Sacred Economics by Charles Eisenstein | You’re at Your Best – Doing What You Love

Charles Eisenstein, I discovered through a Facebook group initially, “The More Beautiful World”, that our Hearts Know is Possible.

He created a short film to introduce the concepts of his book, through the direction and production of Ian MacKenzie

Sacred Economics with Charles Eisenstein 2019 remix

Sacred Economics with Charles Eisenstein 2019 remix

“Sacred Economics traces the history of money from ancient gift economies to modern capitalism, revealing how the money system has contributed to alienation, competition, and scarcity, destroyed community, and necessitated endless growth. As we imagine new ways of interacting with one another and with all life on the planet, we may find great opportunity to transition to a more connected, ecological, and sustainable way of being.

Sacred Economics with Charles Eisenstein is a book he wrote.
Here’s where you can learn more about Sacred Economics and purchase the book.

Sacred Economics book with Charles Eisenstein

 

 

 

Why is there a biodiversity crisis? Why are we drilling for more oil?…Many questions that you ask about the world come down after several layers of why, to the answer of money.

You can read the pdf file online, http://sacred-economics.com/read-online/ translated into 12 languages

This new narrative of sacred economics, shifts the individual to following what they inherently love doing and do best, so that rather than feeling incapable of pursuing what they love to do because of the lack of economic support, they are free to do just that. This is why I’ve incorporated the message of Joseph Campbell, a

The writer Joseph Campbell coined the term Follow Your Bliss.

The Power of Myth is the full transcript of 24 hours of interviews by Bill Moyers of Joseph Campbell

Great advice from Joseph Campbell – Follow Your Bliss

“Campbell saw as the greatest human transgression “the sin of inadvertence, of not being alert, not quite awake.”

 

You’re at Your Best – Doing What You Love

 >Make Your Play Your Work, and York Work Your Play<

His introductory short film ‘Sacred Economics with Charles Eisenstein 2019 remix‘, directed by Ian MacKenzie reveals a lot of information about quite a different narrative of perceiving and feeling about the natural world.

Sacred Economics with Charles Eisenstein 2019 remix directed by Ian MacKenzie

Charles Eisenstein’s book Sacred Economics. Is what he’s come to offer to the world as his gift, realizing that by following the truth and what is in our hearts, this concept will really take on a life of its own and spread physically, as more people become aware of it. Like reaching a critical mass, we can adopt it as a new universal way of looking at our world and our place in it. He talks of the money economy that we have been in, as both the source and the symptom, of an old narrative that has had to do with continually wanting and needing to take things that were once free and plentiful in nature and shared between people as gifts, and turned these into goods and services that we then sell back to one another.

Charles talks of the planet as a living being whose organs and tissues are all the natural systems and biomass; of the different natural waterways, forests, coral reefs, watersheds, elephants, bears, wolfs, butterflies and insects are all part of the planet and its health. The health of humanity and all creatures depends on the health and balance of all of these systems of life.

Here’s an interview of Charles Eisenstein by Russell Brand. Video · Climate Change – What’s The Whole Truth? | Russell Brand & Charles Eisenstein

Climate Change What is the Whole Truth Charles Eisenstein interview by Russell Brand

Charles Eisenstein who’s written a book on the subject, says that in the traditional sense, people are reducing all problems of the Earth from an environmental perspective to climate change.

Within it Charles talks of the living earth narrative.

In it Charles mentions that we are not recognizing the earth as a living being, with its tissues and organs equivalents to forests, grasslands, coral reefs, elephants, birds…He mentions that only talking about the environment and carbon output, is reduces the problems to one thing, CO2 levels, and completely ignores all the other different factors that are part of this massive ecocide (mass extinction) by reducing things only to numbers.

Sacred Economics with Charles Eisenstein 2019 remix

Sacred Economics traces the history of money from ancient gift economies to modern capitalism

 

 

Thanks for reading.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Carol Keiter aka nomadbeatz welcomes donations for her writing, photography, illustrations, eBook & music composition

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Joel Sartore photo ark picture and the blogger, Carol Keiter

Body and the Brain | Expeditionary Learning | Montessori ‘Hands-on’ Learning

Back when I was on my way hitchhiking to San Francisco in 2012, I encountered some teachers who had just attended a conference on the subject of Expeditionary Learning. I wrote about it. https://carolkeiter.wordpress.com/2012/05/17/hitchabout-san-francisco_expeditionary_learning/

Several days ago the subject of Montessori schools and hands-on learning popped up. I had to investigate if these are in fact, two ways of saying the same thing. I have a feeling that they are. Well, ‘jein’ as a German would say, ja und nein (yes and no) together! They are and they aren’t the same. They are two distinct schools of learning, yet, quite parallel and sort of extensions or facets of one another – in that they are each rigorously proponents of hands-on, getting intimately involved in the entire scope of learning about a subject, interdisciplinary and relying on your own curiosity to motivate you to further investigation. Both involve exploring cooperatively as a group and diving into the whole scope, rather than slicing off disparate parts.

what is Expeditionary Learning?

