Harmonies »

Constitutions »

Premises »

Atmospheres »

Environment »

Unity (pdf) »

Vicki's Vision »

 

The Four Harmonies

Every imaginable study can fall under one or more of the above headings. The ecological relationships within the Four Harmonies embrace the inner realms of the psychology of children as an aspect of the all-inclusive laws of nature. They embrace the microcosm and macrocosm as co-evolving, mutually sustaining aspects of the Whole. The Miracle of Individual Human Life, is that each unique and precious individual is meant to exist in a harmonious, mutually beneficial relationship with the whole Human Family. At best, both of these exist in a harmonious, sustainable relationship with our Planetary Home and place in the Universe. Our Place in Time represents our experiential cause/effect relationship with the past/present/future continuum. We can further elaborate on The Four Harmonies as:

1. Our Planetary Home and Place In The Universe - We now know the foolishness of studying branches of science in isolation from one another. Our planet is suffering the devastating consequences of graduating myopic specialists who formulate and invent ignorant of of the domino effect that seriously cripples whole ecosystems. We study all sciences, including biology, geology, geography, astronomy, and etc. as dynamic, interrelated aspects of one vast living system. Whether considering the infinitely small or the infinitely large, respect reverence, and unifying principles are keynotes.

2. The Human Family - The studies of the quantitative and qualitative characteristics of humanity such as world population, culture, geography, standards of living and human groupings such as nations, corporations, and families are never to be reduced to dry data dissociated from the animating spirit of humanity. The inclusion of the heart brings all humanity's sorrows and joys, struggles and cultural variety within the radius of our own compassion, appreciation, reverence, and sense of responsibility.

3. The Miracle of Individual Human Life - the study of the physical, emotional, mental, and spiritual levels of each human as aspects of a synergetic whole. Attention to the human need for optimal nutrition, loving relationships, mental brilliance, and spiritual refreshment lends relevance to this holistic education. We emphasize that the human beings does not exist in isolation from or to subjugate nature. Rather, the human being exists as nature's expression of intelligence and beauty and as steward of her kingdoms.

4. Our Place In Time - A study of the cause and effect, interrelated flow of events in the cosmos, our biosphere, and humanity (nations, religions, and world organizations). The emphasis is on what we can learn from the past to apply in the present to create a harmonious future--informed creativity and innovation in all fields of human endeavor.

Under the auspices of the Four Harmonies, we synthesize apparent opposites such as the spiritual and material realms; the inner space of the child's psyche and the star-studded space of the cosmos; the structures of the past and the construction of the future. The immediate challenge facing our society is to learn to trust and collaborate with nature rather than control her. This is equally true whether we are in relationship with the inner terrain of the child or the planetary biomes. Only through the inner eyes of the intuition, can we learn to trust the child's individualized natural urges toward self-construction, and to collaborate with the laws of nature as they reveal themselves through visible and invisible domains. To begin and end our observation of and relationship with life by accessing only the rational mind, is like turning our backs to the sun and proceeding with matches through a dark tunnel. We are at a pivotal point in humankind's evolution, when many deep thinkers are urging humanity toward a paradigm shift in all areas of endeavor.

The Four Harmonies as a Way of Life
The Four Harmonies are not only about a classroom curriculum, but also about a way of life. Teach/learning under the auspices of the Four Harmonies requires that we relinquish fragmented scientific concepts, separative human attitudes, and obsession with quantity at the expense of quality. It requires tuning our consciousness to an ever more refined appreciation of our legacy of planetary and cosmic beauty, interpenetrating material and spiritual processes, and realizing our role as co-creators of the future. It means relinquishing a legacy of domination and subjugation of nature, children, and the feminine aspect, and it requires learning to trust and work in sync with natural processes. It means soul-impelled collaboration with children to facilitate their urges toward self-expression and mastery over chosen domains. Only by broadening and deepening our consciousness can we transform curricula from the dry bones of fact transmission that most of us associate with school, into experiences charged with liveliness and joy.

We cannot continue to speak hypocritical jargon and pay lip service to planetary environmental concerns and child rights while we recklessly persist in domination and rationalization. We have reached a point that demands a choice with astounding ramifications for our children and the planet. Will we collectively choose the press of the unrestrained forces of coercion and desecration? Or will we choose the way of humility, insight, respect, collaboration, inspiration, and corresponding measures of joy and wisdom? The first will accelerate the dehumanization of our institutions, the inevitable decline and implosion of our civilization, and ultimately, the destruction of the planet. The second will herald the emergence of Suprahumans, a race of people who are co-creative, heart-impelled Universalists and architects of ever-evolving culture.