#like from a literary analysis point of view the lesson (which i believe is quite in line with nnoitras general hollow mantra) is that growt | Explore Tumblr Posts and Blogs

redjennies · 3 years

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a continuation of yesterday's musings on symbolism in relation to MN character dynamics and me putting too much literary analysis on the improv D&D game, the venn diagram of Fjord lists as things he likes about the ocean and Jester Lavorre character traits is a damn circle.

I'm being hyperbolic of course for a joke, but "overwhelming and relentless in a way that humbles the people around her" is not only a notable character trait of Jester's (see: really every interaction she has with everyone), but is also a character trait reflective a deeply held ethical principle of hers that sometimes people need to be knocked down a peg and not take themselves so seriously in order to maintain a sense of balance in the world. and yes, she is very silly about it and often inelegant in her explanations of said belief, but it is something she very strongly believes in and exudes in her words and actions. Jester's own personal mini-arc culminates in Artagan, the person who not only instilled this belief in her but the one ego she kept allowing to go unchecked, and Jester herself being publicly pranked into becoming a better person by another entity. the conversation afterwards between Artagan and Jester confirms that the lesson to be learned from TravelerCon isn't that their philosophy was wrong or that they should stop being the people they are, but that they aren't above their own principles and that they should apply them with more thought and care in the future. Jester doesn't come out of the experience put on a new path so much as with a more mature and considerate understanding of the path she is on.

Fjord, on the other hand, does not quite embody this principle as well as Jester does. while his appreciation of the ocean and what he thinks it represents certainly does influence aspects of his character, it isn't the axiom on which his sense of morality centers as it arguably is with Jester. Fjord, frankly, is almost too rigid of a character to ever fully understand this concept he appreciates so much and because of this, a lot of his attempts to apply it have been rather misguided at best and downright terrifying at worst. (which isn't to say Jester hasn't taken this principle to some uncomfortable, misguided extremes as well, but I think she's on the whole a better example of what it should look like in practice.) this is exemplified in the fact that, however tentative the relationship might have been, Fjord was quite literally working in tandem with an entity whose goal was to rule and control the ocean, and then he had to learn to let go of that desire for power and domination. unlike Jester, Fjord's arc involves him completely walking away from something. it could be said that the metaphorical point of Fjord's larger character arc is to stop trying to be that force he doesn't really understand enough to embody and allow himself to be a part of it and to protect it. that just because it isn't exactly him nor the way he should be for doesn't mean he can't appreciate its existence, continue to learn from it in the ways he can, and consider it his home.

so it's interesting that around the same point we see Fjord verbally say "this humbling force is a good thing. this is something I love and enjoy experiencing. yes, it's wild and often destructive but I find peace in it.", there is a pointed shift in how he interacts with Jester. of course it's not as simple as warlock Fjord bad and paladin Fjord good. he had good moments before and missteps afterwards, but simply contrast the machismo and condescension of the "you can sleep in my room" fiasco in Asarius with the gentle balance of worry and support he displays in his conversations with Jester on Rumblecusp. it's also worth noting that Fjord is never actually sold on this "join Uk'otoa and rule the seas" idea, only that it's a temptation he views as something he should resist (make of that what you will and how it fits into this metaphor). so not only do Fjord's feelings for Jester make sense within the context of "Jester's personality and philosophy are emblematic of how Fjord views the ocean, something that his love of and respect for are so central to his character" but how Fjord relates to that symbol also informs his relationship with Jester. it's only through reconnecting with it and better understanding his place within it do we see him starting to make better choices in how he acts on those feelings for her.

#i might talk more about how Jester's ''chaos as a humility'' informs her relationship with the Nein later #but this was a very easy ''symbolism as a metaphor for two characters' relationship'' thought to express #fjorester #just thoughts really #sea and shore #i swear to god i always tell myself put a read more on something and then forget to do it

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breathontheglass · 4 years

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On Teaching: Understanding the Spiritual Place of English

What is the Place of English?

English, as a curriculum subject, has proven itself to be the most mutable of them all. Scholars and researchers have long endeavoured to define the essence of what is taught in English: to sequester its core ethos and manifest a policy that can regulate its delivery. This has landed with its back against impossibility. The subject is abstract by definition; it relies on relativity to establish its discourse. As such, trying to quantify the unquantifiable - insofar as the National Curriculum is concerned - has resulted in the slow asphyxiation of a subject which is most fruitful when left to transpire organically. This is not to say that there should be no structure to the teaching of the subject– quite the opposite. What I am suggesting here is that English must be taught in a context that values it as a spiritual activity; it must be an extension of a channel of thought that takes its roots in a humanistic view of education. When we consider Socrates’ classic view of education as ‘the kindling of a flame, not the filling of a vessel,’ we can begin to understand English as the subject which is most closely aligned with the original purpose of education – to inspire children to grow into their own source of light that will illuminate their future path. This pursuit is - at its core - a spiritual endeavour, and the place of English must be seen as such.

Most trainees (which, it must be recognised, become teachers; trainees do not remain in some reactionary, limbo-like headspace for their entire careers, and it is not valuable to continually avow their experiences in this manner) regard The Bullock Report of 1975 as a viable starting point for the debate of the position of English, but the constellations of thought surrounding this were being brought into alignment decades before. The 1920s – often referred to as The Gilded Age of literature – strikes me, personally, as the golden age of thought and policy in terms of orientating the subject of English. The Newbolt Report of 1921 is the first piece of research that still exists in the collective memory of academics and teachers alike for birthing a strain of thought that worked to situate education and English in the context of an individual’s internal life. The report concentrated on the moralisation of pupils, claiming that education had become “too remote from life” (Newbolt, 1921, part 3). It says of English, “It is not the storing of compartments in the mind, but the development and training of faculties already existing. It proceeds, not by the presentation of lifeless facts, but by teaching the student to follow the different lines on which life may be explored and proficiency in living may be obtained. It is, in a word, guidance in the acquiring of experience” (Ibid, part 4). In this view, English is not the simple regurgitating of ‘popular’ opinion of ‘popular’ literature; it is not the calculated analysis of the linguistic frameworks that allow us to communicate with one another, and it is not the process of teaching content to assessment. It should be a heuristic process, awakening the child to the world inside them and working to position this inner space as entirely unique; it is causing the bird to realise that its ability to fly is innate, and does not need to be taught – only practised and explored.

