Star of Peace Project for Years 2011-2013

INTRODUCTION

The INSTITUTION OF ETHICS AND HUMAN VALUES STAR OF PEACE is a non-governmental, non-profit organization, which has been educating for the past nine years children, teenagers and youngsters, in the suburb of Valéria, located in the outskirts of the City of Salvador, State of Bahia, Brazil, through a non-formal educational program.

The formation of the critical thought of a citizen begins with the discovery of his capacity, ability and competence to employ his talents on behalf of his own development as well as serving properly his community. Although this work has been developed as a basis and reinforcement to the formal school, family, and communal activities, it has become necessary to expand this vision in order to provide these students with other angles of vision and reading of reality, enriching its curriculum with art and tradition as the sources of culture, and further building citizenship through well-grounded and integrated actions, including his spirituality.

To know how to read and write through the processing of words and thoughts does not necessarily entail the state of being well-learned. Educational, artistic and cultural production are possible only through the awareness of what is been seen, felt, sensed and perceived as reality; thus, a more elaborate work has to be developed with these participative, leading beings involving family, community and school, so that the manifestations of education, art, culture and other activities can indeed lead him to life with full cognitive capacity, as well as emotional, social, and physical aspects intrinsically connected to his integral formation.

Contemporary Art-Education prerogatives aim to form the experimental agent, the one who brings into fruition his activities while becoming aware of the meaning of his actions, decoding life as an work of art; in order to accomplish this, it must utilize techniques that focus the development of the creative potential inherent to human nature, not considering social, physical, religious or other differences. Thus, motor coordination, awakening of the senses, recognition of a sensitive and cognitive world, re-dimensioning the cultural values, and awareness of spiritual consciousness, must be associated with the validation of right political stands towards public assistance or citizens rights, finally and hopefully promoting an integrated, cohesive and complete education.

We do believe in the integration between art, education and culture as an essential operational strategy for the formation of character, ethical behavior, and communal living; however, we now need to balance the discussion of what are the subjective elements which allow the transformation and re-signification of a world vision individual versus collective, or go a step further, identifying what is beyond the individual perception of being. It has become evident that significant steps to bring into practice those aspects which lead to spiritual awareness and development of potentials must be identified, de-codified and utilized. Thus, the science of becoming, of discovering not only who you are, but questioning what are you doing here in this Earth, and where you are going, is the main transformational aspect of our educational proposal for the coming years of 2011-2013.

Our project, which is being exposed now, contemplates our past experience based only on the Art-Education approach but will also include, from now on, the spiritual aspects of being and becoming, in order that we may offer an integral education tool to benefit not only the individuals but the communities they belong to, and their relationship with the environment, through a sound, responsible and sustainable conduct, in a holistic synergy with the entire Earth and Cosmos. It will tentatively deal with the new, but deeply knowing we are working with the Ageless Wisdom.

HISTORY

Our Project was born after a workshop done in California, USA, May of 2001, conducted by His Holiness the XIVth Dalai Lama, Tenzin Gyatso. He made us aware of our universal responsibility and encouraged us to socially interact and help all sentient beings. The aspects of bodhichitta or altruistic mind were however fundamental, if we were to reach positive results and really accomplish the great challenge of transforming our minds, shifting from the violent approach, learned from the past and experienced through culture or civilization means, or through the wrong usage of the evolution theory, to those related to peace and non-violence.

It was clear that the changes we wanted to see in the world would have to initially be processed internally. We returned to Brazil decided to work actively in the social level, besides continuing or meditations for world peace. Our home was selected as the ideal place to conduct our educational experiment, with 20 children of low economic bracket, residing nearby. On October 12, 2001, still shocked by the event of September 11th , we started, with no further doubts as to the proper time which could wait no longer.

By the end of the year, we had experienced a total acceptance of our project, initially informal but as of 2002, we started working on the educational program as well as proceeding with the legal aspects to register the Institution, according to the Brazilian laws. The model of the NGO appeared to be the most simple and idealistic approach, and we did meet at the time some very worthy projects already operating in Brazil which inspired us very much. After analyzing several alternatives for Education of the New Age, we chose to put into practice Ven. Sai Baba’s Educational program, utilized in the schools of India with great success. Our main aim was to develop peace and human values. We were also very fortunate to access the work of a Brazilian teacher and author Marilu Martinelli, who had brought Baba’s program to the south of Brazil, adopted it and reached very good results. Thus, the first program was written, in 2002, mainly focusing ETHICS AND HUMAN VALUES, for the period 2002-2004.

Each subsequent year presented more challenges to us, with relation to the demand factor, and also related to our physical installations, very limited. We doubled our students: by 2003, we already had 50 students, reaching 100 by 2005. Other age groups were added but we maintained the same amount of participants, since we wanted to be able to accompany their development along the years and be able to evaluate the impact of the moral education in their future actions.

During the second three-year period, 2005-2008, we developed the Cultural Program, which has expanded today into the “CULTURE OF PEACE Program”. Towards this new facet, we were very much inspired in the programs developed by UNESCO, the Millenium Goals and also the United Nations tools, besides, of course, considering the local Brazilian efforts to preserve our traditions and culture. This program is highly participative and active, allowing our youngsters to go beyond their community to the “big city”, visiting museums, historical sites, public libraries, zoos and other interesting places.

For the last three-year period, 2008-2010, we developed the SOCIAL AND ENVIRONMENTAL Program, to deal with daily social issues and problems, providing free legal assistance, health and nutritional lectures, orientation to women on how to deal with home violence, and also, encouraging them to return to school or practice exercises such as Yoga and Meditation. For the first time, we allowed the mothers of our children to participate actively in our Project, thus developing a pro-active interchange of ideas with the community. We have passed on to them the proposals of Ecology and Earth Preservation, observing the principles of the Earth Charter and world efforts to reach self-sustainable levels, preserving our environment and future civilizations. However, this was our worst period as to violence, for the Project was robbed several times and we lost in 2009 all our modern equipments, including computers, sound system, TV and others. Our solution was “to jump beyond technology”, keeping our courage and determination to persist. We returned to the old-fashioned blackboard, oral transmissions and artistic activities, practicing recycling, sharing, and going back to the old education practices with joy and creativity.

We will soon be entering our 4th three-year period, 2011-2013. It is evident that our main contribution in the field of education for the new Aquarian Age has to incorporate spiritual ideas. We proceeded then with the consideration of the main brilliant minds who foresaw the changes to come in the future, and left their legacy with competence and wisdom. Among them, we have chosen Alice Bailey and Sri Aurobindo to enrich our project enabling us to develop explicitly new techniques aiming to the spiritual awakening and integral education.

Thus, our present edition of the Star of Peace Project starts with this new section, now formally defined:

I: Development of Human Potentials

A. Influence Of Alice Bailey - “Education For The New Age”

Alice Bailey, in her book “Education for the New Age” states what shall be the objective of this endeavor:

“The objective of our endeavor is to elucidate the cultural blossoming of humanity and consider the next step to be taken with regards to its mental development. Teaching, if true, must be aligned with the past and provide an objective for the effort in the present and must also offer additional explanation to those who have managed or who are managing to reach the established goals.

There must be a spiritual future indicated. This is what is required.

The word “spiritual” refers to that which is immortal in man, that which persists forever, making progress step after step, stage after stage in the Path of Evolution, bringing forth and in sequence the attributes of the soul and man´s divine aspects. Thus, we must appreciate her propositions as explained in three different aspects or our main theme:

- the techniques of education for the future,

- the Science of Antahkarana,

- and the Methods for its construction.”

We must concentrate our work in the consideration of the Techniques of Education for the Future and must say that huge steps have to be taken in order to understand deeply what is meant; of course, we have no competence to teach what we have yet not experienced fully, as teachers or facilitators (as we consider ourselves). Thus, we must start considering curtail issues such as the old and new theories of evolution, our cycles of development, the cultural and civilizational ways of approaching the challenges of Education, and what is so very important: the role of the teacher and his own development in the whole process.

“In the future, we all will have the experience of studying who we are astrologically, psychologically, clinically, vocationally and spiritually”, Bailey forecasts.

In order to have a better comprehension of the New Education, we must analyze the following facts as pointed out by Alice Bailey:

“Education, up to the present times, has occupied itself with the art of synthesizing the history of the past, with what was accomplished in the past in all the spheres of human’s life, as well as registering human knowledge;

Education concentrated mainly in the organization of the inferior mind and the capacity to evaluate a child’s development has been greatly related to his accumulated information, on how it as understood or collected, governed or organized in order to prepare the child to compete with the information presented by others.

Until now, education has been a great training of memory, although this practice has been discouraged and rather, it is recognized that the child has to assimilate the facts considered true and experienced by the race in the past.

Education, thus, has to mean more than just a training for the memory, more than just passing information to a child about the past and about what Man has accomplished. Education involves more than the investigation of a particular subject and the development of subsequent conclusions, leading to hypotheses, which in turn, lead us to more investigation, analysis and conclusions. It is more than the sincere effort to prepare the child or an adult to become a good citizen, a good father or an important member of society. It means more than to simply prepare someone to develop a special profession, acquire means of living and security and other considerations”.

It will take many decades, however, before the new approaches to a New Education can be enforced. Bailey herself informs us: “We have encountered a lot of difficulties in our previous experiences due to the lack of compromise between the actual, present form of education and the desired ideal, and hardly no effort to correlate both; also due to the fact that these new methods can be applied successfully with children previously selected and accompanied since birth, with their parents willing to collaborate, helping to maintain the correct conditions and atmosphere”.

