating the adolescents intothe society. Through this project they will beable to participate more actively in their familiesand the community, develop their self-esteem,become motivated to continue their studies,develop love for nature and get acquainted withthe rights and duties of a citizen.

We got a donation of US$ 15.000 to constructbathrooms and one room to keep tools. Webought furniture, school material, plants, soil,fertilizer, seeds.etc.

We enrolled 24 adolescents between 14 and 18years , who came twice a week. There were twogroups , 12 in each. One group came in themorning and the second group came in theafternoon. We hired one agronomist and onesocial assistant. On Mondays the socialassistant was working more on their emotional

developmentincludingwork withgroupdynamics,visualizationexercises,showingvideos,visiting thebotanicgardens,holding aphotoexhibition,and having

33

discussions on drugs, violence and sexuality.We did many activities where they couldvisualize their future, creating goals in theirminds and giving them the confidence that theywill be able to achieve these goals.

On Wednesday and Friday the agronomist gavethem basic ideas about different kind of soilsand how to improve them, how, when and whereto plant and how to make cuttings of plants.They learned how to make compost, how toprepare beds how to plan and organize an areawith flowers, ornamental bushes and trees. Theystudied how to combine flowers as well as howand when to cut them.

During the course they also sang songs, playedcooperative games, football , volleyball and wecould see in their facial expression that they feltat home and very happy. My experience wasthat they actually need much attention andneed somebody who can listen and talk to them.My opinion about them has totally changed.Mostly they were adolescents with a complicatedbackground, many of them abandoned fromtheir families. What they need is love andsomebody who encourages them to fight toovercome the difficult situation they are livingin. By the end of the course we had agraduation where they got their certificates.

Pw

I inthliaw

Hkainnfihosc

WacothlopP

arents and families came to participate andere very proud of them.

feel it was very little we did for them, but itspired me to work again with them and giveem continuous motivation to improve their

ves. We are going to hold a meeting with themnd make a survey of what kind of course theyould like to have.

ere in Porto Alegre we are working now withindergarden, primary school, adolescents andlso with families. The family project is also veryspiring , because it gives much support toeedy families in the community. They getnancial, emotional and technical support , butave also a strict contract to participate in therientation groups, to send their children tohool and to improve their living condition.

e have a good relation with the communitynd the municipality supports us in all ways tontinue to amplify our service to them. I feelat we could really establish a link with thecal government and community through ourrojects. It would be a good base to start somerout activities here.

34

From Disaster to Renewal

Seeds for a New Schoolin Caracas, Venezuela

by Didi Ananda Amegha

It was a great shock when we heard about thedisaster which occurred in Venezuela on the16th of December. It happened just after theNew Constitution had been approved and just afew days before Christmas and New Year's Eve.Everybody was watching the terrible newswhich was shown around the clock by all theTV stations in the country. People weresearching for their family members and friendswhich had been separated from them.

Many of the main roads were cut off and thefirst few days it was impossible to reach themost affected areas. A few days later we got achance to fly by helicopter and visit some of themost affected places in Vargas. Basically thewhole State was devastated. Many houses wereleft only with the roof sticking out above themud. Thousands of trees were washed downfrom the mountains and with them a stillunknown amount of people who died in themudslide. Huge containers were flooded andwashed into the sea and chemicals were spilledcausing a serious problem of toxic waste.

Working with the ChildrenAMURT/AMURTEL started to work by providingclothes and food to some of the affected people.Later on we went to some of the relief campswhich had been established in Caracas andother cities of Venezuela. In the university campwe started working especially with the children,we taught them dances and songs and justspent time talking with them and hearing themost incredible stories of how they had escapedthe rocks and mud coming down from the Avilamountains together with huge amounts ofwater. It really was a nightmare. Many familiesgot separated and only the lucky ones were ableto meet their entire family later on in othershelters. Other people lost their parents,children, spouses and friends forever.

Afterwards the university camp was closed, andthe people were transferred to other shelters.We continued working in the Poliedro camp

where about 5000 people found temporaryshelter. The military did a huge job in providingeverybody with the basic necessities, and manyvolunteers worked literally for 24 hours everyday, but nevertheless the hygienic conditionswere terrible and emotionally the peoplesuffered tremendously. Didi Ananda Sadhanaand myself spent the New Years Eve in thePoliedro, there were no firecrackers, nochampagne or other feasting, at seven minutesto 12 somebody announced that the New Yearwas about to start at 12 everybody shook handsor embraced each other wishing a Happy NewYear to everybody. We were quite impressed,nobody complained about the hardships andthe loss they had experienced and the truth is,the only one who started crying was myself. Alittle boy with whom I had played before, cameup to me to console me.

It was a wonderful experience to work with thepeople there. Didi Ananda Sadhana was busyhelping the other volunteers to prepare babyfood, which was a non-stop job, and Iconcentrated on spending time with thechildren. They had no play materials and werehappy about any little activity we did withthem. We brought a lot of crayons, coloredpencils and paper and about 99% of thedrawings the children made were houses, manyof them with rain and some with the sunshinning and flowers growing in the garden.Even some of the adults got interested when webrought some Mandalas for them to paint. Theyenjoyed creating their little works of art. Thechildren were especially happy about thechildren's stories and they loved it when webrought puppets and acted out some of ourNeo-Humanistic stories. Dada Atmaprananandawho is working here with us also helped thechildren with some handicrafts and did awonderful Circle of Love painting for a laterproject which happened in one of the militarybases which are being used as a relief camp.

Many of the affected families are very poor withno regular income, they have an average of

35

three to seven children and are not able toprovide good education or medical care forthem. Some of these children haven't beentreated very well by their parents and several ofthem expressed they would like to come andlive with us.

A School in the MakingSince I reached Venezuela I had the idea ofstarting a neo-humanistic pre-school inCaracas. By working with the affected childrenin the camps this idea has taken much more ofa concrete shape. The need for qualityeducation is immense, more than the poverty.The lack of moral and academic education isaffecting the people. Venezuela is know more asbeing one of the most corrupt countries in theworld and from what I have seen so far this isabsolutely true. But it is also true thatVenezuela is one of the most potential countriesin the world. Baba, in His visit to Caracas, saidthat if Venezuela is able to create good moraland spiritual leaders, it can become the leaderof South America, and afterwards he added, no,not only of South America, but of the world.This impressed me a lot and also gave me a lotof hope. The people here are by nature veryfriendly, open minded and ready to help thosein need. The disaster was a good example forthat, everybody helped in whatever way theycould.