Dixon’s 1969 report, ‘Growth Through English,’ echoed the Newboltian sentiment of the place of English being in alignment with the fundamentally spiritual purpose of education. It also acknowledged that there can be various ‘models’ applied to teaching, which serve, in my mind, two purposes; first, to dissect the multitudinous nature of teaching in order to make it palatable for those whose spectrum of thought is narrower than the concept itself; and second, to excuse those subjects which have begun to ‘fill vessels’ rather than ‘kindle flames,’ so as to render them workable by way of compartmentalisation. Here, we witness the beginning of censorship in English. It is this very notion that has led to teachers of English carrying the largest workloads, and it is this vein of applied stigmatism that creates an ‘us’ and ‘them’ dynamic across contemporary institutions. This was expanded upon, then, by the aforementioned Bullock Report. 1988 saw the publication of the Kingman’s ‘Knowledge About Language.’ This marked a landmark moment in the history of English as a curriculum subject; his suggested progressive subversion of the ‘old’ ways of thinking about and teaching English led to censorship by way of government intervention. Here, the government effectively claimed ownership over English. Further regulatory measures ensued – The Cox Report of 1989, closely followed by The National Curriculum of 1990, placed English in an Orwellian place of censorship and instruction. The power ascribed to the teachers of the ‘80s was gone; the profession had been watermarked by the uniform brush of the law.

We, as teachers of English, need to reclaim ownership of the subject which has always spoken to us on that unquantifiable, primitive level. The place of English should be within the unique space that exists between the academic and the spiritual - evolutionary and sentient, transitory in perception, but perpetuated through honour. At its core, English is – I believe - the most noble of curriculum subjects. It ventures, unashamedly, into the ambitious territory of the expansion of human experience. It dares to progress the internal story of its pupils through the study of the consciousness of others. It is the education of the spirit.

English as a Spiritual Practice

Spirituality is a majestic and ineffable term that evades permanent definition only because of its unrivalled subjectivity. However, a definition can be approached through an acknowledgement of the factors which contribute to its process. Groen, Caholic, and Graham (Groen, Caholic, and Graham, 2012) assert that, “Spirituality includes one’s search for meaning and life purpose, connection with self, others, the universe, and a higher power that is self-defined” (ibid, p.2). In the context of this essay, it is necessary to reinforce the idea that spirituality remains entirely separated from faith. Eagleton (Eagleton, 1983) articulates how the failure of religion in Victorian Britain meant that English was able to impeach this “pacifying” space and “save our souls” (ibid, p. 20). Neither I nor Eagleton are concerned not with a religious spirituality, but with the intrinsic human spirituality that Tisdell (Tisdell, 2007) describes as simply, “one of the ways people construct knowledge and meaning. It works in consort with the affective, the rational or cognitive, and the unconscious and symbolic domains” (ibid, p.20). In this view, spirituality refers to the semiotics of the subconscious mind. In my view, it is also about transcending the self in order to exist within a constant state of mindfulness of universal context, and to understand the interconnectedness of all things. To develop spiritually is to find that metacognition and existential reflexiveness come naturally. It is the place of English to aid in the development of this process.

According to Love and Talbot (Love and Talbot, 1999), “spiritual development involves an internal process of seeking personal authenticity, genuineness, and wholeness as an aspect of identity development. It is the process of continually transcending one’s current locus of centricity” (ibid, p.365). Ultimately, spiritual development - within the context of the English classroom - is about attempting to bring the lifeworld of the learner into harmony with the internality of an abstract or literary ‘other.’ This epoch exists both in and outside of human knowing; we can access our feeling of an affinity with a higher purpose without intention, but to harness this pursuit in an actionable and pedagogical way is the role of English.

The Newbolt Report describes English as the “record and rekindling of spiritual experiences,” explaining that it “does not come to all by nature, but is a fine art, and must be taught as a fine art” (Newbolt, part 14). In this view of English as an art, the writer and teacher are placed as artists. I believe it is the job of the artist to try to perpetuate those thoughts and feelings which he/she feels will most contribute to a better world; art is evidenced creationism for the betterment of the collective human spirit. Indeed, those colleagues I have surveyed within my SE school demonstrate a frustrated liberality in attempting to express their view of the place of English, echoing the sentiment of the artist being asked to quantify the purpose of their work. This is demonstrative of the way in which the abstract qualities of English have been stigmatised. On the topic of English, The National Curriculum itself states that, “through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually” (NC, 1990). The decision for spirituality to be the note that this list ends on resonates powerfully with me. When ‘spirit’ can be used synonymously with ‘soul,’ it becomes clear that through all their stifling and bastardising policy, the Conservatives know that English lessons must be respected for the work that they do for the navigation of the soul.

Pedagogy of the Second-Guessed

Too much government interference has willed a separation of the academic mind from the ubiquitous spirit. The objectification of the teacher within bourgeois educational structures seems to denigrate notions of wholeness and uphold this idea: one that promotes and supports compartmentalisation (hooks, 1994, p.5). Gove’s proposed new GCSE syllabus for English literature, with its emphasis on Britannica and marginalisation of the literature of other cultures (particularly, by omission, North America), demonstrates the further devaluing of empirical learning. It works, instead, to reinforce a nationalist ideology that will serve only to racialise the British education, and therefore disenfranchise the British schoolchild. This political approach is disturbingly far from the original purpose of education, and implicates Gove as a delusional philistine.

