Education Unplugged: Issue 2, Inner & Outer Life

JULY 2019
02
I S S U E
INNER & OUTER
LIFE, AN
UNBROKEN
WHOLE
HOW HEALTHY
SENSES IN
CHILDHOOD ALLOW
FOR INNER
DEVELOPMENT IN
ADULTHOOD
INNER WORK
HELP CHILDREN THRIVE
EDUCATION
UNPLUGGED

n t h i s i s s u e w e
I
o o k a t t h e t o p i c o f
l
n n e r w o r k a n d w h y
i
o n n e c t i n g t o Y O U R
c
n n e r l i f e i s s o
i
m p o r t a n t f o r y o u r
i
h i l d t o t h r i v e . W e
c
l s o r e f l e c t o n h o w
a
e a l t h y i n n e r
h
e v e l o p m e n t a r i s e s .
d
only e-zine,
subscription
bi-monthly (every 2
published
by SOPHIA, sharing
months)
interesting links and
articles,
launch event is coming soon,
Our
we will be offering lots of
and
foster resilience and
thinking,
their sense of wellbeing.
restore
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 2
With special thanks to our guest
writers Charlotte Von Bülow and
Lisa Romero for their thoughtful
contributions.
If you are interested in
contributing to future issues, or
placing an advert, please do email
priya@schoolofsophia.org
Education Unplugged is a new
resources for your interest in how
to grow today's child for
tomorrow.
great content, including online
talks with experts on how to
develop your child's creative
Our mission is to empower
parents and educators to make
the best choices for the next
C O N T E N T S
generation to truly thrive.
We know it takes a village to raise
a child.
you for joining us.
Thank
love, Priya xo
With
Editor, School of Sophia
Charlotte looks
at the inner &
the outer life
Priya offers 3
simple tips to
connect within
Lisa shares how
healthy senses
supports inner
development
0 3 0 8 1 0
Want to advertise in the next issue? Email priya@schoolofsophia.org

Inner & The Outer
The
An Unbroken Whole
-
greater our awareness of
"The
own inner life, our
our
fears, selfdeceptions,
feelings,
foibles, ideals
– the larger our capacity
needs
understand and enter into
to
Sloan,
Douglas
Imagination
Insight
present culture does not
Our
provide stillness or
naturally
It takes great effort for
silence.
people to even create
most
in the day where we
moments
alone with our own
are
about the day in the life
story
school staff is one in which
of
is no time for all the
there
that need doing, the
tasks
that need to be had,
meetings
administration and
the
prevalent
The
of our
institutionalisation
blocks the way to
thinking
that any other kind
imagining
day is possible. The school
of
for pupils and staff is, in
day
cases, an unhealthy one
most
it leads to mental health
and
well as the adults around
as
them.
would like to make a bold
I
here and it is this: things
claim
we can develop the
Together
and trust required to
courage
patterns of thought
change
behaviour. It is high time
and
experiment with other ways
to
being and it is time to
of
that new ways of
recognise
are available to us. We
working
it to our children to cocreate
owe
another kind of future
the one we are currently
than
imagining.
By Charlotte Von Bülow
do not need to be as they are.
the reality of the other."
required, let alone
preparation
decent lunch break or much-
a
needed walk in the fresh air.
thoughts.
problems for the young ones
The most commonly told
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 3

of the most serious health issues
One
are facing in the Western world is
we
loss of connection and lack of
our
of purpose. Whilst social media,
sense
it is well managed and
when
may serve an important
contained,
in society today, it also
role
our natural ability to truly
undermines
and it distracts many of us
connect
finding our true calling in life.
from
we are constantly giving over our
If
to the capture of external
attention
and distractions, we will
demands
hear "the call." When we lose
never
with our inner life, we are also
touch
risk of unlearning some of the most
at
things we have always
important
– David W Orr reminds us of
known
teach the things that one might
"....
the earth would teach us:
imagine
humility, holiness,
silence,
courtesy, beauty,
connectedness,
giving, restoration,
celebration,
and wildness.“
obligation,
this when he calls on us to,
Follow us
David W Orr, Earth in Mind.
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 4

