March 2006

A regular e-zine from the British Institute of Sathya Sai Education  www.ssehv.org.uk

Welcome to the March 2006 issue.

This month:

• Human Values Games - Update
• 'Human Values' - Children's Submission
• Music in relation to Human Values
• Training Update
• Curriculum Suggestions on the value of Discernment

Please note the next issue of this Newsletter will be published in May 2006 and bi-monthly thereafter.

If you have any feedback, or would like to share your experiences of SSEHV, please write to us.

Kind Regards,
The Editor

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Human Values Games

Human Values games have been created by Dipak Fakey, who has been creating and using values games in his work with children at his Good Values Club in Leicester, and in schools and at Values Alive events throughout the UK for several years.

Currently 3 games are available. Priced at £14.99, these professionally produced games include a colourful game board, dice, counters and question and response cards designed to stimulate debate about values issues and are highly recommended.

'Choices' is a game about the decisions we face in life, in which players are asked to choose the right course of action in different circumstances and dilemmas. There are no right or wrong answers, but each choice has to be justified from a Human Values perspective in order to win points.
'Quotations' ask players to respond to quotes about Human Values in their own words.
In 'Share It Drop It', players have to choose whether a particular quality is good or bad and whether they should keep it or discard it

For more information or to purchase a game, please contact Dipak on:- goodvaluesgames@hotmail.co.uk or Telephone: +44 (0)116 222 3658.

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"Human Values" - children's submission

We were delighted to receive the following submissions from Year 6 (primary age) children giving us a 'child's eye' view of the SSEHV human values Programme and the values. Although not entirely accurate, they are reprinted below 'as submitted', as the interpretation of the values from young children is both very sweet and inspiring to read, as well as innocently truthful. Hopefully, these submissions will help to remind us all what promoting a human values programme is all about.

(Editor's note: The values being referred to as 'fruits' refer to the fruit symbols used as teaching aids in the SSEHV Programme as follows: Apple representing Truth, Strawberry representing Love, Pear representing Peace, Cherries representing Right Conduct and a bunch of Grapes representing Non-Violence. 'Circle time' refers to the Silent Sitting exercise, which is one of the key components of the Sathya Sai EHV teaching methodology).

'HUMAN VALUES'
by Christina, Age 6

"I like human values because the stories that our teacher tells us are good stories and help me to learn more about human values. I also like the quiet sitting that we do. The human values lessons are good because they are interesting and you learn about truth, peace, love, right-conduct and non-violence. They are all pictured as fruits. There's the apple, the pear, the strawberry, the cherry and the grapes.

Silent sitting is good because you get to breathe some air and enjoy the silence of the classroom. I like listening to the story of Sanji when Natalie was really kind, which title was 'Kindness'. There was a story called 'The Red Cloth' and that was about a boy who had a sister that ruined a piece of expensive cloth. It is a very good lesson to learn and I really enjoy it. I think it's the best lesson of all and I really like it. Owning up is important too. If everyone owned up to whatever they did wrong the world would be a better place to live. If everyone in the world did as they were told and told the truth the world would be very happy and no one would be sad. I like circle time too. You pass around an object and get a chance to say what you want to say. We also play games and sometimes we say what we would like to get better at. I really like circle time and you always sit in a circle. That's why its called circle time or silent sitting."

'HUMAN VALUES'
By Alice, Age 6

I like Human Values because I want to have a good life and this leads me to a good life. I also like circle time because it helps me to stay calm and hold my temper. Circle time also helps me to have a relaxing day. I also like the stories we have because there's something inside the stories, which tells me the right path to have a good life. Every time I do something bad I think about human values and don't do it. Human values are something really important but some people don't bother. Sometimes I think that some people are silly because they don't think about being good. Human values are based on fruits. I think people who learn about human values are being religious as well. As it teaches the same things that religion teaches me in our church. I really like human values so I made up a poem about it.

'HUMAN VALUES - A Poem'

Strawberries hold love,
Pears contain peace,
Grapes help you not to be violent,
Cherries lead to right conduct, which is behaviour,
Truth comes with an apple,
Do all five and you'll become a better person alive.

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Music in relation to Human Values

"We are moving after their minds and so are the other groups" - Mick Jagger, Rolling Stones

Music is an exciting genre. In order to uplift society today, we need to explore the fascinating links between music, consciousness, spirituality and society.

Whereas music has only for the last century been widely conceived as being an "intangible art form" of little objective power, this contrasts with the sheer wonder of how the ancient sages and philosophers from Egypt, India and Greece, who knew that MUSIC IS SOUND and that SOUND is a transformative force on several levels.

Sound was definitely believed to be ultimately capable of even creating and reshaping matter itself. This was because audible sound, including music, was considered to be an outpouring of a higher or Cosmic Sound, the source of all energy/matter.

