Transforming Our Education System to Become Whole!

Sep 16, 2020

“A human being is a part of the whole called by us the universe, a part limited in time and space. He experiences himself, his thoughts and feeling as something separated from the rest, a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest to us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty.”

 —Albert Einstein

 Witnessing how divided our world is right now, I keep asking myself: What can I do to bring out the wholeness into the world? 

 In ancient times, sages had a response to this question: “The answer lies within you.” This has also been the answer I’ve repeatedly received in times of crisis in my life. And yes! The answer was always inside me.

 When I say the answers were “inside me,” for me, that has meant I could learn to understand my own internal landscape and, thus, the dynamics that were helping to perpetrate the chaos in my life—and, at the same time, giving me hints as to how I could change them. Over time, I realized that, by choosing to change these dynamics, I could get closer to what I call my own wholeness.

 The internal dynamics I’m referring to here are specifically those that have created divisions inside us—our learned dynamics with our parents, society, culture, religion, gender, and nationality, to name just a few. This inner compartmentalization, through resonance, takes on a life of its own, attracting monumental separation on the outside. We begin to build a wall of separation between what’s inside us and what’s “out there.” And this wall gets thicker and higher as we progress in our education. In truth, we get a kind of institutional encouragement for divisiveness. Although we think that deepening our education should broaden our understanding of the world and connect us, we are witnessing the opposite—our education is dividing us. The information we gain sets us apart and disconnects us from others.

 I’m just sharing with you what I’ve witnessed—in my own education and in the education of others. 

If you’ll remember, in school, we learned that the dominant way of knowing is objectivism. Objectivism means that reality is objective and that we cannot know anything truly unless we stand apart or distance ourselves from it and see it as an object.

From this perspective, subjectivity can be nothing but a threat to truth, related to ignorance, prejudice, bias, and error—something we need to avoid at all cost, as it can lead us in the opposite direction of truth. That’s why the objectivity agenda is pushed throughout all our education. In this way, we learn biology and physics; study literature, social, and political systems; and engage in so many other subjects. And we neglect our subjectivity—where our authentic story lives. 

But nothing can be further from the truth. Through energy’s law of resonance, we attract whatever we resonate with. If our education teaches us to only accept what is objective and discard the authentic parts of us, education is inviting disconnection and separation, not only inside us but also outside of us—into our lives and world. The problem here is that the more we learn that something “is” one way, the more we reject anything that says otherwise. In this way, anything that feels different from our mind’s programming is rejected automatically by resonation.

We cannot get true, valid knowledge that way—when we disconnect our inner self from outer self. Through the rise of subatomic physics in the twentieth century, we’ve started to understand that there is no distinction between the knower and the known—we are one. Actually, through resonance, knowing creates what is out there. Knowing is really a connection between the authentic self and the known.

Physicist and Nobel Prize winner Albert Einstein is universally known for his far-reaching ideas about the way our universe works. And he also had his own unique and authentic ways of gaining knowledge. According to him, “A new idea comes suddenly and in a rather intuitive way. That means it is not reached by conscious logical conclusions. But, thinking it through afterwards, you can always discover the reasons which have led you unconsciously to your guess and you will find a logical way to justify it.”

Einstein used to daydream about the nature of light. This was the context in which the theory of relativity was born.

When we build a wall between what, in meditation, is known as “the observer” and “what we observe,” we are creating disconnection and separation. Everything has to do with you, even what you feel unrelated to, because, at a subatomic energetic level, we are energy interconnected.

The problem with objectivism is that it perpetuates separation.

As students, we go to universities to learn to play a role—as an engineer, a doctor, a journalist, a teacher, a CEO, and so on. And as we are taught to play a role, we’re taught to distance the self from that role. Universities are not interested in what’s going on inside us. And after graduation, we’ll go into the world and focus on the role we’ve been trained to play. None of these programs focus on teaching people questions related to self-knowledge like: Who am I? What’s going on inside me? What are the real drivers behind my actions and thoughts? How is my inner landscape related to my reality?

These immensely important questions are continually dismissed by our education systems, which, instead of teaching us to be whole and the best human beings we can be, give us the fruits of the seeds others have planted in us—such as how to play a role in life with a built-in status and an income. Our education systems have long been graduating and continue to this day to graduate disconnected people—when they prevent us from connecting with our authentic selves.

We need to learn how to connect with ourselves, not only from the perspective of the “outer” skills we have aptitude for but also from the perspective of our unique inner part. The education system our world needs has to show people how to connect both perspectives—examining their lives, as well as their world. Our inner and outer parts, those two kinds of knowing, have to remain connected. We cannot separate the knower from the known or the actor from the world that he or she is acting upon. We have to become aware of our main inner drivers. Are we—our actions and behaviors— coming from a place of greed, neediness, selfishness, or anger? Are we playing a power game? Or are we and, thus, our actions motivated by a real desire to serve the whole world—not just the limited part we’ve learned to identify with and perceive as the world?

For different traditions, the word examine can have different meanings, and it can take many different forms. It can mean emptying our inner drawers of information that doesn’t serve us. It can mean exploring different paths from those we’ve learned to identify with to expand our perspective. It can mean choosing to go on an inner journey to heal ourselves. The idea here is to live in continuous connection between our inner and outer worlds. 

Living like this reminds me of the infinite symbol. There is no inner and outer part, just one! Both parts are constantly cocreating each other, and that’s exactly what’s actually happening in our lives. The world is continuously feeding stuff into me, and I have a choice of how to internalize what comes to me. And whatever I internalize feeds out into the world. Not only am I projecting into the world the recycled version of what is fed into me but I’m also projecting what I bring up from my own inner world.

What inside of me is reflecting outside? What outside of me is reflecting inside? How can I become continuously aware of the imbalanced parts of me and make choices about that exchange in order to connect and give the best of myself? 

Living an unexamined life and not doing any type of inner work can damage many people. But we have choices to make about this cocreative experience, and if we feel compelled to do so, we can choose to change in order to be the best version of ourselves and bring our best to the world. We can keep living a divisive life, or we can continuously work consciously on ourselves so that we can become whole inside and outside.

The work of becoming whole is all about rejoining the two parts of us—reuniting our inner world with the role we play in the outer world—so that both resonate with wholeness. Just imagine what the world might look like if we all became fully conscious about the cocreative exchange that is shaping our reality. In the meanwhile, I invite you to reevaluate your internal dynamics and your education system; begin connecting the known with the knower (and vice versa) and become whole for the highest good of all.

The world needs you!

Beatriz



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