MUTUAL *********** WITH HISTORY
A NATIONAL RETREAT TO ENTER THE LIFE
OF OUR COLLECTIVE DESTINY
History is generally understood by young people, as this boring academic chore required of them by the education system.
The intent and purpose of the curriculum in teaching history, is to cultivate the relevancy of the past to the present, thereby preparing students in what provides them with the awareness of continuity.
Because of such a low level of interest for history among students, a new approach could be tried. Instead of academically bringing the past to the present, why not equip each student with what is needed to explore the past, starting from their own personal present.
By bringing the students to explore what brought about their own life, it will generate an ability for the in-depth look to understand their present, it will gradually connect their lives with the past and thereby will eliminate the irrelevancy. This method would motivate by inspiring as opposed to force-feeding the memory for the sake of the curriculum.
Because of the state of the age which we live in locally and globally, anyone with noble concerns for education is aware of the massive need to heal the individual identity’s growth process, by tuning in the dynamics of inter-personal activity with reconciliation and co-operation. History of the whole human race is screaming to remind us of that.
It doesn’t make much sense to teenagers to learn that their parents, teachers and governments are going on repeating history without any alternative being offered other than: “You live in the best country on earth, so don’t complain”, type of response.
If the history curriculum were to bring together the sciences relevant to the healing of history such as sociology, psychology and all the way to psycho-neuro immunology, they could pave a path to develop the method from play school on, with the parents and child, and set the relevancy so as to bridge school solidly with home life.
History classes would then become a time in school when one is given a chance to assemble the components of his or her existence, where one learns to assimilate each life experience in a maturing perspective of his or her life. It would develop the rationality from understanding the path of their own life and identity. By entering history in such a personal manner, school would evolve to provide a forum for the apprenticeship of communicating in the comfort of intimacy and in the confidence of trust.
It would gradually lead the “I am” of each student into the relevancy between their life and the flow of history in the riverbed of time.
Such a method could even become key to open the doors of the community, reaching out through the cultural and social walls of divisions, by entering the dimension where academic and practice find trust and harmony with each other. In practical terms, it would be the neutral ground to bridge and to complete the distance and the incompatibilities between home and community life.
This approach also provides the opportunity to embark on a massive research and development movement into the human faculty of living. The faculty of living is the holy grail aimed at by all people of good will through out humanity’s history. It is the initial and final frontier of knowledge for the solemn beauty of being human to emerge. The faculty of living is what brings each individual to be penetrated and to penetrate the meaning of existence while providing guidance and nourishment to live in the state of justice, peace and joy.
Historically, this faculty has been painfully growing through millenniums of dark, fearful and evil resistance on the part of those who hold on to knowledge, intellectually acquired, as opposed to spiritually acquired knowledge. Such resistance is present in all human beings and is responsible for the perpetuation of the never-ending power struggle and misery among humanity.
The faculty of living is the healthy state of spiritual human living in all that it means and separated apart from all the lies that it never meant and yet, that are still upheld today in various forms.
Destiny has designed Canada for our citizenship to express the solemn beauty of being human. This is, after all, what the ancient voice of humanity’s youth has been longing for throughout the ages, feeding and reverberating the growth of common sense.
Yes, the history curriculum can indeed become a safe and yet potent tool for the authorities to cultivate our individual and collective growth into the stability of well-being.
Given the good will and blessings enjoyed in Alberta and Canada, we could attain to the point where we begin the process to harness the lessons of the past and learn to live, with great contagion, in the solemn beauty of being human, cheered on by the ancient voice of humanity’s youth and enjoyed in the health of common sense.