It has been observed that as music changes, so too does the physical, emotional, mental and spiritual behaviour of man. The result today is that man is propelled into a higher state of consciousness.

Sound is believed to be the origin and basis of all creation. Sound is the cause, and not the effect, of all vibrations. There can be sound even without the usual mediums of air, light, water and physical matter.

A German Scientist, Dr Wilfred Krueger, brought to the attention of the scientific world , amazing similarities between the intervals of music and the structure of the atom. Sound can shape and mould our physical surroundings.

Resonance
Music is a shaping and transformative force upon our society. And that fact has serious implications. Many social trends, good or bad, begin with music. So music is not just for fun. Musicians hold a responsibility.

They sound the keynotes, as it were, to which millions of other individuals respond. Music is the language of the soul, more powerful than anything else. Music is more than just entertainment. Music is one of the most powerful forces in the shaping of our destiny and personalities.

What this basically means is that what we listen to, we accommodate and assimilate into our minds. This usually results in our acting in accordance with that state of mind. What we listen to inevitably effects our behaviour.

The negative/positive effect of music on plants, animals and humans.
Plants, animals and human beings are adversely affected by adverse types of music and positively affected by certain types of music.

• Research shows that microscopic bacteria is killed when exposed to certain types of music and actually generates faster with other types of music.
  
  
• Research shows that music has a great effect on plant life. It affects not only the external structures of the plant, but also has a definitive effect on its microscopic structure. The music of Bach has been scientifically proven to accelerate plant growth. When plants are exposed to classical music they bear big and more colourful leaves.
  
  
• The music of Mozart has also been shown to improve intelligence in children who were exposed to the composer's music in their early years - the so-called "Mozart Effect".
  
  
• In an experiment with Indian Ragas, it was noticed that the plant had an even more positive response to that of western classical music. The plant had wound itself around the speaker when the music of Ravi Shankar was played.

CONCLUSION
Music influences the culture and not the converse.

As in Music…so in Life

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CURRICULUM SUGGESTIONS on the value of Discernment

by Zita Starkie

WHOLE SCHOOL: A day could be set side as DISCERNMENT DAY. The school could prepare for the day by inviting suggestions from the pupils and the staff as to how the day could be marked. A suggestion box could be placed in a prominent place. A short brief during assembly, or from their form teacher, could inspire the children. Children could be encouraged to reflect upon the importance of making wise choices. The school could invite speakers. Suitable subjects could include drink and drug abuse, how individuals are important in the fight against Environmental Pollution, how to make a stand against the practice of bullying and how to spend free time in a positive and constructive manner. Pupils from different years could be asked to talk about the importance of being DISCERNING.

A Phoenix rising from the ashes could be used as an appropriate symbol to commemorate the day and badges could be presented to pupils who have displayed DISCERNMENT with their studies or in other areas such as positive behaviour.

ENGLISH:
At Junior level:

• SSEHV materials from the books and CDs can be used as the basis of discussion, activities and work. Lessons can be based on the following sections: Book 1, Lessons 1.5 "Love of learning", 1.17 "Right conduct" and Book 2, Lesson 2.2 "Discernment", 2.13 "Ceiling on Desires" 2.16"Selfcontrol", 2.21"Using time usefully" and 2.25 "Living without violence". The songs "I love learning" (Track 6), "Make new friends" (Track 11), "Right action song" (Track 18) and "The word is watch", can be found on CD 1. The following can be used from CD 2: "Self control" (Track 16) and "Time is always ticking by" (Track 21).
• Dipak Fakey's Human Values board -games (available from SSEHV Promotions Ltd) is also a very useful source for activities.
• Pupils could be asked to talk about the benefits of DISCERNMENT. Suggestions could be placed on a mind map/flow diagram, which can be displayed in class.
• Stories and poems could be written on the theme of DISCERNMENT. Possible titles could include, "I listened to my inner voice" and "The day I helped my parents/grandparents/friend, rather than watch TV". These could also be displayed.

At Lower Secondary level:

• SSEHV Book 3 could be used as a basis for discussion and work. In particular Lesson 3.5 " Personal Resources: Time management and cleanliness", 3.17 "Intuition", and 3.22 "Discernment".
• A play could be written as a joint class project concerning the theme of DISCERNMENT. Two contrasting families could be portrayed; one that is not DISCERNING in its life style and one that is.
• Pupils can write essays and poems related to the topic. Possible titles could include, " Don't judge a book by its cover" and " All that glitters is not gold".
• Projects could also be set on the life and works of Rudyard Kipling.
• Teachers could remind pupils that it is the quality of their work, which is important, as opposed to the number of written words.
  