attention to the inner life and
Giving
the call to become conscious
following
models for our pupils and each other
role
the starting point.
is
Palmer, one the great educators of
Parker
time, speaks about the importance for
our
to witness the possibility of living
pupils
undivided life. Living an undivided life
an
to strive to be authentic and true
means
oneself in the moment without
to
walls of protection between our
building
self and the world around us. We are
true
to think that we need to fit in with
raised
socially constructed behaviours
the
us in order to function in society.
around
are certain norms that dictate to us
There
we can and cannot do. Whilst the
what
community must strive to prepare
school
pupils for a life beyond the school, it is
the
the meeting with authentic, undivided
in
– and peers – that children and
adults
people can get to know
young
and learn to consciously
themselves
their true sense of self in ways
administer
are appropriate to each individual
that
and the context in which we
situation
conscious role models, we can strive to
As
to pupils that living an
demonstrate
life is a possibility in this world.
undivided
stories we create about our individual
The
must never be stuck. Narratives
identities
self and others that we
about
create as we encounter our
automatically
environment must be fluid and ever
social
role models we must be ready to own
As
mistakes and learn from them; be
our
to offer authentic responses; be
ready
to not know the answers; be ready
ready
show excitement, creativity and
to
for a subject or an appropriate
passion
and be ready to reveal what of
cause
inner landscape is healthy for the
one’s
or young person to witness in order
child
grow themselves.
to
case study: creating a culture of
A
the inner life
honouring
Crossfields Institute we conducted an
At
research project over three years,
action
continues to inspire staff and also
which
organisations. We created a culture
peer
spending 20 minutes per day (100
of
per week) on self-reflection,
minutes
mindfulness, meditation
contemplation,
a quiet walk. [The model is based on
or
conducted at Crossfields
research
2014-2016 – the executive
Institute
of the project, entitled
summary
100" can be obtained on
"Crossfields
It was analysed and discussed in
request.
MSc dissertation at the University of
an
West of England in 2014.] The 20
the
of inner work time was not a
minutes
of lunchtime or breaks. This
replacement
a time where external stimulus
was
be kept to a minimum. Individuals
should
their own practice without this
chose
linked to any particular tradition or
being
unless the individual chose this
religion
themselves. Regular guidance and
for
on how to manage the 20
support
per day was available for those
minutes
needed it and monthly supervision
who
people chose to meditate, do a
Some
craft activity, paint, work with clay
quiet
so on. Some people wanted to walk,
and
rest, or sit quietly.
move,
main learning was that acceptance
Our
paramount. People needed time for
was
work to be legitimised. It was
inner
for us to realise that not
shocking
on visible output was so difficult.
focusing
had to conclude it is an effort to focus
We
our teacher education, leadership
In
programme and staff
development
reviews for schools, we
development
emphasis on the self-development
place
each individual and we are promoting
of
schools that a culture is created for
in
and staff to In role model inner
teachers
as something that is as essential as
work
The possibility of living an undivided life
live.
was also offered during this time.
changing.
on "being" rather than "doing."
caring for the body.
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 5

beings are social beings but,
Human
order to live a balanced life, we
in
to also practice being quiet and
need
in solitude. In a school
being
we give attention to the
community,
life with the same rigour and
inner
as we attend to our outer life.
passion
value and practice this so that we
We
know ourselves better, explore
can
potential and become the best
our
can be. This school community
we
to create balance between the
strives
and the outer life through
inner
role modelling.
conscious
It should not be underestimated how
As pupils grow and develop within
the school community, they
difficult it is to prioritise time for inner
work – even when paid non-break
observe that teachers and others
are taking "time out" to be quiet –
time is allocated in the week to do so.
that they may be found sitting in
Our own research shows this. For that
reason, full support from leaders and
contemplation or going for a quiet
walk. Through embodying a focus
colleagues will be paramount to
success.
on the inner life in this way, the
school community sends this
powerful message to the pupils:
Success, in this context, should be
understood as a process, rather than a
fixed outcome. It is when we
experience the practice of inner work
as a natural part of the rhythm; it is
when moments in the day to reflect,
contemplate and be quiet are found
to fuel motivation and wellbeing for
the individual and when we can see
that this serves the pupils also; it is
when we see sickness and absence
figures decrease and when we witness
better communication among
members of the school community.
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 6

