NeoHumanist Education and J. Krishnamurti
Then there is the religious mind, the true religious mind that does not belong to any cult, to any group, to any religion, to any organized church. The religious mind is not the Hindu mind, the Christian mind, the Buddhist mind, or the Muslim mind. The religious mind does not belong to any group which calls itself religious. The religious mind is not the mind that goes to churches, temples, mosques. Nor is it a religious mind that holds to certain forms of beliefs, dogmas. The religious mind is completely alone. It is a mind that has seen through the falsity of churches, dogmas, beliefs, traditions. Not being nationalistic, not being conditioned by its environment, such a mind has no horizons, no limits. It is explosive, new, young, fresh, innocent. The innocent mind, the young mind, the mind that is extraordinarily pliable, subtle, has no anchor. It is only such a mind that can experience that which you call God, that which is not measurable. A human being is a true human being when the scientific spirit and the true religious spirit go together. J. Krishnamurti on Education. "On the Religious Spirit and the Scientific Mind", p. 17.
The school and the 2012 transformation - into a shift in consciousness + precession of equinoxes
I think of creating art like the end of the ‘known’ (familiar) world could be at any moment and I would have to respond in entirely new, fearlessly instinctive ways. Suddenly finding oneself/ourselves in a complete ‘other’ mode of thinking, value prioritization, or physical reality; I hope that I, the students I aspire to teach with this motivation, and ‘we’ (the cultures of ‘our’ contributing progression) would proceed with a sense of historical awareness and ongoing determination to survive, express, and impact human ideas and emotions. I think art making should be able to communicate beyond paradigm shifts.
In my efforts to inclusively fathom that which has existed before (and will after) my particular epochal window, I believe that ‘art’ (while specific to a conditional time of invention and subsequent conditional relativities of interpretation) is an interconnecting consistency amidst and as respondant contributor to cycles of creative destruction. I teach in no concrete tradition and approach 2012 as historical skywatching, seriology of time, and in the context of historically indebted accellerating epistimologies and their dominaning super/infra-structures. I also tie in relevant celestial events and contemporary examples or radical emergent paradigms, including: braneworlds, string theory, and themes of thought examining itself via group thought as inspired by the life work of J. Kirshnamurti.
Whatever people say about 2012, question. Question everything you could ever imagine such meaning- then allow it to be an opportunity of complete unknown. Like any rite of passage for personal evolution, we have to do the work to make ourselves ready for transcendant human potential- then the world will follow at critical mass morphic resonance.