We can observe her wisdom pointing out to the importance of the responsibility of the parents to accompany their children’s development since birth. What we see now, however, is the almost total transfer of this responsibility to the schools or teachers, while we observe that the teachers themselves are not yet prepared to conduct the New Education with the principles that are underlined. How can we then reach a practical approach, not postponing the activity or retarding the process of learning? We recommend the adoption of the following ideas, including some of AAB, such as:

1. Study, analysis and meditation on the chakras for the students, respecting however their preferences and religions;

2. Practice of Meditation and Yoga, with superficial/subliminal integral theories, observing the age and cultural background of the children and youngsters, and also taking into consideration their basic beliefs or family orientation;

3. Observation of the social-economic factors of the communities we are involved with;

4. Interaction with the study methods utilized by the local schools, public or private, avoiding criticism or competition, but seeking cooperation and exchange of ideas;

5. Access and participation of parents or tutors in some of our educational events, promoting integrated social action and allowing suggestions or even changes to our educational program;

6. Awareness of the fact that we cannot impose our views, but have the duty to present basic ideas, such as:

- The unique value of a person

- The beauty of humanity and all living beings

- The relation of the individual with the totality of the world

- The interdependence of all and

-The responsibility of becoming a part of the whole as a volunteer

7. Elimination of competition, implementing ways of cooperation and sharing;

8. Implementation of a new atmosphere of love, patience, ordained activity and comprehension through dialoguing, respecting the relative views of individuals;

9. Development of consciousness in the individual, awareness that education is the tool, as well as the training, which, if intelligently given, will allow the youth to interact with the environment (physical, social, and spiritual) in a clever and discerning manner, adapting himself to the existing conditions.

B. Influence Of Sri Aurobindo - “Integral Education”

The other author which we considered in our appreciation of the concept of “Integral Education” was Sri Aurobindo. thus, our research included the review of some of the basic postulates of his teachings, since they are a rich legacy and constitute a perennial source of inspiration for us in the STAR OF PEACE PROJECT, since its beginning.

In order to fully comprehend what integral education is all about, we must understand what is integral knowledge. So, let’s consider some of his main ideas, discussed in great detail and wisdom in his monumental work entitled

“THE LIFE DIVINE”, which actually comprises two books:

1) Omnipresent Reality And The Universe

2) The Knowledge And The Ignorance – The Spiritual Evolution

For practical purposes, we centered and focused our attention in three important chapters of Part II, and due to the complexity and extension of his ideas; we have chosen to share with the faculty of Morya Federation some important passages instead of summarizing them, in order to avoid any “contamination” of such precious compendium of enlightened ideas with our personal comments or translation.

Aurobindo is the great master who set up the philosophy behind Integral Knowledge and Integral Education, although it was Djwhal Khul and Alice Bailey who dealt with the process of application in the practice of the Education for the New Age. We are considering his occultist theories because we found them pertinent to the objectives of our esoteric understanding and realizations of our ways of being and becoming.

THE INTEGRAL KNOWLEDGE AND THE AIM OF LIFE

“An integral knowledge demands an exploration, an unveiling of all the possible domains of consciousness and experience. For there are subjective domains of our being which lie behind the obvious surface; these have to be fathomed and whatever is ascertained must be admitted within the scope of the total reality. An inner range of spiritual experience is one very great domain of human consciousness; it has to be entered into up to its deepest depths and its vastest reaches. The supra-physical knowledge is as real as the physical; to know it is part of a complete knowledge. (pg. 651)

THE OCCULT KNOWLEDGE

The knowledge of the supra-physical has been associated with mysticism and occultism, and occultism has been banned as a superstition and a fantastic error. But the occult is a part of existence; a true occultism means no more than a research into supra-physical realities and an unveiling of the hidden laws of being and Nature, of all that is not obvious on the surface. It attempts the discovery of the secret laws of mind and mental energy, the secret laws of life and life-energy, the secret laws of the subtle-physical and its energies, - all that Nature has not put into visible operation on the surface; it pursues also the application of these hidden truths and powers of Nature so as to extend the mastery of the human spirit beyond the ordinary operations of mind, the ordinary operations of life, the ordinary operations of our physical existence. In the spiritual domain which is occult to the surface mind in so far as it passes beyond normal and enters into supernormal experience, there is possible not only the discovery of the self and spirit, but the discovery of the uplifting, informing and guiding light of the spiritual consciousness and power of the spirit, the spiritual way of knowledge, the spiritual way of action. To know these things and to bring their truths and forces into the life of humanity is a necessary part of its evolution. Science itself is in its own way an occultism; for it brings to light the formulas which Nature has hidden and it uses its knowledge to set free operations of her energies which she has not included in her ordinary operations and to organize and place at the service of man her occult powers and processes, a vast system of physical magic, - for there is and can be no other magic that the utilization of secret truths of being, secret powers and processes of Nature. It may even be found that a supra-physical knowledge is necessary for the completion of physical knowledge, because the processes of physical Nature have behind them a supra-physical factor, a power and action mental, vital or spiritual which is not tangible to any outer means of knowledge. (pgs. 651-652)

“An integral knowledge then must be a knowledge of the truth of all sides of existence both separately and in the relation of each to all and the relation of all to the truth of the Spirit. Our present state is an Ignorance and a many-sided seeking; it seeks for the truth of all things but – as is evident from the insistence and the variety of the human mind speculations as to the fundamental Truth which explains all others, the Reality at the basis of all things, - the fundamental truth of things, their basic reality must be found in some at once fundamental and universal Real. It is that which, once discovered, must embrace and explain all, - for ‘That being known all will be known’: the fundamental Real must necessarily be and contain the truth of all existence, the truth of the individual, the truth of the universe, the truth of all that is beyond the universe. The Mind, in seeking for such a Reality and testing each thing from Matter upwards to see if that might not be It, has not proceeded on a wrong intuition. All that is necessary is to carry the inquiry to its end and test the highest and ultimate levels of experience.” (pg. 653)

“But before we examine the principles and process of the evolutionary ascent of Consciousness, it is necessary to restate what our theory of integral knowledge affirms as fundamental truths of the Reality and its manifestation and what it admits as effectual sides and dynamic aspects but is unable to accept as sufficient for a total explanation of existence and the universe. For truth of knowledge must base truth of life and determine the aim of life; the evolutionary process itself is the development of a Truth of existence concealed here in an original In conscience and brought out from it by an emerging Consciousness which rises from gradation to gradation of its self-unfolding until it can manifest in itself the integral reality of things and a total self-knowledge. On the nature of that Truth from which it starts and which it has to manifest must depend the course of the evolutionary development, - the steps of its process and their significance.” (pg. 658)

THE ABSOLUTE

“First, we affirm an Absolute as the origin and support and secret Reality of all things. The Absolute Reality is indefinable and ineffable by mental thought and mental language; it is self existent and self-evident to itself, as all absolutes are self-evident, but our mental affirmatives and negatives whether taken separatively or together, cannot limit or define it. But at the same time, there is a spiritual consciousness, a spiritual knowledge, a knowledge by identity which can seize the Reality in its fundamental aspects and its manifested powers and figures. (pg. 658)

The Absolute manifests itself in two terms, a Being and a Becoming. The Being is the fundamental reality; the Becoming is an effectual reality: it is a dynamic power and result, a creative energy and working out of the Being, a constantly persistent yet mutable form, process, outcome of its immutable formless essence. All theories that make the Becoming sufficient to itself are therefore half-truths, valid for some knowledge of the manifestation acquired by an exclusive concentration upon what they affirm and envisage, but otherwise valid only because the Being is not separate from the Becoming but present in it, constituted of it, inherent in its every infinitesimal atom and in its boundless expansion and extension. Becoming can only know itself wholly when it knows itself as Being; the soul in the Becoming arrives at self-knowledge and immortality when it knows the Supreme and Absolute and possesses the nature of the Infinite and Eternal. To do that is the supreme aim of our existence; for that is the truth of our being and must therefore be the inherent aim, the necessary outcome of our becoming; this truth of our being becomes in the soul a necessity of manifestation, in matter a secret energy, in life an urge and tendency, a desire and a seeking, in mind a will, aim, endeavor, purpose; to manifest what is from the first occult within it is the whole hidden trend of evolutionary Nature. (pg. 659)

TRUTH OF BEING – THE DIVINE EXISTENCE

The next affirmation which we put forward is that the fundamental reality of the Absolute is to our spiritual perception a Divine Existence, Consciousness and Delight of Being which is a supracosmic Reality, self-existent, but also the secret truth underlying the whole manifestation; for the fundamental truth of Being must necessarily be the fundamental truth of Becoming. All is a manifestation of That; for it dwells even in all that seem to be its opposites and its hidden compulsion on them to disclose; it is the cause of evolution, on Inconscience to develop from itself its secret consciousness, on the apparent Non-Being to reveal in itself the occult spiritual existence, on the insensible neutrality of Matter to develop a various delight of being which must grow, setting itself free from its minor terms, its contrary dualities of pain and pleasure, into the essential delight of existence, the spiritual Ananda.” (pg. 660)

THE DIVINE BEING – SACHCHIDANANDA

This Divine Being is at once impersonal and personal: it is an Existence and the origin and foundation of all truths, forces, powers, existences, but it is also the once transcendent Conscious Being and the All-Person of whom all conscious beings are the selves and personalities; for He is their highest Self and the universal indwelling Presence. It is a necessity for the soul in the universe, and therefore the inner trend of the evolutionary Energy and its ultimate intention, - to know and to grow into this truth of itself, to become one with the Divine Being, to raise its nature to the Divine Nature, its existence into the Divine Existence, its consciousness into the Divine Consciousness, its delight of being into the divine Delight of Being, and to receive all this into its becoming, to make the becoming an expression of that highest Truth, to be possessed inwardly of the Divine Self and Master of its existence and to be at the same time wholly possessed by Him and moved by His Divine Energy and live and act in a complete self-giving and surrender. (pg. 662)

THE DESCENT

In the descent into the material plane of which our natural life is a product, the lapse culminates in a total Inconscience out of which an involved Being and Consciousness have to emerge by a gradual evolution. This inevitable evolution forest develops, as it is bound to develop, Matter and a material universe; in Matter, Life appears in living physical beings; in LIFE, Mind manifests and embodied thinking and living beings; in Mind, ever increasing its powers and activities in forms of Matter, the Supermind or Truth Consciousness must appear, inevitably, by the very force of what is contained in the Inconscience and the necessity in Nature to bring it into manifestation. Supermind appearing manifests the Spirit´s self-knowledge and whole-knowledge in a supramental living being and must being about by the same law, by an inherent necessity and inevitability, the dynamic manifestation here of the divine Existence, Consciousness and Delight of Existence. It is this that is the significance of the plan and order of the terrestrial evolution; it is this necessity that must determine all its steps and degrees, its principle and its process. (pg. 664)

C. Influence Of Noam Chomsky

As to the practical side of learning, and in order to understand deeply how transference of information occurs, which aspects of our learning already are innate, such as language itself and human values, and how to develop our potentials taking into consideration the modern trends of civilization and culture, we had to consult other specialists.