But, while Venezuela is one of the richest LatinAmerican countries, it is also one of thecountries with the highest illiteracy rate. So, Ireally feel, that if we start a neo-humanisticmodel school here, we would provide aninvaluable service to the country.

Through the disaster we have been able tocontact many important people and

organisations. Some time ago I introduced ourneo-humanistic education model to one of theSupervisors of the Caracas School District andthe lady was truly impressed by our ideas. Shetold me, that’s exactly what Venezuela needs.We also wrote a letter to the First Lady,Marisabel Chavez, who is the head of the"Fundación del Niño", one of the maininstitutions for early childhood development.We had asked for an appointment with her for aspecific date and that date had passed a longtime ago, so I had given up on the idea and hadforgotten about the letter. About a week ago, Ireceived a letter from the Foundation invitingme to meet the Director of the Department forEducational Programs, one of the mostimportant people in the Foundation. Then twodays ago, I got a letter for the Vice minister forEducation, Maryann Hanson , and she alsoinvited me to present our project to theEducation Department. This is quite exiting,since it is very difficult to get appointments withthese people.

The latest good news is that one of the newermembers of our yoga center is writing her thesisabout a project for street children. She isincluding a lot of our neo-humanistic principlesin her project outline and after she gets herdegree, she is interested in working with us onour pre-school project. Through our work at theuniversity shelter we also met a most wonderfulteacher, whom I would call a Neo-Humanist inoutlook. She worked with me in one of theshelters and could become one of the mainteachers of our project. We are also workingvery hard on writing up a solid and convincingproposal and I think, we are doing quite well.

Baba definitely has some great plans forVenezuela and I would feel most fortune to bepart of this very much needed transformation

of this great country.

For spiritual practice you are to create a spiritual urge. Therefore you are to create a proper systemof education. Education should be imparted in a spiritual and psychic style. When they get proper

education, a proper spiritual urge is created and then they will start sadhana. So we must startprimary schools throughout the entire world to create a spiritual urge amongst the little pupils.

Prabhat Rainjan Sarkar

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Presentation of theVerona Neo-Humanist School

at the Education Conference in Bologna, Italyby Supriya Bonotto

Didi Ananda Nirmila and I presented the Verona Neo-humanist school and Neo-humanist education at aninternational convention on alternative education“Seeking the freedom to educate towardsfreedom” in Bologna, Italy on 24th and 25thJanuary 2000, part of the current debate in Italy onpublic funding of private schools. The convention wasorganized by the Steinerians but a variety of other groupswere invited to participate including Reggio Emilia,Montessori, and the Brahma Kumaris SpiritualUniversity. Some local margiis were involved in organizingthe convention and so encouraged our participation.

Our presentation was on the second day of theconvention in the session “Towards an alliance forthe right to childhood”, dedicated to the currentstate of education in the world and the Italian launchof the “Alliance for Childhood” - an organizationrecently formed in the USA to work for the defense ofchildren's rights and health in the face of increasingstress and nervousness in children in Westernsociety. Joan Almon of the Waldorf Early ChildhoodAssociation of North America introduced the session. Shesaid that the breakdown of family life in the U.S. andScandinavia should be taken as a warning to the rest ofthe world as also the use of machines, television andcomputers which cut children off from human interaction.Teachers working in Waldorf schools started working onthese problems but found they were not very effectivealone, and decided that perhaps by joining with othergroups working on behalf of children - in education,medicine, research, social work, together maybe theycould make a difference. This is how the Alliance forChildhood was founded in the winter of 1998-99 atmeetings in New York, Stuttgart and London.

The goals of the Alliance are as follows:

1. To create a universal awareness that a healthfullynurtured childhood is a basic human need and toprotect the rights of childhood.

2. To develop ways of educating children which honorchildhood and recognize the need for time and spaceto grow, for a healthy rhythm in life, and for thedevelopment of play and multi-faceted activities indaily life.

3. To research the impact of technology, computersand electronic media on child development and toapply the results of research in daily practice.

4. To address the growing concerns about the effects ofcommercialism aimed at children by publicizing theresults of research, promoting effective familysolutions, and advocating consumption based ongenuine need.

5. To promote cooperation between those working inchild care, education, medicine and related fields inorder to develop a broad understanding of children'sneeds and apply this knowledge to all work withchildren.

6. To build a scientifically-based and developmentally-oriented picture of the whole human being and thestages of childhood.

Our contribution was entitled “Seeing the child asa divine being: the child's right to self-realisation”and we were presented as a Neo-humanisticvegetarian kindergarten. We started by commentingthat the materialistic messages coming from oursociety do not help children to understand themselves,and stressed the need to protect and develop thedevotional sentiment in children. We introduced Neo-humanistic education as a blend of westernextroversial science and eastern introversial philosophywith its emphasis on intuition, self-knowledge andethics. Then we gave practical examples of how weimplement NHE in our Verona kindergarten. We beganthis with a short video of the nursery which had beenfilmed and hastily edited a couple of days before by themother of one of our old students! It was notprofessional by any means (a stark contrast to theexcellent new Steiner video of Waldorf schoolsthroughout the world, which was shown at the end of

37

the conference), but it gave a good idea of the specialcharacteristics of a NH school - kiirtan, meditation,spiritual songs and stories, vegetarian diet, asanas, careof animals and plants, neo-humanistic murals. It showedthe development of a spiritual culture, as opposed to amaterial culture, within the classroom. At the end of ourpresentation I felt we had been talking about love andshowing love in action and just the beautiful naturalexpressions of the small children in the video showedthis.

I think our presentation touched the hearts of and wasappreciated by some of the audience. Immediately beforeus had been the Brahma Kumaris Spiritual Universitywho presented their educational programme “Sharingvalues for a better world” in which educators have beenworking with children in different countries from Englandto China using values as a universal language. Thisproject is sponsored by UNESCO and their projectmaterials include stories, exercises and visualizations.Their presentation, however, was largely theoretical.

