{"id":2839,"date":"2012-02-29T16:54:05","date_gmt":"2012-03-01T00:54:05","guid":{"rendered":"http:\/\/www.msia.org\/newdayherald\/?p=2839"},"modified":"2016-06-07T14:58:10","modified_gmt":"2016-06-07T21:58:10","slug":"the-new-education-part-ii-establishing-a-bond-of-intimacy-and-affection","status":"publish","type":"post","link":"https:\/\/www.msia.org\/newdayherald\/archives\/2839-the-new-education-part-ii-establishing-a-bond-of-intimacy-and-affection","title":{"rendered":"The New EDUCATION Part II: Establishing a Bond of Intimacy and Affection"},"content":{"rendered":"

In this second part of a two-part discussion focusing on education, John-Roger, Russell Bishop, and Jack Canfield talk more in depth about student-\u00adteacher relationships. Their experiences in the classroom and in work\u00ading with people offer keys to greater communication and openness among students of all ages, some of whom play the role of teacher. They all agree that to demonstrate the freedom that spurs students on to pursue greater joy and fulfillment in their lives is the most valuable gift a teacher can share.<\/em><\/p>\n

Originally published in Movement Newspaper April 1981 Vol 6 Issue 4<\/em><\/p>\n

JACK CANFIELD<\/strong>: Being a successful teacher, to me, is a lot of just being willing to be in a relation\u00adship with the students. I have a friend who works with autistic children. He took this one autistic kid out to the basketball court, where he\u2019d play basketball with other kids who were more active and responsive. At regular inter\u00advals, as he played, he\u2019d Just lay the ball into this autistic kid\u2019s stomach. And the kid would just sit there and let it bounce off his stomach. He did this for three weeks. At the end of the third week, he started to throw one at the kid\u2019s stomach, and the kid put his hand up and knocked the ball down.<\/p>\n

JOHN-ROGER<\/strong>: God, I would have sat down and cried, I think.<\/p>\n

JC<\/strong>: He was willing to be in a relationship with that child and to keep working with it.<\/p>\n

J-R<\/strong>: We\u2019ve had people in MSIA working with autis\u00adtic kids. One interesting problem that has come up is that once the kid starts to move and respond, the parents don\u2019t want that person to work with the child anymore\u2014because their success says that the parents were a failure.<\/p>\n

You can do one of two things at that point. You can give up and let the parents win, stand back and watch the child not learn. But what kind of form is that? Or you can do whatever it takes to get results for the child. That\u2019s my way\u2014whatev\u00ader it takes. And with that, there are guidelines: don\u2019t hurt the children in any way and don\u2019t hurt yourself. Take care of yourself and take care of them. Treat yourself and your stu\u00addents as one.<\/p>\n

The bad news about teaching for the Golden Age is that any time you give children attention, ac\u00adceptance and approval, it\u2019s going to be recip\u00adrocated. There is an affection that grows spontaneously and a form of intimacy that results from sharing mentally and emotionally. People who do not understand what is taking place may label it sexual seduction. I hear this from teachers over and over, and there are a whole lot of them who won\u2019t enter into a relationship with their stu\u00addents because they are afraid of being misinterpret\u00aded. They block themselves and they block their stu\u00addents from, perhaps, one of the most rewarding and fulfilling ex\u00adperiences available to them, by not being willing to be a fully participa\u00adting partner in a teacher-student relationship. Each teacher has to decide for himself what is most valuable.<\/p>\n

Now, if the teacher doesn\u2019t do any thing to cre\u00adate a bad reputation, the administration can\u2019t prove they did. There may be rumors and you may have to live with a slightly fuddled-up reputation for a while until people figure out that there\u2019s nothing going on except education. Sometimes you have to wait until your students grow up, get mar\u00adried, have kids of their own, and then point to you and say, \u201cI want my kids to have him (or her) for their teacher because he\u2019s a great teacher.\u201d Then everybody says, \u201cOh, wow, that\u2019s really true. He\u2019s a great teacher.\u201d<\/p>\n