We have chosen to study and apply the ideas of NOAM CHOMSKY to our work; in order for us to appreciate better his scientific ideas, we expose the following considerations:

LANGUAGE – WHAT IS IT AND HOW IT EVOLVES?

When studying languages and linguistics at Nicholls State University, we were fascinated by their implications and the need to understand their operation; in order to convey oral transmissions and develop methodologies of teaching, this comprehension was essential. Until now, this consideration continues to be important as we proceed to design new techniques, based on innate capacities of Man. Thus, in the Star of Peace Project, we discussed in group the various aspects of language expression, how it is influenced by culture and civilization, and the new trends derived from the globalization process. This allowed us to mix initiatives from all over the world, yet preserving the main characteristics of our national education program.

Mainly, we have been curious to investigate the techniques beyond the use of words using signs, symbols, icons, and the pioneer efforts using telepathy, colors, or even the subliminal usage of sacred geometry, the vesica pisces, the flower of life, the platonic solids and the effect of the indigo blue in the expansion of perception and awareness or the other colors to express the various states of consciousness. We were also attracted to the ideas involving the innate abilities of Man, as in the case of inherent human values, but the central question of our investigation of language today is: the Tower of Babel, is it crumbling down? If so, how can education survive and proceed with its main task of educating Man while helping him to ascend, finally understanding his role and mission in Earth? How to counteract with the power of media? How to face the challenges and dangers of technology?

We have also observed the predisposition of the new generations to break away with the established patterns of learning, choosing to be pro-active instead of accepting passively the traditional methods of oral transmission, hierarchically established by the nation, state and municipal policies, school regulations and family orientations. They have manifested the wish to be creative and reveal for themselves all there is to be learn, deleting historical themes and blocks of formal education, while exhibiting an attitude of fearlessness and daringness, which has brought an intolerable atmosphere of violence and dissatisfaction in the class rooms, contaminating their teachers who in turn, have become aggressive and uncaring, disillusioned and unmotivated to pursue their idealized profession.

The appeal to Internet, electronics devices, cellular phones, and video games appears to be a natural trend, even in the low social economic brackets; on the other hand, the lack of interest in traditional reading or aversion for the traditional home-works is also noticeable. When assigned to do Internet research, they pay for someone else to do the job, or copy from the electronic sources, without really learning anything. How to cope with these trends is also a constant challenge.

We clarify that our study and subsequent Star of Peace Project has as its main reference groups of students from several age groups, who attend public schools and live in the peripheral area of Valéria, in the outskirts of the City of Salvador, State of Bahia, Brazil. Poverty and lack of motivation towards the studies, paralleled with violence, prostitution and drug consumption, promote very few opportunities for the future of this population, as they grow and seek insertion in the work market. For the past nine years, we have worked together with families and schools, within our limits, seeking to develop and maintain an atmosphere of love, trust and dedication to others; we show them the reality that is ahead, pointing towards the importance of a technical apprenticeship, as opposed to the dangerous participation in informal economic activities, subject to risks and punishment measures, or even worse, absorption by the fourth sector (drugs, prostitution, traffic of weapons and computer hacker programs…), the illegal vector of society.

Our priority was then set up, since our early years, to work with groups of children (5 to 10 years of age), youngsters (11 to 14), and teenagers (16 to 21); we would teach them ethics and human values, exposing them to meditation, yoga, sacred dances, art activities, as well as sports, mainly the capoeira (an African descendent way of fighting which has become a stylized dance); always stimulating cooperation and peace, instead of competition and violence. As they grew up, professional courses would be offered through partnership with public institutions or motivation for them to complete high school or even enter university.

It was also very important to work with volunteers who had already reached the level of communal service and could share with us the spiritual quest behind all our endeavors, without favoring any kind of religion. Working on such neutral grounds and respecting their religious practices and customs, we have avoided non-acceptance by the local community as well as obtained their support and participation in our activities and social events. We explain that the people of Salvador have a mixed background, the majority (over 80%) consisting of African descendents mixed with the Portuguese, and the native Indians. They have curiously adopted both traditions of the Catholic Church and African rites, a religious syncretism which diminishes racial tensions.

Our results have been encouraging, since we have had no problems in the past, except for robberies, and, as mentioned previously, we have achieved the trust and participation of the community. Our model, based on donations and free work, however, can not be maintained; therefore, we have been in the process of presenting projects to public and private institutions. Meanwhile, our groups are limited to a total of 100 participants and 30 to 40 collaborators, most of them are College graduates and pursue spiritual paths. In the beginning, it was a Buddhist initiative, but now we have volunteers from all different religions or ways of thinking, thus constituting an ideal ground for us to teach and practice under the Law of Right Human Relations.

So, as we reviewed oral transmission, the comprehension of the language process as a starting point towards education, the work of Noam Chomsky, considered the most brilliant scholar in the West, in the field of language and linguistics, was paramount. We needed to understand more fully the point of transition we are going through, agreeing with the experts that we must have substantial interdisciplinary cooperation, for whatever progress we may observe in the study of language or linguistics must be related to evolutionary biology, anthropology, psychology, and neuroscience.

The word “language” has highly divergent meanings in different contexts and disciplines, explains Chomsky. Informally, it may be understood as a communication system; as such, it is labeled “I-language”.

The study and evolution and function of the language faculty has thus been a primary object of interest. However, in the varieties of modern linguistics approaches, the word language refers to the internal components of the mind/brain, the so called “Internal Language”. We must investigate different theories since these approaches to learning have changed drastically with the advent of modern technologies, seeking to optimize our methods while motivating the habit of classical reading.

The language experts have delineated two more restricted conceptions of the faculty of language, one broader and more inclusive, and the other more restricted and narrow. They are, according to Chomsky and colleagues:

FLB – Faculty of Language in the Broad Sense and

FLN – Faculty f Language in the Narrow Sense.

“FLB consists of : the sensory-model system

the conceptual-intentional system

and the computational mechanisms for recursion (recurrence of data

from memory or intuition) - (1)

It includes the capacity of learning any language without any explicit instruction, although this is debatable since animals have not shown this capacity; however, it excludes other organism-internal systems that are necessary but not sufficient for language (e.g., memory, respiration, digestion, circulation, etc…). FLB provides the capacity to generate an infinite range of expressions from a finite set of elements.

FLN is the abstract linguistic computational system alone (narrow syntax), independent of the other systems with which it interacts; it is a component of FLB, and the mechanisms underling it are some subset of those underlying FLB. It generates internal representations and maps them into the sensory-motor interface by the phonological system, and into the conceptual-intentional interface by the (formal) semantic system. FLN takes a finite set of elements and yields a potentially infinite array of discrete expressions. Each expression is, in this sense, a pairing of sound and meaning. It has been recognized for thousands of years that language is, fundamentally, a system of sound-meaning connections; the potential infiniteness of this system has been explicitly recognized by Galileo, Descartes and the 17^th century ‘philosophical grammarians’ ant their successors, notably von Humboldt.

One goal of the study of FLN and, more broadly, FLB, is to discover just how the faculty of language satisfies these basic and essential conditions. FLN only includes Recursion and is the only uniquely human component of the faculty of language. Also, FLN may have evolved for reasons other than language”.

Thus, the need of the Linguists to also study the language patterns of animals, mainly the primates, identifying that they have the sensory motor, which enables communication, but have limitations as to the questions concerning abstract computational mechanisms. The interface between these different responses is quite intriguing, considering that we share the same DNA potentials.

Two aspects of this research have demanded the special attention of the linguists: observation of the absence of a universal code of communication and how the faculty of human communication is so much different from other living creatures. “The human faculty of language appears to be organized like the genetic code – hierarchical, generative, recursive and virtually limitless with respect to its scope of expression”, explains Noam Chomsky. So, how shall we study the question of language evolution and how human beings developed such faculty, being able to foresee future expansion of these abilities?. Again, we must refer to his work, for he has not only been intriguing, but convinced us that new approaches to learning have to be developed.

One of his most famous theories is that language communication is an instinctive faculty of mind, its main characteristic. This idea confronts the old way of thinking that the development of language was directly connected with the social interactions. Secondly, he states that language does not conceal a repertoire of acquired answers: our brain has the unique capacity to build sentences or arguments as from a large quantity of words and this capacity is called “mental innate grammar”.

What is so interesting in his observation is that children can develop rather rapidly complex grammars, without having formal education. Thus, as they grow, they are capable of formulating ideas, using their creativity, and phrases that they never heard before. Therefore, their mental formulations are not mere imitations of the adults. It is this “universal grammar” that allows children to extract the syntactic patters from their parents´ speeches. In conclusion to this point of view, we have his affirmative: Children do not need to learn how to speak – they already know.

While developing his theory of “universal grammar”, Chomsky consulted many other experts, since he believed, as mentioned previously, that the understanding of the faculty of language requires substantial interdisciplinary cooperation with evolutionary biologists, anthropologists, psychologists and neuroscientists. So, we now have at our disposition a whole new set of inspiring of ideas which lead us to create new tools for learning, and liberating ourselves from the past models of teaching.

Linguists have proven that humanity is homogeneous, just as they are in biology. All languages can be learned and also translated into other languages. Inversely, Chomsky says, if we were to meet extra-terrestrials, we would not be able to communicate with them due to the conditioning of our nature. This is so because the origin of language is within our genes, and this is the modern stand of the main experts in the area. We can observe that they actually have gone beyond what was considered as the ideological approach of previous language scholars.

“Just as the whole body evolves naturally, independent from learning, so our capacity to express ourselves”. This affirmative must be considered when we establish, for example, reading as an important tool for learning and communication. We have thus used the activity of reading in a broader sense, aiming to a non-biased perception of life (FLB), as well as meditation as a reading tool of our internal and external universes (FLN). The program we developed utilizing this point-of view is named “Reading and Learning in Planet Art” and it has recently (August, 2010) been awarded a state grant, selected among more than 1,000 participants, from all over the State of Bahia.