The moralisation and eventual spiritual development of the schoolchild has been abandoned in favour of what Paulo Freire, in his revolutionary text Pedagogy of the Oppressed, labelled ‘banking education.’ He takes issue with those teachers who speak of reality as if it were motionless, static, compartmentalised, and predictable (Freire, 2000, p.71). According to Freire, this turns students into “containers” that need to be “filled,” and education thus becomes an act of “depositing” (ibid, p.72). The problem here - if not glaringly obvious - is that this model does nothing to engage the child on a spiritual level. The content of any given English lesson is ultimately forgettable; spiritual development through the analysis of the content is indelible. As such, Freire proposes an approach to education which he calls ‘critical pedagogy.’ This has been defined by Shor (Shor, 1992) as, "Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences" (ibid, p.129). For me, there can be no other approach. Any other way of viewing, delivering, and perpetuating education - and by extension, English - will codify education as a tool of oppression.

I find my sentiments echoed in the words of feminist writer bell hooks (sic), who speaks of feeling a “deep inner anguish” (hooks, p.6) during her younger student years due to a deeply rooted dissatisfaction with her education. I, like hooks, was a bright child with an instinctual distrust of the ‘system.’ I had a natural gift for self-expression which was not guided by the curriculum. In fact, I remember feeling an inexplicable suspicion towards curriculum texts - I found this form of cultural dictation uncomfortable, and it led to a loathing of Shakespeare’s works and the space they occupied as a beacon for all that was British and curriculum and oppressive. However, my advanced command of the English language never wavered, so I remained a ‘worthy’ pupil in the eyes of those teachers who were clearly engaged with the ‘banking education’ model, despite my selective disagreeability. But my disdain for Shakespeare has stayed with me to this day. When this disdain was being instilled, I was dismissed by some teachers who thought that my feelings were born out of some kind of misdirected anarchy; this was not the case, and it wounded and confused me to be treated in such a way. It seemed as though I was being punished for thinking differently to my peers, when independent thought was supposed to be one of the cornerstones of English lessons. This felt like a flagrant contradiction. As a result, many teachers lost my respect. This process is still happening in classrooms today.

hooks articulates the trouble I had with the majority of my teachers, explaining, “It was difficult to maintain fidelity to the idea of the intellectual as someone who sought to be whole – well-grounded in a context where there was little emphasis on spiritual well-being, on care of the soul” (ibid, p.6). Teachers of English are not adequate if they are not willing to engage with the spiritual side of their craft. Teaching strictly to assessment is the way to lose the brightest minds in the classroom. We cannot mobilise children by suppressing their organic tendencies. We should congratulate those students who question dogma; we should reward those who refuse to accept the status quo. For it is these students who have already accepted the paradigms presented to them, processed them, and reinterpreted them in a thoughtful and quietly revolutionary way. We must look at our collective history and remember that the hero and the rogue are so often found within the same individual.

Higher Order Thinking

In its most recent Ofsted report, my SE school was noted as one of the most improved in its county. I believe this is due to their relentless emphasis on ‘HOT’ - Higher Order Thinking. Pupils are pushed to continually challenge and advance their own thoughts, with the crux of every effective lesson being the ability of the students to engage each other. For example, the year 9 group that I shared with a peer, (covering Willy Russel’s Blood Brothers), were asked the question, “What would you do if somebody really close to you betrayed you?” One pupil put his hand up and simply said, “Give them another chance.” This response endeared and engaged the whole class - a level of engagement that they had not yet reached. Another pupil then contributed in saying, “No, I think you should get revenge slowly.” A debate ensued about the different approaches to dealing with betrayal, and pupils were required to think about themselves and their own temperament in order to contribute. Corrigan (Corrigan, 2005) explains that, “We begin to integrate our spirituality into our teaching, reading, and writing when we allow our past experiences to inform our reading and allow our reading to inform our past experiences. We go even further when we bring our selves to the texts for new experiences” (ibid, p.3). In applying themselves to the text, pupils were able to advance with the plot on a deeper level of empathic and genuine understanding. This constituted a moment of authentic spiritual development, and the tempo of their lessons shifted from then on.

The school is decorated with HOT-orientated propaganda, with posters stating “I don’t understand YET,” and “How HOT is your thinking?” When I asked colleagues from different departments, “What is the place of English?”, the default response was simply that it is the most cross-curricular of all the subjects; it is essential to success. Upon surveying colleagues from within the English faculty, the majority responded that it should be placed at the centre of all other subjects. When we combine these two viewpoints, English occupies the space both at the centre of the curriculum and out into all of its branches; it is omnipresent. When I surveyed ten pupils from across all years of KS3 and KS4 for their input, their responses were encouragingly thoughtful. Their general sentiment reiterated the importance of the self within English, stating notions such as, “The place of English is in the mind of the pupil.” They also referenced some of their favourite lessons as those which made the most ready use of embodied learning. The majority vote for the ‘favourite English teacher’ was the member of the faculty who had put the most thought into the decoration of their classroom. Pupils expressed a frustration with the typical English classroom working as a tiny, insular world where the facts are more important than the atmosphere. Lawrence and Dirx (Lawrence and Dirx, 2010) label this epoch ‘transformative learning,’ explaining that, “A spiritually-grounded transformative education reflects a holistic, integral perspective to learning. It seeks authentic interaction and presence, promotes an active, imaginative engagement of the self with the “other,” and embraces both the messy, concrete and immediate nature of everyday life, as well as spirited experiences of the transcendent” (ibid, pp.3-4). The students felt that they accomplished their best learning when the teacher humanised themselves by projecting their inner world onto their classroom, for the gaze of the learner must find something which its spirit can connect with if it is to remain focused.

In Conclusion: A Philosophy of De-Stigmatisation

I believe that it is every citizen’s duty to decode their innermost tendencies in order to consider how they can best contribute to a more harmonious and efficient global community. Because of the spiritual nature of English, it is the role of the English teacher to be a luminous example of this. hooks tells us that teachers who embrace the process of self-actualisation whole-heartedly will be more capable of creating pedagogical practices that engage the whole student, providing them with ways of knowing and learning that can enhance their capacity to learn and live fully and deeply (hooks, p.22). The obstacles to our collective spiritual development lie in the fact that any activity which involves the witness, transformation, or revelation of the spirit will always require a level of vulnerability. Perhaps, in this new and hardened world where accountability is sacrificed for pseudo-professionalism, the true place of English is being overlooked because to be vulnerable is to suffer.

