Brazilian notes of the multiculture & edu ministry

Meet Gilberto Gil. And step into the awsome colorful deep world of Brazil, one of the most spiritual and complex counties of the world.  His ex ministry of Education (2003-08) is also a heart warming musician with wide social and political views, a struggling past and a bright present. (

Enlightened Policy in government

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It is not too difficult today to reach balance. Just following these simple advices from Laotsi – the Chinese primordial master- will make it even simpler. We are reaching a point in society where we dont miss anything material nor spiritual, everything is so clearly disclosed in front of our eyes and the minds work much more open than before (but if you get meditative you go faster) . Now if desires are kept on a low level it will happen something incredible that there are no words to explain it. i dont even know how to write it. But this is the key for any kind of policy today. the only requirements are the right men. They have to be brave and cool; they have to belong to some sort of another race, another kind of personality which is different and it is not really easy to find, but they exist for sure. Because now we have everything and everyOne on this planet. It’s Amazing.

Laotsi’s proposal is really interesting and original, it’s not just something empty or meaningless or old. It’s so modern and can meet a win-to-win elaboration. Very smart application. Very new and so useful.

If those who are excellent find no preferment,

the people will cease to contend for promotion.

If goods that are hard to obtain are not favored,

the people will cease to turn robbers or bandits.

If things much desired are kept under cover,

disturbance will cease in the minds of the people.

The Wise Man’s policy, accordingly,

will be to empty people’s hearts and minds,

to fill their bellies , weaken their ambition,

give them sturdy frames and always so,

to keep them uninformed, without desire,

and knowing ones not venturing to act.

Be still while you work

and keep full control

over all.

Importance of emotions in China (basic intro)

Emotions should not be confused with romanticism or extreme feelings or behaviours which bring the person into a constant low-level-mood. In Europe emotions are a frequent object of discussions and works since the kindergarden at a scholastic level. All the teachers are required to introduce in their plan some activities focused on the importance of letting the children express their emotional side. Sometimes it is not considered  how deep the activity degree is but it should include good food for the emotional side.  Good for the emotional side. Well, many teachers do not really know what it is good and what it is bad for the emotional side of the children simply becuase they themselves did not have 100% positive experience in their emotional life, so the first thing is that a teacher should be a greatly aware and sensible person, self realized and spiritually oriented in order to nourish the immature emotions of a kid and watch them grow.

In China the educational system, and simultaneously the family system, is still at sunrise level . Although Chinese families are among the strongest in the world, this strenght surely does not come out of open awareness and emotional intelligence. Sorry, not at all. But the future may be more prosperous and clear and hopefully many more families and children will get the benefit of an healthy emotional life.

Guys of my age for example here have the problem that they have to sustain the family, both economically and emotional. The parents of the modern China have had very difficult moments in the past years and as everybody knows the economical side is now starting to move on. As a consequence the slice of the population over 50ies / 60ies face dramatic situations deep into their inner intimacy, into their inner self. This is one of the main reason why on a spiritual level there is so much conditioning and ritualism until to the most serious illness. No difference either in mainland China and in Hong Kong or Macau. I’am convinced the Chinese emotional side is weak everywhere you go. I touched it with my hands, or better with my heart (moreover i am merried to a Chinese) and i am ready to post more about this delicate matter which should be a founding stone of the modern Chinese essence. Stay tuned if you are interested. Luv, r.

Developing love is basic reality to educate children

 

I spent more than an hour skyping with Clara and Vicky from England yesterday at my office. These two young girls, we were living together in Italy few years ago when I was nanny and their mother was pregnant of the third child. At office I did not have the microphone so could only write down everything and listening to all they were speaking from the other side. The most beautiful chat: little things: stories, laughs, sending funny emoticons, chewing candies and so on. Just in the middle of the busiest time of my schedule at work. Just at the perfect moment for inundating the heart with something strong and sane.

 

Now the attention towards how the children do spend their time is growing more and more everywhere. They are becoming the centre of our mind. There are plenty of books talking that we have to keep our kids engaged as much as possible to learn, to grow, to absorb in order to develop their skills and talents. This is false actually. I think that orientatively if they can be busy for half of their time with homework and activities they can also do nothing for the other half of the time. I grew up at this way: School, home works and dance class three times a week were all on a fixed schedule for about ten years from 6 to 19. All the left free time was spent to create things with the help of parents or friends. Painting, reading, listening to music, playing an instrument without any instructor, just alone, toys, journals, swimming in the summertime, going for mushrooms, asparaguses or cyclamens and mimosas during spring time, pic-nics, tons of free walks around the town and so on. The love surrounding was soft and spontaneous, just enough to guide explorations and personal growth.  