Esoterically, we can perceive this “universal grammar” inherently existent within humans, and as such, it is the basis for the diversity of languages worldwide; for us, esotericists, it is a revelation of the profound unity of consciousness. Modern researchers in Linguistic are using mathematic models, considering that formalism and mathematical principles must prevail in order for a human science to be able to communicate with others. This approach appoints for a new scientific investigation and analysis of the phenomenon of learning, involving the several mental layers, which can be correlated to our several vehicles of expression, as established by the Divine Plan.

Another interesting point of view is that “there is not one language harder than the other. That implies that we can learn any language, for it is not language but culture which induces exalted states of perception or prophecy. If that is so, the aim of Linguistics is to understand human nature,” but, as Chomsky points out, “it has not the power to change the world!” In respect to this, we plan to establish correspondences between the academic and esoteric models of language learning, (thus understood broadly as any field of human knowledge), optimizing our practices, while promoting learning and expansion of consciousness simultaneously. Hopefully, through combining concrete with abstract knowledge, we may contribute to a better world, releasing some of the suffering while leveling the opportunities for better quality of life for all beings.

Three theoretical issues are present today in the debate on language evolution, to which we must pay attention, Chomsky points out:

1. the distinction between “shared versus unique”

2. the theory that evolution of language was “gradual versus saltational” (2)

3. the theory of “ continuity versus exaptation” (3) - this questions if human language evolved by gradual extension of preexisting communication systems or if they have been exapted away from previous adaptive functions, such as spatial or numerical reasoning, tool making or social interactions, among others.

The emerging consensus is that “although humans and animals share a diversity of important computational and perceptual resources, there has been substantial evolutionary remodeling since we diverged from a common ancestor some 6 million years ago. The additional evolutionary challenge is to determine what selectional (4) pressures led to adaptive changes over time and to understand the various constraints that channeled this evolutionary process.”

“How “special” is Speech? - comparative studies of the sensory motor systems have to go beyond the tradition that considers Speech “Special” – based only on human capacity, without considering the aspects of perception and/or production. There has been little evidence for uniquely human mechanisms special to speech, Chomsky informs us; rather there has been very little relevant animal data. As to the classical studies using training of animals, they have revealed that animals can acquire and use a wide range of abstract concepts, including tools, colors, geometric relationships, food and numbers. They also have a sense of self and the ability to represent the beliefs and desires of other embers of the group.”

Discrete Infinity and Constraints of Learning – the author explains that his studies are so far incomplete but “provide an overall support for the position of continuity between humans and other animals in terms of FLB (Language in the Broad Sense). Thus, what may lie at the heart of language is its capacity for limitless expressive power, captured by the notion of discrete infinity.”

D. Other Influences

Finally, we are researching and accompanying other works in the world, evaluating how they can be applied to education and would like to briefly mention the following one:

HYPER-COMMUNICATION - RUSSIAN DNA RESEARCH, by PJOTR GARGAJEV

“Russian biophysicist and molecular biologist Pjotr Gargajev and his colleagues have been carrying out cutting-edge research related to the more esoteric nature of DNA. They simply did not believe that 90% of our DNA is just “Junk DNA”. From the German book Vernetzte Intelligenz by Grazyna Fosar and Franz Bludorf:

The latest research explains phenomena such as clairvoyance, intuition, spontaneous and remote acts of healing, self healing, affirmation techniques, unusual light-auras around people (namely spiritual masters), mind’s influence on weather-patterns and much more. The Russian scientists also found out that our DNA can cause disturbing patterns in the vacuum, thus producing magnetized wormholes! Wormholes are the microscopic equivalents of the so-called Einstein-Rosen bridges in the vicinity of black holes (left by burned-out stars). These are tunnel connections between entirely different areas in the universe through which information can be transmitted outside of space and time. The DNA attracts these bits of information and passes them on to our consciousness”.

NOTES: from the ENCARTA – World English Dictionary and other sources:

RECURSION – return of something, often repeatedly. In Math or Logic – repetition of steps to give result – use of repeated steps, each based on the result of the one before, to define a function or calculate a number. 2. SALTATIONAL – referring to jumping, processing quantum leaps, sudden changes, or transitions. 3. EXAPTATION – intermittent process, discontinuity from pattern. 4. SELECTIONAL – referring to Darwin’s theory of Natural Selection.

SEEKING INTEGRATION OF THE HUMAN BEING AND DEVELOPMENT OF POTENTIALS THROUGH FREE EDUCATION

E. Development of New Modules

During the last couple of years, as we revised what had already had been developed by the Star of Peace Project, since 2002, we felt the need to develop new educational modules, incorporating new ideas about man, global civilization and modern trends, with the aim of developing human potentials, as well as to provide an integral model of education.

Group 1: PRINCIPLES OF LIFE:

Module I: THE CYCLES OF LIFE – the SEPTENARY PLAN OF EVOLUTION, focusing the four lower vehicles, as taught by D.K. and Alice Bailey.

Module II: CREATIVE EVOLUTION THEORY - by Amit Goswami, focusing the new scientific view which contemplates the spiritual path as the main factor of evolution, as a middle-way proposition. (Note: we are very careful not to confront the prevailing Creationist Theory, since we work in a Catholic Country and that is the belief for the majority of Brazilians; only a small percentage of learned adults and academics adopt Darwin´s theory; the African descendents who still practice their original religion believe in the Orixás, deities and creators or reality).

Module III: RETURN TO THE SOURCE – INVOLUTION VS. EVOLUTION

Module IV: LEVELS/MODES OF CONSCIOUSNESS - several schools of thought are contemplated, Eastern and Western (Ken Wilber, Global Consciousness Project, scientific theories).

Group 2: OPERATIONAL TOOLS:

Module V: PROCESS DEVELOPMENT – HOW TO AWAKEN TOWARDS THE CREATIVE AND EVOLVED STATES OF BEING?

Through the study and practice of the following activities:

Ethics and Human Values

Literature and Poetry

Media and Internet interactions

Yoga – Yamas and Nyamas

Mandalas and Chakras

Sacred Geometry

Sounds and Music, Bijas, Khirtans and Mantras

Module VI METHODOLOGIES – HOW TO EXPRESS WHO WE ARE?

Investigation and Analysis

Unifocused Meditation leading to the following Stages of

Consciousness: Individual, Family

Social (includes community and school)

Group (Star of Peace Group, spiritual or others)

Environmental (locally oriented)

Planetary (global oriented)

Cosmic (awareness of the Sun, Moon, Planets and Stars)

Oral and written expression

Art and Creativity, and

Synthesis

Evaluations based on Quality: presence, well-being, inter-relations, spiritual values and joy (through interviews, art work, oral expressions, active/lively participation in activities and family/social feedback)

Module VII: FRUITION OF LIFE (CYCLES AND SEASONS) – HOW TO PARTICIPATE FULLY AND JOYFULLY WITH THE ELEMENTS AND DANCE “LILA”?

Main activities:

ST. JOHN´S FESTIVITY – celebration of the corn crops (WINTER/FALL)

EARTH DANCES (introduction of sacred dances - SPRINGTIME) Work with mandalas

AIRY GLIMPSES (inspired activities of brotherhood/fraternity during Christmas time and vacation period – SUMMER)

- Full moon meditations

WATER FLOWS (activities during the rainy season-awareness of water and of vibrations – Masaru Emoto´s work) (WINTER) - work with snowflakes’ drawings

Module VIII: SHARING AND DISTRIBUTING – HOW TO SHARE OUR KNOWLEDGE AND BLESSINGS WITH OTHERS?

Main activities: Practice of Generosity

Practice of Loving Kindness

Practice of Solidarity

Making of Kits or special packages containing donations of food, books or toys

Practice of Sharing – with public schools and economically deprived families

Public presentations of Yoga, Dance, Songs, and Folklore

Partnerships with community and other groups

Partnership with the public and private sector, providing them opportunities to develop Social Responsibility, while benefiting themselves, with donations or services

WALK FOR PEACE – major yearly event, consisting of a local parade, displaying the BANNER OF : the XVIIth Karmapa’s flag showing unity between East and West; and chanting of the HYMN OF PEACE, by Nando Cordel, a Brazilian musician (listen in our blog: www.estrelinhasdapaz@blogspot.com). Distribution of “Peace Messages”.

II: Human Ethics and Principles

In this section our program, we allow the use of messages from the Masters of Light, mainly from the Ageless Wisdom, Theosophical, Christian, Hindu and Buddhist traditions; specific texts are indicated for consultation, meditation and inspiration purposes of all participants.

III: The Educational Program of Human Values

MAIN OBJECTIVE – to provide services for the community of Valéria, City of Salvador, State of Bahia, Brazil, through an educational project assisting 100 (one hundred) children and youngsters based on the teaching of ethics and human values as well as providing professional courses which will enable them to enter the labor market. Social, cultural and sport activities are developed as well and a special library has been installed to serve as educational aid and means of interaction among the several groups of study.

SCOPE – the age groups range from 5 to 24 years of age, living in the areas of Valéria; the activities are developed mainly on Saturdays.

FREQUENCY OF ACTIVITIES – there are eight special groups of work, which meet in dates previously established. Library is open twice a week and and workshops may be available at different hours during the week.

RESOURCES – we accept donations from individuals, companies, corporations or from the public sector, in the form of money/funds, goods or sponsored activities, partnerships and voluntary work. The amounts received are destined solely for the various programmed activities and the goods/merchandises/clothes/food items received are distributed among the participants of the groups, duly enrolled, or transferred through donations to similar institutions or projects in the City of Salvador or in the interior of the State of Bahia.

RESPONSIBILITY – the following persons assume responsibilities for the execution of this basic program:

TANIA BELFORT

MARIA JOSÉ RABELLO DE FREITAS

ALCIONE CAJAHYBA

ANTONIO CARLOS DE ALMEIDA PORTELA

CARLA ARAÚJO

CRISTINA RAYMUNDO

DANIELA SILVA

However, these responsibilities do not entail any social or financial debts for the parties, being hereby understood that anyone, at any time, may request dismissal from the project through a previously written 30-day notice, presenting a substitute if such is the case.

