July 6, 2024 • 25 mins
What happens when a student fails to show up for a crucial presentation? Explore the profound lessons on commitment and responsibility in this episode of the Conscious Classroom podcast. Join me as we unpack the culture of individualism and what that means when we try to instill a sense of commitment and purpose in our youth.
In this episode we also delve into the impact of feelings of loneliness and alienation that students experience, how the pandemic exacerbated this, and why our situation today only underscores the necessity of fostering a connection to a purpose greater that oneself. Stay engaged with our transformative educational journey, and find more resources at www.innerstrengtheducation.org
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Amy (01:00):
Today, I want to talk a little bit about a process that
I've been exploring, which isreally how to take, in the
complexity of our time, thesense of calling a vocation to
improve the way our world worksand particularly the way our
(01:23):
young people are trained tothink about the world and to
find the right path forward.
We're presented with such ahost of options and, as David
Brooks' book the Second Mountaintalks about, our heightened
(01:44):
culture of individualism hasleft young people with precious
little direction at the time oftheir lives when they need it
most.
They're encouraged to focus ontheir own wants and desires,
their own sense of truth, theirown sense of truth, without
(02:10):
pointing them towards acommitment and an identification
and a connection to a purposegreater than themselves, whether
that purpose is family orcommunity or center of education
.
Young people need mooring.
They need a goal that is loftyand worthwhile.
They have a heightened sense ofright and wrong.
(02:32):
They have a heightened sense ofjustice, and yet we're often
remiss in letting them findtheir own truth.
My truth is what's good for me.
I had an experience of this atthe end of a very successful
internship.
(02:52):
I ran for 10 students wherethey were learning really
advanced and funperspective-taking, emergent
dialogue techniques, mindfulnesspractices, relationship
building, as well as problemsolving on a global scale and
innovation thinking, learningabout stakeholder analysis and
(03:17):
SWOT definitions and how to lookat complexity to propose a
solution to a global problem.
The students were required tocome every Saturday, from 10 in
the morning to 3 in theafternoon, so it was a big
(03:38):
commitment.
Now I was there as well, so itwas a big commitment for me too,
and there were two girls whowere wonderful both friends and
they happened to have the promthe night before our final pitch
day, where they presented theirprojects in front of a panel of
judges, and of course, theywere up late.
(03:58):
I didn't ask for the details.
One staggered in and I had tohelp her get her shoes on.
She was bleary eyed and wantingto sleep.
But she was there and shepresented and she did a
fantastic job, in spite of thetiredness and the after effects
of being out all night andcelebrating the end of their
(04:20):
senior year end of their senioryear.
Now, her friend just was ano-show.
She didn't communicate with herteammates, she didn't
communicate with me, not even atext.
She told her friend to say thatshe was tired from the prom and
so she wasn't going to show.
So her team had to franticallyscramble hours before their
(04:43):
presentation before this panelof distinguished judges,
professionals in the world ofbusiness and finance and
technology, and redistribute andreassign her parts.
So at the end of the day, whenit came time to give out the
certificates for the completionof the program, one girl asked
(05:05):
if she could take thecertificate to her friend and I
said, well, your friend didn'tcomplete the program.
This was a big part of itcompleting the pitch day and
showing up and she said, well,she was tired.
I said, yeah, you were tiredtoo, but you showed up, she was
tired.
I said, yeah, you were tiredtoo, but you showed up.
(05:25):
I said it's important that whenwe receive something we've
actually carried through,followed through and come to
completion.
Now the young woman didn'treally know what to do.
She actually got angry and shesaid well, everyone has their
(05:46):
own truth.
And I felt like coming and myfriend did not and I think she
should get her certificate ofcompletion.
That illustrates the dynamicthat young people are in these
days.
The dynamic that young peopleare in these days where she knew
(06:07):
she needed to show up for herteammates, for herself, for the
completion of this three-monthprogram, and yet she felt remiss
or afraid to censure her friendfor backing down, for opting
(06:29):
out, for leaving her teammatesin a lurch, for being a no-show.
