TOWARD A GLOBAL EDUCATION OF SOCIETY
According to scientists, infinite matter is at the basis of all existence, and according to idealists it is the universal cosmic energy that engenders worlds. The time has come to weave the conclusions of scientific philosophy with those of spiritual philosophy, in order to establish a vision of synthesis, reaching beyond sociocultural limitations, and that will compose the basis of a global education of society at large.
When Plato revealed that ideas are subjects of knowledge and belong to an ontological hierarchy, he set the basis for the ethics of a creationist and idealistic philosophy. At the opposite pole of the transcendence of ideas and a Creator, Aristotle preferred the transcendence of forms active in the heart of things, as the world’s fundamental principles. He thus established the basis for a materialistic and linear logic; the unparalleled evolution of this logic allowed for extraordinary scientific discoveries, which brought much comfort to the material aspects of our existence. We did however lose the awareness of having a soul we must nurture and educate – as advised UNESCO’s ancestor Jean Amos Comenius –, in order to increase our love and offer to our spirit the possibility of living in plenitude.
In July 2011, the ECOSOC session on Education held at the Geneva Convention Center, stressed the fact that education is the decisive theme for the future of humanity. As a conclusion, they recommended to improve schools curriculums by introducing ethics in education in order to ready youth for life. Enduring ethics, however, are based on the perennial values of the human soul’s universal principles, such as wisdom, love and truth. This implies an education process in which the exact knowledge of outer reality (scientia, in Latin) must be coupled with intuitive knowledge, or inner knowing (esoterikos, in Greek).
Today’s education is rooted in the know-how of material and intellectual achievements, and neglects the knowing of natural laws that govern life and the essential structure of the human being. To understand and respect these laws enable us to live in harmony with others and foster evolution in our societies.
OMAEP draws its inspiration from scientific findings as well as from meaningful traditions like the one from ancient Greece, in which the study of natural laws was comprised in the preparation for citizenship – that included parenting as well. This is what ushered Greece into a glorious age, with its host of remarkable, philosophers and artists.
Here are some examples of the laws I am referring to:
- Cause and Effect (Every effect has a cause): this law encourages us to find a better understanding of facts and elaborate solutions to problems.
- Polarity (Every reality has two poles): this law helps us to accept the point of view of the other person and avoid conflict.
- Balance (All life, all of creation is based on the law of balance): thanks to this law we can find the right measure and achieve discernment.
- Correspondence (Like attracts like): this law helps us to attain a higher level of consciousness and benefit from its strength.
- Recording (Everything gets recorded): this law leads us into thinking thoroughly before acting.
- Vibration (Everything is vibration and perpetual movement): this law helps us to reach higher mental planes, and benefit from more harmony
- Unity (Everything is energy connected to everything else): this law allows us to unite beyond our differences and act together.
For further explanations, please visit the magazine “Ensemble” at the chapter “Principes de vie” (www.aip-suisse.ch).
OMAEP’s work pertains to this vision, this synthesis that brings together three fundamental realms of human activity: science, spirituality and art (see the “Roerich Pact” signed in 1935, at the White House and adopted by UNESCO).
The role of prenatal education
At conception, genetic programs from each parent’s DNA are duly transmitted to the child’s first cell. But science of epigenetics reveals that during pregnancy, these programs are activated or not, or even modified, according to the quality of what the pregnant mother lives, as well as the quality of her surroundings. Indeed, recent findings demonstrate that each person is “inhabited” by an entire population of cells, trillions of cells who record everything the person does. The education of our young needs to impart the knowledge of the law of recording, together with the other main laws according to which nature acts.
We invite pregnant couples to be mindful of their roles, so they can offer to their children the best conditions from the very start of their development. Among our priorities, are the information and support we convey to expecting parents – especially to the mother. And in the future, we will build pregnancy centers where pregnant mothers will be able to spend the time they wish – from a few days to weeks or months – at affordable prices. They will be welcomed with joy, inspired and kindly treated, so that their physical, emotional and spiritual wellbeing is transmitted to their babies and inscribed in the cells of their forming organs. Prenatal education is the education a mother transmits to her child from the months prior to conception until the end of breastfeeding.
When a woman is pregnant, her sensitivity increases and her experience becomes information that organizes the fetus’ development and gets recorded in every cell. Her responsibility extends beyond a physiological hygiene (to refrain from smoking, to eat healthy, to rest appropriately, etc.) and into the quality of what her mind experiences. This is why it is important for her to be well informed and have the means to bring harmony into her feelings and thoughts.
Due to the considerable savings generated by preventive health care and preventive education, this information about the utmost relevance of prenatal life for the future of each and every human being is encompassed in the green growth approach to development. Dr. Marcy Axness stresses that for every dollar invested in the wellbeing of a pregnant woman, at least fifteen are saved later on, during her child’s school years.
The inclusion of “Prenatal Parenting” in high schools and Universities curriculums constitutes a healthy basis to empower youth to one day become thriving parents, adults more able to steer the course of their family and social life. We know how difficult it is for mentalities to change, and that it can take centuries. Prenatal education, however, will allow societies around the globe to change very favorably in the space of two, three generations.
The quality of our future greatly depends on our children’s education, and if we want to work for the generations to come, we must start addressing the way children are brought into the world, and establish the foundation of a sound prenatal education. It is a major progress to acknowledge that a baby in the womb is a conscious being greatly under the mother’s influence, receiving from her an education that reaches cells, tissues, organs and systems alike. Thanks to their research on mirror neurons and cell “memory” – two chief aspects of our epic journey in the womb –, scientists have recently confirmed many of the philosophers’ intuitions.
No one would question the need to take driving lessons before driving a car. So why not gain the necessary knowledge in order to “drive” a family? This belongs to the field of education, and to quote Nelson Mandela, “Education is the most powerful weapon which you can use to change the world.”
UNICEF affirms that “Children represent our future,” and OMAEP concludes: “Our future starts being built before birth!”