We could begin to de-stigmatise the spirituality of English by encouraging the introduction of personality testing within schools. Models like the Myers-Briggs type indicator - which separates people into one of sixteen personality archetypes - are an invaluable way of beginning to think about the self. Self-aware children are thoughtful children, and thoughtful children maintain harmony. Categorising children in new and spiritual ways will alter the level on which they accept learning. Lessons on people as explicit ‘texts’ could bring about an eventual marriage of English and ‘PSHE’ lessons, changing the conversation entirely. At a secondary level, no other subject can teach you to think critically about the subtleties of perception, of non-verbal communication, of self-awareness. How do we cope with the passage of time? Is belief in something always mutually exclusive with disbelief in something else? How do we quantify our journey? How can we acknowledge and understand the journey of others? Is it more valuable to evaluate an idea, or to accept it? Knowledge, significance, insignificance, mindfulness, harmony, intuition, love, death, legacy, personal philosophy, decisions, faith, equilibrium, experience; these are the true lessons taught in English.

#education #learning #english

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ngotrongphe · 4 years

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michellelewis7162 · 4 years

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An Instruction program In Miracles - Modifying Lifestyles and also Precisely Just how it Helps You Launch Regret

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Experiencing the Course

The Course is in fact produced to end up being a self-study device through david hoffmeister. Several students discover that their 1st communication along with the part is likewise overwhelming and hard - the adjustment in point of view that it provides contrasts traditional reasoning. Taking an advertising training class along with a competent business or even educator enables for a gentler position to these creativities and likewise an extra meeting journey.

There are in fact a considerable amount of trainings along with course of study based upon the method of A Course in Miracles, and also particular lessons on important Course ideas, including True Forgiveness and even Cause and also Effect. Such classes deliver pupils the odds to experience the idea as well as use specific component far more substantially. Via such deep-seated expertise, a number of pupils discover the peace of mind of inner peace and likewise the joy of understanding the Inner Teacher.

" This Course is actually a start, certainly not an edge ... No even more specific trainings are in fact assigned, for there fades away requirement of each one of them. Henceforth, listen to yet the Voice for God ... He will definitely drive your attempts, informing you precisely what to accomplish, only exactly how to send your thoughts, in addition to when to happen to Him in muteness, seeking His certain instructions as well as additionally His certain Word (Workbook, p. 487).

They find that they involve a brand new understanding of grace when people use the instructions discovered out as properly as the concepts of A Course In Miracles. When you execute undoubtedly not forgive, they are competent to investigation and additionally understand why you injure your very own self as well as others.

The one that requires to eliminate is determined just as a whole lot as the one that requires to need to be eliminated, if certainly not a lot more heavily! You can easily eliminate the culprit whether he talks to for forgiveness or even certainly not. This will surely be actually the incredibly initial of the magics that is actually given and also gotten through the electrical power of mercy found out coming from A Course In Miracles.

Over 40 years back, a psychologist from Columbia University started to lug inventions from a metaphysical facility that she was in fact encouraged was actually Jesus himself. She as well as additionally her assistants created mentors that packed thousands of uninhabited website page over a period of 7 years which later found yourself being actually "A Course In Miracles."

A trademark of the ACIM program is that heinous on its own carries out surely not exist. The ACIM coaches advise that by teaching your thoughts correctly, you may quickly figure out that there is in fact no such variable as heinous, and also that it is actually simply a perception or a single thing that other folks have really indicated around dissuade as well as also deal with the actions and also thoughts of those who are certainly not capable of presuming for by themselves. ACIM asserts that the only factor that accomplishes exist is actually real interest as well as that upright ideas and emotionally optimal reasoning are going to definitely certainly not allow just about anything like bad to exist.

These suggestions and likewise looks at perturbed several people that involved a lot of the notable faiths since, while they espoused a lot of the very same guidelines, this instruction course also sought to possess people believe that wickedness is really undoubtedly not real and also for that reason transgression is furthermore unreal. ACIM by itself produces an attempt to have folks presume in the solemnity and likewise an excellent concept viewpoints and additionally routines and also in the straightforward truth that absolutely nothing in any way may simply harm you unless you presume that it can. Alternative authorizations were user-friendly onto these principles dued to the fact that several of the New Age faiths are in fact situated out wrong along with satisfaction however, the electrical power of one's extremely personal thoughts and additionally spirit.

ACIM performs supply some trainings concerning exactly how to rid on your own of ruining in addition to distressed emotional states that are overloading your life along with issues and also creating health condition along with distress daily. A Course In Miracles coaches you that you are really behind these feelings as well as they are actually only injuring you. Therefore, it relies on you to clear every one of them originating from your way of living for your private happiness as well as contentment and also prosperity.

A Course in Miracles is a collection of self-study components launched due to the Foundation for Inner Peace. The publication's web information generalizes, as well as additionally uncovers mercy as applied everyday live. Strangely enough, no location conducts the file possess a writer (along with it is actually therefore specified without an author's title as a result of the U.S. Library of Congress). Having claimed that, the text message was developed by Helen Schucman (died) as well as additionally William Thetford; Schucman has connected that overview's material is actually based upon interactions to her originating from an "code of conduct" she announced was actually Jesus. The initial model of the publication was actually discharged in 1976, with a modified variation released in 1996. Portion of the component is a teaching manual, as well as also a trainee workbook. Because the quite initial version, the handbook has given countless million matches, along with interpretations into just about two-dozen international languages.

Guide's starting points may be actually mapped back to the very early 1970s; Helen Schucman first expertises in addition to the "conscience" brought about her then supervisor, William Thetford, to consult with Hugh Cayce at the Association for Research and also Enlightenment. Subsequently, a review to Kenneth Wapnick (later on guide's publisher) happened. At the moment of the guide, Wapnick was in fact scientific psycho therapist. After visit, Schucman as well as Wapnik spent over a year customizing and tweaking the component. An added introductory, this option of Schucman, Wapnik, in addition to Thetford to Robert Skutch along with Judith Skutch Whitson, of the Foundation for Inner Peace. The 1st printings of overview for flow continued to be in 1975. Since, copyright litigation because of the Foundation for Inner Peace, along with Penguin Books, has actually created that the internet information of the really 1st version lives in everybody domain name.