Other contributions from people working in projects tofoster a healthy childhood were more animated. DarioManuetti, founder of the association 'The Possible City'in Turin spoke about their work to defend the greenspaces of the city where once children were free to playunsupervised by adults, but which have now been lost tocars, buildings and increasingly limited and definedspaces. The projects implemented to recuperate thesespaces with the design and effort of young people areimaginative, low cost and effective. Gianfranco Zavaloni, ofthe University of Puppets in Cesana, talked inspiringlyabout the natural rights of children to earth, water, wood,iron and fire, again stressing children's need forwilderness areas and to self-manage their activitieswithout continual adult direction.

The first day of the convention assessed the contributionof state institutions and private initiatives for theinnovation of education in Europe in the year 2000.Carlos Diaz Muniz , president of ECNAIS the EuropeanCouncil of National Associations of Independent Schoolsdescribed the large variety of solutions to the problem ofthe funding and autonomy of private and public schoolsin the different European countries. These differencesneed to be repaired he noted if we are truly movingtowards a European union. The contrasts are great. InItaly, and similarly in Spain and Greece, independentschools do not receive any government funding, whereasin the Netherlands and Belgium 60 percent of schools areprivate, receive 100% central government funding andenjoy a large autonomy in choosing programs. Thedifferent financial and legal situation of private schools inEurope is of interest to us with regard to where toconcentrate effort on setting up new schools. For examplein Holland private schools are greatly assisted suggestingthat this is a good possibility for a NH primary school.

The afternoon session addressed the question 'Is itpossible that a unique education model is able toanswer the needs of a world in constant andincreasingly fast evolution?' Rejo Wilenius of the

European Forum for Freedom in education outlinedthe dangers of the monopolistic approach to providingeducation. In Italy, despite the State monopoly ineducation there have been notable success storiessuch as Montessori schools and the Reggio Emiliaproject.

Carla Rinaldi spoke about the Reggio Emiliakindergartens where the child is viewed as acompetent being full of potential, able to create andcommunicate in numerous ways right from thebeginning. The most important task of the adult is tolisten to the child. She presented slides of the schoolsand read the moving poem of the late founder of theproject Loris Malaguzzi, 'The 100 languages ofchildren'. Although in existence for 30 years, it wasnot until the visit of the Minister of Education in 1995,that the innovative Reggio Emilia project becameofficially recognized by the Italian Ministry ofEducation. Now they are building common programsfor the development of teacher training throughout thenational education network.

Pietro De Santis of the National Montessori SchoolsAssociation talked about the heritage of MariaMontessori in her work for the cause of the child. InItaly there are both state and private Montessorischools. In fact the Montessori school is the onlyalternative school which has entered into the stateschool system. However this has not been withoutproblems, and he described how difficult it is forMontessori schools to operate in the public sectorbecause the structure of the state school limits this.

In summing up Joan Almon noted that it is a strengththat we have so many different ways of approachingthe child, and that it is important that people work outof the depths of their own heart. Teachers and peopleworking on behalf of children should keep their eyes,hearts and minds open to find the ways we find best toserve children and see what is healthy and healing butalso when we are doing harm.

Some of our NH schools may be interested inassociating themselves with 'The Alliance forChildhood' which has contacts now in many countriesas well as the US. Anyone interested can write to mefor addresses. They are holding a conference'Protection of Childhood' from October 11-14, 2000in the Convention Centre in Brussels, Belgium.However, it may be that the Alliance will turn out to bepurely a Steinerian association instead of a truepartnership of different people working on behalf ofchildren. Organizing a convention is a great way ofgetting publicity. Even though the Bologna conventionwas not that well attended the Steinerians gained a lotof press and TV coverage before, during and after theconvention which was part of a two week programintroducing Steiner pedagogy to the public withlectures, an exhibition, and theatre, chorus and circusperformances. Wouldn't it be nice if we could organizeNHE conventions like this!

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Bi-Annual

Education Training Campat Tatanagar, India, December 1999

A five-day Education Training Camp (ETC) washeld at Tatanagar, India from 14th to 18thDecember 1999, organized by A'c.Devashraddhananda Avt., Global EducationIncharge-1. More than 300 principals andteachers from different parts of Delhi Sectorparticipated in the camp.

A'c. Sambhutyananda Avt.; AvadhutikaAnanda Arundhati A'carya', A'c. MohananandaAvt., A'c. Pratyagatmananda Avt., A'c.Tattvavedananda Avt., Shri P. S. Ghosh fromBal Bhavan, Delhi and Smt. Lakhi and Gautamform Adarsh Seva Samsthan, Tatanagar, gavethe theoretical and practical classes on Neo-Humanistic Education. These included theplay way method of teaching different subjectsto primary classes students; child psychology,methods of teaching Arts and culturalactivities, games & sports, P.T. & Parade etc..A' c. Keshavananda Avt., ERAWS Secretary(Central) kept on inspiring the participants byhis sweet talks and inspiring classes during hisstay in the camp. Apart from theoretical andpractical classes oratory competition, rhymesrecitation competition, self composed rhymestext competition also took place.

On the fourth day of the camp i.e. on 17thDecember 1999, a procession was held for 4kilometers. A cultural program based onPrabhat Samgiit by the local artists ofTatanagar was also staged in the local Milanihall on the last evening i.e. on 18th December1999.

Symposium

A symposium was held on two consecutivedays i.e. on 15th and 16th December 1999which were attended by a good number ofintellectuals and elites of the city. The topicsof two days (15th & 16th December 1999)symposium were "The solution to the presentday crisis in the education" and "The need offundamental changes in education in order toelevate the value of human life", respectively.On the first day i.e. on 15th December 1999,Shri Bachan Pathak Salil, a noted litterateur

was the chief guest and A'c. KeshavanandaAvt., Central ERAWS Secretary presided overthe symposium. Shri A. K. Lal, Manager,TISCO, Tatanagar and A'c. MadhuvratanandaAvt., Principal, A. M. School, Varanasi, spoke.

The second day (16th December 1999) of thesymposium was presided over by Shri G. S.Jaiswal, a senior Lawyer of the city, ShriDineshananda Goswami, National presidentAkhil Bharatiya Vidyarthi Parishad was thechief guest and A'c. Sambhutyananda Avt.,SES, Delhi Sector and Shri SudhamshuPrasad, Headmaster, Nibaranpur High School,Ranchi spoke on the subject. While speakingall the speakers decried the present dayeducation system and expressed their concernfor the degrading standard of education. A'c.Sambhutyananda Avt. while explaining atlength spoke that in order to solve the presentcrisis in education fundamental changes ineducation i.e. a revolution (not reformation) ineducation is needed. Hence, changes in all theeight aspects of education are to be broughtforth.