They weren't equivalentaccomplishments and they don't
deserve equivalent rewards, andyet she was unable to make that
(06:50):
value distinction.
I see that dilemma played outover and over again Among the
young people I work with.
I see them having a very strongmoral sense, which is part of
that period of adolescent braindevelopment.
Things are somewhat binary, onepolar, the other, and students
(07:14):
feel a strong sense of outrageagainst injustice.
That's why many of the socialmovements have been led by young
people, people who are tooyoung to take that kind of
responsibility and yet,compelled, they feel they must.
And as I work more and more,having worked with at this
(07:43):
almost 30,000 students 29,000and change in this three-month
mindfulness and systems thinkingprogram, the thing that stands
out to me more than ever is theneed and responsibility and
obligation as an adult to givethem experiences both of delight
(08:06):
and fun and ease, so they canbe young people in our world,
which is so challenging, andalso to give them truths are not
equal where we can value alllife, whether it's the tiny
(08:38):
plankton growing in the sea orit's the great mammals roaming
across the plains, or it's humanbeings who don't look like you
or speak the same language.
And yet, when it comes to ouractions, our humility, our grace
(09:03):
, our generosity and our carefor a purpose larger than
ourselves, it's important to setdirectionality, and young
people crave that.
They need that.
They're going to find their wayanyway.
But simply telling them to findtheir own truth when they've
(09:26):
only lived on this planet for 16years and the first few of
those they were just concernedwith eating, sleeping and
pooping that's not a big help.
So I've really been thinking alot about this concept of goal
(09:46):
and purpose and its relationshipto contemplative practice.
Contemplative practice,mindfulness and related tools
has always had directionality,always had an orientation
(10:06):
towards that which is, in theclassical phrase, good, true and
beautiful.
It points towards humilitybefore the complexity of life
and the mystery of our awarenessof being conscious beings,
because nobody knows how we'reconscious or why we're conscious
(10:27):
.
We just are.
We know that we are.
We don't know why or how, andthat's a profound and beautiful
mystery.
We don't really know why thehuman organism evolved to be so
complex.
We can plot some of the stages,but why evolution was directed
(10:50):
towards greater complexity wedon't really know.
We don't really know.
So there's a wonder and an aweand a reverence and a humility
before this, as well as beforethe powers of life and sentience
(11:11):
and consciousness that we don'tunderstand, consciousness that
we don't understand.
We're even in greatcatastrophes, like holes in the
ozone layer.
We've seen regeneration whenthere's just a little bit of
care, at rates that wereunpredicted.
(11:31):
What does that mean aboutpossibilities in our times, when
there's so much pollution anddegradation of our systems of
water and soil and food andbiodiversity?
(11:52):
That all remains to be seen.
But helping students reallyconnect with that sense that we
don't know everything.
Chat GPT doesn't knoweverything, and the fact that
there are things that we cannotknow is a wondrous thing and it
(12:12):
brings an openness of heart andit brings a care and sensitivity
for all the ripples that all ofour actions create in the pond
of our existence.
Now, simply setting students ontheir own to find their way is
going to result in more and moreloneliness, more and more
(12:34):
alienation, more and moredepression, more and more
loneliness, more and morealienation, more and more
depression.
Whereas when students feel anyof us feel connected to a
purpose greater than ourselves,where we're giving, not taking,
we find ourselves filled andrich.
We find ourselves connectedwith other people who also give.
Maybe their calling, theirvocation, isn't the same as ours
(12:55):
.
Maybe their calling, theirvocation, isn't the same as ours
.
Maybe their calling is to carefor their family with great love
and affection.
Maybe our calling is to carefor the world of contemplative
practice and what that can bringto a life.
Maybe someone else's calling isfor the environment.