A Course in Miracles is a training device; the training course possesses 3 magazines, a 622-page text message, a 478-page student workbook, and additionally an 88-page teachers manual. The web content of A Course in Miracles handle both the scholastic and the functional, although procedure of the publication's component is stressed out. Not either guide nor the Course in Miracles is really implied to finish the customers's discovering; merely, the parts are really a start.

A Course in Miracles separates in between understanding as well as likewise idea; truth is also infinite and actually stiff, while point of view is actually the globe of possibility, modification, as well as additionally interpretation. The planet of idea reinforces the popular recommendations in our thoughts, as well as additionally keeps us distinct originating from the simple fact, and additionally various coming from God.

Social media thinks that just about anything in this entire world, i.e., predicted idea as well as sensations together with the info of the narcissism incorrect mind. Internet assaults in the location for A Course in Miracles (ACIM) are actually by means of the a variety of point of views, quotes in addition to various other messages wherein our firm respond to our interpretation which at that point finds yourself being actually the validation for our response (T-12. I. 1) or our cause for publishing, and so forth. All trainees have a standard problem in between kind as well as web content and also what it indicates to register with therefore let's not sugar coat it: Social media is in fact forms (forecasted information of the self-pride improper thoughts) coming from guiding the incorrect thoughts. Arising from the outset it is actually a set of attacks till our team forgive along with start spotting (participating in) along with the correct ideas.

Also in the Course, our specialists all rest online alongside some kind of a digital device mindlessly performing our self-pride variable. Okay, some might be standing up, lazing or pitching:

Sitting throughout as well as likewise referring to the Course is certainly not the same variable as accomplishing the attempt of researching the sms message and additionally putting the concepts straight into practice to identify what the Course recommends (Kenneth Wapnick, Rules for Decision).

In the identical Rules, Wapnick additionally points out, "What offers the self-pride its own electricity is your having in fact followed it, your identification coming from it." Forms are anticipated as a self defense versus the in contrast and also are only together with the self-pride incorrect thoughts and likewise therefore they carry out undoubtedly not matter.

Considered that social networks is actually all regarding styles which are actually ragged estimates of the vanity, our group are really afterwards looking at the Sonship as ragged that makes the miscalculation legitimate. Specialness is actually valued as an idolizer placed before the Love of God and also those concerned variations maintain the separation in the mind. Certainly any kind of damaged quality our team examine in an added online (or anywhere) needs to be located in every of the Sonship because our group're truly One really. That is in fact why attack isn't distinct and also must be quit (T-7. VI.1).

Distinct means, "Individually different and additionally specific." All strike in any type of sort of form is actually the specific very same as well as is actually signified to divide the completeness of the Sonship as a result of the fact that it strikes (particles) the Sonship via variants instead of parity. Our company may find why Wapnick is going to state that it is ridiculous to use the Course as a tool when it is actually precisely a Course situated in unity.

Allow's add pair of several other expression emblematic portrayal analyses taking into consideration that these are really each utilized throughout the Course:

Display: Clearly reveal the life or even reality of something by means of delivering evidence or maybe proof.

Suggestion: A factor that results in someone to keep in mind the main thing.

Unloving Reminders

In the Course, "To teach is actually to reveal (M-in.2) along with we are really frequently teaching, or even confirming the pride or God every flash, i.e., the happy notions alongside which our crew have opted for to determine or register with. For contrast, the material of the self-pride is a number of forecasted as well as different kinds; as well as the relevant information of the most ideal thought and feelings is really unity, sameness, i.e., Love (no projections).

Our brother or sisters are a member individuals. They are actually the ones who show our company that our experts are actually for our finding out is an end result of what our professionals have actually educated every one of all of them (T-9. VI.3) - the ego or maybe God - routinely. As the dreamer of the desire (T-27. VII.), our target amounts (those online together with our company and our brothers) are really performing what our pros are actually daydreaming they are actually accomplishing located upon what our staff've taught (confirmed). They are innocent looking at that it is our wish. Our specialists revealed splitting up or even a homicidal strike thought versus God consequently our experts all demonstrate stated assault in a bunch of shaggy kinds. If our staff remove ourselves of what our company have actually educated (chosen for) as opposed to attacking, our experts discover that our firm are by means of our brother or sisters who are actually the exact same.

Throughout the globe, individuals accumulate along with other comparable students to read the Course along with each other thus as to much better comprehend the Course's notification. Within this time period of additionally social and electronic media, A Course in Miracles may easily be actually gotten in digital publication layout, on Compact Disc, as well as by means of apple iphone Apps. There are really a whole lot of courses as properly as primary educational program based upon the technique of A Course in Miracles, and also particular classes on crucial Course tips, such as True Forgiveness or also Cause as well as Effect. A Course in Miracles is actually a training device; the instruction course possesses 3 publications, a 622-page text notification, a 478-page pupil workbook, and also an 88-page teachers reference book. Our company may observe why Wapnick is going to mention that it is insane to use the Course as a weapon when it is actually precisely a Course located in oneness.

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catharsis-through-calamity · 6 years

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Does it matter what’s between my character’s legs?

I don’t know if this is more of a rant post than an actual literary analysis, but I suppose this is my way of breaking-in this blog.

During the Fall of 2017, I was attending a fiction writing course with an instructor I had come to respect and idealize. She re-ignited the passion in me for creative writing and truly made me feel that I could accomplish my novel writing dreams. She also made me feel unashamed for my passionate connection to my imagination.

However, during a lesson (I can’t quite recall the exact subject matter), she said something to the class that stuck with me. Now, I’ve always considered myself the relatively liberal and open-minded type. I understand the struggles and sacrifices women have made in the past for me to live the way I do today.

Do not mistake this rant for belittling a serious issue; this is the opposite. I understand and accept this is a legitimate problem in both books and society.

Gender discrimination and stereotyping is a real problem in our society and especially in our literature. I fully understand it is a serious issue.

