1. Introduction
2. Spiritual Literacy defined
3. The role of Spiritual Literacy
4. Aims of courses in Spiritual Literacy
5. A Life College devoted to Spiritual Literacy
6. Format of courses
6.1 Introductory period 6.2 Middle phase 6.3 Graduation
7. Religious education
8. Recreation
9. Background activities
10. Time Allocation
11. Discipline
12. Presenting the need for Spiritual literacy
13. A possible way forward
14. Conclusion
15. Resources
We propose to establish Britain's first Life College devoted to the development of spiritual literacy.
The weakness of the 20th century is that, while we have developed materially, we have tended to ignore our spiritual dimension - and so the vast majority of us have literally become spiritually illiterate. We believe that everyone leaving full-time education should have the opportunity to examine him or herself spiritually before setting out in the world.
An appreciation and understanding of man's spiritual dimension is essential not only to the emotional stability of individual members of society but also of the society itself. This premise is more than born out by socii-political developments of the 20th century. In cultures where the practice of religion has diminished, crime, violence and moral degeneration have increased.
Although the various churches are successful in inspiring their existing membership, the apparent failure of the various churches to present their case rationally to non believers is the root cause of our spiritual and cultural instability. Put simply, why should people adhere to religious teaching if they have never had any sort of religious experience to support belief in that teaching.
Religious and aesthetic experience still exists. If we as individuals and a society, are to develop a robust emotional and cultural roundness, it is essential that school leavers or graduates are not only made aware of spiritual and aesthetic experience but experience it for themselves.
We do not oppose material development but consider that it has to be carefully integrated into a wholesome and effective life view.
You are invited to support the foundation of this Life College. As you will see from the following pages, we require not only resources but several skills and disciplines. If you think that you can contribute in any way please write to:
Richard Searight Bowden Cottage Lacock Chippenham Wiltshire SN15 2PP
Email - searight@clara.net
Home Page . Spiritual Literacy . Key Issues . Art . Literature . Science
Very few people have ever had the opportunity to think about or develop the mind through which we all live our lives. Not only does the mind have its own requirements but also its own most profound and satisfying pleasures. Please click for a fuller description
Spiritual literacy, is essentially being able to consciously appreciate and develop our spiritual dimension, not only through artistic and religious experience - but through life itself. For instance, there are as many spiritually useful lessons in being able to absorb a work of art or piece of literature, as there are in being bereaved or becoming a parent. Life's pains and pleasures, fulfilments and disappointments need to be seen as beneficial lessons - not things to either seek or avoid. Spiritual literacy not only allows the individual access to the joys of artistic or religious experience but gives him or her a perspective within which to live their lives. This leads to inner strength born of rational and spiritual stability.
It is our belief that as spiritually literate graduates are absorbed into society, they would have a leavening effect on the whole culture - which would gradually become more spiritually aware. New demands would be made of politicians, educationalists, architects, artists etc. In short, society would start gradually to change to one in which the needs of the mind and spirit would be considered alongside physical needs - leading to a culture of well-rounded spiritual robustness.
4. Aims of courses in Spiritual Literacy
4.1 To create an awareness of our spiritual dimension.
4.2 To use this awareness to provide:
4.2.1 An all important perspective through which to live life.
4.2.2 A fundamental grasp of the role and utility of both religion and religious experience.
4.2.3 An appreciation of art and culture.
4.3 The cultivation of civilising values - as an extension of aesthetic and religious awareness.
4.4 Teaching of basic life and business skills. These need to be integrated into life values rather than separated as they are so often now.
We would not anticipate that the majority of students would leave with a well-defined belief. However we would expect each student to acquire their own spiritual opinions. These opinions would have evolved during the course as a result of exposure to existing religious ideology interacting with the student's own experiences during the course.
The ultimate aim of the course would be to create well rounded, spiritually literate individuals able to cope with and benefit both from the 'ups' and `downs' of life.
Pupils would enter these Life Colleges when they finished full-time education. These institutions would need to be relatively enclosed and be run as self-contained idealised microcosms of the world outside.