PARTICIPANTS – recruited among the residents of the District of Valéria; selected children and youngsters (all must be in school and belong to families) participate after written approval by their parents or legal tutors, who are notified and duly informed about the activities of the project, their respective dates and schedules. Participation is suspended in case of two consecutive absences, without a special justification by the parents or tutors.

VOLUNTEER WORKERS WITH INDIVIDUAL PROJECTS - Volunteer workers are recruited according to their individual project or plan, presented to the Board of Directors. Once a year, the new projects are appreciated and if approved, will begin the following year. Projects shall contain the main ideas and information such as the curriculum of the coordinator, plan of work, materials needed and expected cost. They will also be requested to sign specific legal volunteer declaration which clearly specify their duties in the project, and to present copies of personal documents for registry and administrative control.

MAIN GROUPS: MAIN FOCUS

I - 25 children (age 5 to 9) - FAIRY TALES, SINGING, PLAYING

II - 25 youngsters (age 10 to 14) - HUMAN VALUES, AWAKENING

III - 25 teenagers (age 15 to 18) - COMMUNICATION SKILLS

IV – 25 adults (age 18 to 24 or - SOCIAL RESPONSIBILITY

(Parents/relatives)

WORKSHOPS:

ART WORK

BIODANCE

SPORTS

CAPOEIRA

FOLKLORE

MUSIC AND MANDALAS

ENTREPENEURSHIP

PROFESSIONAL ORIENTATION

READING AND EXPRESSION

YOGA

A Program For The Next 3-Years - “Reading And Living In Planet Art”

It will be funded during one year through a State Grant and afterwards by other grants or donors. We have just been notified of this award and are in the process of finalizing the legal procedures. It shall start by March of 2011.

MATERIALS TO BE USED - will depend on the necessities of the activities and also on the availability of donations or funds; our activities do not entail responsibility or obligation to distribute items, merchandises, food, clothes, medicine, or other materials to the participants, even the very needed ones; however, we do provide yearly a folder with the basic materials to all students and help with the other items whenever possible.

REMUNERATIONS AND REIMBURSEMENTS – most activities will be developed on a voluntary or donation basis, except those contracted specifically within the scope of a project with funds granted for specific activities. Other expenses, such as maintenance or the physical areas, transportation, utilities and extras must be previously approved by the Board of Directors.

REGISTRIES – all donations and expenses will be duly registered (money, materials, volunteer work, energy and time to create the needed momentum) each month. After each semester, a concise report will be elaborated for appreciation of the Board of Directors. Reports are available to anyone interested in participating in the activities; normally, they are for internal disclosure.

JUSTIFICATION: our technological progress has brought innumerable consequences, but some are questionable such as the discontinuity of the basic learning process, combined with lack of discipline in the classroom, disobedience, violence, and evident lack of human values, originally taught by the families or by the religious sectors.

Also, we can no longer ignore the population explosion, increase of hunger, damages to the environment, climatic disasters, social injustice, terrorism, sexually transmitted illnesses, drug commerce and all the other forms of social disruption. Very recently, Brazil has approved some laws which consider social assistance as a human right, thus bringing to focus the need for the civil sectors of society to intervene. As a whole, we think that this consciousness has already reached us, for we no longer can not rely only in the public sector for education, health or security.

Since our beginning, in 2002, we have been aware, of our universal responsibility, as taught by His Holiness, the XIV Dalai Lama, Tenzin Gyatso. It is fundamental that we develop the culture of caring and sharing with others, and for this we must practice the universal consciousness and the law of right human relations. We must often remember our highest challenge which is to serve all living beings, independently of our beliefs, philosophical modes of being or political interaction.

We also have to foment the necessity of union within our own group of work, taking into consideration the well-being of others involved, avoiding alienation to the crucial causes that we daily face. In the modern world, once frontiers are dismantled, the interests of several groups and communities no longer continue to be confined but are rather linked and inter-dependent within a global network.

Another important aspect is the reaching of our internal levels of peace and contentment so that we can live and exchange in a fraternal and peaceful mode of conduct with others. When we become conscious that our anxious, unsatisfied minds will never really be fulfilled, the materialist behavior which seeks to have pleasure and satisfaction only through the acquisition of material goods is replaced by the spiritual pursuit of real and meaningful objects; the only way out is to go within, in search of our inalienable divine rights, based on our innate human values, already capable of living in peace, through simplicity and harmony.

Let us then, as critical and responsible citizens of this planet, assume our responsibilities, protecting the children, the environment, culture as a whole, and participating the in definition of the new civilization with braveness and optimism. Education is the tool through which we may reach the minds of others, sharing what we have learned and accomplished. This is the main perspective of the program of human values we develop.

Specific Objectives

Objectives “TO BE IS TO TEACH”, Marilu Martinelli brilliantly exposes them as follows:

To conduct students through the path of self-knowledge and self-realization through the integral development of the personality and spirituality, independently of religion or creed.
To stimulate the spirit of groups, creativity, respect towards the differences, as well s reverence and love for human beings and for nature alike;
To develop the consciousness of the students as to their potentials and capacities, motivating them to use their talents while serving the community. The more aware they become as to their talents and difficulties, more they will be challenged to transform the later ones. The more creative and loving they become, more love will be the moving force, naturally conducive to volunteer unselfish work;
To free the students from fear and guilt, culturally imposed, showing them that happiness is a natural state of being, and that real power is within their rightful character, self-knowledge, and not in the accumulation of money or goods. To demonstrate that the progress of a man is his self-improvement just as the self-perfecting conduct brings social progress.
To cultivate the human and spiritual values, as well as good cultural customs, comprehension of man as a cosmic being, and development of the holistic vision of life.
To awaken in the students the consciousness that they are the future leaders which will establish the new modes of living for society.
To demonstrate that secular education and spiritual education are complementary; Spiritual education is not the teaching of any doctrine, since it corresponds to the essential need of the human being to experiment that which is sacred, without necessarily favoring any form of cult or religion.
To experience love as a pillar for the sustenance of the great human brotherhood and peace as a tool for valuing life.

Also, as summarized by our team of workers and collaborators,

To develop the critical issues of today’s society, through practical approaches, leading to reflection and decision making based in new scientific or modern information as well as in the common sense each one possesses.
To serve as a basis to aid and complement formal education, family orientation and community development, allowing participation and access to material goods, library sources, art work, and other forms of social inclusion, cultural integration; and still, channeling the character of the student towards a positive interaction with others and with the environment, based in peace and interior harmony.

Learning With Human Values – Basic Concepts

“TRUTH - INTELLECTUAL ASPECT

Truth is the basic principle which is behind all forms of life. It directs the conduct of the authentic man and helps him transcend his fears. It is truth that gives meaning and dignity to life. Truth is a human value because man, even knowing it within the relative boundaries of his mind and issuing several personal judgments on things, objects or reality, can make use of It as the motivational factor for his search towards his divinity. The absolute truth is God, or Mind, or It may receive other denominations.

CORRECT ACTION – PHYSICAL ASPECT

Correct action results from our harmonic synergy with nature and with the universe. We act correctly whenever we listen to our interior voice, our consciousness. It is a human value because, since man is a mixture of ignorance and knowledge, good and evil, he has within him the choice of exerting a correct action, thus - the prevalence of goodness. Only human beings are able to work on their characters and choose their own behavior. As an absolute value, it is the eternal cosmic law that sustains and permeates all realities.

LOVE – PSYCHOLOGICAL ASPECT

Love is the energy of creation, cohesion, transformation and maintenance of life. It is the force that feeds our psyche, the soul. This fulfillment is the food that replenishes our mind and is reflected in our thoughts, words and actions. The exercise of love reveals our innermost being, sacred, transcendental and sublime. When we manage to transpose self-preservation and the feeling of possession, we win the limits of preferences and aversions, realizing the divinity which exists inherent in our human condition. As an absolute value, it is the manifestation of God or of Christ/Buddha nature.

PEACE – MENTAL ASPECT

Peace is the foundation for Man’s happiness. It is accessed after elimination of the interior disorder created by the stimuli of the senses, emotions and by the successive formation of thoughts and desires without being careful with their selection. Our main can be our main ally in the construction of internal peace, but also it is our strongest obstacle to be transcended. If disciplines, it becomes the point of balance between personality and spirit. If disoriented, it becomes the source of unhappiness, useless thoughts and mitigating suffering that destroy internal peace. As an absolute value, it is the divine self-fruition or bliss.

NONVIOLENCE – SPIRITUAL ASPECT

Non-violence is the reflection of the victory of spirit over our animal instinctive nature. To respect oneself, all the living beings, created things and the natural laws, with humility, love and cooperation means we are experiencing non-violence. Life is nurtured by life, but the human beings can subsist without causing unnecessary damage to the other forms of life. It is through non-violence that we reveal the best in us. It is the main characteristic of the strong and humble beings moved by their hearts. It is an absolute value because it is the final goal of human realization.

Macro-Themes To Be Worked 2011-2013

JANUARY PLANNING WITH MEANING

FEBRUARY BALANCING DREAM VISION WITH REALITY

MARCH COMMON AND SUPERIOR KNOWLEDGE

APRIL ARTS – TIME IS ART

MAY INTEGRATED HEALTH

JUNE HUMAN NATURE AND ENVIRONMENT

JULY CULTURE OF PEACE

AUGUST SOCIAL RESPONSIBILITY/INTERDEPENDENCE

SEPTEMBER SPRING IN THE AIR

OCTOBER CITIZENSHIP (LOCAL AND PLANETARY)

NOVEMBER HUMAN RIGHTS AND DUTIES

DECEMBER UNIVERSAL BROTHERHOOD

Activities – Five Activities Are Contemplated During Each Meeting:

ACTIVITY HUMAN VALUES TO BE DEVELOPED

MEDITATION SESSION (RELATIVE VALUES OF TRUTH)

EDUCATIONAL (VALUES OF CORRECT ACTION)

ARTISTIC SESSION (RELATIVE VALUES OR PEACE)

WORKOUTS (RELATIVE VALUES OF LOVE)

MONTHLY MESSAGE (RELATIVE VALUES OF NON-VIOLENCE)

During each session, the meaning of each relative value designated for the month is discussed, and practically applied in the subsequent activities, whenever possible. The coordinator, invited guest or specialist in a particular area, will be previously oriented as to the Human Values of the month, so that reference may be made during their presentation.