When my instructor told me, as a woman, that I had a RESPONSIBILITY to write female characters or a female-centric story, I immediately bristled.

I rarely write my own gender.

A lot of people will ask why this is and my only real honest answer is that I simply don’t. I have more fun, I enjoy the story more, and I identify with a male character more than I do women.

Perhaps I am a victim of this age-old issue of finding more male characters in literature or perhaps it has something to do with the fact that I view myself more on the masculine spectrum of my biological gender?

I simply identify more with male characters. So, yes, most (I would say about 80-90%) of my original characters are male.

When I submitted my short story, my instructor immediately pointed out to me (and made a large chunk of her critique) about how my main character was male. That how dare I-as a woman- produce work that centers around a 13-year-old boy. I felt personally attacked, that I was suddenly not worth as a writer if I did not produce work that was centered around my own gender.

Thought to myself that surely this can’t be acceptable. Why should I, as a writer, focus so much on the gender of my character than on the actual story itself?

Surely if a character is relatable, anyone can identify with them! I do not read books and think to myself: gosh, what an amazing story! I love this plot and the character arc, but oh...the character sports a penis. I can no longer identify with them!

Once more, let me reiterate: I fully understand that there is a severe lack of female-centric roles and empowerment in literature. It is a pandemic that’s sweeping through literature these days. According to Kelly Crisp Paynter in her dissertation “ GENDER STEREOTYPES AND REPRESENTATION OF FEMALE CHARACTERS IN CHILDREN‘S PICTURE BOOKS”, “The seminal study on the topic of gender stereotypes in children‘s literature was completed by Weitzman et al. (1972). The authors studied the Caldecott Medal and Honor books from 1938 to 1970. They also examined a cross-section of Newbery 28 winners, Little Golden books, and children‘s etiquette books. The authors found that ―females were underrepresented in the titles, central roles, pictures, and stories of every sample of books‖ (p. 1128) they examined. Even girls and women portrayed as successful in the books were only so because they adhered to stereotypical female roles.” You can’t debate those kinds of statistics.

I’ve been asked, why then, can’t I simply turn my male characters into female characters if I am looking simply for a strong character-reader relationship? The only answer I have to that is: I personally find more emotional and imaginative connection to my male characters. It is fun, liberating, and fulfilling to write male characters.

But, I do not obsess over how masculine or important it is for me to 100% represent this character as distinctly male. Sure, I do enough research to make it believable, but if we’re looking for equal representation in society these days, why should I feel discriminated against for writing a male character? Shouldn’t we instead be focused on how deeply we connect emotionally, psychologically, and spiritually with them? Is that not at the base of what makes these characters which are literal manifestations of someone’s mind and put onto paper in a series of letters human?

Personally, I found it kind of hypocritical. I felt as though I was being judged for not writing and adhering to my gender; but yet, at the same time, we’re looking for equality? Is it not one of the most equal things than to assume the stereotypical roles of gender and break them? Can I not write a male character who speaks for all the genders? Why should it matter what is between their legs?

Instead, I would like to think that males can write females, females can write males; whatever you identify as, write whatever gender you most identify with! The purpose of storytelling is to produce a piece of work that grips you, tears you apart and puts you back together again. At the end of the day, we are all humans looking for that human experience (or inhuman, whatever! You do you!).

Perhaps instead, we should look to the books our children are being provided by parents, educators, and the government. Typically as the first providers of storytelling and books, parents and educators make these critical decisions of what to read to our children.

Paynter also writes, “Patt and McBride (1993) observed 52 preschool story times and scrutinized the books that the teachers selected for out-loud reading. In the books chosen by the educators, male characters were twice as prevalent as females, and masculine pronouns were used three times as often as feminine pronouns. The readers did not generally take gender-biased language or representations into account when choosing books to read aloud to preschoolers. Similarly, Narahara (1998) randomly studied 20 books that four kindergarten teachers chose to read aloud to their classes. While the number of female book authors was greater than male book authors, male characters outnumbered female characters significantly in central roles and somewhat in secondary roles. Illustrations of males were twice as likely as illustrations of females. Both studies issued a call to awareness to early childhood educators regarding the books they select to read aloud to their students.”

I feel it is an important first step in bridging this issue to begin as early as possible to change these gender stereotyping perpetuated by literature by carefully selecting what we read and what is read to our children.

The criticism is still there and it affects my daily writing choices and while I feel that gender equality is a huge issue which must be tackled by us writers, I also feel that we should not be restricted to the content of our writing based solely on what is between my character’s legs (or mine).

#writing #literature #original character #criticism

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michellelewis7162 · 4 years

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An Instruction program In Miracles - Altering Lifestyles as well as likewise Precisely How it Helps You Release Disappointment

A Course in Miracles is really thereby pure, so wonderful, consequently highly effective, and also therefore a great deal a lot more spiritually advanced than any type of type of various other item of the world's literary works (past as well as found), that you possess to as a matter of fact experience it to believe it. That is certainly not because A Course in Miracles is really complex - on the opposite its personal ideas are actually incredibly fundamental - yet rather thinking about that it is actually the attributes of spiritual understanding that those who are actually not prepped to comprehend it, just might not know it. A Course In Miracles

Given that I first wound up being actually educated of the marvelous and also remarkable life of God, I have in fact cherished reading various fantastic religious projects like the Bible (my loved parts are actually the Sermon on the Mount and also Psalms), the Bhagavad-Gita, the Upanishads, the Koran as well as likewise the rhymes of Kabir as well as likewise Rumi. None happen close to the effectiveness of a Course in Miracles. Reading it together with an open mind and also center, your issues and also anxieties get rid of. You hear of a magnificent affection ingrained within you - a lot deeper than pretty much anything you recognized before. The potential beginnings to appear to be so glowing for you and also your truly loved ones. You think affection for everybody including those you recently have actually tried to leave left out. These experiences are extremely effective and at possibilities flip you off harmony a little, nevertheless it is in fact worth it: A Course in Miracles launches you to a devotion consequently calm, so universal and for that reason solid - you will certainly think about simply exactly how loads of the planet's religions, whose goal is actually allegedly an equivalent knowledge, obtained for that reason off take note of.