is when pupils leave the school
Success
that a healthy life involves
understanding
to the inner and the outer
attention
equally, and that a balanced
world,
to life makes us better human
approach
it is when we have experienced
beings;
ourselves that we must know
for
to the best of our abilities in
ourselves
recognition of the value of this
The
needs to be shared and widely
practice
for it to become an embedded
owned
of the culture in the school
part
If the practice is based on
community.
than organisational it is less likely
rather
key to making it work is personal
The
fuelled by a growing sense of
dedication
and balance. It requires
wellness
on everyone’s part and it
determination
openness and transparency. The
requires
that is called for here is one in
approach
staff are prepared to set the
which
for each other and for the wider
example
P (2017) The Courage to Teach
Parker,
D (2008) Insight Imagination
Sloan,
something interesting
Got
share? to
to contribute to the
Want
issue?
next
not email us with your
Why
suggestions?
Charlotte lives and
Consultancy.
in the UK and Denmark where
works
order to know the world.
to be misused or ignored.
Charlotte is the Founder of the
Crossfields Institute Group. Crossfields
community as well.
Institute is a charity that serves as an
References:
Awarding Organisation, a Higher
Education Institute and Educational
Orr, D W (2013) Earth in Mind,
she is currently focusing on her work
with Waldorf schools and other
Steiner, R (1995) The Spirit of the Waldorf
School
organisations looking to find a vision
Write for us?
complete her Doctorate in
educational leadership at Bristol
for the 21st century. She is about to
Business School, University of the
West of England.
She can be reached at
Charlotte@crossfieldsinstitute.com
priya@schoolofsophia.org
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 7

us know how you get on. We'd love to hear from
Let
Email us at, priya@schoolofsophia.org
you.
3 S I M P L E W A Y S T O C O N N E C T
By Priya Mahtani
T O Y O U R I N N E R L I F E
Let's face it, modern-day parenting can
brownie points from us. (And our high-five happy
sometimes feel pretty hectic. If your
dance from a distance).
children have after-school activities (think
violin, cello, guitar, singing lessons, ballet,
club or orchestra to mention just a few), you
probably spend a fair amount of your time
1.Get Creative
dance, squash, drama, yoga, art club, maths
being an unpaid taxi service.
Did you know that creativity is not something solely
reserved for artists and painters and potters and
Never mind the meal prep, work (yours),
homework (theirs), shopping, housework,
creatives in general? For no reason at all, with no
etc., the list of demands on parents goes on.
agenda in mind, your creativity is a gift not only for
you but also for your children. Whether or not you
Alongside all our busy activity, our children
think you can draw or paint or are even remotely
creative, I promise you, it will be time well spent.
constantly imitate and emulate who we are
on the inside, even more than we could
possibly realise. I still remember the
Get out some crayons or paints or felt-tipped pens or
pencils. Maybe go wild and buy some clay (my
cardboard phones my son would make
when he was still at Kindergarten, as he was
personal favourite). Grab a sketch book, put on some
so used to seeing me on my mobile phone.
But not only do they copy our actions, but
more importantly our children also copy our
behaviours and ways of being.
2. Get Out in Nature
soothing music and see what flows.
However busy you are, you've still got 10 minutes to
If you've ever tried telling your child to tidy
their room, when your own room could do
go for a walk out in Nature. If you're lucky enough to
live near woods, or fields, or a beach or mountains,
with a good sort through, you'll know what I
mean.
wow, so much the better. But even a gentle stroll in
your local park can reap wonders. As you are
walking, turn your phone off or better still leave it at
So how can we demonstrate that we are
human beings and not human doings? How
home. This is time just for you to notice the
beauty of the natural world around you. How does
can we show them that there is intrinsic
value in who WE are, in who THEY are,
the ground feel under your feet? What scents and
One simple, yet profoundly effective way is
to cultivate a practice of "being" for
3. Get Moving
outside of our capacity to do and achieve?
sounds are in the air?
yourselves. That way you get to consciously
Put on your favourite track (this is especially good for
role model the intrinsic importance of your
unique value, (and also theirs), just by being
those of you who have already decided you don't
have time to get creative or go for a walk). This will
you.
literally take FIVE minutes. That includes the time it
will take to choose and find your favourite song!
For the next week, commit to one of these
Allow your body to move. See where it takes you.
practices or a combination or come up with
Play ALL OUT. Whether it's something gentle and
your own if you prefer. The important part is
soothing or a full-on wild dance extravaganza,
just to start. You only need 10 minutes a day.
dancing to music you love is a sure-fire way
If you've got 20 minutes, even better. For the
to connect you to the beauty of BEING human.
high achievers amongst you, 30 minutes
would be just amazing and you'll get extra
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 8