The eight aspects are:

1. Educational philosophy-Education mustbe based on a comprehensive philosophy oflife.

2. Ideal teachers-the teachers maintaining aharmony between educational philosophyand his/her conduct

3. Teaching methodology-Neo-humanisticand psychological.

4. Curriculum & syllabus

5. Management- Education should not be inthe hands of Govt., politicians oreducational traders but rather should be inthe hands of dedicated educationalmissionaries.

6. Students-must be psychologically inspiredto grow love for knowledge (inquisitivenessfor learning)

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7. Guardians

8. Society/environment

A pictorial depiction of ERAWS activities inDelhi Sector and educational thoughts of ShriP. R. Sarkar were also displayed. Prizes to the

winner of different competitions etc. were alsoawarded by A'c. Devashraddhananda Avt.,Global E.I.-1. The participants were very happywith the programs and they wished to organizemore and more such camps at regularintervals.

Teacher Training WorkshopLondon, England

by Didi Ananda Rama

There was a brief Teachers' Training held inLondon, taught by Didi Ananda Rama

The Teachers Training was attended by all theteachers of the KG and Primary school,totaling 10. Since some teachers were new andothers well experienced, we had a sharingworkshop using the developmental stagesaccording to the layers of mind. Designing thelesson plans according to the layers of mindhas been a specialty in the London schoolsand the experienced teachers had gained a lotof skills .

We discussed one of the main concepts on NHE"Knowledge is for liberation" a very lofty goalwhich we as teachers need to keep in mind.This concept reminds us to see the child as adivine being with a vast potential now lyinglike a seed within the child.

We need to assist the child to develop all thelayers of the mind. The physical body is theshelter of the mind and needs its care. Here wegathered the methods which the teachers wereusing in school such as yoga and otherexercises, climbing, running, group games,dance, sports, hygiene and healthy food. Thesensory layer is developed by using theeducational material of Montessori which theschools have a good collection of. Also innature there are many ways to aquaint thechild with the world using the senseperceptions. Background music of Kiirtan andclassical or cultural music was mentioned asvery uplifting for the children. For the olderchildren the idea of control of the senses isalready touched on by putting emphasis onetiquette and discipline.

For the intellectual or cognitive layer of themind, the teachers mentioned memory games,language development through letting thechildren tell their own stories and engagingthem in observations. The idea came up toteach poetry and new vocabulary to refine thespeech. Science experiments, maths exercisesas well as related science can well be taught inan integrated way with arts.

The creative layer can be developed with varietyof art techniques, music, drama and all roundaesthetics. Art can be the base of the entirelearning process. The creative mind of thechild is full of joy in expressing and creatingher own reality . The teacher needs to be finetuned in order to flow with the creative speedof the child which is usually faster than that ofthe adult. There are many ways the teacher canenhance the free flow of the creative mind ofthe child during every moment of a lesson.

The intuitive and harmoniously social layer ofmind is when the child can be in a nicetemperament. Sharing, caring, and helping areencouraged to foster this aspect ofdevelopment. The child has a natural affinity toplants, animals and peers which is nurturedthrough one's own example, stories , dramaand free play where the children canspontaneously interact with each other.

The spiritual aspect is enhanced through oursilent time, spiritual songs, Kiirtan ,meditation, visualization, relaxation exercisesand celebrations. Here also the self-restraintand good judgement on part of the teacherplays a significant role. The teacher needs togain wisdom and insight through one'spractices and embody the spirituality which thechild feels attracted to automatically.

40

Global NewsManila SectorBy Didi Ananda Gaorii

There are 17schools run by WWD in Manila Sector - 2in Thailand, 1 in Laos, 2 in Malaysia, 3 in Indonesia,9 in Philippines.

The school in Laos is the biggest school with over 200children in the kindergarten and 6 primary grades. AsLaos is still a socialist country, we are only able toimplement a restricted version of NH education, butstill the school is well appreciated by the foreign andlocal communities who are looking for a creativeeducational environment for their children.

The two schools in Thailand are connected with ourtwo children's homes. One in Sangkhlaburi northwest of Bankgok. This school is a kindergarten and a'non-formal' education facility. This facility caters forour own home children and also local children whodo not have any other educational facility available tothem. It has been active for around 6 years. 'Non-formal' education is a specialty of the Thai educationsystem which enables children or adults who cannot,or have not been able to, complete 'formal' primaryschool education, to study on a part-time basis andtake the government examinations at specific timesthroughout the year. Last year we had around 40children in our kindergarten and 20 in the 'non-formal' education school.

The other school in Thailand is also a kindergartenand non-formal education facility which mostlycaters to our 16 home children and has beenrunning for around 7 years. Our home and MU inthis southern province of Thailand are situated inquite a remote 'jungle' area. Recently we received agrant for the construction of a 'community library' onthe MU which the local people can come to use. Thisis a great new service for the people and childrenliving in that 'jungle' area who would otherwise haveto travel far to have access to library facilities. OurDidis and also older children, also help in a local'jungle' school (non-formal education), which isnearby our MU and which is run by the members ofthe 'border' police force as a service to the localcommunity.

The two schools in Malaysia are in nearby KualaLumpur. One is a community service school whichserves around 25 children from low income families.It has been running for around 15 years. The otherschool is in Seramban. It is a neo-humanistkindergarten AMSAI school with 50 kids in our ownbuilding. It has been running for around 8 years.

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InMin

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Indonesia we have one neo-humanist kindergartenhool which is in our own building in Cirebon,

ava. It has around 20 children. The other twohools are in Sumatra island. One in Jambi ande in Medan. Both of these are English tuitionhools which use neo-humanist educationalethods. Both have around 35 children.

