Integrating Science and Soulin Education - 2

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Integrating Science and Soul in Education (Part 2) Dr Sue Stack

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How do we assist in the development of thoughtful, caring, ethical, responsible and wise people for a sustainable future?

“A goal of education should be to develop a clear mind and a warm heart.”Dalai Lama (Spirit of Education Conference, Boulder, 1997): 

“A goal of education should be to develop a clear mind and a warm heart.” Dalai Lama (Spirit of Education Conference, Boulder, 1997) Image sourced from: amerune

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Ethics is grounded on: deep care and affinity a sense of beauty and aesthetics Rudolf Steiner

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Pre-conventional Conventional Post-conventional Transpersonal Scientific Thinking Magical thinking Cause and effect, look for patterns, evidence - concrete Quantifying, applying logic, rules & procedures, - abstract Looking for frameworks, questioning rules & lenses Cognition Insight

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Pre-conventional Conventional Post-conventional Transpersonal Self-understanding Reflection Managing impulsivity Cognition, Reflection, EQ, Meta-cognition Critical Literacies, self in culture Witnessing Scientific Thinking Magical thinking Cause and effect, look for patterns, evidence - concrete Quantifying, applying logic, rules & procedures, - abstract Looking for frameworks, questioning rules & lenses Cognition Insight

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Pre-conventional Conventional Post-conventional Transpersonal Self-understanding Reflection Managing impulsivity Cognition, Reflection, EQ, Meta-cognition Critical Literacies, self in culture Witnessing Spiritual Practice Stillness Imagination, visualisation, dreams, contemplation, creativity, kinaesthetic awareness, aliveness, attunement Mindfulness Oneness Scientific Thinking Magical thinking Cause and effect, look for patterns, evidence - concrete Quantifying, applying logic, rules & procedures, - abstract Looking for frameworks, questioning rules & lenses Cognition Insight

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Aesthetics Sense of beauty, wonder in nature Alternative ways of seeing Look for patterns, symmetry, uniqueness, elegance, complexity Affinity Pre-conventional conventional post-conventional transpersonal Seeing spirit within

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Aesthetics Sense of beauty, wonder in nature Alternative ways of seeing Connection Sense of family and place Connection to web of life, belonging to universe Deep ecology Look for patterns, symmetry, uniqueness, elegance, complexity Affinity Belonging Pre-conventional conventional post-conventional transpersonal Seeing spirit within Being at one

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Aesthetics Sense of beauty, wonder in nature Alternative ways of seeing Connection Sense of family and place Connection to web of life, belonging to universe Deep ecology Look for patterns, symmetry, uniqueness, elegance, complexity Affinity Belonging System Understanding How things I do impact on other things How things relate and depend on each other Complexity science, open space technology, Future Science Foresight Pre-conventional conventional post-conventional transpersonal Presencing Seeing spirit within Being at one

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Values What is good for me Respects society’s values: e.g. truth, fairness Questions paradigms Develops own values Universal values Valuing Pre-conventional conventional post-conventional transpersonal

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Values What is good for me Respects society’s values: e.g. truth, fairness Questions paradigms Develops own values Ethical dilemmas Follow authorities’ judgements Feedback from own experience, imagination Hypotheticals, intellectual discussion, role play, action Challenges rules for making decisions Universal values Valuing Acting Pre-conventional conventional post-conventional transpersonal Wu-wei

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Values What is good for me Respects society’s values: e.g. truth, fairness Questions paradigms Develops own values Ethical dilemmas Follow authorities’ judgements Feedback from own experience, imagination Hypotheticals, intellectual discussion, role play, action Challenges rules for making decisions Universal values Caring Care for pets, or a patch Care for friends, empathy Ethic of care, collaboration, in a community of practice Natural care for all things Valuing Acting Loving Pre-conventional conventional post-conventional transpersonal Challenges disempowering community practices, looks for equity Wu-wei

How might we design science curriculum:: 

How might we design science curriculum: To induct students into the culture, thinking, knowledge and procedures of science? To engage soul? To develop ethical and wise beings? Image sourced from NASA

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What science provides holistic approaches? Japan Urban School Forest project students planting trees, caring for one tree, observing changes, writing journals, developing an intimate relationship between self and tree, writing poetry and talking to the tree. Encounter: Education for meaning and social justice

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What science encourages existential questions, a sense of mystery and wonder? Image sourced from: Nick Russill

What science encourages us to go deep?: 

What science encourages us to go deep? Image sourced from: Dpspiderman

What stories in science inspire?: 

What stories in science inspire?

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What science stimulates passions creates a desire for action and for understanding?

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What science perturbs students to their next stage of development or to new perspectives? Paradox, dilemmas, philosophical questions Image Sourced from: John Murphy

“I wonder journal” : 

“I wonder journal” What inspires, intrigues, surprises you? Use poetry, art, dreams, imagination, big ideas, look for connections

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The Essence of the Universe… A poem from a student’s “I wonder” journal

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So how might you integrate science and soul in education?

Website: http://www.stack.bigpondhosting.com/: 

Website: http://www.stack.bigpondhosting.com/

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Integrating Science and Soul in Education Dr Sue Stack Sue.stack@bigpond.com www.stack.bigpondhosting.com/ Holistic Education Network Tasmania www.hent.org