The area of study is called embodied learning.

As young children move and explore their worlds, they are learning through touch. Early bimanual training correlates with the robustness of the corpus callosum, a part of the brain that facilitates quick communication between the left and right brain hemispheres.

 

 

Just as body movement and involvement can have a huge impact on learning, so too can the spaces where we learn.

 

Corpus Callosum neural fibers connecting two cerebral hemispheres of the brain

Mind Shift – Why Kids Need to Move, Touch and Experience to Learn

 

 

This article featured on KQED news written by Katrina Schwartz March 26th, 2015 “Why Kids Need to Move, Touch and Experience to Learn” describes how Maria Montessori, founder of Montessori Schools, highlighted the connection between minds and bodies in her 1936 book The Secret of Childhood “Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside.

 

 

Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.”

Maria Montessori was best known for her philosophy of education that bears her name. It is an educational approach based on the model of human development.

I see that yes, Expeditionary Learning is an extension of what the Montessori school education is for children at a younger age. The Montessori Method are classes which consist of children of different ages together in what resembles more of a real world environment. The younger children (age 3 to 5) focus their ‘work’ on materials that develop cognition through seeing, tasting, smelling and touch through direct experience. Elementary-age children in the upper grades shift away from the concrete (sensory) to focus more on abstract tasks. The materials and curriculum are inter-disciplinary, and children begin to apply their knowledge to the real world. For example, students may study a map of Europe, and not only learn about it in terms of geography, but also incorporate learning about art and history of the continent; a process which allows the topic to be studied from the whole, not merely discrete separate parts.

http://en.wikipedia.org/wiki/Expeditionary_learning_schools (ELS) are models of comprehensive school reform based on the educational ideas of German educator Kurt Hahn, the founder of Outward Bound. There are more than 150 expeditionary learning schools in 30 states and the District of Columbia. They are exemplified by project-based learning expeditions, where students engage in interdisciplinary, in-depth study of compelling topics, in groups and in their community in which the students become involved with real topics, in real communities, involving the various different subjects that otherwise would be isolated and sliced out of the entire picture. The emphasis is on people working together and involvement in the whole picture.

History class ELS NY students create projects suggested by their own curiosity

Open World Learning http://open.spps.org/expeditionary_learning informs us that Expeditionary Learning is built on ten design principles that reflect the educational values and beliefs of Outward Bound. These principles also reflect the design’s connection to other related thinking about teaching, learning, and the culture of schools.

1. Primacy of self-discovery – Learning happens best with emotion, challenges and support…students undertake tasks that require perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement. A teacher’s primary task is to help students overcome their fears and discover they can do more than they think they can.

2. Having wonderful ideas – Fostering curiosity about the world and giving students something important to think about, experiment and make sense of what they are observing.

3. Responsibility for Learning – Learning is both a personal process of discovery and social activity. It encourages both children and adults to become increasingly responsible for directing their own personal and collective learning.

4. Empathy and Caring – Students’ and teachers’ ideas are respected and where there’s mutual trust. Out of the hierarchy, into having an adult being an advocate and older students mentoring younger ones.

5. Success and Failure – Students need to be successful to build confidence and the capacity to take risks and meet increasingly difficult challenges. Yet students must learn from their failures and learn how to turn obstacles into opportunities.

6. Collaboration and Competition – Students are encouraged to compete against their personal best, not against each other. Individual and group development are encouraged and integrated towards valuing friendship, trust and group action.

7. Diversity and Inclusion – Students investigate and value their different histories and talents as well as those of other communities and cultures. They recognize that diversity and inclusion increase the richness of ideas, creative thinking and problem solving.

8. Natural World – A direct and respectful relationship with the natural world refreshes the human spirit and teaches the important ideas of recurring cycles and cause and effect. Students learn to become stewards of the earth and of future generations.

9. Solitude and Reflection – Students and teachers need time alone to explore their own thoughts, make their own connections and foster their own ideas and thinking, They can then exchange these reflections with others.

10. Service and Compassion – We are crew, not passengers. Students and teachers are strengthened by acts of consequential service to others, and one of an Expeditionary Learning school’s primary functions is to prepare students with the attitudes and skills to learn from and be of service.