The curriculum below contains some formal classroom instruction. Alongside this would run the practical work of running the community. We would envisage each institution having at least one core business - with much of the day to day work being done by the students. Not only would this extra curricular work provide valuable practical experience in everything from running a business, to cooking, and cleaning etc. - but the all important lessons in the art of doing this work in a respectful and a fulfilling way.
6.1 Introductory period
This initial period would be centred round a foundation course similar to those found in many art colleges around the country. The aim would be to open the students' minds to visual and musical experience.
The psychology of religion and religious techniques would be taught in a strictly neutral way. All religions would need to be included but teaching would major on the mother religion of the country or of the student. Belief or faith would not be required. The students would be looking at the mechanics of religion. They would need to understand how religious systems work on the minds of their followers in order to achieve religious experience. In turn they would need to observe how this experience validates each religions' perspective on life and how this helps their adherents to survive and flourish amid life's 'trials and tribulations'. It would be vital that no dogma were taught - only observed.
Other subjects covered could include:
6.1.1 Basic logic - how to make decisions at all levels of domestic and business life.
6.1.2 Basic psychology - in so far as it relates to everyday life.
6.1.3 Basic business and accountancy skills - again related to ethics and the art of living.
6.1.4 Marriage and parenthood. - the practical implications of the partnership and the importance and challenge of bringing up children responsibly. This would be taught by considering the strengths and weaknesses of marriage practices throughout the world and then relating them back to the goals the lecturers and students identify.
6.1.5 Environmental literacy.
Most of the subjects above would be taught throughout the course.
6.2 Middle phase
As the concept of artistic experience was established in the students, it would need to be gradually linked to religious experience - which many have found to be similar but more complete and repeatable.
At this stage we would expect the spiritual productivity of generosity, hospitality, courtesy, orderliness, quality of life etc. to be taught in the study of religious section. The sheer pleasure and spiritual utility of successful piety would need to observed and incorporated into the students' life-view.
6.3 Graduation phase
We would envisage this as a period of pleasurable consolidation. During this time we would hope that some solid lifetime habits would be established in the student but above all that they would start to form their own opinions based on experiences and perspectives acquired during the course. Each student would be expected to produce at least one, as far as possible, original work on a relevant subject.
7. Background religious education
This would run parallel with other studies once the foundation stage was completed.
The first and probably one of the most difficult tasks would be to establish an initial hypothesis in the student's mind for a basic world view/philosophy of life.
Once over this hurdle, some of the headings for each subject could include:
7.1 How each religion expresses its world view.
7.2 The systems each religion employs to achieve religious experience.
7.3 How each religion deals with sin and guilt. Secular solutions would also need to be compared - as would the psychological and cultural consequences of failure to address these matters.
7.4 How each religion prepares for and views death.
7.5 The difference between religion and politics.
7.6 The religious/cultural/political split in each religion.
7.7 The stability or otherwise of each religion. What produces religious stability.
7.8 The performance of each of the major religions in the 20th Century when set against affluence, technology etc.
7.9 Goals - each religion's view of success and failure. Secular goals would need to be examined and contrasted with these goals.
7.10 Saints of all religions. Who they were, what they achieved and why they are so relevant to us today.
7.11 Current scientific models for time/space and the origins of the Universe would need to be related to religious world views where possible.
7.12 Establishing which elements make up a real religion. A quick look at modern cults - good and less good ones. The aim here would be essentially to introduce the students into the art of seeing religious wood from the trees.
This study would continue throughout the course, with self examining essays being set and a final paper being produced. Any leanings towards dogma or dogmatic expression of the ideas would kill the process of self examination and therefore be strongly discouraged. Objectivity and originality would be the principal criteria for success.
We would like to see at least two hours of every day spent in either vigorous exercise or competitive sport. Many educationalists appreciate that physical and mental stamina are vital to personal development. However, in addition to its educational value, it would be a physical release - particularly important for teenagers of this age.
During the evening we would expect a period of about 55 minutes to be devoted to the enjoyment of aesthetic experience. This could take the form of a concert, a reading or a meditation class. It would be up to each student which function they attended.
