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Problems of Humanity - Chapter II - The Problem of the Children of the World
Our colleges and universities should be a higher extension of all that has been already done. They should beautify and complete the structure already erected and should deal more directly with the world of meaning. International problems - economic, social, political and religious - should be considered and the man or woman related still more definitely to the world as a whole. This in no way indicates neglect of individual or national problems or undertakings but it seeks to incorporate them into the whole as integral and effective parts, and thus avoids the separative attitudes which have brought about the downfall of our modern world.

It might prove later (when true religion is again restored) that this training will be fundamentally spiritual, using that word to mean understanding, helpfulness, brotherhood, right human relations and a belief in the reality of the world behind the phenomenal scene. The fitting of a man for citizenship in the kingdom of God is not a religious activity to be handled exclusively by the churches and through theological teaching, though there is much that they can do to help. It is surely the task of the higher education, giving purpose and significance to all that has been done.

The following sequence suggests itself as we consider the curriculum to be planned for the youth of the immediate generations:

  • Primary education - Civilization - ages: 4-12
  • Secondary education - Culture - ages: 12-18
  • Higher education - World citizenship - ages: 18-25

In the future, education will make a far wider use of psychology than heretofore. A trend in this direction is already to be seen. The nature - physical, vital, emotional and mental - of the boy or girl will be carefully [57] investigated and his incoherent life purposes directed along right lines; he will be taught to recognize himself as the one who acts, who feels and who thinks. Thus the responsibility of the central "I", or the occupant of the body will be taught. This will alter the entire present attitude of the youth of the world to their surroundings and foster, from their earliest days, the recognition of a part to be played and a responsibility to be assumed. Education will be regarded as a method of preparation for that useful and interesting future.

It, therefore, becomes increasingly apparent that the coming education could be defined in a new and broader sense as the Science of Right Human Relations and of Social Organization. This gives a comparatively new purpose to any curriculum imparted and yet indicates that nothing hitherto included need be excluded, only a better motivation will be obvious and a nationalistic, selfish presentation avoided. If history is, for instance, presented on the basis of the conditioning ideas which have led humanity onward and not on the basis of aggressive wars and international or national thievery, then education will concern itself with the right perception and use of ideas, of their transformation into working ideals and their application as the will-to-good, the will-to-truth and the will-to-beauty. Thus a much needed alteration of humanity's aims from our present competitive and materialistic objectives into those that will more fully express the Golden Rule will come about and right relations between individuals, groups, parties, nations and throughout the entire international world will be established.

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