Healthy Senses in Childhood Allows
How
Inner Development in Adulthood
for
child experiences less
Today’s
the natural environments
of
the kingdoms of Nature
and
children of 100 years ago.
than
generation is educated
Each
the applications of
through
from the “maninvented”
inventions
world, rather than
natural world. A child
the
on the technology of
raised
internet, a man-invented
the
has a different
creation
in their thinking,
development
and willing impulses,
feeling
a child raised primarily on
than
engagement with the
an
of nature and all its
wisdom
and available
resources
the collective
Both
of the
consciousness
and the outer
community
a child grows up
environment
has an affect on the growing
in
child.
Steiner stated that
Rudolf
community has its own
each
body” and that by
“conscious
age of 6 years old, we are
the
greatly conditioned by
already
collective consciousness of
the
community we are born
the
This conditioning
into.
throughout our
continues
life and so naturally our
school
are greatly influenced
children
their formal education.
by
collective consciousness
This
the weight of what we
carries
a community perceive as
as
and necessary
healthy
in our
implemented
in different forms,
communities
health-care to education,
from
the types of buildings we
even
and work in. This forms
inhabit
children’s environments.
our
collective consciousness also
This
the values, beliefs,
includes
and vices, laws and
virtues
of not just a few family
attributes
but also the whole
members
we engage with. It is
community
if we are literally inscribing our
as
with these qualities.
children
inscriptions can be narrow
These
diverse, harmonious of
or
They can help us
disharmonious.
develop a sense of the good,
to
harmonious and the true. It
the
also provide and develop
can
forms of community
unethical
through its conditioning.
life,
By Lisa Romero
creativity.
resources, which are then
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 9

inscription of the collective
The
through our childhood has
consciousness
conditioned our thinking, feeling and
also
impulses. All aspects of the human
willing
that are conditioned in this way, are
being
not free in their content, they
therefore
only free in their capacity. The
are
for thought belongs to the
capacity
human being. Content of the
individual
is dependent on our
thinking
adults when we consider our inner
As
we usually determine this inner
world,
to be ours alone. It is the first place
world
we imagine we have individual
where
We think about what we want
freedom.
think, we feel what we want to feel and
to
of human progress has been
Much
by cultivating ways of
designed
this so-called individual
increasing
We believe invariably the more
freedom.
we have, the more choices we
recourses
and the more individual freedom we
have
the vast majority of our
However,
feeling and willing content is
thinking,
not free because it is not even our
actually
We think thoughts that we have
own.
educated to think, we feel things
been
others, because we’re conditioned
about
is after all where the realm of gender,
This
sexual bias and stereotypes live. For
racial,
if we were brought up being
example,
that only girls wear pink and should
told
with dolls for example, this would
play
our understanding around how
condition
behave. This would be further
girls
by our community if everybody
reinforced
adopted this bias. If a pink-wearing
else
appeared playing with dolls in our
boy
from our conditioned
"wrong,"
It's a simple example, but you
perspective.
of the time our thinking is a reaction
Most
the environment around us. This
to
is provided to us by the
environment
of others. It has become the
thoughts
reality of our shared community
outer
is why the thinking that lives in
life.This
schools is so important. The common
our
that lives in our school
thinking
plays its part on our
community
development.
first education of the individuality of
The
child is developed by being born into
the
duality of the physical sense
the
world. All these educations
perceptible
not be possible without the senses
would
the nervous system. It is through the
and
that the child awakens and takes
senses
the education of the world outside of
in
the senses and the nervous
Without
we could not participate in our
system,
education through the
further
and the larger world. But we
community
also not participate in our further
could
of the knowledge of ourselves.
education
can glean the importance of the
We
senses in our education in both
healthy
outer world and ourselves. In
the
the workings of this dual
understanding
we can perceive how the senses
reality,
the gateway for all our education.
are
understand more experientially what I
To
try the following exercises.
mean,
are good for children and adults
These
alike.
with the sense of touch, take a
Beginning
of clothing that you are wearing
piece
feel it in your hands. Move your
and
Explore the material. Focus all
fingers.
attention on the quality of the cloth.
your
to focus your attention. Just observe
Try
sensations and feelings. At this point,
the
not engage your intellect in an
do
or judgement of the cloth but
assessment
allow yourself to sense and
rather
environment and our education.
them, whilst simultaneously awakening
we do what we want to do.
to the sense of self.
have.
by others to feel that way about them.
Touch
community, this would be "judged," as
get the point.
experience what the cloth is like.
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 1 0