Educational And Methodological Proposals

The following books will be adopted as guidelines and/or reference, among others specifically related to the main educational monthly theme:

“ ETHICS FOR THE NEW MILLENIUM ”- by the Venerable XIV DALAI LAMA;

“LESSONS ON TRANSFORMATION - EDUCATIONAL PROGRAM IN HUMAN VALUES”, by the Brazilian teacher MARILU MARTINELLI.

Absolute And Relative Values Selected - (2011-2013)

MTH TRUTH CORRECT ACTION PEACE LOVE NON-VIOLENCE

JAN OPTIMISM HEALTHY LIFE INTERIOR DEDICATION CIVIL RESPONSIBILITY

SILENCE

FEB DISCRIMINATION INITIATIVE CALMNESS FRIENDSHIP COOPERATION

MAR INTEREST IN EFFORT CONTENTMENT GENEROSITY AGREEMENT

KNOWLEDGE

APR SELF-ANALYSIS COURAGE & TRANQUILITY DEVOTION ALTRUISM

PERSEVERANCE

MAY ATTENTION RESPONSIBILITY PATIENCE GRATITUDE INTERIOR STRENGTH

JUN REFLECTION RESPECT SELF-CONTROL CHARITY CITIZENSHIP

JUL SINCERITY SIMPLICITY SELF-ESTEEM FORGIVENESS UNITY

AUG HONESTY LOVE&KINDNESS SELF-TRUST COMPASSION SOLIDARITY

SEP JUSTICE DISCIPLINE SELFACCEPTANCE UNDER- RESPECT TO NATURE

STANDING

OCT LOYALTY SERVICE TO TOLERANCE SYMPATHY RESPECT TO OTHERS

NOV LEADERSHIP CLEANLINESS CONCENTRATION EQUALITY PATRIOTISM

DEC HUMILITY DEVOTION DETACHMENT HAPPINESS UNIVERSAL

& SHARING BROTHERHOOD

OTHER COMMENTS – In the middle of the activities, lunch is served. We then thank the special guests, presenting them with a written certificate of participation, followed by a final prayer of gratitude and well-being for all beings. The participants are dismissed.

An internal meeting is held with the lecturer, to review the class, and to take note of the main occurrences which are to be included in the monthly report to the Board of Directors.

Evaluations – our students are frequently evaluated and carefully observed during each class or activity; five overall aspects are important for our consideration:

Physical, emotional, and mental presence

Participation of the class and various activities

Physical wellness, emotional contentment, spiritual joy

Absorption of the several contents displayed during the year

Physical, emotional, mental and spiritual maturity (overall evolution)

We mainly use qualitative approaches in our evaluation, as well as the family feedback and school/social performance.

IV: The Culture 0f Peace Program 0f the Star 0f Peace Project

PRESENTATION

UNESCO’s program “LERNING FOR THE XXIst CENTURY”, coordinated by Jacques Delors, emphasizes four pillars for the education of the future:

- learning to know

- learning to act

- learning to live together and

- learning how to be

To learn how to live together in the modern world requires a new educational structure, now being incorporated by UNESCO to other three which are cited above and constitutes a manifest of the sensibility towards the signs of the new times; learning to live together implies democracy, inter-cultural education, moral education, learning of the human rights, justice, solidarity, development of human values, a complete and harmonious vision of a multifaceted actual society and a special education to be developed in order for us to fulfill this need of living together in peace. Present society, and growingly so, will be a mosaic of multi-cultural and multi-ethnical tendencies and values.

All people, races and cultures are striving in order to search for their identities and more important, to preserve them; the feelings of identity of each nation, as well as their search for roots, have become moving elements, which tirelessly involves both youngsters as well as adults, aiming to preserve their differentiated identities. Thus, we have to exalt the regional and local values, cultivating what is considered popular culture, fomenting the values, sentiments and emotions which makes us vibrate considering what is understood as “proper”.

We definitely do not want to forget that “that which is proper is built as per the definition and relation with that which is different”. UNESCO’s Conference held in 1992, in Mexico, aimed to discuss the cultural policies, emphasizing the theme of the cultural identity of people and social groups and the importance of this recognition. Therefore, the capacity of shaping of culture in the life of a person or of a particular group or of each nation becomes crucial as we progress. We know that culture is essentially the result of particular learning. Every culture is based on the result of such learning. The teaching of this learning has to be planned and oriented by the cultural values implicit in a particular society.

The gradual and systematic implementation of concepts and examples of human rights in a practical level, observed in the various programs of the Star of Peace Project stimulating the participants to exercise the affirmation of their own identity or provide them with opportunities do exercise through cultural modes – such rich and motivating flow increases the possibilities of flourishing their potentials, since it invites each individual or group, to feed on their past knowledge and history and thus continue with their process of evolution and creation. The essence of cultural pluralism derives from the recognition that it is healthy to coexist with different traditions.

Cultural policies nowadays aim to protect, animate and enrich the identity and cultural inheritance of each nation, promoting respect and highest esteem for the cultural minorities as well for the other cultures of the world. We know that humanity becomes impoverished whenever the culture of a particular group is not well understood or destroyed.

We thus recognize the parity in dignity of all the cultures, and the right of each community to affirm, preserve and increase the respect for its cultural identity. In the official registry of UNESCO’s historical event (1992-pg.2), the following affirmation is made: “cultural identity can not be produced in the alienation but in the relation; each wealth and the peculiarity for cultivation of the identities can only be found in the difference, mutual respect and incomparability (there are no criteria for comparisons).

When we considered the perspectives of participating of the cultural making in Valeria, City of Salvador, hereby represented by the INSTITUTION OF ETHICS AND HUMAN VALUES STAR OF PEACE, we contemplated 100 youngsters registered and duly active, proposing a Cultural Action Program – defining the focus and procedures, however being dynamic, integral and harmonious, providing the adequate tools to reach the objectives set up through cooperative actions.

The major focus, already emphasized, is HUMAN VALUES, towards which every action and projection of the Star of Peace must take into consideration, as recommended by Ven. Sathya Sai Baba, H.H. the Dalai Lama, and other Masters of Light who heavily influence the transformation of society in the XXth and XXIst century. In the practical end of our mission, we identify our actions also as “cultural action”, recommended by several educational thinkers. We have chosen to research and utilize the ideas of Paulo Freire and Victor Flusser in our program. Paulo Freire, Brazilian, has an educational-pedagogic conception of how the cultural action should be ; he sees it as the transformational tool which allows man to transform himself, through the utilization of a dialogic methodology, participative, conscienscious and liberating. Victor Flusser follows his thought, and states the cultural action as a transformation that has to be enacted in the process of change itself, incorporating activities to be developed in three levels: discovery of potentialities, consciousness of the cultural condition, and the dynamic function expressing preferences, tastes and reflections on the products of creation assimilated and not only consumed.

The concept of cultural action, according to Paulo Freire, is born from the dialog and this is possible only when the subjects can express themselves without repression, or imposition, in a climate of freedom that involves action and reflection; finally, the right to express ourselves and express the world, create and recreate, decide and make options needs such posture. The educational activity per se is considered a cultural action by Freire, since it can be oriented towards liberation as well as towards domination.

He utilizes three key words in his writings: culture of silence, anthropological concept of culture, and cultural action. These concepts are interrelated in his work in order to explain his conception of a new pedagogy, where the fundamental idea is centered in “man in the world and with the world”.

In order to report to the “culture of silence”, Freire begins by analyzing the history of the Portuguese colonization in Brazil, identifying the type of existing society, specially fomenting apathy and the alienation of the Brazilian man in the context of the time.

He states: “Only men and women, as free beings, with open minds, are capable to realize the complex operation of simultaneously transform the world through their own actions, capturing reality and expressing it through their own creative language”.

Freire foresees this man who lives in the “culture of silence” as being a part of the natural world, as opposed to the “human world” of history and culture, and not as his transformer. In his anthropological view of culture, he points out the urgency of helping the analphabet to go beyond his magical or innocent view of reality and to develop a more critical understanding of who he is; however, that is not his only intention, because the concept explains the role of man in the world and with the world, being an agent of change and not simply adaptable. Thus, we can observe that the concept of cultural action is built with four basic actions:

THE DIALOG

CONSCIENTIZATION

EDUCATIVE ACTIVITY and

LIBERATION

Through these actions, man will be able to change and evolve in the sense of a productive and harmonious culture participant.

According to Flusser, cultural action is emergent, liberating and articulates itself around three aspects:

INVENTION

FORMULATION and

CREATION

Invention requires the capacity of evolving with its own creativity as well with the discovery of one’s potentials derived from imagination. Invention also consists of providing each man, through the cultural action, with the means necessary for inventing his cultural code; thus, his passage through life will be available by a certain know-how – the formulation – allowing him to articulate between invention, emerging creativity and the code.

Both Freire and Flusser are concerned with the transformation of marginalized children and citizens, analphabets, students, with the public that does not read, aiming to transform them into creative, liberated beings who interact, through dialogs with groups, consumers…; finally, with those who are called to express themselves with their own resources and capacities, through their own means of registering reality, allowed by their human communication, and capable of incorporating activities of their own cultural conditions through specific data revealing the reality through which they work their cultural expressions. It means immersion into the things of life through the specific cultural process.

Cultural action makes people become conscious of themselves while confronting themselves and while confronting others; the individual and the collective are challenging realities and it is through the consciousness, born out of dialog and discussion, that people are able to believe, and to fight for their objectives; next, the group discovers itself, its means of expression and its end-results.

When we talk about culture, and this is very important, we are dealing with that which creates roots: it is the culture of usage substituting the consumer culture; it is this culture that has to be remade every moment because it is a dynamic process; hereinto we have the art courses and other artistic-cultural activities which demand renewal every time they are processed.

GENERAL OBJECTIVE

To introduce and stimulate all the proposals which aim transformation of man utilizing his positive tendencies, talents and expressions from his own thoughts, beginning with the cultural action, utilizing all the available tools in a methodological, dialogic, participative and conscious manner.

