1. Introduction
2. Spiritual Literacy defined
3. Who are the courses for?
4. Aims of courses in Spiritual Literacy
5. Format of courses
6. Background seminars about religious issues
7. The way forward
8. Conclusion
9. Resources
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We propose to establish courses 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. As a result the majority of us have literally become spiritually illiterate - perhaps even to the point of not appreciating the need for spiritual literacy
Although the various churches are successful in inspiring their existing membership, many have difficulty in presenting their case rationally to non believers. Put simply, why should people wish to involve themselves in religious teaching if they have never had any sort of religious experience to support belief in that teaching. Identifying and linking everyday experience with religious teaching and experience is a prime goal of Spiritual Literacy.
Profound 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 we are not only made aware of spiritual and aesthetic experience but experience it for ourselves.
We do not oppose material development but consider that it has to be carefully integrated into a wholesome and effective life view. Understanding our spiritual dimension is essential not only to the emotional stability of individual members of society but also of the society itself. It is our belief that as spiritual literacy becomes established in society it would have a leavening effect on the whole culture. Greater spiritual awareness would gradually result in new demands being 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.
You are invited to support the foundation of courses in Spiritual Literacy. 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
Telephone 01249 730439 or fax 01249 730039.
Email - searight@clara.net
Relatively few people have ever had the opportunity to think about 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. It is the link through which we can experience the joy of art or religion.
Spiritual Literacy is the all important ‘by-product' of all the major religions. It is also a way to understand them. Spiritual Literacy allows religiously aware people to ‘read' life. It 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 life. This leads to inner strength born of rational and spiritual stability.
Spiritual Literacy is to religion what Windows is to computers. Windows is a programme which allows us to understand and use other computer programmes. It is not an end in itself but a means to the end - religious development within mainstream religion. If Spiritual Literacy has a by-product, it is appreciative tolerance for the beliefs of other religious people.
Please click for a fuller explanation of Spiritual Literacy
Spiritual Literacy courses would be valuable for two types of people. The first group could include anyone who has not had either the time or opportunity to consider their relationship to their spiritual dimension. Spiritual Literacy could be their first taste of religious experience and the rational behind religious practice.
Secondly Spiritual Literacy courses would be of value to people practising but not participating spiritually in their religions. Many of us attend a service once a week but have no real prayer life - or even understanding of the everyday value of individual approaches to prayer.
Spiritual Literacy is, by its nature, broadening. It is interesting to see how similar religious techniques across the religions are and to have a chance to assess their strengths and weaknesses. Spiritual Literacy is a window on the religious world. Any Spiritually Literate person will tell you that the view is breathtaking!
Courses would be designed to address each different group.
4.1 To create or reinforce 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 in daily living
4.2.3 An appreciation of the experience of art and culture.
The ultimate aim of the course would be to assist in the creation of well rounded, spiritually literate individuals able to cope with and benefit from both the 'ups' and `downs' of life.
5.1 Introduction This would be centred round foundation course techniques similar to those found in many art colleges around the country. The aim would be to open or extend the students' minds to visual and musical experience. 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. Non-religious people could be taught nonreligious meditation at this stage. Religious people could go straight into conventional contemplative techniques of their religion.
5.2 The examination of religious techniques - All religious systems work by establishing and then developing a conducive mental approach in their supporters. This psychology of religion and religious techniques would be taught in a strictly neutral way. 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 religion's perspective on life and how this helps their adherents to survive and flourish amid life's 'trials and tribulations'. All religions would need to be included but teaching would major on the mother religion of the country or of the student. It would be vital that no dogma were taught - only observed.
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 the religious section. The sheer pleasure and spiritual utility of successful piety would need to be observed and incorporated into the students' life-views.
We would envisage that the course would end with a period of pleasurable consolidation. During this time consideration would be given to some solid lifetime habits. Participants starting to consider the possibilities of religion for the first time would be directed to organisations likely to help them. Those wishing to develop an existing ability in religious practice would likewise be directed to people and organisations who could help deepen their faith.
These would run parallel with other studies once the foundation stage was completed. Participants would be expected to use the religious tools taught on the course to analyse the issues which might include subjects such as:
6.1 How each religion expresses its world view.
6.2 The systems each religion employs to achieve religious experience.
6.3 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.
6.4 How each religion prepares for and views death.
6.5 The difference between religion and politics.
6.6 The religious/cultural/political split in each religion.
6.7 The stability or otherwise of each religion. What produces religious stability?
6.8 The performance of each of the major religions in the 20th Century when set against affluence, technology etc.
6.9 Goals - each religion's view of success and failure. Secular goals would need to be examined and contrasted with these goals.
6.10 Saints of all religions. Who they were, what they achieved and why they are so relevant to us today.
6.11 Current scientific models for time/space and the origins of the Universe would need to be related to religious world views where possible.
6.12 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.
Any leanings towards dogma or dogmatic expression of the ideas would kill the process of self examination and would therefore be discouraged. Objectivity and originality would be the principal criteria for success.
It is proposed that a series of these courses be developed from a series of pilot courses. The aim in the longer term is to establish institutions devoted to the development of Spiritual Literacy not only in mature people but in school and university leavers. At this stage we need support, skills and resources. If you are interested either in joining a course or participating in the project please contact us. The table below may be useful if you are interested in participation.
The course described would, in essence, provide a time both for informed and directed reflection into the largely unaddressed matter of the art of living through spiritual development.
Please printout, add stars (see key below) and any notes
Educational administration
Administration
Legal
Planning
Financial
Fundraising
Public Relations
Religion
Business
Life-skills
Psychology
Arts
Yoga
Environment
Other
* Basic familiarity (broad understanding but little specific knowledge)
** Practical familiarity (could make a useful contribution to meetings)
*** Could perform a role professionally
* Basic familiarity (broad understanding but little specific knowledge)
** Practical familiarity - could deliver say six lectures
*** Could be responsible for all lectures within the discipline
Thank you !
Please Email me at
Email - searight@clara.net
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