If you can\u2019t go through the years of having a ques\u00adtionable reputa\u00adtion, then you might just have to sit there and be an instructor instead of a teacher. Do you know the difference? An instructor says, \u201cHere\u2019s how you swim: you kick your feet back and forth and you move your arms like a windmill over your head. Now jump in the water and do that. I won\u2019t get in the water with you because I might get too close to you; I might touch you and somebody might misunder\u00adstand that.\u201d<\/p>\n

JC<\/strong>: I think that most people go into education ini\u00adtially because they want to help kids, but they lose that somewhere along the line. They might lose it because they don\u2019t really have the skills to work with the chil\u00addren. It might be that no one ever taught them how to really be with kids and share with them and teach them. It\u2019s not a skill that you\u2019re taught in college.<\/p>\n

I do workshops for teachers, and one of the things that I invariably do as part of the workshop is to ask teachers to tell me, if they could snap their fingers and have every\u00adone in the world know one thing\u00ad which could be a thought skill, attitude, behavior, etc., what would that one thing be? What would they have the whole world know? And then I go around and have everyone share what that would be for them. I get re\u00adsponses like: To trust God, to have self-con\u00adfidence, to be willing to take a risk, to be humble, to love them\u00adselves, to be able to accept love, etc.<\/p>\n

Then I ask how many of them ever took a meth\u00adods class when they were in graduate school. And I get a huge show of hands-usually 100 per cent. Then I ask how many of them ever took courses like: \u201cWis\u00addom From Your Strength 101\u201d or \u201cLearning To Be Humble 303\u201d or \u201cAdvanced Practicum in Self\u00ad-Love\u201d? And everyone of them says, \u201cNope, not me.\u201d And yet they say that those are the most important things in the world to know.<\/p>\n

Then I ask how many of them did something on purpose with their classes, something intentional, not something that spontaneously happened, but some\u00adthing that would be called curricular in terms of a les\u00adson plan, to teach \u201cwisdom from your strength\u201d or \u201chow to be humble\u201d or \u201chow to have self-con\u00adfidence\u201d or any of the other skills they have just identified as being valuable. And I see all these sheep\u00adish looking faces, as they look within themselves and reconnect with their original intention as teachers, which was the desire to serve.<\/p>\n

I got fired in my first year of teaching…<\/p>\n

J-R<\/strong>: You don\u2019t get fired. They don\u2019t renew your con\u00adtract.<\/p>\n

JC<\/strong>: Right. It\u2019s all very professional. They didn\u2019t renew my contract be\u00adcause of the way that I supported the kids. Martin Luther King was killed in 1968 and I was teaching in an all black school in Chicago. We had what was labeled a riot by the whites and an insur\u00adrection by the blacks. The kids threw things out the windows, ran through the halls, messed up the cafete\u00adria. The teach\u00aders all ran and hid in the teachers\u2019 room and locked the door. It would have taken maybe three teachers to stand up and say, \u201cstop,\u201d just yell \u201cSTOP\u201d really loudly in the hall\u00adway, to have stopped the kids. They were as scared as we were.<\/p>\n

Someone had pulled the fire a\u00adlarm, so we had white firemen running into the school. By this time there were probably a couple of hundred kids running through the halls with another 500 or so in the cafete\u00adria and another 500 or so in the gym, all doing minor damage of one sort or another.<\/p>\n

There was one kid running down the hall who bumped into one of the white firemen who was run\u00adning into the school and bumped him on the arm. And this guy, who was also scared out of his mind, took his fire axe and went to swing at the kid. I happened to be behind him and I just grabbed the axe handle and stopped him from swinging. I don\u2019t know, but I think that kid is around today because of my hand.<\/p>\n

But to let you know how off-cen\u00adter the whole thing was at that school at that time\u2014the fact that I stopped that fireman from swinging was taken as \u201csupporting the riot, inciting the riot,\u201d etc.<\/p>\n

