By Jane Sahi
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Extra info for Education and Peace
Secondly, to develop an ability to acquire new knowledge for oneself. Thirdly, to have sufficient knowledge to think independently, and form one’s own judgements. This was possible through reason and discernment. Reason and Discernment The practice of Ahimsa requires, according to Gandhi, “the keenest intelligence, and a wide-awake conscience”. He, therefore, saw the teacher’s primary role was to teach children the power to discriminate. We are thinking, knowing beings, and we must in this period distinguish truth from untruth, sweet from bitter language, clean from unclean things, and so on..
M. Mead, Crowing Up In New Guinea, Pelican Books -1942, p. 159. 36. Thomas Merton, Quoted by Esther de Waal, A Seven Day Retreat with Thomas Merton, Cha. V. 37. Martin Buber, Between Man and Man, Fontana Library-1961, p. 134. “For educating character you do not need a moral genius but you do need a person who is wholly alive. ” 38. Josef Pieper, Leisure, the Basis of Culture, Fontana - Collins, 1965, p. 43. 39. I. Kant. W. Hepburn, Wonder, Edinburgh University Press, 1984, p. 133. 40. F. Schumacher, Good Work, Abacus, 1980, p.
It is important to distinguish roots that support life and freedom, and give stability from entanglements that bind with convention, unthinking habit and prejudice. Through looking at different aspects of disconnectedness in schooling such as the person’s own fragmentation, the rift from the other and from nature, the split between wisdom and knowledge it has been possible to clarify ideas of integration and correlation. Finally, I have endeavoured to briefly outline what this might mean in practice in terms of using the immediate resources of the child’s own exuberance and vitality, the capacity to play, wonder, question, work, the local surroundings and the shared storehouse of story and festival.