"Any narrow ism may be
transformed into universalism and accepted by
all only when all physical barriers, psychic
hindrances and spiritual impediments have been
removed from the periphery of that ism."
- PR Sarkar
Overcoming narrow-mindedness is a goal in many
courses and study in NHE Schools. It comes into
play most prominently in social studies, but
also has a role in many other subjects, including
reading, writing, the arts, and science.
We each develop certain affections based on
where we grow up, and the groups we identify
with. These can be termed geo-sentiments and
socio-sentiments. These limiting points of view
ultimately clash into the narrow sentiments
of others, leading to much of the conflict in
human history.
The most narrow sentiments, such as those fanned
by hate groups, are the easiest to identify.
Their potential for destructive power is obvious.
Broader but still limiting sentiments, like
the belief that only men should rule and vote,
may take longer to identify and combat. Their
destructive power may be less clear at first,
but still potent since the broader the sentiment
is, the more members it is likely to have. Even
the most expansive sentiments may carry the
seeds of disaster if not elevated to the status
of universalism. An example of this would be
our ongoing global ecological crises as an outgrowth
of a failure to include the animal and plant
kingdoms under the banner of human progress.
The practical methods for inspiring large-mindedness
are many. The first few may be accomplished
through literature, music, art, oral reports,
social events in school, and class visitations:
- a deeper understanding of one's own cultural
heritage
- an exposure to various cultures in a respectful
manner
- an exposure to various religions in a respectful
manner
The next few can be accomplished more specifically
in social studies and history. They include:
- learning local, regional, national and global
geography
- proper study-- bringing in differing points
of view, analyzing the sources of information,
understanding the author's historical perspective
- developing rationality-- verifying facts,
contemplating pros and cons, using logic when
arriving at conclusions, weighing facts in
the light of what contributes to the greater
good
- awakened conscience-- taking action based
on your new awareness, identifying divisive
strategies, putting learning into practical
and benevolent use
Overall the curriculum in NHE schools is broader
in its scope-touching East and West, reaching
North to South. Ultimately we have seen that
children educated thus, tend to have a greater
appreciation for what they have inherited, an
open-minded respect for others, and the rational
judgment to see what improvements can be made
in our world. We would like to see all children
grow in confidence and joy, imbued with the
feeling that the struggles of all creatures
great and small are their own. This is indeed
Universalism.
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