(13:17):
Maybe someone else's calling isto cure infectious diseases.
But that calling for somethinggreater than ourselves, it
brings out something in thehuman spirit and we recognize
that in each other and we findconnection and sisterhood or
brotherhood with others who lookdifferent, but we recognize
(13:43):
that light in their eyes as thelight in ours.
We recognize that large andbeautiful heart as one that we
can trust and feel connected to.
The crisis of loneliness is real.
(14:04):
In the classroom I still seethe effects of the pandemic and
what has happened to youngpeople who lost that time of
socialization.
And more than that, they wereinstilled with a fear of the
(14:25):
other.
The other could get you sick,the other could transmit
something that you couldn't see.
You can't trust anyone, evenyour own family.
That went deep.
It was not entirely conscious,but it instilled a reticence to
(14:51):
engage.
Loneliness is one of the greatills of modern life.
We no longer gather for thesame celebrations, we no longer
gather for meals.
We no longer gather to sing.
We no longer gather to sing,and what we see in cultures that
(15:15):
are less financially affluentis we often see a greater
connectedness, greatersocialization, a greater sense
of belonging.
I'm not glorifying the lack ofresource.
I'm simply commenting on whatI've observed in my travels
(15:37):
around the world and in livingin some of the much less
affluent countries in South Asia.
So what are we missing?
And what are we not serving ourchildren?
And to me, that is theessential question around the
(15:59):
future of education.
We can talk about retoolingeducation for the new workforce.
We can talk about thepersonalization of AI and
providing tutors so students canlearn.
Are we thinking and creatingtools that address that sense of
(16:24):
being adrift, of not havingpurpose, of not having purpose,
of having to chart one's waywhen it comes to fundamental
questions around goodness,around truth, around
righteousness, around purpose?
I am very passionate about thepotential of AI.
(16:49):
I understand the downsides, butI do believe if we train
technology correctly, we canreally support the better sides
of our humanity.
We can really empower ourcaring and our connectedness,
(17:10):
and our connectedness At thesame time.
The importance of a causelarger than oneself that
connects one with others can'tbe underestimated.
That's where our sense offulfillment comes from, that's
(17:34):
where our sense of happiness orjoy comes from, that's our sense
of being aligned with theuniverse and here for a purpose
really comes from.
Purpose really comes from.
(17:58):
Are we giving that as muchattention as we're giving the
practicalities around using AIto cheat on tests or fake news,
fake facts, fake information,fake information and, over the
coming months and years forinner strength.
What I see is an increasingemphasis on focusing on purpose,
(18:20):
using the mindfulness practicesand self-discovery and
self-centering and explorationof how we are, how we show up in
the world, how the evolutionarycurrents have brought us to
this point, what are the habitsand triggers and where are we
(18:43):
heading to.
I see those questions asbecoming more pronounced in the
way we teach and how we teach.
Mindfulness is great.
I've been practicing since 1978, when I was a sophomore in high
school, and I wouldn't havebeen doing it all these years if
I didn't love contemplativepractice and didn't find great
(19:08):
benefit and joy that comes fromit.
My mindfulness practice cameafter I already had intimations
of purpose.
I was one of those studentsthat felt that the world was not
and my education wasn't meetingmy deeper calling.
(19:30):
I wanted life to make sense, Iwanted it to be heading
somewhere, I wanted there to bepurpose and value and nobility
in being on earth and I foundthe practices as part of my
seeking rather than the otherway around.
(19:54):
So as we implement mindfulnessand other contemplative tools
more and more for mental health,let's underscore purpose
meaning directionality.
(20:15):
Mindfulness, as I've often said,is not a pill that we can all
take and feel better.
It has to be set in a contextfrom which we're understanding
the world around us and ourplace in it, and we're
understanding the world aroundus and our place in it and we're
recognizing the value of life,the preciousness of life and the
(20:41):
delicacy of life.