Also, at that time there were no teachers in the English department teaching creative writing because they were told, \u201cblack kids need the basics; they can\u2019t learn creative writing.\u201d I had a bunch of kids who were really good, college prep material, bright and creative and eager to learn.<\/p>\n

They came to me and asked me if I\u2019d be willing to sponsor a writing club after school. Not know\u00ading school politics in my first year of teaching, I said, \u201cSure.\u201d I worked basically with the idea of, \u201cYou write it. We\u2019ll have someone read it and if they get what you intended for them to get, then communica\u00adtion occurred. If they don\u2019t get what you intended them to get, then it\u2019s obviously vague and you need to work on it.\u201d Pretty simple ap\u00adproach. We had a good thing going. And I got called in by the adminis\u00adtration and told that I was bad and rebellious in nature.<\/p>\n

Some kids were putting out an underground newspaper and, be\u00adcause I was involved in this \u201cwrit\u00ading club\u201d after school, and the administration came down on me as insti\u00adgating the underground paper.<\/p>\n

There were two other teachers in that school who were also new teachers and who had graduated from the University of Chicago. This was in the 60\u2019s when there was a lot of political activity on campus\u00ades, and the three of us were held responsible for the turmoil that was happening on our high school cam\u00adpus. We were accused of being radical, of writing the underground paper, of filling the kids\u2019 heads with radical ideas, etc.<\/p>\n

J-R<\/strong>: I think that all that was pro\u00adbably one of the great\u00adest blessings of your life. It really gave you a form from which to observe objec\u00adtively what goes on around you. If your first year of teaching had gone well, you might have gone on to become a real upper medio\u00adcre social studies teacher in some school. But that first year, with your in\u00advolvement being what it was, and with the administration\u2019s belief that you were going to seduce your students, if not sexually, then…<\/p>\n

JC<\/strong>: …by some other form of rape.<\/p>\n

J-R<\/strong>: Right. So the set of circum\u00adstances made your position really clear to you, which could be why<\/p>\n

JC<\/strong>: I think one of the exciting things about Insight is that it can assist teachers in recognizing that they are cre\u00adating, promoting or allowing what goes on in their classrooms. What so many teachers do is continually blame the kids.<\/p>\n

In my school, we had this white faculty who had been teaching pri\u00admarily white kids. Then the neigh\u00adborhood changed within a short period of time and the school be\u00adcame an all black school. And the situ\u00adation was totally different. So the teachers said, \u201cit\u2019s the kids\u2019 fault. It\u2019s not us. We\u2019re good teach\u00aders. It\u2019s the kids.\u201d They blamed something outside themselves for the fact that it wasn\u2019t working the way they were ac\u00adcustomed to it working.<\/p>\n

J-R<\/strong>: I think we\u2019re back to the ideas of participation in the teaching pro\u00adcess and being in a relationship with your students. If you don\u2019t enter into a relationship, then it\u2019s pretty easy to sit back and say it\u2019s the kids\u2019 fault. If you enter into a relationship with the kids, then your responsibility as a teacher becomes clearer. There are all sorts of ways to get the-material over to the kids.<\/p>\n

JC<\/strong>: I read in the paper the other day about a new theory that\u2019s out for teaching, called \u201cmastery learn\u00ading.\u201d Basically, what it is, is giving a student a test to see if he knows certain material. If he doesn\u2019t know the material, then you develop a way to teach it to him. If he does, he just moves on to the next thing.<\/p>\n

RB<\/strong>: Does the student have to know the content of the material or can he get by with just knowing the form?<\/p>\n

J-R<\/strong>: All that would be doing is teaching the test, not discovering what the child knows about it.<\/p>\n

RB<\/strong>: Do we want kids just to know the form or are we more interested in them knowing content?<\/p>\n