Philippines we have 2 schools in Manila run byargii sisters. News of the 6 schools in Davao area southern Philippines is from Didi A. Ujjvala below:

n Mindanao, which is the southern province of thehilippines we have 8 AMSAI kindergarten schools - in Digos, 1 in General Santos, and 6 in Davao. 7 the schools are run by WWD and one by therothers of the WT Training Center. All the schoolsave around 20 - 35 children.igos school was renovated last December 99 and wepect to have many new children in the next year.

he Amsai in General Santos will be renovated thismmer too.

st January 23rd, Ananda Mela 2000 waslebrated in a grand way in Davao. All children and

arents of our schools participated in a colorfulotorcade parade on the streets of Davao. After thatey had assembled for a 'mela' program whichcluded competition among the schools in differentems such as declamation, singing, dancing, andore. The children could perform in English, Tagalog in Visayan which is the local language. The

arents also competed in groups, dancing ethnicance. There was also a painting exhibit on differentbjects. All of the schools won some of thempetitions, and the over all winner was Palm Drivehool.

the Philippines there is a system of choosing therince and princess of the school each year. OurMSAI schools use a different system for selectionat most other schools whose princes and princessese the children whose parents had collected theost donations for the school. In AMSAI, our little

rince and princess were chosen by their teachers foreir singing and dancing talents, and many of the

arents had tears in their eyes seeing their kids onage. Actually, all the children had their own uniquelents and were winners and all became princes and

rincesses and got a certificate of specialpreciation.

41

Last March 27th we had our end of year graduationceremony, or as we call it here, "Moving Ahead"ceremony, for all 6 Davao schools. In this ceremony acertificate of posthumous recognition was awarded toDidi Ananda Supriiti for her commitment anddedication over the last 15 years to the AMSAIschools in Mindanao. It is now summer vacationand new school year 2000-2001 will open in June."

Nairobi SectorKangemi, NairobiBy Dada Vratadhiirananda

We opened the Ananda Marga Academy HighSchool Department in Kangemi, Nairobi on February14, 2000, with only 1 student. Slowly, the number ofstudents increased until we've got 15 Freshmenstudents. The first term has just ended and by thesecond Term which will start in May, we expect to getanother 25 students.

We have started modestly by opening Form Ior first Year. People want to know first the quality ofthe instruction we provide to students. Our school isalso approved by the government, therefore, it islegal as it is registered. We opened the high school tocater to our primary students. The Ananda MargaAcademy has 3 departments: nursery, primary andsecondary. At the moment, we have 240 nursery &primary pupils and 15 first year high school students.By next year, we will open the second year highschool and so the year after that, we will openanother until we shall have opened the fourth year.We have qualified teachers and I myself serve asPrincipal/manager of the high school as well asteacher of English, French & Music.

We have started building a library and we'vegotten a donation of 500 textbooks & readers fromthe Giants of Nairobi. At present we are struggling tocomplete the construction of additional classroomsfor our students. Dada Rameshananda and myselfare working together & doing our best to raise thestandard of instruction in all levels by regularlygiving training in Neo-humanistic education to ourteachers. We also have teachers' meeting everyFriday to discuss defects and solutions on mattersconcerning the school.

The Ananda Marga Academy was firstestablished as a nursery school in 1991. Now, it hasgot three departments and its high school, which Ibelieve, if I am not wrong to be the first establishedoutside India.

Capetown, South AfricaKulapati Dada Shambhushivananda attended theParliament for World Religions held in December,1999. There were about 6000 participants attendingfrom all faiths and traditions. Dad was among the200 invitees from all around the world in theAssembly of the Parliament. Our service projectswere highlighted along with gifts of service of allother organizations and individuals. Dada spoke on

two occasions -once on PROUT and another time onUniversal Religion. In smaller group workshops, healso presented the Principles of Neo-HumanistEducation and all present unanimously loved it.Daily meditations for interested persons were heldand we had two stalls, one at the Civic Centre ofCape Town and another in the Good Hope centre.

New York SectorLong Island, New YorkThe Progressive School of Long Island has fullenrollment this year in all the grades, K-7, totaling125 students. The theme for this school year is "AYear of Peace and Unity". How do we achieve peacein our lives and unity in our social environments? Inthe child's world it means that no one is left out orleft behind, that each child's dignity is intactregardless of appearance, ability, culture religion orrace. As part of this theme, the seventh gradersreceived training in VIP "Violence InterventionPrevention" with local professionals. Studentsattended workshops on violence prevention,communication skills, safety tips, anger managementand other techniques to diffuse, avoid, prevent or stopviolence.

Denver, ColoradoOur school in Denver, (Morning Star), directed byMahajyoti has received national recognition and isalso listed in national directory of reputedKindergarten Schools.

NicaraguaDada in Nicaragua has already bought the Land for aSchool building construction and very soon thebuilding should be ready.

JamaicaThe School in Jamaica is doing well with an increaseof 15 students this term, bringing the total up to 95students.

Delhi SectorWe have covered 78 percent of all Diocese of DelhiSector with Ananda Marga Primary schools. 46percent of all Districts of Delhi sector (India, Nepal,Bangladesh and Srilanka) are covered by AnandaMarga primary Schools.

Agartala, IndiaThe Directorate of School Education, Government ofTripura granted recognition to the Ananda MargaHigh School in Agartala, West Tripura on March 2nd,2000. The address of the school is : Ananda MargaHigh School College Tilla Agartala, West Tripura

42

Georgetown SectorSao PauloThe school in Sao Paulo increased from 17 to 31 children. We arereceiving milk donated by the government for the children of theschool and for families of low income.

BrasiliaDada Pranakrsna, RSBrasilia has now 30children in the schoolfrom ages 3 to 6, wholearn Baba NamKevalam meditation.The Consul General ofPhilippines Embassyvisited the school andwas inspired to helpimprove the schoolbuilding. He wroteletters to differentembassies with thecooperation of RSBrasilia. Twoembassies already responded to the letters, and asked for moredocuments, to analyze our project.

SorocabaThe Sorocaba school “ Lar e Creche Jardim Ecologico” now has 40children. Parents are very happy with the school after seeing changes

in their children after they joined the school they become moreclean and organized.

Porto Alegre

Didi Ananda Vandhana inaugurated the new Project forAdolescents in Porto Alegre. The Municipality attended.. Theyhad a program for the schools and 1000 people participated inthe biggest hall in the city. A professional video about Neo-Humanistic Education was produced. The construction of newsports hall in the Primary School was started. Neo-Humanistic Education Seminar was held for the 55employees. The quality of education is continually improving.

Caracas, Venezuela

After the disaster hit Venezuela, much service work was donewith the children in the University Camp, Poliedro Camp, andFuerte Tiuna Camp, for an extended period of time. Theeducational activities included stories, songs and dances withseveral hundred children. Plans are now underway for apermanent school in Caracas. See separate article in thisissue.