So if you are a teacher ofmindfulness in the classroom or
you're an educator who's workingto bring stability,
groundedness, resilience tostudents who have so much
anxiety, so much fear, so muchlack of confidence, do work with
(21:07):
these tools.
They help, they support, theyheal and bring in that context
of meaning, of the sense of theultimate value of being alive,
(21:30):
being sentient, of knowing thequestions around what else is
sentient and knowing theorientation to treat everything
around us with gentleness andgrace.
I invite you also tocommunicate with me and share
with me what is inspiring you.
(21:53):
I will be doing a deeper, morefocused dive into ideas around
the future of education lookingat educational technology,
looking at compassion and wisdom, building tools, looking at
what students want and see intheir ideal world and their
(22:14):
ideal education, looking atequity.
What does that mean and how canwe not erode difference,
steamroll over it as we launchthese large language models and
other forms of technology thatare covering our globe.
(22:36):
How can we preserve and protectindependent voice, unique
expression, cultural richness,diversity and diversity that
comes out of place, androotedness, tradition and habit,
and even tens of thousands ofyears of culture?
(22:59):
There are parts of this worldwhere humans have been for a
very long time.
How can we bring that forth andnot lose that?
And what are the systems andstructures of public policy that
(23:21):
will prioritize meaning,purpose that brings joy and
service and happiness andfulfillment, that ignites human
beings with a sense of carelarger than trying to feed their
own hunger for connection,because it is in giving that we
(23:43):
receive and it is in loving thatwe experience love back.
Can that be institutionalized?
Can that be embedded inrequired curricula?
Can we lead this next new age,this next new digital age, with
(24:06):
wisdom and compassion, purposeand a sense that being simply
being being alive, beingconscious, being sentient is
precious?
These are all the questionsthat are keeping me up at night.
I am finding some really amazingpeople who are also asking and
(24:31):
posing answers to thesequestions.
As you come across them, pleaseshare them with me, and I look
forward to this next phase oflooking at the future of
education and what that meansabout creating more conscious
classrooms.
Thank you so much.
Till next time.
(25:01):
Thank you for listening to theConscious Classroom.
I'm your are enjoying thispodcast, please leave a review
and pass the love on, and checkout the show notes on
innerstrengtheducation.
org for links and moreinformation.
Today, I want to talk a little bit about a process that
I've been exploring, which isreally how to take, in the
complexity of our time, thesense of calling a vocation to
improve the way our world worksand particularly the way our
(01:23):
young people are trained tothink about the world and to
find the right path forward.
We're presented with such ahost of options and, as David
Brooks' book the Second Mountaintalks about, our heightened
(01:44):
culture of individualism hasleft young people with precious
little direction at the time oftheir lives when they need it
most.
They're encouraged to focus ontheir own wants and desires,
their own sense of truth, theirown sense of truth, without
(02:10):
pointing them towards acommitment and an identification
and a connection to a purposegreater than themselves, whether
that purpose is family orcommunity or center of education
.
Young people need mooring.
They need a goal that is loftyand worthwhile.
They have a heightened sense ofright and wrong.
(02:32):
They have a heightened sense ofjustice, and yet we're often
remiss in letting them findtheir own truth.
My truth is what's good for me.
I had an experience of this atthe end of a very successful
internship.
(02:52):
I ran for 10 students wherethey were learning really
advanced and funperspective-taking, emergent
dialogue techniques, mindfulnesspractices, relationship
building, as well as problemsolving on a global scale and
innovation thinking, learningabout stakeholder analysis and
(03:17):
SWOT definitions and how to lookat complexity to propose a
solution to a global problem.
The students were required tocome every Saturday, from 10 in
the morning to 3 in theafternoon, so it was a big
(03:38):
commitment.
Now I was there as well, so itwas a big commitment for me too,
and there were two girls whowere wonderful both friends and
they happened to have the promthe night before our final pitch
day, where they presented theirprojects in front of a panel of
judges, and of course, theywere up late.