J-R<\/strong>: When I was teaching literature in high school, there would be certain reading that was required of the kids. Before I would assign the reading, I would go through and pull out words that I thought the kids would not know how to spell and would not know the meanings of. Then I\u2019d say to the class, \u201cGet out your paper and pencils; this is a spelling and vocabu\u00adlary test.\u201d And I\u2019d give them these words. They\u2019d hand in their papers and nearly everything would be wrong. And we\u2019d correct the papers.<\/p>\n

Then I\u2019d assign the reading that had those words in it. They\u2019d go home and read the material, come back the next day, and I\u2019d hear those words used in the context of the reading. Those words had meaning for the kids, in terms of their communication with one an\u00adother and with me. I\u2019d test them again on the spelling and vocabulary and it wasn\u2019t long before most of the class was getting 100 per cent on their tests.<\/p>\n

In a way I was teaching for the test, but in a great\u00ader way, I was teaching for content. It was a way of teaching them to think. I never was one to teach for the test unless that test had something else of value connected to it.<\/p>\n

Sometimes tests represent opportunity; for example, pass a cer\u00adtain test and it represents accep\u00adtance at a good college. Pass anoth\u00ader test and it represents opportuni\u00adty in a certain career field. Those kinds of tests have opportunity con\u00adnected to them-and you teach for that opportunity. Pass the test and you gain the opportunity. Some people will never pass the tests, but they\u2019ll get the opportunities in life by the seat of their pants by their basic common sense approach to life.<\/p>\n

But something other than the form can be com\u00admunicated to the kids; I don\u2019t know if it can be taught but it can be communicated. I remember a girl in one or my classes who was very bright and very sharp, and she would rather take a failure than stand up in front of the class and do a book report. She would rather have failed the whole class than stand up and have to talk in front of a group of people. One day I walked over to her seat, took her by the hand, pulled her up to her feet and walked wit\u00adh her up to the front of the class, to the podium. I stood there beside her and put my arm around her and said \u201cNow, what book have you read recently?\u201d She told me. I said, \u201cWho wrote that ?\u201d She told me who wrote it. I said, \u201cWhy did that person write that kind of book?\u201d She said, \u201cWell, I think he wrote it so he could let people know…\u201d<\/p>\n

And we stood in front of the class and talked about the book she had read. She had a lot of informa\u00adtion about it and a lot of very sharp perceptions about the book, the author, the message, etc. When we were through talking, I asked the class how many thought she should get a \u201cC\u201d for her book report. No one raised their hands. I then asked how many thought she should get a \u201cB\u201d. No one raised their hands. \u201cHow many think she should get an \u2018A\u2019?\u201d I asked. All the hands went up. She got her \u201cA.\u00ad She said, \u201cThat wasn\u2019t a book report!\u201d I said \u201cWell what was it? In this class a book report is a report that gives information on a book and gives your thoughts about that. And that\u2019s what you did.\u201d The next time her book report was due, she got up and walked up in front of the class, opened up her notebook and started to read. I stopped her and told her that I didn\u2019t want to hear her read some\u00adthing she had written. I just wanted her to tell us about the book. She said she couldn\u2019t do that because she got really flustered and embar\u00adrassed.<\/p>\n

I said \u201cAnd when you get flus\u00adtered and embar\u00adrassed, you turn red and probably get real hot, and it\u2019s embarrassing to you because it\u2019s obvious and all the kids know you\u2019re embarrassed and having a hard time.\u201d She said, \u201cYeah.\u201d<\/p>\n

1 asked the class if there was anyone who didn\u2019t know that her throat and face were red and that she was having a hard time talking to the class. Nobody raised their hands. I said, \u201cWell, since every\u00ad one knows that, you might just as well go ahead with your re\u00adport.\u201d So she did. And that beautiful lady is now one of our Insight facilitators.<\/p>\n

She probably has long ago forgotten all about whatever book she read and the form of those first book reports. But what she learned is that she can handle herself, her emotions and all her considerations both within herself and in front of a group of people. That, to me, is teaching.<\/p>\n