My birthday parties were memorable, sometimes at the central park among rocks and small animals sometimes at the beach, and aunties, mommies and friends were all enjoying at the same time. It has been going for years like that. There were no scheduled activities and we used to run free in the nature or making a volcano or a castle with the sand. Everything was really simple and familiar, the environment comfy and the people smiling. Love was developing on its own natural way… and still is.

 

Here in Hong Kong my friends-mothers tell that the schools are putting a lot of pressure on the little ones. They have to pass examinations and study hard even at night several times during the week. Plus at least three courses-activities in afternons and/or weekends. I am sure this is not the right path to educate children. I am sure both teachers and educators, parents are lovely and careful. But love and pressure do not combine nicely most of the times, do they? If a child feels he is too often forced to do something, that means he is not comfortable with this rhythm and this situation will be translated sooner or later in another problem. It is obvious. There are other ways to educate which are safer and more adapting to a child inner self. And it is in the inner self where all the talents and the skills already reside! 

Globalizing our education

 Always impressed by the people who talk wisely about what global means. Thank you to Mr. De Bary, professor emeritus, to have spent the time of a life to research and understand the connection between East and West from the educational point of view.

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Today I wish to amplify these points in regard to certain specific issues in contemporary education. The common denominator among all of our educational situations is (1) the challenge to sustain any kind of humanistic learning at all in the face of the extreme competitive pressures of modern technologies; (2) the need of most educational systems to reengage with their own local traditions, from which they have been largely cut off; (3) the need but also the difficulty of sustaining this effort, beyond the initial stage, to encompass other traditions so as to achieve, over time, a global literacy as the standard of what every educated citizen of the world should know in order to engage in meaningful discourse with other peoples.

 

Within each major tradition, this dialogue has taken place through a process of constant, repeated cross-referencing and back-referencing, internal and largely independent of external involvement except to the extent that, from at least the seventeenth century onward, writers in the West, great and not so great, have confirmed for themselves what important writers in the Islamic, Indian, Chinese and Japanese traditions have long held in esteem. Thus in the Islamic tradition al-Ghazali and Ibn Khaldun have based themselves on the Quran and commented on the great Sufis, while European writers, no less than Middle Eastern, from medieval times onward have recognized the stature of al-Ghazali and more recently Ibn Khaldun. Something similar is true of India, with the Upanishads and the Ramayana taking up the discourse from the earlier Vedas, the Gita from Upanishads, and Shankar from both. And it is true too of China, with Mencius, the Laozi and Zhuangzi taking issue with the Confucians, and so on.

 

Today in a multicultural education that serves human commonality as well as cultural diversity, both content and method may vary in different educational situations, but a core program should make the repossession of a given society main cultural traditions the first priority, and then move on, in a second stage, to a similar treatment of other major world cultures. Further, to the extent that time and resources allow, it would provide for the consideration of still other cultures that, for a variety of historical and geographical reasons, have not so far played such a dominant role in world history (In the East Asian context I would certainly point to Korea in this respect).

 

[from “Confucian Tradition & Global Education” by W.M. Theodore De Bary]

Mother and father are not discriminatory words

To keep the light on, a woman has to be a woman and a man has to be a man.

[Nirmala Devi Srivastava]

I want to talk about something very much delicate and clear cut at the same time. No doubt on this basic stuff, we have to watch the world and the people who are giving a shape to it, a very abstract shape at the moment with all kinds of colors and nuances not yet beautifully and genially arranged between them. It takes time.

It takes time to the people living in William Blake’s island to understand that for a child to have two parents of the same sex IS NOT comfortable at all. It takes time to the people who are molding the law that they have to talk to themselves straight into the mirror to understand that it is going to create a degenerating confusion either for the kids and their family to force their way to use the language. That “mother” and “father” are not at all discriminatory words. In no case at all.

 

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(photo: Ayers rock at sunrise)

The language should not be forced, it has to come from inside, we are not actor, we are human beings who understand very well the chaos some people want to drag us into. These people only deserve our compassionate smile because they are living a life of ignorance and blindness.

 With what courage a person can stand in front of his similes and encourage them to elaborate a new thinking to sustain and perpetuate the homosexuality in our society? Let’s heal these people and face the reality. Let’s help them face the reality with love and understanding wherever possible. But let’s not create an environment as humus for proliferation.