SPECIFIC OBJECTIVES

To stimulate, develop and reflect on the global potentiality of the community of Valeria, City of Salvador, Brazil, as represented in the Star of Peace Project which contemplates 100 children and youngsters;

To identify and reflect on the activities which interact and support the permanent values, such as the talent for music, dance, singing and others, in order to establish groups with definitive performance experiences in the area and who may eventually continue their pursue, contributing to the cultural expression of the larger city of Salvador, Bahia;

To involve community, school teachers, coordinators, national or international volunteers in the programmed cultural actions; and

To foment cooperation, enthusiasm and harmonious living as powerful forces working towards solidary learning process, fixing educational inter-relating flows of action without the great preoccupation with immediate or tangent results, taking into consideration that the social-cultural-artistic actions are vital tools for the development, action and compromise; therefore, they can not lead to an end if they are not constituted as means for achieving our objectives.

AREAS TO BE WORKED THROUGH CULURAL ACTIONS:

Human Knowledge, Integral Health, Environment, Preparation for Life, Sexuality, Interpersonal Relationships, Factors of Expansion and Knowledge, Arts, Sports, Folklore, Local and World events, among others.

V: Social Action and Environmental Program

PRESENTATION:

This Program initially intended to gather the teenagers and adults of the Star of Peace Project to introduce basic lectures on health and preservation of the environment, seeking to prevent abuses and at the same time develop the attitude of responsible citizenship, enabling its participants to be active partners in the community, living a life of harmony, companionship and solidarity with one another and, as a group, seek to maintain the balance of the green areas which are part of the project and surround the area of the community.

We slowly introduced the notions of the biosphere and noosphere, calling attention to the challenges of modern life and responsibilities which will be assumed by all who are now living in the planet. We had to consider the physical characteristics of the area, being constituted of many hills and slopes, poorly kept, with constant degradation of the fruit trees as well as the catching or killing of small animals, such as the small monkey, presently under the risk of extinction.

The problems of the community were duly registered as well as their demands, most of them to be attended by the public sector. We became aware that our major contribution would be in the release of pertinent information, as requested by the participants, according to their level of interest or need. The lectures on nutrition seemed to be the favorite, but the course we presented on first aid procedures were also very much appreciated.

After a couple of years, we felt the time was mature for us to invite the adults, mainly the mothers of our children, to participate more actively in the project and thus the SOCIAL ACTION GROUP was formed – very dynamic, with an yearly program which may be modified at any time, due to any established priority.

One of the areas that needed our interface was the legal one; thus, we invited a friend of us, a lawyer, to give free legal assistance as well as pertinent lectures to the women, mainly on the violence suffered by women in Brazil and the recent regulations to protect them. Another was the security aspect, which became till today, the main focus of this group, since in 2009, our project was assaulted three times, with armed men, and all of our electric/electronic equipment was taken away. All the computers in our Technical Center were gone, plus TB, DVD projector, sound system, and so on – a very heavy bow on our educational facilities.

We resisted bravely and idealized the “beyond technology quantum leap”, returning to the oral transmissions using the classical blackboard. A lot of money was spent recovering the physical damages and painting all of our installations. We are still in the recovery phase, but meeting regularly once a month and being loyal to our initial objectives.

JUSTIFICATION:

After analyzing the social problems of the community of Valeria, and identifying some areas which we could be of aid, considering the lack of information, low economic status of their inhabitants, the high risk exposing the children and the constant damages and losses incurred against human beings, animals and nature itself, we decided we would collaborate within our limits to minimize the suffering of all beings involved.

When we work aiming to develop the conscious citizen, this approach requires that we stimulate the art of creativity and access to knowledge to the people we are working with; the development of consciousness, mainly the aspect of interdependence seemed to be the crucial turning point for us to work with.

Our initial research indicated that a small social impact, related with the decreasing of illnesses, accidents and incidents could indeed be noticeable; therefore, the line of action was developed in the prevention of personal and environmental risks, seeking to defend and secure as to health, hygiene, social interaction, avoidance of drugs and prostitution, among others.

The ethical compromises assumed deal with:

INDIVIDUAL AND PLANETARY HEALTH

VALUATION AND VALIDATION OF LIFE

PRACTICE OF INDIVIDUAL AND PLANETARY CITIZENSHIP

ECOLOGICAL EDUCATION

COMMUNAL SECURITY EFFORTS

We chose as partners to work with: the Health Agents operating locally, public institutions, the State University of Bahia, local schools, as well as other local associations and groups.

SPECIFIC OBJECTIVES:

To experience and develop techniques through workshops on any topic suggested by the community, within our limits, focusing the following topics/values:

responsibility, ethics, consciousness, love, solidarity,

creativity, hope, citizenship, care and life

To promote lectures, trainings and courses on the personal and environmental risks, identified during the meetings of the Social Action Group, or recommended by the social or health agents who do exhibit acquaintance with the local problems of the community.

To register the experiences and results, mainly of the data related to health maintenance and security issues.

To establish partnership with other organs, such as the Police Department, to work jointly in the prevention of accidents/incidents.

To promote natural forms of healing, using the wealth available in our forests and ancient tradition, presenting them as sound alternatives to meliorate suffering to those who can not afford the purchase of allopathic medication.

METHODOLOGY

We are very flexible as to the methodology to be applied with the Social Action Group, leaving it up to the lecturer or to whomever is conducting the process, positioning ourselves as collaborators to the common cause. However, we do develop eco-educational materials and pretend to implement their circulation through the internet.

PROFESSIONAL ADVISORY:

There are several sources being used presently, but we will specifically refer to:

1) EMBRAPA – Brazilian Company of Agro Research – five books:

CONSTRUCTION OF THE PEDAGOGICAL PROPOSALS

MEHODOLOGICAL PROPOSAL FOR MACROEDUCATION

SEEING – PERCEPTION OF THE ENVIRONMENTAL DIAGNOSIS

JUDGING – PERCEPTION OF THE ENVIRONMENTAL IMPACT

ACTING – PERCEPTION OF ENVIRONMENTAL MANAGEMENT

2) ECOLOGICAL LITERACY, by Fritjof Capra and others

3) NSEWA sources – Spiritual, Ecological and Noospheric World Assembly – we are their representatives for South America.

YEARLY PROGRAM

We do prepare a program to be applied during the entire year, but maintain the flexibility to change in case of any emergency as indicated by the community leaders. This has been a very challenging group to work with but we are doing our best to meet the demand.

===== Volunteers & Collaborators - 2010 =====	C.P.F.
1. ACÁCIO FERREIRA – LEGAL ADVISOR	890.233.315-91
2. ALCIONE CAJAHYBA – EDUCATIONAL DIRECTOR	793.081.985-04
3. ANANDA SORYA GALVARRO BOMFIM – STUDENT OF EDUCATION AND PEDAGOGY
4. ANDRÉ BORÉM – ARCHITECT – ORIGAMIST, LANDSCAPIST	403.727.236-91
5. ANTONIO CLODOALDO FILHO – EDUCATOR, SOCIAL RESPONSIBILITY FOMENTOR	110.732.255-34
6. ARACY CÂNDIDA DOS SANTOS FÉR – EDUCATIONAL DIRECTOR ASSISTANT	542.776.475-53
7. AYARA DOS SANTOS DE SOUZA – EDUCATOR	790.361.395-20
8. CARLA ARAÚJO – FISCAL COUNCIL DIRECTOR	484.418.485-72
9. CRISTINA RAYMUNDO – FISCAL COUNCIL DIRECTOR – CHEMIST – YOGA INSTRUCTOR	133.845.895-72
10. DANIELA SILVA – FISCAL COUNCIL DIRECTOR JOURNALIST – interface with UNESCO BRAZIL	900.683.605-25
11. ELENA SORYA GALVARRO – FOOD AND BEVERAGE ASSISTANT – TEA SPECIALIST
12. EDMUNDO BISPO ARAÚJO – YOGA INSTRUCTOR, SECURITY ADVISOR	191.249.375-68
13. MARIA DAS GRAÇAS TEIXEIRA MELO – TEACHER, FOOD DONATIONS	678.252.735-91
14. GUIDHA CAPELO – ART ASSISTANT FOR THE STAR OF PEACE BLOG	152.286.655-87
15. HAILTON CAVALCANTE – STARS OF PINDOBAÇU, ASSISTANT - ADVISOR	076.826.035.-34
16. MANOEL BONFIM DOS SANTOS – ACCOUNTANT	026.692.505-72
17. MARIA APARECIDA MODESTO – EDUCATOR, SOCIAL RESPONSIBILITY FOMENTOR	110.667.175-91
18. MARIA DA GRAÇA ALMEIDA – LIBRARIAN, ADVISOR	550.598.305-78
19. MARIA JOSÉ RABELLO DE FREITAS – VICE-PRESIDENT, EDUCATOR, PHARMACIST	003.252.015-87
20. MARLON MARQUES FERNANDES – ADVISOR, UNIVERSITY TEACHER, CORRESPONDENT IN AFRICA	109.767.285-91
21. MAURÍCIO JOSÉ TEIXEIRA – PHYSICAL EDUCATION TEACHER – CAPOEIRA AND FOLKLORE	411.435.825-00
22. MARIA EMILIA UZÉDA GENESTRETI – ARTIST, EDUCATOR	411.498.155-15
23. NILZA APARECIDA TULER SOBRAL – NUTRICIONIST	674.420.306-10
24. ROSEVALDO SANTOS E SANTOS – LAWYER, SECURITY ADVISOR	513.209.915-72
25. SÉRGIO NOGUEIRA REIS – LAWYER, BYLAWS CONSULTANT	OAB 8043/BA
27. TANIA BELFORT – DIRECTOR PRESIDENT, EDUCATOR	056.851.095-04
28. TANIA NOGUEIRA REIS – LAWYER, CONSULTANT	245.302.635-68
29. TEREZINHA SAFE DUMÊT – ARTIST, EDUCATOR	020.756.015-34
30. ANTONIO CARLOS DE ALMEIDA PORTELA – CULTURAL DIRECTOR, ARTIST, EDUCATOR	262.323.955-53
31. VERA LÚCIA DE SANTANA SOUZA – SPIRITUAL INFORMATION CORRESPONDENT	125.544.725-72
32. VÍTOR SALES – GENERAL SERVICES
33. ZENAIDE MORET – INTERNATIONAL CORRESPONDENT IN SWITZERLAND	075.409.065-53