changing what you are doing
Without
your hands or without changing
with
way you are touching or moving
the
hands on the cloth, now place
your
attention on your skin that is
your
the cloth. Place your
touching
on your sense of touch
attention
than what you are touching.
rather
can now go back to the awareness
You
touching the cloth, what the cloth
of
feels like. And once you feel
itself
absorbed in the other, which
yourself
this case is the cloth, then return
in
to your hand and the sense of
again
are the things we recognise in
What
simple exercise? We recognise
this
when our attention is placed on
that
cloth and the qualities of the cloth
the
are touching. We recognise the
we
of the cloth, the other
qualities
clearer to us. When our
becomes
is placed on the skin and the
attention
sense of self. Focusing on the
stronger
we have a stronger sense of the
cloth,
the sense of touch, we see what the
In
mystic, poet and philosopher
Romantic
shared in his writings, that the
Novalis
of touch was both unifying and
sense
On one hand I can unite to
separating.
to know this other thing and on
myself
other hand I recognise that I am a
the
being from this other thing.
separate
sense of touch clearly shows us the
The
that the senses awaken our
reality
to the reality of ourselves
consciousness
to the reality of the other, the world.
and
other.
touch that is doing the touching.
"The highest purpose of
intellectual cultivation is to give
a man a perfect knowledge and
mastery of his own inner self; to
render our consciousness its own
light and its own mirror.”
sense of touching, we suddenly have a
Novalis
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 1 1

us try another exercise with the
Let
take the sense of smell. Smell the
senses,
of your hand. What is this smell
back
Put all your attention on trying to
like?
what is there. What is the quality of
smell
smell?
this
turn your attention towards the
Now
of smell, that is smelling the other
sense
not the nature of the thing that is
thing,
smelt but rather the smelling.
being
again we experience the
Once
nature of the smell of the
heightened
when we focus on what is being a
other
We experience a stronger sense of
smelt.
when we focus on the smeller or the
self
of smell itself.
sense
senses are the doorway of the duality
The
the physical world for the individual
of
not only on the sense of other and the
focus
of the material that is being
quality
but try to awaken to the part of
touched
that is freely directing your attention
you
what is touched and who is doing
between
touching.
the
is the first seed of the awareness of the
This
free will, not as content but
individualised
activity roused in the present moment. It
as
the living, present-moment capacity of
is
the world of the senses we can
Through
where the seed of our freedom
perceive
that is truly free first begins in the active
All
not the content. The content may
capacity,
be free, even if it expresses our so-called
not
preferences. It is here that the
personal
of individuality awakens in a new
ideal
Individuality as the free liberated part
light.
the human being. Not as the particular
of
and dislikes of the individually
likes
Smell
free will.
expresses itself.
consciousness.
appearing as a personality.
Returning to the touch exercise, this time
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 1 2

use of the free will within our inner attention activates the witnessing self or observer.
The
“witness” is not usually our everyday self, full of content. It is the part that simply
This
the content as it is experienced.
watches
that is free is of the spirit. We could call this the higher “self” aspect of our
All
higher self could not be developed with relative ease and full consciousness, if the
This
foundations of sensing the self and the other, were not first healthily formed.
early
healthy development of these senses of self and other, provide the child with the
The
for attention, attachment and self-regulation. All of which are necessary for formal
capacity
and absolutely imperative for the healthy, inner development path to be
education
in adulthood.
pursued
and evaluating the senses and and insights towards balancing them again,
Understanding
be found in Lisa’s book, Spirit Led community; Healing the impact of Technology and
can
will also be giving several workshops on health and inner work in the UK in September
Lisa
can be found at www.developingtheself.org
which
Romero is an author of inner
Lisa
books, a complementary
development
practitioner and an adult educator
health
has been offering healthcare and
who
enriched with anthroposophy
education
1993.
since
2006 the primary focus of her work
From
been on teaching inner development
has
the Inner Work Path, Lisa offers
Through
courses and retreats for personal
lectures,
professional development, in
and
and schools worldwide.
communities
lives in Australia and will be travelling
Lisa
the UK in August and September 2019,
to
she will be available for sessions
where
events.
and
find out more, please do visit her
To
on www.innerworkpath.com/
website
individualized, free spirit.
on her website www.developingtheself.org
and anthroposophical meditation.
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 1 3

