What is teaching without thinking?
Administrator Rusbiz Portal
l January 25 2006 l Viewings: 6223
By Joan Marques
For most of us, the phenomenon “teacher” is limited to designated educational environments: we attend schools at various levels, and experience lecturers of divergent qualities and in diverse areas, whom we nonchalantly generalize under the name “teachers.”
However, perceiving teachers outside the educational environment is usually not something one regularly does. It usually takes a well-covered part of the road to maturity for most of us to comprehend that every circumstance, person, or encounter of any other nature we have, should be seen as a teacher in our life. Yet, it is a plain and simple truth: We learn from all sources we meet, everyday anew. And, while we clearly define some of these sources as teachers, we choose to label others as “nuisances”, “misfortunes” , “pure luck”, “coincidences”, or anything else. Still, they, too, are our teachers: all those situations, people, and other phenomena we come across on our way to increased insight in our purpose in life. It is therefore unfortunate enough that the very awareness of our teachers being all around us all the time does not cross too many minds in today’s world. If this awareness had been established broadly, the world would have obviously been a much more peaceful, intertwined, and reciprocally respectful place to dwell.
That being said, it is even more unfortunate to conclude that there seem to be even fewer minds that, once having realized and accepted the concept of continuously meeting teachers, finally advance to the most crucial state; the most challenging awareness, and perhaps one of the most lonely moments, which is, the emergence of the realization that, at a certain point, teaching evolves to a different level, and thinking starts. The foundation of this insight is that teaching generally means absorbing, and mere absorbing can only happen so long. There comes a time in the life of every deliberate seeker that the absorbed must be digested; the taught must be thought through; the teaching must be enhanced by thinking; and perceptions must become one’s own instead of one’s teachers’.
It is from then on that the learner metamorphoses into a thinker, and starts perceiving life, matters, people, and things, as factors that should be accepted as irrefutable parts of the universe of which one is just as much an element as them. It is from then on, too, that the acceptance of good and bad, dark and light, and elation and devastation, as indisputable counterparts of one another, takes place. And thus comes peace of mind with the knowledge that some things will always be, and that one cannot be without the other. It is also from then on that the seeking, imitating, hating, worrying, hurrying, and mirroring in the strife of comparison with others ends, and that reflection with the self begins. It is then, thus, that the need to live up to any standard disappears, the final contentment with one’s being emerges, and the salvation of a life is established.
About the author:
Joan Marques emigrated from Suriname, South America, to California, U.S., in 1998. She holds a doctorate in Organizational Leadership, a Master's in Business Administration, and is currently a university instructor in Business and Management in Burbank, California. Look for her books "Empowe the Leader in You" and "The Global Village" in bookstores online or on her
Article source: http://library.rusbiz.com
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