(03:58):
I didn't ask for the details.
One staggered in and I had tohelp her get her shoes on.
She was bleary eyed and wantingto sleep.
But she was there and shepresented and she did a
fantastic job, in spite of thetiredness and the after effects
of being out all night andcelebrating the end of their
(04:20):
senior year end of their senioryear.
Now, her friend just was ano-show.
She didn't communicate with herteammates, she didn't
communicate with me, not even atext.
She told her friend to say thatshe was tired from the prom and
so she wasn't going to show.
So her team had to franticallyscramble hours before their
(04:43):
presentation before this panelof distinguished judges,
professionals in the world ofbusiness and finance and
technology, and redistribute andreassign her parts.
So at the end of the day, whenit came time to give out the
certificates for the completionof the program, one girl asked
(05:05):
if she could take thecertificate to her friend and I
said, well, your friend didn'tcomplete the program.
This was a big part of itcompleting the pitch day and
showing up and she said, well,she was tired.
I said, yeah, you were tiredtoo, but you showed up, she was
tired.
I said, yeah, you were tiredtoo, but you showed up.
(05:25):
I said it's important that whenwe receive something we've
actually carried through,followed through and come to
completion.
Now the young woman didn'treally know what to do.
She actually got angry and shesaid well, everyone has their
(05:46):
own truth.
And I felt like coming and myfriend did not and I think she
should get her certificate ofcompletion.
That illustrates the dynamicthat young people are in these
days.
The dynamic that young peopleare in these days where she knew
(06:07):
she needed to show up for herteammates, for herself, for the
completion of this three-monthprogram, and yet she felt remiss
or afraid to censure her friendfor backing down, for opting
(06:29):
out, for leaving her teammatesin a lurch, for being a no-show.
They weren't equivalentaccomplishments and they don't
deserve equivalent rewards, andyet she was unable to make that
(06:50):
value distinction.
I see that dilemma played outover and over again Among the
young people I work with.
I see them having a very strongmoral sense, which is part of
that period of adolescent braindevelopment.
Things are somewhat binary, onepolar, the other, and students
(07:14):
feel a strong sense of outrageagainst injustice.
That's why many of the socialmovements have been led by young
people, people who are tooyoung to take that kind of
responsibility and yet,compelled, they feel they must.
And as I work more and more,having worked with at this
(07:43):
almost 30,000 students 29,000and change in this three-month
mindfulness and systems thinkingprogram, the thing that stands
out to me more than ever is theneed and responsibility and
obligation as an adult to givethem experiences both of delight
(08:06):
and fun and ease, so they canbe young people in our world,
which is so challenging, andalso to give them truths are not
equal where we can value alllife, whether it's the tiny
(08:38):
plankton growing in the sea orit's the great mammals roaming
across the plains, or it's humanbeings who don't look like you
or speak the same language.
And yet, when it comes to ouractions, our humility, our grace
(09:03):
, our generosity and our carefor a purpose larger than
ourselves, it's important to setdirectionality, and young
people crave that.
They need that.
They're going to find their wayanyway.
But simply telling them to findtheir own truth when they've
(09:26):
only lived on this planet for 16years and the first few of
those they were just concernedwith eating, sleeping and
pooping that's not a big help.
So I've really been thinking alot about this concept of goal
(09:46):
and purpose and its relationshipto contemplative practice.
Contemplative practice,mindfulness and related tools
has always had directionality,always had an orientation
(10:06):
towards that which is, in theclassical phrase, good, true and
beautiful.
It points towards humilitybefore the complexity of life
and the mystery of our awarenessof being conscious beings,
because nobody knows how we'reconscious or why we're conscious
(10:27):
.
We just are.
We know that we are.
We don't know why or how, andthat's a profound and beautiful
mystery.
We don't really know why thehuman organism evolved to be so
complex.