JC<\/strong>: One thing that\u2019s just really exciting about that to me, is that you were allowing the kids to be exposed to you as a human being who is alive and loving and will\u00ading to cooperate with them as they were. They didn\u2019t have to do it your way. You could adapt, and together you could all discover a way that would work. You gave them a model of being.<\/p>\n

J-R<\/strong>: I had another kid who was terrified of speaking in front of his own class, but would come into my room during a period when he had study hail or when I had another class. He\u2019d stand up by my desk and talk to me, while all the rest of the class eavesdropped intently on what was being said.<\/p>\n

One day when he came in, I got him talking about the book he\u2019d recently read. He stood there and told me all about it while all the class listened. It wasn\u2019t \u201chis\u201d class so he wasn\u2019t disturbed by the obvi\u00adous fact that they were listening. When he got all through, I gave him a grade for his book report. He was amazed and thought I was the neatest teacher he\u2019d ever known. He had fulfilled the terms of a book report, and I didn\u2019t see any reason that he had to do it in front of the class he was in, or why he couldn\u2019t I do it in front of an\u00adother class with I the same results.<\/p>\n

JC<\/strong>: To me that\u2019s providing a model of being for the kids … and not only of being, but also a model of thought that is uplifting and inspir\u00ading and gives them a greater per\u00adspective on how life can be for them. It opens up all sorts of new horizons and new possibilities.<\/p>\n

There\u2019s an inherent value struc\u00adture within that, too, that\u2019s communicated to the kids. You let them know that they were more important to you than the form, that they had value and that you were willing to go out of your way to assist them to express and experience that value.<\/p>\n

J-R<\/strong>: You talk about models of be\u00ading. There are nega\u00adtive models of being, too, aren\u2019t there?<\/p>\n

JC<\/strong>: Sure. There are models of negative behavior.<\/p>\n

J-R<\/strong>: The movie, Scared Straight, has negative role models, yet the movie may have had a positive result. And it may have had negative results, too. You don\u2019t know how many people that movie is keeping out of jails. And you don\u2019t know that because they\u2019re not going to jail. They\u2019re not showing up anywhere on any kind of statistic. And there are probably some kids showing up in jails who have seen that movie and reacted to it in a negative way\u2014saw the convicts as role models to follow rather than as role models not to follow.<\/p>\n

JC<\/strong>: Everyone gets a lot of models in their lives. The real issue may be how you learn from them. Do you use a negative role model as how not to be or how to be? How do you view exposure to those models?<\/p>\n

J-R<\/strong>: There are a couple of theories in educational psy\u00adchology. One goes that you see the bear, get frightened and run. The other goes that you see the bear, run and then get frightened. Which one is it?<\/p>\n

JC<\/strong>: I would say that you see the bear, get frightened and run.<\/p>\n

J-R<\/strong>: Why?<\/p>\n

JC<\/strong>: Most people see something, create a negative event in their mind, and then react to that mental im\u00adage, rather than to what is really present.<\/p>\n

J-R<\/strong>: Have you ever been walking in the dark, had somebody scare you, and then jump without thinking about it?<\/p>\n

JC<\/strong>: Yes.<\/p>\n

J-R<\/strong>: Where did you find the time to create the image, or the fear, which caused you to jump?<\/p>\n

JC<\/strong> : Maybe I didn\u2019t.<\/p>\n

J-R<\/strong>: Then did you jump and then got scared?<\/p>\n

JC<\/strong>: 1 don\u2019t know. Maybe it\u2019s simul\u00adtaneous. Or maybe you can jump and then get scared.<\/p>\n

J-R<\/strong>: Do you get the idea of where these concepts start to fall apart? I\u2019ve now destroyed both of them in terms of any viability. Let\u2019s look at them in terms of the dy\u00adnamics involved in the experience. If you see a threat\u00adening situation, get frightened and run, that may be appropriate behavior for you at that moment. If you see something, run, and get frightened, you are creat\u00ading or perpetrating a habit pattern which may or may not serve you well. It might be appropriate. It might not. But you\u2019re not giving yourself time to make that evalua\u00adtion. You\u2019re just running.<\/p>\n