COLLABORATORS FROM THE COMMUNITY 2010 SOCIAL ACTION COUNCIL

34. BÁRBARA C. MARQUES DA SILVA – BUSINESS ADMINISGTRATION - EVENTS	791.588.545-68
ANTONIO CARLOS DE ALMEIDA – GENERAL SERVICES, GARDENING
COSMA DOS SANTOS ANUNCIAÇÃO – SOCIAL ACTION, EVENTS
JANEIDE DE JESUS SANTOS – SOCIAL ACTION, YOGA INSTRUCTOR	017.016.525-60
JOSELITA LINO CONCEIÇÃO – SOCIAL ACTION, EVENTS
MARIA AUXILIADORA PEREIRA – SOCIAL ACTION, EVENTS
MEIRY DE JESUS SANTOS – SOCIAL ACTION
RITA DE CÁSSIA S. DOS SANTOS – SOCIAL ACTION, EVENTS
ROSA DA SILVA SANTOS – SOCIAL ACTION
ROSENILDA NASCIMENTO – SOCIAL ACTION
11. ROSEVALDO SANTOS E SANTOS – SECURITY ADVISOR, LAWYER	513.209.915-72
SANDRA REGINA DOS SANTOS – SOCIAL ACTGION, INSTRUCTOR, HEALTH AGENT	949.528.574-94
13. VALNEIDE DE JESUS SANTANA – SOCIAL ACTION	519.177.345-49

Conclusion:

Our initial objective to help mankind and all the living beings is being fulfilled. There is much to be done and by no means we have reached perfection. The practice of Bodhichitta (altruistic mind) as well as the paramitas (the perfections according to Buddha) have taught us to be humble and, at the same time, face the modern day challenges with faith and determination. We know that we are a part of a greater whole and our feeling of self-realization comes not from our small initiative but for the overall picture that is present in our minds, aware of the group efforts worldwide. The New Group of World Servers is a constant source of inspiration, as well as the orientation we receive from our teachers, mentors, guides and other sacred sources.

We are pleased for the opportunity given for us to share what we have done in the past nine years – and are also open to comments, suggestions or even amendments to our work. We are serving the Great Divine Plan, and sincerely hope this educational seed may someday be duplicated somewhere – that is the purpose of our sharing.

OM MANI PADME HUM

BIBLIOGRAPHY:

Aurobindo, Sri The Life Divine. 5^th Edition in English – Pondicherry, India, All Indian Press, 1983

Bailey, Alice A. Educação na Nova Era. Translation by J. Treiger, 2ª Edition in Portuguese, Niterói, Fundação Cultural Avatar, 1989.

Bailey, Alice A. Cartas Sobre Meditação Ocultista. Translation by J. Treiger. 2ª Edição em Português, São Paulo: Pensamento, 1993.

Boff, Leonardo Ética da Vida. Rio de Janeiro, Sextante, 2005.

Boff, Leonardo Saber Cuidar: Ética do Humano – compaixão pela terra, Petrópolis, RJ: Vozes, 1999.

Capra, Fritjof Alfabetização ecológica: a educação das crianças. Translation by Carmen Fischer, São Paulo: Editora Cultrix, 2006.

Capra. Fritjof A Teia da Vida: uma nova compreensão dos sistemas vivos. Translation by Newton R. Eichemberg, São Paulo: Cultrix, 2006.

Chomsky, Noam The Faculty of Language: What Is It, Who Has It, and How Did It Evolve? **www.sciencemag.org** Vol.298. 22 Nov 2002.

Chomsky, Noam Various internet articles. **www.chomsky.info**

Embrapa Construção da Proposta Pedagógica, Empresa Brasileira de Pesquisa Agropecuária. Vol. 1, 2ª Edição. São Paulo: Editora Técnica Valéria Sucena Hammes, 2004.

Embrapa Proposta Metodológica de Macroeducação, Empresa Brasileira de Pesquisa Agropecuária, Vol. 2, 2ª Edição. São Paulo: Editora Técnica Valéria Sucena Hammes, 2004.

Embrapa Ver – Percepção do Diagnóstico Ambiental. Empresa Brasileira de Pesquisa Agropecuária, Vol. 3, 2ª Edição. São Paulo: Editora Técnica Valéria Sucena Hammes, 2004.

Embrapa Julgar - Percepção do Impacto Ambiental. Empresa Brasileira de Pesquisa Agropecuária, Vol. 4, 3ª. Edição. São Paulo: Editora Técnica Valéria Sucena Hammes, 2004.

Embrapa Agir – Percepção da Gestão Ambiental. Empresa Brasileira de Pesquisa Agropecuária, Vol. 5, 3ª. Edição. São Paulo: Editora Técnica Valéria Sucena Hammes, 2004.

Freire, Paulo A Importância do Ato de Ler em Três Artigos que se Completam. 49a. Edição, São Paulo: Cortez, 2008.

Goswami, Amit Evolução Criativa das Espécies: uma resposta da nova ciência para as limitações da teoria de Darwin. Translation by Marcello Borges, São Paulo: Aleph, 2009.

Gyatso, Tenzin Uma Ética para o Novo Milênio. Sua Santidade o Dalai Lama. Translation by Maria Luiza Newlands, Rio de Janeiro, Sextante, 2000

Martinelli, Marilu Aulas de Transformação: o Programa de Educação em Valores Humanos. São Paulo, Fundação Peirópolis, 1996.

Taimni, I.K. A Ciência do Yoga – Comentários sobre os Yoga Sutras de Patanjali à Luz do Pensamento Moderno, Brasília, Sociedade Teosófica, 1996.

Tolle, Eckhart A New Earth – Awakening to Your Life’s Purpose – Penguin Books Ltd., New York, 2006

UNESCO The Culture of Peace. Various internet sources.

The Great Invocation

From the point of Light within the Mind of God
Let light stream forth into the minds of men.
Let Light descend on Earth.

From the point of Love within the Heart of God
Let love stream forth into the hearts of men.
May Christ return to Earth.

From the center where the Will of God is known
Let purpose guide the little wills of men –
The purpose which the Masters know and serve.

From the center which we call the race of men
Let the Plan of Love and Light work out
And may it seal the door where evil dwells.

Let Light and Love and Power restore the Plan on Earth.

The Ultimate Truth – The Prajnaparamita

The Heart Sutra of the Perfection of Wisdom

Arya Bhagavati Prajnaparamita Hrdaya Sutram

I - (Homage to the Holy Perfection of Wisdom!)

Thus have I once heard. At one time

The Blessed One was staying at Rajagrha at Vulture Peak Mountain

along with a great community of monks and a great community of bodhisattvas.

And at that time, the Blessed One fully entered the meditative concentration on the varieties of phenomena called the Appearance

of the Profound. .

II - At that very time as well, the holy Avalokiteshvara,
the Bodhisattva, the great being, beheld
the practice itself of the profound perfection of wisdom
and he even saw the five aggregates as empty of inherent nature.

Thereupon, through the Buddha’s inspiration, the venerable
Sariputra spoke to holy Avalokiteshvara, the Bodhisattva, the
great being, and said, Mahasattva,
“Any noble son who wishes to engage in the practice of the profound
perfection of wisdom should train in what way?”

When this had been said, holy Avalokiteshvara, the Bodhisattva,
the great being, spoke to the venerable Sariputra and said:
“Sariputra, any noble sons or noble daughters who wish to practice the
perfection of wisdom should see this way: they should see insightfully, correctly, and repeatedly that even the five aggregates are empty of inherent nature.

III - “Form is empty, emptiness is form;
Emptiness is not other than form,
form is also not other than emptiness.
Likewise, sensation, discrimination, conditioning, and awareness are empty.

IV – In this way, Sariputra, all things are emptiness:

they are without defining characteristics; they are not born,

they do not cease; they are not defiled, they are not undefiled.

They have no increase, they have no decrease.

V - “Therefore, Sariputra, in emptiness there is no form,

no sensation, no discrimination, no conditioning, and no awareness.

There is no eye, no ear, no nose, no tongue, no body, no mind.

There is no form, no sound, no smell, no taste, no texture, no phenomenon.

There is no eye-element and so on up to no mind-element and also up to no

element of mental awareness.

There is no ignorance and no elimination of ignorance and so on,

up to no aging and death and no elimination of aging and death.

Likewise, there is no suffering, origin, cessation, or path;

there is no wisdom, no attainment, and even no non-attainment.

VI - “Therefore, Sariputra,

Since the bodhisattvas have no attainments,

They abide relying on the perfection of wisdom.

Having no defilements in their minds, they have no ear,

and passing completely beyond error, they reach nirvana.

VII - Likewise, all the Buddhas abiding in the three times

clearly and completely awaken to unexcelled, authentic, and

complete awakening in dependence upon the perfection of wisdom.

VIII - “Therefore, one should know that the mantra of the

perfection of wisdom – the mantra of great knowledge,

the precious mantra, the unexcelled mantra,

the mantra equal to the unequalled, the mantra that quells all suffering –

is true because it is not deceptive.

The mantra of the perfection of wisdom is proclaimed:

tayata om gate gate paragate parasamgate bodhi soha

IX - “In this way, Sariputra, should a Bodhisattva and

Mahasattva train in the profound Perfection of Wisdom.”

Then the Lord rose from that concentration

and commended the noble Lord Avalokiteshvara,

the Bodhisattva and Mahasattva, saying

“Well done, well done, oh son of good family!

So it is, oh son of good family, so it is.

Just as you have taught, should the profound

Perfection of Wisdom be practiced and

all the Tathagatas will rejoice.”

When the Lord had uttered this, the elder Sariputra,

the noble Lord Avalokiteshvara,

the Bodhisattva and Mahasattva, and

all the people present, including the devas,

human beings, asuras and gandharvas were delighted

and applauded the Lord's speech.

(This completes the Arya Bhagavati Prajnaparamita Hrdaya Sutram.)

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