We can plot some of the stages,but why evolution was directed
(10:50):
towards greater complexity wedon't really know.
We don't really know.
So there's a wonder and an aweand a reverence and a humility
before this, as well as beforethe powers of life and sentience
(11:11):
and consciousness that we don'tunderstand, consciousness that
we don't understand.
We're even in greatcatastrophes, like holes in the
ozone layer.
We've seen regeneration whenthere's just a little bit of
care, at rates that wereunpredicted.
(11:31):
What does that mean aboutpossibilities in our times, when
there's so much pollution anddegradation of our systems of
water and soil and food andbiodiversity?
(11:52):
That all remains to be seen.
But helping students reallyconnect with that sense that we
don't know everything.
Chat GPT doesn't knoweverything, and the fact that
there are things that we cannotknow is a wondrous thing and it
(12:12):
brings an openness of heart andit brings a care and sensitivity
for all the ripples that all ofour actions create in the pond
of our existence.
Now, simply setting students ontheir own to find their way is
going to result in more and moreloneliness, more and more
(12:34):
alienation, more and moredepression, more and more
loneliness, more and morealienation, more and more
depression.
Whereas when students feel anyof us feel connected to a
purpose greater than ourselves,where we're giving, not taking,
we find ourselves filled andrich.
We find ourselves connectedwith other people who also give.
Maybe their calling, theirvocation, isn't the same as ours
(12:55):
.
Maybe their calling, theirvocation, isn't the same as ours
.
Maybe their calling is to carefor their family with great love
and affection.
Maybe our calling is to carefor the world of contemplative
practice and what that can bringto a life.
Maybe someone else's calling isfor the environment.
(13:17):
Maybe someone else's calling isto cure infectious diseases.
But that calling for somethinggreater than ourselves, it
brings out something in thehuman spirit and we recognize
that in each other and we findconnection and sisterhood or
brotherhood with others who lookdifferent, but we recognize
(13:43):
that light in their eyes as thelight in ours.
We recognize that large andbeautiful heart as one that we
can trust and feel connected to.
The crisis of loneliness is real.
(14:04):
In the classroom I still seethe effects of the pandemic and
what has happened to youngpeople who lost that time of
socialization.
And more than that, they wereinstilled with a fear of the
(14:25):
other.
The other could get you sick,the other could transmit
something that you couldn't see.
You can't trust anyone, evenyour own family.
That went deep.
It was not entirely conscious,but it instilled a reticence to
(14:51):
engage.
Loneliness is one of the greatills of modern life.
We no longer gather for thesame celebrations, we no longer
gather for meals.
We no longer gather to sing.
We no longer gather to sing,and what we see in cultures that
(15:15):
are less financially affluentis we often see a greater
connectedness, greatersocialization, a greater sense
of belonging.
I'm not glorifying the lack ofresource.
I'm simply commenting on whatI've observed in my travels
(15:37):
around the world and in livingin some of the much less
affluent countries in South Asia.
So what are we missing?
And what are we not serving ourchildren?
And to me, that is theessential question around the
(15:59):
future of education.
We can talk about retoolingeducation for the new workforce.
We can talk about thepersonalization of AI and
providing tutors so students canlearn.
Are we thinking and creatingtools that address that sense of
(16:24):
being adrift, of not havingpurpose, of not having purpose,
of having to chart one's waywhen it comes to fundamental
questions around goodness,around truth, around
righteousness, around purpose?
I am very passionate about thepotential of AI.
(16:49):
I understand the downsides, butI do believe if we train
technology correctly, we canreally support the better sides
of our humanity.
We can really empower ourcaring and our connectedness,
(17:10):
and our connectedness At thesame time.
The importance of a causelarger than oneself that
connects one with others can'tbe underestimated.
That's where our sense offulfillment comes from, that's
(17:34):
where our sense of happiness orjoy comes from, that's our sense
of being aligned with theuniverse and here for a purpose
really comes from.