So, as a teacher (assuming that\u2019s my function), I have to find out what motivates you if I\u2019m going to be effective in our process together. Any time I attempt to motivate you from out here, I am hyping you. If I offer you an \u201cA\u201d, if I promise you anything, I\u2019m hyp\u00ading you. What I have to find out is what motivates you to create newness for yourself, value for yourself, life for yourself. When I discover that, I teach you in terms of the motivation that you already have present with you. It\u2019s also helpful if I can discover what moti\u00advates you to create habit pat\u00adterns that keep you stuck and unre\u00adsponsive to what life presents to you.<\/p>\n

If someone gets out and runs every day, I don\u2019t have to motivate him to run. That\u2019s handled. If he wants me in agreement with the process by which he runs, he gives me the position of being coach. And then I get to look inside of me to see if I can be motivated enough to participate with him in his expres\u00adsion.<\/p>\n

What am I going to get out of it? Physically, not much, because he\u2019s going to be the one doing the run\u00adning. Emotionally, not much, because he may tell me I\u2019m a nice guy, but that gets to be old after a short pe\u00adriod of time. You know, that\u2019s like your wife telling you that she loves you. After she mentions it 50 times in one day, you just really don\u2019t care about hearing it any\u00admore. You already know it so it doesn\u2019t do a lot for you.<\/p>\n

The motivation is that desire to be of loving ser\u00advice in the awaken\u00ading of a Soul, which is a form of awareness. In that awakening of the Soul\u2019s awareness, all things are created anew. We are either creat\u00ading anew or we are stuck in habit patterns. And there\u2019s a whole lot more joy and fun and aliveness that goes on in the process of creating newness. It\u2019s participating in that process that is the motivation. As a teacher, I\u2019ll do whatever it takes to facilitate the student’s ability to create newness for himself.<\/p>\n

Let\u2019s say that I\u2019m that runner\u2019s coach. I notice that on turns, the runner, whom we\u2019ll call Bill, drags his right foot a little bit. So I say, \u201cBill, watch that you don\u2019t drag your foot on those turns.\u201d And he replies, \u201cRight, Coach.\u201d He\u2019s learn\u00ading, even though he may not have any idea what I\u2019m talking about.<\/p>\n

He comes around that turn again and I say, \u201cBill, you\u2019re still drag\u00adging your right foot on those turns.\u201d And he responds, \u201cCoach, I don\u2019t know what you\u2019re talking about.\u201d I say \u201cFine next time around, I\u2019ll run that turn with you and point out what you\u2019re doing.\u201d So as he comes up to that turn again, I\u2019ll start pacing with him and I\u2019ll say, \u201cThat, that, that,\u201d as his right foot makes contact with the ground. I expect him, at that mo\u00adment, to pay attention to his right foot over everything else so in the focus of his awareness he will know what I\u2019m correcting. Now, he may experience that, and if he does, he\u2019ll correct it. But he may not be motivated enough to hold that new pattern, because the old pattern is a habit which has been learned at some other point in time.<\/p>\n

The thing with habits is that the patterns are often appropriate be\u00adhavior at the time that it was learned. If the runner injured his right ankle when he was younger and had to compensate for a lack of flexibility by dragging his foot just a little bit, that movement may have been appropriate at the time that the injury was in the healing process. Once the ankle healed and full flexibility was restored, it was no longer necessary or appropriate to continue drag\u00adging it, but the habit was there by then, so behav\u00adior didn\u2019t change and the pattern became automatic.<\/p>\n

So as he continues to run, he may fall back into the same pattern. Now I have to run with him on ev\u00adery turn. As a teacher, I have to now become the best student in the world, so that I can learn just exactly how he created and perpe\u00adtrated that pattern and what motivation he will respond to, to change that. When I move into that posi\u00adtion of being his student, I become very valuable in his life and become a very intimate part of his being, because I am now in a committed re\u00adlationship with him, committed to breaking him free of a limitation and a block to his consciousness.<\/p>\n