Photographs on this page from Georgetown Sector were provided by Dada Brahmananada and DadaPranakrsna.

Berlin SectorTrento, Italy

Kamaleshvar continues to teach his yoga classes tochildren. This spring he has taught kiirtan and BNKmeditation to 235 children. One interesting thinghappened during a class. Six children out of 12 didnot want to stop meditation, so they asked theirteacher to stay for some more time; actually it wastheir free playing time. Together with Kamaleshvarthey did more than 20 minutes sadhana. Thechildren where so concentrated that they did not hearthe lunch bell of the school. So after he had to pushthem to go to eat, because the other children wherealready at the tables.

In addition, Kamaleshvar has given 4 multi-mediapublic lectures on NHE with several hundredattendees. He is soon joining a project which willenable him to teach Yoga to the teachers of manyschools. Another project nearing completion is abook he is editing with 10 stories on yama andniyama for the primary school level. He is nowwaiting for the illustrations to be completed.

S'Hertogenbosch, Holland

Zonnelicht School in s'Hertogenbosch, Holland underBrcii. Asiima Ac. as principal and Yadurani asdirector has received a government grant forinsulating the roof and as well for a school bus. TheDaycare program is extended to care for primaryschool children in the afternoons, which is attendedby thirty children bringing the total attendance to 80.The afternoon care is a preparation for a primaryschool. Student teachers help as additional teachersin the afternoon program. The school is very popularand was featured on the local TV. Regular vegetariandinners are held in the wonderful spacious homeyatmosphere of the school for fundraising purposes,attended by around 60 adults and 40 children. Theusual cultural programs are highlights of the schoolattended by up to 200 parents and friends. Apresentation on the program and the layers of mindwas given by the teachers at the parents evening,followed by Ac. Pranakrsnananda.

Verona, Italy

Avtk. Ananda Nirmala Ac.the principal of Giardino delSole, in Verona, Italy andSupriiya, gave apresentation on NHE at acongress on differenteducational methods atBologna, which wasattended by 140 people.

Suva SectorLismore,AustraliaVistaraPrimarySchool

In the lastissue ofGurukulaNetwork, an incorrect e-mail address wasincluded for Vistara Primary School. Thecorrect address is:<ampsvps@ozemail.com.au>. In addition,Vistara Primary School has a new web pageat <www.amps.org/suva/VISTARA>

At the end of the school year the students performedBaba's play, "The Golden Lotus Of the Blue Sea" to anaudience of 200 people at Lismore's Performing ArtsTheatre. The play was slightly adapted so that bothboys and girls had parts in the play and the themewas not set in any particular country, based more onfantasy. The flying peacock horse was stunning witha 15 -20 metre wing span. We had a Sound andLighting Technician and costumes were amazing. Weused wonderful backdrops and the story was trulyinspiring. It was that night that we observed parentsmaking comments like, "this was amazing", "Therewas a special spiritual presence in this theatre andwith the children tonight", "it was the best schoolproduction I have ever seen", "Baba would have beenso proud of these children". It was such a highfeeling of inspiration that by the end of the play, theaudience cheered and cheered. The performance wasdone in September and we are still receiving positivecomments. We even had the Drama ProductionTeachers from other schools in the audience wantingto pick up tips from our children. The school hasmade a video tape of the performance, clearly statingthat this is an Ananda Marga school and respectfullyshows Baba's name as the author of the Golden Lotusof the Blue Sea. A video man took a video of the playfor parents and it is being sold for $30 ($5 fundraiser

goes towards venue hire). It canbe an invaluable resource for

43

anyone who works in schoolsand inspiring for margiis as well.Children love performing plays.

Certification and ProfessionalDevelopmentOn Dada Shambhushivananda'srecent visit to Suva Sector, wewere very fortunate to have Dadatrain our teachers in the sixdimensions of NH educationand they were incredibly

inspired. The six strands of neo-humanisteducation being: inner and outer ecology; practicallife skills for self-reliance; decision making skills;aesthetics & creativity; historical insight & predictiveskills and universal love. These six dimensionscorrespond to the six kosas. They were also awardeda certificate with the Ananda Nagar Gurukul goldstamp recognising them as Neo Humanist Educatorsafter their training. Additionally, this year, GuruCharan from the NERI Institute in Ananda Pali hasbeen conducting regular training programs with theteachers at Vistara Primary School.

Melany, AustraliaRiver School

Enrollment at the River School has doubled recently,and is now up to 100 students grades preschoolthrough 6th grade.

This yearstarted

Guam

Didi Arpana is now working in the preschool inGuam. There are four teachers and a new permanentsub. They have 43 children now, which is themaximum capacity. The children are from diverseethnic backgrounds including New Zealand,Australian, British, American, Filipino, Chamoor,Japanese, Korean, Vietnamese, Taiwanese and Afro-American. The school is highly recommended byeducators there and is well known for it's highstandard. Didi Arpana is currently taking EarlyChildhood Education courses which is assisting herin her work managing the school and the staff.

44

My Spirit

My Spirit is a part of meIt's very small but has great strengthenand powerIt's wise and knows just what to doIt helps me to be and not hold it insideof me.

My Spirit

I feel my Spirit deep within,It's soft and mushy and strongBut sometimes I forget it's thereBut when it shines it's hard to push itawayAnd when I'm sad it helps me smile

with thetheme of"Spirit"beingexploredin each ofthegrades.The littlefamily(gradesK-2) builta spirithouse - asacred

place that can be used for many purposes. Big family(grades 5-6) investigation of this theme resulted inmany discussions including the realization that spiritis also part of nature. The children also wrote abouttheir own personal identification with spirit within.Two samples are included on this page.

Morning Circleon Mondays,pictured here,is a song circlefor Grades 1-6. Led by twomusicians,lots of songswith beautifulneo-humanistthemes aresung, many intwo partrounds or withaddedharmonies.