Purpose really comes from.
(17:58):
Are we giving that as muchattention as we're giving the
practicalities around using AIto cheat on tests or fake news,
fake facts, fake information,fake information and, over the
coming months and years forinner strength.
What I see is an increasingemphasis on focusing on purpose,
(18:20):
using the mindfulness practicesand self-discovery and
self-centering and explorationof how we are, how we show up in
the world, how the evolutionarycurrents have brought us to
this point, what are the habitsand triggers and where are we
(18:43):
heading to.
I see those questions asbecoming more pronounced in the
way we teach and how we teach.
Mindfulness is great.
I've been practicing since 1978, when I was a sophomore in high
school, and I wouldn't havebeen doing it all these years if
I didn't love contemplativepractice and didn't find great
(19:08):
benefit and joy that comes fromit.
My mindfulness practice cameafter I already had intimations
of purpose.
I was one of those studentsthat felt that the world was not
and my education wasn't meetingmy deeper calling.
(19:30):
I wanted life to make sense, Iwanted it to be heading
somewhere, I wanted there to bepurpose and value and nobility
in being on earth and I foundthe practices as part of my
seeking rather than the otherway around.
(19:54):
So as we implement mindfulnessand other contemplative tools
more and more for mental health,let's underscore purpose
meaning directionality.
(20:15):
Mindfulness, as I've often said,is not a pill that we can all
take and feel better.
It has to be set in a contextfrom which we're understanding
the world around us and ourplace in it, and we're
understanding the world aroundus and our place in it and we're
recognizing the value of life,the preciousness of life and the
(20:41):
delicacy of life.
So if you are a teacher ofmindfulness in the classroom or
you're an educator who's workingto bring stability,
groundedness, resilience tostudents who have so much
anxiety, so much fear, so muchlack of confidence, do work with
(21:07):
these tools.
They help, they support, theyheal and bring in that context
of meaning, of the sense of theultimate value of being alive,
(21:30):
being sentient, of knowing thequestions around what else is
sentient and knowing theorientation to treat everything
around us with gentleness andgrace.
I invite you also tocommunicate with me and share
with me what is inspiring you.
(21:53):
I will be doing a deeper, morefocused dive into ideas around
the future of education lookingat educational technology,
looking at compassion and wisdom, building tools, looking at
what students want and see intheir ideal world and their
(22:14):
ideal education, looking atequity.
What does that mean and how canwe not erode difference,
steamroll over it as we launchthese large language models and
other forms of technology thatare covering our globe.
(22:36):
How can we preserve and protectindependent voice, unique
expression, cultural richness,diversity and diversity that
comes out of place, androotedness, tradition and habit,
and even tens of thousands ofyears of culture?
(22:59):
There are parts of this worldwhere humans have been for a
very long time.
How can we bring that forth andnot lose that?
And what are the systems andstructures of public policy that
(23:21):
will prioritize meaning,purpose that brings joy and
service and happiness andfulfillment, that ignites human
beings with a sense of carelarger than trying to feed their
own hunger for connection,because it is in giving that we
(23:43):
receive and it is in loving thatwe experience love back.
Can that be institutionalized?
Can that be embedded inrequired curricula?
Can we lead this next new age,this next new digital age, with
(24:06):
wisdom and compassion, purposeand a sense that being simply
being being alive, beingconscious, being sentient is
precious?
These are all the questionsthat are keeping me up at night.
I am finding some really amazingpeople who are also asking and
(24:31):
posing answers to thesequestions.
As you come across them, pleaseshare them with me, and I look
forward to this next phase oflooking at the future of
education and what that meansabout creating more conscious
classrooms.
Thank you so much.
Till next time.
(25:01):
Thank you for listening to theConscious Classroom.
I'm your are enjoying thispodcast, please leave a review
and pass the love on, and checkout the show notes on
innerstrengtheducation.
org for links and moreinformation.
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