I have taken a look at the gospels lots of times along with I ensure you that a Course in Miracles is absolutely regular with Jesus' trainings while he performed earth. A Course in Miracles shows Jesus' right relevant information: real interest for * all folks *. If they example as pleasing as my personal perform, and likewise the numerous various other accurate applicants that have located A Course in Miracles to become really definitely nothing at all lower than a wonderful jewel, then congratses - as well as might your facility constantly be actually generously stuffed together with kicked back, loving pleasure.

As the headline represents, A Course in Miracles is actually a mentor unit complimentary details. It teaches our company what holds true and additionally what is unbelievable, and also leads our team to the direct competence of our incredibly own Inner Teacher.

The Course is actually put together in 3 parts: a text message, a manual for pupils and likewise a manual for instructors. The Text shows the concepts underlying the Course. The workbook consists of 365 daily treatments that give trainees the opportunity to conduct and likewise experience the tips on a dependable amount. The instructor's handbook exists in an issue in addition to response design, attending to conventional queries that a trainee might inquire; it additionally gives an information of problems used throughout the Course.

On How every little thing Began

The completely free of cost information Course was generated through david hoffmeister, very trained and also reliable Professors of Psychology at Columbia University's College of Physicians as well as additionally Surgeons in New York City. Helen was really the assistant for the Course, comprising down in shorthand the interior alerts she got. It took a total of seven years to accomplish A Course in Miracles, which was actually very first published in 1976 in the United States.

Over recent 34 years, the recognition of A Course in Miracles has built along with dispersed globally. It has been actually equated in to 18 various foreign languages as well as likewise additional interpretations reside in the works. Throughout the globe, people collect in addition to other identical pupils to read through the Course along with each other thus concerning far better understand the Course's information. Within this duration of additionally social as well as electronic media, A Course in Miracles can conveniently be in fact gotten in electronic book layout, on Compact Disc, as well as via apple iphone Apps. You can quickly interact along with other Course apprentices on Facebook, Yahoo Groups, Twitter, in addition to numerous various other web websites.

Experiencing the Course

The Course is actually made to become a self-study device by means of david hoffmeister. Various pupils find that their 1st communication with the element is actually likewise overwhelming as well as complicated - the change in view that it provides contrasts regular thinking. Taking a promo instruction class alongside a seasoned provider or perhaps instructor enables for a gentler setting to these originalities and additionally an additional appointment experience.

There are really a considerable amount of lessons and also program located upon the approach of A Course in Miracles, and also particular classes on vital Course tips, such as True Forgiveness or even Cause and also Effect. Such training class supply students the chances to experience the suggestion as well as use particular component a lot more significantly. Via such ingrained knowledge, a number of students uncover the assurance of inner peace as well as additionally the happiness of understanding the Inner Teacher.

" This Course is actually a beginning, not a side ... No extra particular trainings are really assigned, for there fades away requirement of all of them. Henceforth, hear however, the Voice for God ... He will most definitely guide your attempts, informing you specifically what to do, only how to deliver your thoughts, along with when to take place to Him in muteness, seeking His certain instructions as well as likewise His certain Word (Workbook, p. 487).

They locate that they concern a brand-new understanding of grace when people use the trainings found out as effectively as the guidelines of A Course In Miracles. They are actually competent to analysis and likewise know why you injure your own personal as well as others when you execute definitely not eliminate.

The one that requires to forgive is actually determined just like a lot as the one that needs to have to must be actually forgiven, if surely not a lot more highly! You can quickly forgive the offender whether he talks with for forgiveness and even certainly not. This will definitely be the quite initial of the magics that is actually given as well as made it through the electrical power of mercy learnt coming from A Course In Miracles.

Over 40 years back, a psycho therapist from Columbia University started to lug discoveries from a spiritual center that she was in fact attracted was Jesus himself. She as well as likewise her aides generated teachings that loaded thousands of unused website over an amount of time of 7 years which in the future ended up being actually "A Course In Miracles."

A trademark of the ACIM course is that evil on its own carries out undoubtedly not exist. The ACIM mentors advise that through informing your mind correctly, you can conveniently learn that there is in fact no such factor as horrendous, and likewise that it is merely an impact or one point that other individuals have in fact indicated around prevent and additionally manage the actions as well as notions of those that are actually not capable of supposing for on their own. ACIM urges that the only thing that accomplishes exist is really correct interest and also that innocent ideas as well as spiritually excellent thinking will undoubtedly not make it possible for pretty much anything like heinous to exist.

These ideas and also views flustered several individuals that involved a number of the notable faiths given that, while they embraced a lot of the very same concepts, this instruction plan also sought to have people think that improbity is actually absolutely not real in addition to for that reason wrong is actually additionally unbelievable. ACIM on its own produces an effort to possess individuals assume in the holiness and additionally a great tip sights as well as additionally behaviors as well as additionally in the basic fact that absolutely nothing whatsoever can conveniently harm you unless you assume that it can. New Age authorizations were actually understandable onto these guidelines considered that numerous of the New Age religious beliefs are in fact found out wrong as well as satisfaction however, the energy of one's quite own ideas as well as additionally feeling.

ACIM does supply some teachings about exactly how to rid by yourself of harming as well as distressed feelings that are actually overloading your life in addition to troubles as well as building condition in addition to trouble daily. A Course In Miracles coaches you that you are actually behind these feelings as well as they are just injuring you. Because of that, it depends on you to rid every one of them arising from your way of life for your personal happiness as well as joy and happiness as well as abundance.

A Course in Miracles is actually a collection of self-study components launched by the Foundation for Inner Peace. The magazine's internet content generalises, and additionally discloses mercy as applied daily live. Curiously, no location does the file possess a writer (in addition to it is in fact thus detailed without a writer's name due to the U.S. Library of Congress). Having claimed that, the text was actually made through Helen Schucman (died) as well as additionally William Thetford; Schucman has connected that quick guide's material is actually located upon interactions to her stemming from an "values" she announced was Jesus. The preliminary variation of the publication was in fact discharged in 1976, with a modified version released in 1996. Part of the material is a training overview, and additionally a student book. Since the really 1st edition, the guidebook has supplied various million matches, along with interpretations in to almost two-dozen international languages.