45

DialogA regular columnexploring problems andchallenges in earlychildhood educationsituations with Mahajyoti

The Dilemma with Hitting

Dear Dialog,

We have a child who hits and wecannot get her to stop. We sendher to sit in a chair when shegets too aggressive, but thisreally does not change thebehavior. She is 3 1/2 years oldand though we know sheunderstands what we are sayingshe cannot stop hitting others.Her parents are just asfrustrated as we are about this.On rare occasions she will hit astaff member. - Help us

Dear Help,

An aggressive child is a child inpain. In the case of children(and sometimes adults) it issometimes not always possible topinpoint the root of the innerfrustration. Become the socialscientist. Engage with your staffin careful, attentive observation.Have each staff member recordthe details surrounding theevents as well as their frequency.

* Who is the victim? An older oryounger child? Boy or girl?Please bear in mind thatoccasionally the victim can bethe initial provoker or instigator.

* When and where does she hit?During what specific times oractivities (structured class or freeplay)? Transitions or intervalswhen students are crowded cansometimes contribute topotential hitting situations.Certain environmental factorscan be better manipulated by thestaff. The teacher mayreconsider alternative methods offacilitating transitions.

* What events occur when shehits? Does she admit to hitting?

When the other child cries, doesshe get upset? Does she receiveextra attention from the teacher?Is she apologizing or trying tomake the victim feel better? Doesshe simply walk away?

* What behaviors trigger theaggressive action? Whathappens right before sheengages in hitting? Doesanother student have somethingshe wants? Is a teacher saying"no" to the child? Is the studentexperiencing a challenge incompleting a task or activity? Isshe simply tired?

After determining who, where,when, and how the child hits,consider what elements may becontributing to her desire toengage in hitting behaviors.What factors encourage her tohit again? What skills does sherequire that would better equipher to cope with the situation?Have any outside stresses orchanges contributed to themisbehavior? When a child isaggressive, it can make the staffas well as other children angry.Consider taking shelter in theSupreme. Remember yourmantra then try the following.

1) First, the teachers need tohold in their hearts a positivevisual image of this child. Inorder to bring about aconstructive long-lasting changein any situation, we must adjustour incomplete and sometimesfalse mental picture of the childin our Selves first. In a staffmeeting, the teachers mayhypothesize the source of thechild's suffering or the nature ofwhat may be out of balance.This helps to bring into focus amore positive visualization andultimately better understandingof the child. Collectively envisiona happy, loved child, expressingher maximum potential.

2) Try implementing a TLC(Tender Loving Care) Program.In this approach each staffmember makes a sincere effort totouch the child, hold the child,rub the child's head, say "I loveyou" -- to physically and verballyengage in actions and

conversations, reflecting acaring and compassionateposition towards the child atleast 4 times (per teacher) eachday. Often when each staffmember strengthens thephysical-emotional-psycho-spiritual bond with the child, thechild's pain and/or frustrationmay be lessened, opening agateway to easier resolution.

3) When she is not engaged inthe activity, encourageconversations with the childabout the undesirable behaviorin a nonjudgmental and curiousway. "Tell me about what youare feeling when you need to hitsomeone". Reflect back to thechild and acknowledge thefeelings she is experiencingwithout judgment. "You get veryangry when someone has a toythat you want." (You may wantto physically be touching thechild's hand or shoulder duringthe conversation.) During thisphase of resolution, theeducator wants to separate thefeelings from the behavior. "Howdo you feel about having to hit?"How does the child feel aboutother behavior options available?"Friends are for hugging. Let'sthink about other things thatyou can do in this situation."

4) When children are crossingthe 2 1/2 - 3 1/2 year thresholdinto the world of verbalintercommunication andlanguage, they have not yet fullyintegrated into their being thevalue and power of words. Everyindividual needs to be equippedwith "tools" by which to protectthemselves and to ease theirpassage through conflict. Keywords or sentences must bedeveloped by the staff which canbe used by students to warnothers of their discomfort in anysocial situation such as "Pleasestop". "I don't like that." or"Teacher I'm having a problem."Offer acceptable alternative waysof expressing feelings. Whenevera child elicits one of thesewarnings, the teacher lovinglyvalidates their discomfort."When someone says 'stop', it'syour job to stop." This isdelivered very 'matter-of-factly'

46

without a judgmental tone ofvoice. Once children learn thatsystems such as this can workfor them in resolving their ownconflicts, aggressive behaviorssignificantly subside.

5) Occurrences of undesirablebehaviors are one of those"teachable moments" where thelesson for One is actually thelesson for All. These specialevents are an integral part of ourCurriculum of Kindness, anopportunity to discuss anger anddiscomfort issues with the entireclass without pointing fingers atany one child. Role-playingsituations that make them angrycan be dramatized as well ascollectively brainstormingpossible alternative responses.Verbalize the expectations of theclass and the teacher. As acollective group, set limits onunacceptable aggressivebehavior and theirconsequences. A review ofappropriate social skillsreinforces the ne0-humanisticcurriculum of kindness.Regularly practice these optionswith the child(ren) in theclassroom setting. Eventually asthese concepts are integratedinto the students' being, you willsee these techniques appliedmore and more in their socialinteractions.

6) When the staff observe "thepattern" in progress, the alertteacher may coach from thesidelines. "Amanda, this is oneof those times when you maywant to say: "I don't like that".Support her in recognizing those'triggers'! The neo-humanisticteacher handles all interventionswith calm firmness and perhapsmost importantly withunconditional love. When thechild shows self restraint andexercises her more constructiveoptions, be sure to pour on thepraise, the hugs, "give me five"gestures, "Good job, Amanda!"Let the child know how pleasedyou are which will encourage herto engage in the desired behaviormore often. Be sure to praiseother positive behaviors the childexhibits throughout the day aswell.

7) Encourage the child to drawpictures (perhaps with red andblack crayons) about thosesituations that generate angerand frustration. Together theteacher and student can make abook of drawings about whatmakes her want to hit, includingdescriptions of the new behavioroptions she would like toattempt. Read it with her severaltimes. You may want to makemodifications or additions to thebook as she tries out her newresponses. Hopefully a happyending will materialize whichpictorially describes how shefeels using her new "tools" andwhat its like to be in controlwithout having to hit. Maybesome day she will feelcomfortable about sharing herbook with the class.

8) When repeated or excessivelyaggressive hitting occurs,immediate intervention isrequired to assure the safety aswell as comfort of the otherstudents. During theseinstances a correspondingprivilege is lost. The teachermay need to introduce anintention: "I'm sorry but if youcannot be nice to my friends, youmay have to play alone." Beprepared to back it up. "I'msorry since it is hard for you tobe the good friend, you will needto sit by my chair and readbooks for a while."