O u r B i g W h y
parents and educators to make the best
Empowering
for the next generation to truly thrive.
choices,
is facing a
Childhood
crisis. Living in
tremendous
of unprecedented
times
today’s child faces not
change,
a fast-paced, high-tech
only
but also an
landscape
political and
uncertain
future.
economic
pressures from
Increased
media and a heavy
social
on standardised
emphasis
in schools, has
testing
to a rise in stress
contributed
mental health issues
and
our young. Against
amongst
volatile backdrop, even
this
sustainability of our planet
the
under threat.
is
is our intention to inspire
It
conversations on
your
so that you are well
education
in your choices
informed
what’s best for your
about
Backed up by the latest
child.
in neuroscience and
research
development, we will
child
you practical solutions
offer
strengthen your parenting
that
empower the next
and
to be a restorer
generation
and stewards of life on
species
planet.
this
want to awaken your
We
and minds to what’s
hearts
as we tune out the
possible,
of what doesn't serve
noise
child. We want you to feel
your
revived and
sustained,
by the wealth of
strengthened
that’s out there and
wisdom
you, so that you can
within
and choose for yourselves
pick
worth sharing and
wisdom
again.
sharing
imagine a world where the
We
generation grow up to be
next
independent
free-thinking,
well-equipped to deal
learners,
the inevitable challenges
with
living in the 21st century.
of
a new evolutionary
As
of unity, connection
paradigm
belonging is being
and
we want to empower
birthed,
children with the tools
our
need in order to access
they
creative-thinking,
their
their resilience and
strengthen
so in a way that supports
do
well-being.
their
want the next generation
We
thrive. to
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 1 4

Transformational Coaching
-
Busy Women & Mamas
for
you juggling too many hats, scared to stop and slow down in
Are
something drops?
case
you struggle with just not enough time in the day to get
Do
on your to-do list done?
everything
you know how to reach out for support when you need it?
Do
you long to connect more to your inner-knowing and intuitive
Do
wisdom?
you feeling frustrated by not hitting those incredible
Are
goals that deep down you know you can achieve?
business
it time to lighten your load?
Isn’t
busy women & mothers unlock their feminine power, unleash their
Helping
and share their gifts with the world.
creativity
FEEL GOOD MAMA
BOOK A FREE 30-MINUTE
DISCOVERY CALL
BOOK NOW
https://www.priyasophia.com/work-with-me-2/coachingwomen/
Feel Authentic. Deepen Your Connection. Expand Your Impact

are a global community of change-makers,
We
healers, scientists, professionals,
artists,
are passionately committed to conscious
We
shared through online and
communication,
purposefully create environments where
We
and women get to access even greater
men
of self-awareness whilst simultaneously
levels
authentic connections with
experiencing
a culture of belonging, whilst
Cultivating
our rich diversity, we have a
celebrating
focus on supporting parenting and
specific
relationships. We believe that when
personal
share the authentic truth of our own
we
journeys and experiences, we can
personal
others to build bridges of understanding
help
their unique inner landscape. When
to
are strengthened and supported to
individuals
their unique pot of wisdom gold, this
access
help but have a domino-like effect on
cannot
families and communities.
their
believe that wisdom is an embodied
We
and that it is meant to be seen, felt,
experience
and shared with others. Wisdom is a
heard
intelligence that continuously evolves as
living
do, guiding us into greater clarity in our
we
with each other as we build
communications
and deepen lifelong connections
community
one another. As more individual hearts
with
we envisage a world where we are
awaken,
joyfully and contributing in meaningful
living
are founded on principles of co-operation,
We
and connection, restoring the
collaboration
living can feel lonely at times. It is
Modern-day
intention to be a platform of support,
our
and community. An antidote to
connection
loneliness that is so prevalent in today's
the
and the key to living a longer, healthier
world
happier life.
and
you for joining us here. Welcome to our
Thank
dedicated to deepening your
village,
with yourself and those you love.
relationship
the living flame in the hearts and
Awakening
of men and women of goodwill,
minds
Welcome home.
everywhere.
u p p o r t ,
S
o n n e c t i o n &
c
o m m u n i t y f o r
c
h e n e w
t
W h o a r e w e ?
activists, storytellers and learners of all kinds.
in-person events.
wisdom worth repeating
others.
www.schoolofsophia.org
ways to the whole.
imbalance of the ages.
p a r a d i g m
J U L Y 2 0 1 9 • E D U C A T I O N U N P L U G G E D | 1 6