Maybe, as I watch very intently how he takes a turn, I see that there is a little rut in the track, and when he puts his foot in that, it makes it turn funny. So I stop him at that point and have him kneel down and feel the rut and I show him how he puts his foot in the rut as he takes the turn. He may say, \u201cI do that because I can take the corner just a little bit faster that way.\u201d I explain, \u201cBut you weaken the ankle that way and you are not going to have the strength in the ankle to run the entire race. So even though you may make up a split second on this corner, you are going to lose more time later in the race.\u201d<\/p>\n

To change the motivation, I may tell him, \u201cWhen you get to the corner, I want you to think of a red fox jumping over the fence behind you and I want you to really run!\u201d He says, \u201cOkay.\u201d Then when he gets to that place, I shout \u201cRed fox! \u201c and blow this awful horn, and he splits out really fast. He has a new experi\u00adence and a new motiva\u00adtion, and it\u2019s possible that will break him of the old habit. But if he goes back to run\u00adning the track in the same old way, he may go back to the old pattern. So I may have him run the track the opposite direction. That will help him re\u00adeducate those conditioned respon\u00adses.<\/p>\n

Now, if that doesn\u2019t work, I may get out a movie camera or a video tape machine and film or tape him talking that turn. Then I slow the film down and show it to him over and over and over until he can see what he is doing. He may say, \u201cI see it, I got it,\u201d and then 1 have him run again. If he really did get it, he\u2019ll change the pattern. If he runs the same old way, I\u2019ll know he didn\u2019t get it. When the motivation I is clear, the response will be clear.<\/p>\n

I might have to have him get some deep massage work on that I foot, ankle and leg, which will help to re-educate the muscle and cell structure, so those habits will not remain on those kinesthetic levels. As we re-educate the mind and the emotions, we have to re-educate the body also, or change will not oc\u00adcur. When he finally comes to the point where that original pattern was created (and that need not be a conscious process), he can create that anew. He will no longer be bound by the old pattern; he will no longer be held to the old behavioral response. He will be able to re\u00adspond with new behavior appropri\u00adate in the present moment.<\/p>\n

If we can assist people into the freedom of their own beingness and give them the experience of be\u00ading able to create new responses for themselves that will bring them joy and fulfillment, we have indeed been successful. And that is, hope\u00adfully, what New Age
\nEducation will be all about.<\/p>\n

Baruch Bashan<\/p>\n","protected":false},"excerpt":{"rendered":"

In this second part of a two-part discussion focusing on education, John-Roger, Russell Bishop, and Jack Canfield talk more in depth about student-\u00adteacher relationships. Their experiences in the classroom and in work\u00ading with people offer keys to greater communication and openness among students of all ages, some of whom play the role of teacher. They […]<\/p>\n","protected":false},"author":43,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[260,257],"tags":[84],"class_list":["post-2839","post","type-post","status-publish","format-standard","hentry","category-john-rogers-current-story","category-ndh-archives","tag-dr-john-roger"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.msia.org\/newdayherald\/wp-json\/wp\/v2\/posts\/2839","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.msia.org\/newdayherald\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.msia.org\/newdayherald\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.msia.org\/newdayherald\/wp-json\/wp\/v2\/users\/43"}],"replies":[{"embeddable":true,"href":"https:\/\/www.msia.org\/newdayherald\/wp-json\/wp\/v2\/comments?post=2839"}],"version-history":[{"count":0,"href":"https:\/\/www.msia.org\/newdayherald\/wp-json\/wp\/v2\/posts\/2839\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.msia.org\/newdayherald\/wp-json\/wp\/v2\/media?parent=2839"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.msia.org\/newdayherald\/wp-json\/wp\/v2\/categories?post=2839"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.msia.org\/newdayherald\/wp-json\/wp\/v2\/tags?post=2839"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}