In such extreme situations Ihave also seen teachers use thephrase "You hit. You sit." Whilea Time Out Chair may help theteacher rebound back to sanity,it rarely alters misbehavior on along term basis. Regular use isnot recommended. If thismethod is applied, my personalfavorite is to implement it with akiirtan tape playing nearby.When returning the child to play,the teacher may want tointerject: "Are you ready to showme how you can be a goodfriend? Tell me how to be thegood friend..... Make it so."Rewarding the desirable behaviorwhen it occurs is much moreeffective than excessive punitivemeasures. "Good job being the

good friend, Amanda! Give mefive!""

(A footnote: Some individualsare plagued by chemicalimbalances in the brainfrequently accompanied byhormonal imbalances in thelower chakras which mayinfluence aggressive behavior.These are the most challengingof situations for the teacher andfor the child. These children findit virtually impossible to controlthe urges that emanate as aresult of these physically andorganically based conditions.Some herbal, homeopathic andprescription remedies in additionto dietary changes have beenknown to ease these symptoms. )

As educators, it is ourresponsibility to actively supporteach and every student in ourcare to the best of our ability andto empower them withtechniques which will maximizetheir ability to practice ahimsa:the principle of nonviolence,non-injury, kindness, andcompassion. Striving to advancethe competency of our studentsso that they can understand andapply ahimsa more fully in theirdaily lives -- to themselves, toothers, and to the environment --is the greatest gift we can give.Herein lies the very essence ofneo-humanistic education.

Please send us your additionalsuggestions and commentsconcerning this topic. If youhave other concerns you wouldlike to see addressed in thiscolumn,contact us at:

Dear DialogueGurukula Network146 Honness LaneIthaca, New York 14850 USAamgk.glo.@gurukul.edu

Mahajyoti Glassman has beenthe Director and Head Teacher ofMorning Star Preschool for thepast 12 years. Morning StarPreschool is a Neo-HumanistSchool in Denver, Colorado, USA.

47

New PublicationsTeach Me To Fly- Insights into Early Childhood Neo-Humanist Educationby Didi Anandanivedita

Teach Me To Fly focuses on the education of children from birth to 8years of age, and highlights the major components of Neo-humanismas the base of the educational process. A must read for anyoneworking with young children, this book can also serve as a majorsupport in the teacher training process in Neo-humanist Schools.

Teach Me To Fly contains a myriad of exciting ideas regarding earlychildhood education and includes the following essential componentsof the Neo-Humanist Education model.

• The role of the teacher as guru• Understanding the uniqueness of early childhood and providing

psychological care• Nurturing the spiritual qualities of the child• Teaching universalism to children• Incorporating morality into every aspect of the educational process• Helping children to understand and work with their tendencies

and emotions• Ethics and social skills• Guiding children and managing their behavior with understanding of• Setting high standards for each individual• Cognitive development• Learning to read and write• Fantasy and creativity• The learning environment

Head in the Stars, Feet on thExplorations of Yoga Psychologyby Didi Anandanivedita

Head in the Stars, Feet on the Ground, aimtranslate the ideas of yoga psychology into psychological practices. The book is intendbeginners guide to yoga psychology and nopsychology or spiritual practices is assumeon the Ground guides one on a personal joas “What am I feeling inside?” “How to resoand inner pain?” “Who am I?” “What is mythe chapters end with suggested exercises

Although this book is not written about chdevelopment starting at birth and going intall the stages of childhood are included as as a guide for those working with children.understandable language, it is also a publi

to the teachers in your school for understanding the bio-psychology of huas a tool for their own personal unfoldment.

child psychology

e Ground

s to help people bettereveryday beneficialed as a practical previous knowledge aboutd. Head in the Stars, Feeturney through issues suchlve my negative tendencies purpose in life?” Many offor further self discovery.

ildren – it is about humano adulthood, so naturallywell. Therefore it can serve Written in verycation you will want to giveman development as well

48

Ordering InformationThese books are available from your Sectorial Publications Secretary. If the books are not availableas of yet in your Sector, they can be ordered directly from India in bulk.Please contact: Gurukula Publications <gurukula@vsnl.com>

About the AuthorThe author, Didi Anandanivedita has over twenty-five years of experience in early childhoodeducation. She opened and directed preschools in the Philippines, Malaysia, and Guam. Her firsteducational publication was For Universal Minds followed by three teachers’ guidebooks co-authoredwith Ketana Bardwell: Safe and Sound, Who Am I , and I Can Draw the Sun.

In the words of the authorThese two books reflect my main interests at this time in our service work. Generally, regardingworking with young children I look at morality as a combination of areas such as yama and niyama,virtues, self and social development. These are key aspects in psychology as well. Sri P. R. Sarkarsaid, "Morality is the most important subject in the syllabus." Therefore I feel an understanding ofchild psychology is vital for our educators.

Child psychology is helping children to be in a good self and social flow. They are resilient and openin these matters when one has some understanding of child psychology. There is a growing body ofliterature that is available on this topic. Adult psychology is looking at adults who now are the endproducts of their parents and school education -- full of many imposed samskaras (arresteddevelopment) and immaturity. They take much more effort to help. Education from a psychologicalperspective means looking at the earlier part (the formative part) of the psychological spectrum. WhenI work with young children I am aware of the immense good or harm that is going on in thesechildren's lives and how to help. Similarly when working with adults, I think of the later part of thespectrum, when harm has already occurred and maturity is arrested in various ways. Seeing howdifficult it is for adults to change makes me aware how important it is to reverse psychological harmwith young children before they reach adulthood. Teenagers and children should have so much morehelp available to them.

Coming Soon !Neo-Humanist EducationA Documentary on NHE Schools Aroundthe World - Edited by Didi Ananda RamaThe NHE Documentary is now complete and at the printers.It is a full size 100 page book of text and photosdocumenting our NHE program with articles and manymany pictures (260!) from schools around the world,displaying a colorful picture of our world wide educationsystem.

This will be an invaluable book for all of our schools aroundthe world - for teachers, parents, community andsympathizers.

Price details are not available as of yet, but for more detailsand to order copies for your school and your sector, pleasecontact Didi Ananda Rama at:Pergola 140,1628 LX Hoorn, Netherlandsor email Anandarama@gurukul.edu