Theme: Holistic education is natural education for complete psychological and moral or ‘spiritual’ development of the child as a potentially moral or ‘spiritual’ being and is therefore the natural vehicle for the continued moral or ‘spiritual’ evolution of humanity.
Much of so-called ‘education’ is in fact indoctrination under the guise of preparation of the individual ‘for the future’. This is an unrealistic goal which gives rise to many social problems such as the ‘problem of youth unemployment’ which is in fact a pseudo-problem specific to the capitalist agenda. We need to see the problem in a wider context and realize that education is inadequate when it fails to prepare the individual to create a life of meaning within the constraints of the social conditions of their time. Indoctrination of children ‘for the future’ makes no sense if that future no longer exists when they get there. Instead they need to meet the demands of the future which they create for themselves. We need to place the emphasis on how children learn rather than on what children learn so that they can realize their potential for moral or ‘spiritual’ development and construction of mature rational conscience required for mature socialization upon which continued survival of the human species depends.
Mature socialization is a function of moral or ‘spiritual’ evolution of the individual and the cultivation of intelligence as ‘true intelligence’. True intelligence is moral or ‘spiritual’ intelligence because it is based on personal evolution of consciousness from the level of mind-made self or ‘ego’, the egocentric, egotistic or ‘materialistic level’ to the higher moral or ‘spiritual’ level of ‘enlightenment’, of ego-transcendence and the ‘value-life’ of moral consciousness or ‘conscience’, the ‘human spirit’. Spiritual intelligence is ‘intuitive intelligence’ because it involves the depth of value derived from ‘higher intuition’ of moral or ‘spiritual’ insight with which one breaks through the material world of form and the immorality of material ethics, to the invisible world of formless spirit and the morality of spiritual ethics. Intuitive intelligence is ‘creative intelligence’ because it involves creative approaches to human problems. Creative intelligence is ‘social intelligence’ because it involves consciousness of human social values of compassion, wisdom, freedom, justice, peace and prosperity which empower the individual to lead a meaningful life. Social intelligence is required for creative and ‘adaptive’ social behaviour which depends on the understanding of the significance of social interactions and results in the accurate evaluation of the social environment. Understanding human nature is foundational to education which aims for the realization of the human potential for moral or ’spiritual’ integrity expressed as creative intelligence, wisdom of compassion, happiness - the human values which are foundational to social justice, peace and prosperity. The person’s level of social intelligence depends on their level of moral or ‘spiritual ’consciousness as a function of the level of moral or ‘spiritual’ development which they have reached.
Low-level social intelligence is a function of low-level moral or ‘spiritual’ consciousness. Low-level consciousness results when human moral or ‘spiritual’ development is arrested at the egotistic level of consciousness. The resulting ego-based perception of the social environment leads to internal imbalance, personal disharmony and low-level intuitive intelligence of immature and irrational conscience and immature socialization. Ego-based perception is followed by incomplete ego-based understanding, inaccurate evaluation, incorrect interpretation of social conditions which leads to irrational decision-making and social disharmony, social tension, social conflict and the non-adaptive (insane) destructive behaviour of human wickedness or ‘evil’.
High level social intelligence is a function of high-level moral or ‘spiritual ‘consciousness. High-level consciousness results when human moral or ‘spiritual’ development extends beyond the egotistic level of consciousness and evolves to consciousness of the ‘higher self’, the source of wisdom, compassion and understanding of one’s personal power to live and love. The resulting perception of oneness, of wholeness leads to internal balance, personal harmony, and high-level intuitive intelligence of mature and rational conscience and mature socialization. Holistic perception of the social environment is followed by accurate evaluation and rational interpretation of social conditions which lead to adaptive behaviour, social harmony and peaceful relationships which are foundational to creative collaboration required for adaptive behaviour. High-level social intelligence is a function of fulfilment of human potential for creativity and productiveness or ‘work’ which is meaningful when it is shared. The act of sharing is an expression of the essence of the human personality or ‘human nature’.
What is the nature of ’human nature’? The human species is a social species, the human organism is a social organism, the human brain is a social brain, the human personality or ‘human nature’ is a moral or ‘spiritual’ nature and therefore a social nature. The social nature of human nature depends for effective adaptation to changing social conditions or ‘mature socialization’ on complete psychological and moral or ‘spiritual’ development as complete ’humanness’, or ‘humanization’ expressed in the instinctive capacity for benevolence and kindness. The human individual is a moral or ‘spiritual’ being. Human ‘spirituality’ or ‘divinity’ is the intuitive knowing or ’gnosis’ of one’s essential human or ‘divine’ nature as a function of consciousness of moral or ‘spiritual’ values which are foundational to mature socialization – values of freedom, wisdom and moral or ‘spiritual’ love or compassion the basis for social justice and peaceful relations.
Realization of the true nature of human nature depends on children’s education which aims for complete moral or ‘spiritual’ development as social development for mature socialization. Complete human development or ‘humanisation’ is a function of complete psychological growth based on biological principles which govern the natural moral or ‘spiritual’ unfolding or ‘evolution’ of the child during growing to adulthood. The process of individual evolution involves motivation by the basic psychological motives for learning as the natural motives for learning or ‘human needs’ for security and self-esteem as well as the higher psychological needs for development of moral consciousness or ‘conscience’ as source of guiding social or ‘moral’ values for living. Completion of the process depends on provision of the appropriate learning environment and conditions of freedom for growth through learning -conditions of love, respect and supportive education of the person as a whole or ‘holistic education’. Holistic education is natural or ‘true’ education which aims for development of human potential is also known as ‘humanistic’, ’humane’, ‘democratic’, ’free’, ‘open’, ‘learner-based’, ’child-centred’ education and so on. Holistic education is facilitative education based on respect for children’s instinctive sense of responsibility to themselves for the development of their own potential as the basis for their individual empowerment as a function of meaningful learning and living. Holistic education is natural education which aims for the complete psychological and moral or ‘spiritual’ development of the child as a potentially moral or ‘spiritual’ being and is therefore a natural vehicle for the continued moral or ‘spiritual’ evolution of humanity.