Once a week there would be a church service containing a strongly contemplative element (meditation) allowing students the opportunity to sample the pleasures of deeper prayer. It would be during this service that students would have the opportunity of hearing sermons given by deeply and effectively committed religious people - of every faith.
- Formal instruction 30%
- Religious studies 20%
- Private study 10%
- Practical and business work within the college 30%
- Sport + recreation 20%
Students joining the course would need to understand that they are participating to be guided - not to guide. They would be expected to attend lectures, seminars or college events punctually - or fail. In short discipline would be self-imposed but would need to be complete for the system to work. We would not expect all students to be able to complete the course but for those who were able to it should be a beneficial addition to their CVs. Completion itself would show that the individual had been exposed both to the concept of spiritual literacy and also had the level of self discipline required to complete the course.
We think that the principal problem in selling the idea of this sort of finishing or Life College will be that it will be thought not sufficiently practical. People will say that time spent neither in full-time education nor starting on a career will be time wasted. To this we would respond that currently we spend our entire lives either earning money or learning how to earn money. A few months spent on learning how to live life itself seems supremely practical.
The lessons of life are too important and often too painful to be treated as an incidental in the educational process. We are here to live, not just pay our way and reproduce.
Human beings are capable of a completely different dimension of living. This is our privilege and it should be our duty to ensure that we realise a greater part of this potential. Nothing could be more practical than the realisation of that goal.
13.1 Assemble a body of like-minded individuals with the appropriate skills.
13.2 Have an inaugural meeting and brainstorm in November 1997.
13.3 Produce a second paper which would include a detailed curriculum, staff requirements and a specification for the physical facilities required to accommodate a pilot course.
13.4 It would be crucially important to ensure the practicality of the methods of teaching Spiritual Literacy. We would suggest that a series of pilot courses be run - perhaps attached to an existing institution where the students are of high calibre and these ideas are not totally foreign. Once it can be made to work at this level, attempts can be made to broaden its appeal until we have a formula which will work with most grades of students.
13.5 Finalise the second paper and then use it to acquire seed funding in order to employ business management staff and fundraisers. 13.6 Rent or purchase an appropriate building. 13.7 Attract the first intakes of students - still from educated or motivated backgrounds.
13.8 Evolve a core of successful lecturers who are able not only to teach, but also able to establish a training school for new staff.
13.9 Build up the number of Life Colleges - all the time broadening the appeal of the course until eventually it appeals to all those finishing their education.
13.10 Supposing that each stage proved successful, ultimately a national launch of the system could be attempted with State finance.
As a postscript to the above we have found that many adults are interested in the concept of this course. Courses for adults could be run alongside the main project. Students from these courses might provide a useful source of staff.
The Life College described is in essence a break between learning to earn a living and earning a living. It would provide a time both for reflection and education into the largely unaddressed matter of the art of living. If the goal is achieved, it would in effect be almost a rite of passage through which every adolescent passes before attempting adulthood. The effects on a nation as a whole can only conjecture. However a better balanced, well motivated and above all visually and spiritually literate population would both civilise and enrich our culture.
Email - searight@clara.net
Home Page . Spiritual Literacy . Key Issues . Art . Literature
It would be most helpful if you could grade the accomplishments that you might like to contribute as follows:
Organisational abilities
* Basic familiarity (broad understanding but little specific knowledge)
** Practical familiarity (could make a useful contribution to meetings)
*** Could perform a role professionally
Teaching
* Basic familiarity (broad understanding but little specific knowledge)
** Practical familiarity - could deliver say six lectures
*** Could be responsible for all lectures within the discipline
Organisational abilities
Educational administration abilities
Administrative abilities
Legal qualifications
Planning experience
Financial experience
Fundraising experience
Pub. Relations experience
Teaching
Religions
Business
Life-skills
Psychology Arts
Yoga
Environment
Other
Financial
Capital
Running Costs
Experience
Educational
Administrative
Religious
Institutional
Family experience
Other
Availability for Meetings
To Work
Consultancy
Thank you!
Richard Searight, Bowden Cottage, Lacock, Chippenham, Wiltshire SN15 2PP
Email - searight@clara.net
Home Page . Spiritual Literacy . Key Issues . Courses . Life Colleges . Author . . Science Resources