The book's starting points might be actually mapped back to the early 1970s; Helen Schucman very first knowledge in addition to the "morals" generated her at that point manager, William Thetford, to seek advice from Hugh Cayce at the Association for Research as well as Enlightenment. Consequently, a summary to Kenneth Wapnick (later the book's publisher) happened. Currently of the overview, Wapnick was actually medical psychologist. After appointment, Schucman and Wapnik put in over a year customizing and modifying the component. An added introduction, this chance of Schucman, Wapnik, in addition to Thetford to Robert Skutch as well as Judith Skutch Whitson, of the Foundation for Inner Peace. The 1st publishings of quick guide for blood circulation stayed in 1975. Ever since, copyright litigation due to the Foundation for Inner Peace, as well as Penguin Books, has actually built that the web information of the very 1st edition stays in everybody domain.

A Course in Miracles is actually an instruction unit; the training program has 3 magazines, a 622-page text message, a 478-page student workbook, as well as additionally an 88-page instructors guide book. The web material of A Course in Miracles cope with both the scholastic and the operational, although procedure of the publication's component is stressed. Not either guide neither the Course in Miracles is really meant to complete the audiences's understanding; merely, the components are in fact a start.

A Course in Miracles separates in between understanding as well as also opinion; fact is actually inflexible and additionally infinite, while perspective is actually the globe of option, change, as well as likewise analysis. The world of idea enhances the common suggestions in our thoughts, and also maintains our company different originating from the fact, as well as additionally various coming from God.

Social media network believes that just about anything in this particular entire world, i.e., forecasted thought and feelings as well as sensations together with the info of the narcissism incorrect mind. On-line assaults in the place for A Course in Miracles (ACIM) are by means of the different viewpoints, quotations along with a variety of other messages where our firm reply to our analysis which then winds up being actually the recognition for our response (T-12. I. 1) or our cause for posting, and more. All trainees have a standard problem in between kind and web content and also what it implies to sign up with hence let's not glucose layer it: Social media is really kinds (forecasted information of the self-pride wrong mind) from supplementing the improper mind. Originating from the outset it is really a collection of assaults till our staff eliminate in addition to start pinpointing (participating in) along with the correct thought and feelings.

Even in the Course, our experts all loosen up online in addition to some kind of an electronic gadget mindlessly doing our pride variable. Okay, some might be standing, passing time or throwing:

Sitting all around and likewise describing the Course is certainly not the same aspect as executing the effort of researching the text as well as additionally placing the guidelines straight into practice to establish what the Course recommends (Kenneth Wapnick, Rules for Decision).

In the similar Rules, Wapnick additionally points out, "What offers the self-pride its very own power is your having actually accompanied it, your identity from it." Kinds are actually anticipated as a protection versus the contrary and likewise are merely alongside the self-pride inaccurate mind as well as also thereby they do surely not matter.

Considered that socials media is in fact all involving kinds which are actually shabby price quotes of the vanity, our crew are in fact after that checking out the Sonship as shabby that creates the inaccuracy authentic. Specialness is valued as an idolizer set up before the Love of God along with those regarded distinctions sustain the splitting up psychological. Undoubtedly any kind of type of defective characteristic our group evaluate in an additional online (or anywhere) needs to be located in every of the Sonship because our team're definitely One actually. That is actually why assault isn't unique and needs to be surrendered (T-7. VI.1).

Distinctive methods, "Also particular and individually different." All strike in any kind of form of form is actually the exact very same as well as is implied to divide the completeness of the Sonship due to the reality that it strikes (bits) the Sonship via varieties rather than parity. Consequently, our experts might see why Wapnick will definitely state that it is actually ridiculous to use the Course as a tool when it's precisely a Course located in oneness.

Let's add set of several other key phrase emblematic representation analyses looking at that these are really each utilized throughout the Course:

Display: Clearly present the lifestyle and even fact of something by means of giving proof or even evidence.

Suggestion: A factor that results in someone to remember one thing.

Unloving Reminders

In the Course, "To instruct is to present (M-in.2) as well as we are actually consistently teaching, and even verifying the vanity or even God every instant, i.e., the happy ideas alongside which our crew have actually selected to calculate or even sign up with. For comparison, the information of the self-pride is actually a number of predicted and also different kinds; and the details of the best notions is in fact unity, sameness, i.e., Love (no projections).

Our siblings are a member folks. They are actually the ones who show our firm that our company are really for our finding is an end result of what our professionals have enlightened every one of them (T-9. VI.3) - the self-pride or perhaps God - regularly. As the dreamer of the desire (T-27. VII.), our objective figures (those online in addition to us and also our bros) are actually performing what our pros are thinking they are performing located upon what our team've coached (affirmed). They are actually upright taking into consideration that it is our desire. Our specialists presented splitting up or a homicidal strike assumed versus God consequently our professionals all demonstrate stated strike in a considerable amount of ragged kinds. If our crew eliminate our own selves of what our company have in fact shown (opted for) as opposed to attacking, we find that our firm are actually through ways of our brother or sisters who are in fact the exact same.

Throughout the planet, individuals pick up along with other similar pupils to read through the Course along with each other so as to far better understand the Course's message. Within this time frame of also social and electronic media, A Course in Miracles may simply be in fact gotten in electronic publication layout, on Compact Disc, as well as through methods of apple iphone Apps. There are really a great deal of lessons as well as center curricula based upon the strategy of A Course in Miracles, and also certain training class on vital Course ideas, such as True Forgiveness or even Cause as well as Effect. A Course in Miracles is actually a training system; the instruction course has 3 magazines, a 622-page text notification, a 478-page student workbook, as well as likewise an 88-page teachers guidebook. Our experts may view why Wapnick is going to explain that it is actually ridiculous to use the Course as an item when it is actually exactly a Course located in unity.

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