WELCOMING NEW AND DIVERSE IDEAS

The phrase "mutual learning" expresses The Wrekin Forum's conception of spiritual education. We recognize that the words 'spiritual' and 'education' are both laden with cultural assumptions and projections. Hence, the following account is not definitive, but a statement of where we stand now in an ongoing exploration.

Aware of the dangers of fixed concepts and belief that absolute truth can be found in any form of words, the Wrekin Forum holds that spiritual education should welcome new and diverse ideas, practices and experiences, whilst developing and exercising ways of discriminating what is true, good, wise and beautiful.

We advocate an education that teaches skills and practices that are common to many spiritual traditions, but does not promulgate the doctrines of any single one. Such skills and practices include ways of connecting with and exploring the wonder of life, methods of self-reflection and self-management, ways of being of service, and ways of connecting with and relating to immanent and transcendent Spirit by whatever name it is called.

Learning is the process by which our actions, beliefs, perceptions, thoughts, feelings and attitudes are acquired and evolve. To learn is to change, and learning is central to the on-going process of life.

Education literally means to draw out what is latent or potential. Hence, we believe the role of spiritual education is not just to impart accepted facts and theories, but to facilitate the process of learning; to enable students to direct their own lives and learning; and above all to help them realise their full potentials.

Within this context, we believe spiritual education has three aims:

  • To facilitate awareness and exploration of the mystery of existence, consciousness and the spiritual dimensions of life;
  • To develop educational systems, methods and curricula at all levels (primary, secondary and tertiary) and in all sectors (formal, informal, professional development, community adult, etc) that are consistent with the Guiding Principles;
  • To infuse every aspect of life, including business, the economy, government, the arts and science with spiritual energy and values, and a holistic worldview.

In our view, spiritual education should seek to achieve these aims through:

  • Curricula and teaching methods at all levels and for all subjects that are based on
    • Spiritual values such as love, cooperation and compassion.
    • An open, inquiring, questioning and discriminating approach to knowledge.
  • Student-centred programmes that:
    • Inspire and support each individual to manage his or her own learning;
    • Encourage development of all aspects of the person including mind, body, emotions, spirit and relationships with others and the earth; and
    • Respect the diversity of abilities, intelligences, personalities and learning styles.
    • Expand the inner awareness of the individual

  • A holistic approach that integrates practical, propositional, imaginal and experiential knowledge and ways of learning, and encourages the on-going practice of wise self-reflection and self-managed learning.

  • Learning communities in which:
    • All members care for and support each other, and are transparent about their developmental processes;
    • Teachers are learners just as much as their students.
  • Encouraging full engagement with the social and ecological communities on which we depend, and with their healthy development.

  • Encouraging a life of service and engagement with the world without denigrating alternative spiritual paths.

  • Supporting a life of conscious purpose through on-going exploration of practical morality, ethics and the meaning of life.

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