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Space In The Curriculum For Beliefs And Values

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Today an increasing number of people around the world believe that this is the only life we have, that the universe is a natural place with no supernatural side, and that we have the freedom to shape our own lives. In English law the school curriculum has to treat religious and non-religious worldviews with ‘equal respect’. However, the complications of organising religious education mean that, what is now clear under the law, has still not filtered down into practice in many schools. Basically, compliance requires a space in a personal curriculum for schooling and lifelong learning where moral and ethical questions are explored. The special educational space supports people to develop their own personal body of knowledge with individual beliefs and values and allows them to learn about the beliefs and values of others. Children’s rights to freedom of belief requires them to be free to form those beliefs and that requires a broad and balanced education about religious and non-religious
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John Noye Of Laxfield; A Story Of Exclusion

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  Mass is the central act of Christian worship, which culminates in celebration of the sacrament of the Eucharist . According to the ancient eucharistic doctrine the elements of bread and wine are converted ( transubstantiated) into the body and blood of Christ, though the outward appearances of the elements, their “accidents,” remain,  Catholicism maintains that Christ's body and blood are present in the consecrated host (the wafer of bread upon which the priest says the words of Jesus from the Last Supper: "This is my body") and in the consecrated wine (over which the priest says the words of Jesus: "This is the chalice of my blood"). Five hundred years ago, belief in this supernatural process was an essential pillar of British Christianity where it was activated daily by priests before their congregations. Regular church attendance to partake of the consecrated bread and wine was mandatory for an individual to be included as a member of the community. Suc
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Thinking Genealogically About Place

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There are two distinct ways in which members of a society may think about their inclusivity in place and time. One way, genealogy, takes its bearings from lines of family descent. The other, generation, finds its units of measurement in cohorts of people born at approximately the same time. These two approaches have something in common: they both use biological relationships as a way of thinking about social relationships.  But the differences between them are equally clear. Genealogy provides a vertical sense of belonging that defines the people of the present in terms of their ancestors. Generation is horizontal: it constructs a community of coevals. Genealogy concentrates on succession, whereas generation emphasizes simultaneity. Genealogy attaches importance to kin connection; generation potentially transcends kin. Meeting Places It did not take long for me to realise that my random collision with Suffolk in the early 1980s might run deeper than a one-off scientific project. The fi
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Village and Neighbourhood

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POST 1 Meat Packing Neighbourhood, New York City https://en.wikipedia.org/wiki/Neighbourhood POST 2 This is a project to find methods and procedures for local schools to help the community they serve with its local environmental action plans, by collecting and disseminating information about things that matter in the daily lives of local people. It is based on picturing the good and bad things about where you live; celebrating the good things and improving the bad things. It is based on Indian villages in Tamil Nadu Bad Good ? Good; Trees and temple; things of the spirit Good; village art Bad Bad Bad Bad
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Togetherness

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Why did humans first turn from nomadic wandering to villages and togetherness? The answer may lie in a 9,500-year-old settlement in central Turkey. https://www.smithsonianmag.com/history/the-seeds-of-civilization-78015429/ https://ittakesavillage.podbean.com/ https://www.nationalgeographic.com/history/magazine/2019/03-04/early-agricultural-settlement-catalhoyuk-turkey/
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Community Learning

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  Community learning includes a range of community place based and outreach learning opportunities, managed and delivered by local people to create scenescapes. Scenescapes are: ... shared activities,  ...features that define a neighborhood or place ...the presentations of locally generated aesthetics of a place.   Development of scenescapes was an aim, emanating from the UK sustainable development plan, to bring together people of different ages and backgrounds to tackle community issues and communicate ideas and acheivements in citizen's environmental networks. The idea was the focus of a community learning project in the 1990s entitled 'Blything and Nine Parishes' (BANP).    BANP was part of an EC funded project called BIOPLEX based in the Suffolk village of Chediston, which in those days was a significant centre for local agricultural innovations to increase farm efficiency and minimise pollution. The project was mostly concerned with the economics of farm anaerobic dig
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Being unapologetically yourself

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What does being unapologetically yourself mean? You are  willing to acknowledge any regret for your feelings. While the adjective  unapologetic  can describe someone who simply refuses to apologize, it also conveys a sense of strength: e.g. an  unapologetic  feminist, for example, is proud to stand by her beliefs. Embrace your life where you are today. Nourish your body and your mind in ways that feel good to you.  Do things that scare you.  Set goals and share them.  Lean into your quirks.  Accept every inch of your body and mind.
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