  At GCSE level:
• Pupils could give a talk about DISCERNMENT. A debate could be arranged, Topics could include: "Should we be followers "and "Helping others brings more lasting happiness than videos, parties and discos ".
• Letter writing practice could involve the theme of DISCERNMENT. Pupils could be asked to write letters to invite speakers to come to the school to talk about topics such as drink and drug use, environmentally friendly products and how to spend time constructively.
• Teachers could point out that it is worth being DISCERNING by pointing out that some books on the syllabus may not, at first sight, look interesting. The teacher could encourage pupils to read with an open mind. The teacher could point out that Shakespeare, for example, may seem outdated in both language and customs, but if we look beyond the outward form we discover that he makes very profound observations about people which have relevance even today.

A number of set texts could be used to explore the theme:

• In "To Kill a Mocking bird" by Harper Lee, Atticus exercises DISCERNMENT by choosing to support the "underdog" and fight for what is right, rather than be swayed by the narrow minded prejudice of his community.
• In "Mice and Men", by John Steinbeck, Slim is very DISCERNING in his behaviour; he makes his own decisions about Lennie and George and does not follow the crowd.
• In " A View from a Bridge", by Arthur Miller Catherine understands Eddie and looks for the hidden good in him.
• Shakespeare can also be used to explore the theme of DISCERNMENT. In "The Merchant of Venice" the character of Bassanio complains that "the world is still deceived with ornament" .In "Romeo and Juliette" the lovers are not blinded by family prejudices. In "Macbeth" both Macbeth and his wife abandon DISCERNMENT when they choose to follow the path of evil.

At A/S level:

• pupils could be asked to prepare a debate for presentation to the school. Suitable titles could include, "Discernment is necessary in all things ", and " Without discernment man is lost ".
• The quotes at the beginning of this newsletter can also be used. Essays and poems can be based on the same or similar titles.

In the A/S Literature course, the theme of DISCERNMENT can be explored in different ways:

• Pupils could research the life and works of Jane Austen whose books stress the importance of going beyond pride and prejudice in our judgements.
• "Walk in the Light and Twenty - three Tales" by Leo Tolstoy is another useful source.
• In Poetry, the poems of Gerard Manley Hopkins can be used to analyse how far the poet places emphasis on being DESCRIMINATING in ones actions.

RELIGIOUS EDUCATION
Pupils could do a project based concerning having a Ceiling on Desires. They could look at ways in which money and time could be saved, health, character and relationships could be improved by the exercise of restraint and DISCERNMENT.

Pupils could look at various faiths and religions, focussing on ways in which they try to teach DISCERNMENT. Different groups could research a particular faith and then
Share their findings with others. A presentation based on these findings could be given on DISCERNMENT DAY in front of the whole school.

Pupils could also consider the reasons why many choose to live in a monasteries, convents, kibbutz, ashrams or in other communities where they feel supported in their spiritual practice. The topic of abstinence could also be explored. Pupils could consider aspects such as celibacy and not taking alcohol or drugs. The Hindu practice of Brahmacharia could also be researched.

DRAMA
At all levels, both Junior and Secondary, pupils could enact plays based on the lives of people that have demonstrated great DISCERNMENT in their work, such as. Elizabeth Fry and Mother Theresa, who saw beyond the outward appearance of the people they tried to help. Pupils could work on a play together based on the theme of Discernment. The plays could be based on the following titles: " Look before you leap", "All that glitters is not Gold" and "Don't judge a book by its cover".

PSHE
The theme of DISCERNMENT could be introduced by inviting pupils to consider whether it is important to behave in a DISCERNING manner. They could look at how they spend their time, what they say, what they watch and listen to, how they choose to spend their money and how they treat others, and what they eat and drink. A flow diagram could be constructed to display their ideas. Pupils could be asked to suggest ways in which they could become more DISCERNING. Their findings could be displayed in a prominent place on DISCERNMENT DAY. The recent chart hit song "Gold" by Beverley Knight, from the album "Who am I?" could also be discussed. The line, " Sometimes the value's cast aside by those who are unsure", could be used as a basis for discussion.

GEOGRAPHY
At Junior level, children could study ways in which trees can help to improve the environment. Suggestions could include reducing erosion of topsoil by providing a resource for education, recreation and leisure, creating a habitat for wildlife and visually improving the landscape. They could write to Future Forests to find out how they can become a "carbon neutral" citizen by planting 15 trees a year. (Future Forests, hill House, Castle Cary, Somerset, BA77JL)

At lower Secondary levels, pupils could look at the effects of indiscriminate tree cutting on the landscape and its potential threat to life, through landslips, mudslides and flooding.
At GCSE level, pupils could investigate how far man has been DISCERNING in the treatment of the planet. They could focus on the use and abuse of natural resources; looking at renewable and non-renewable resources. Suitable topics could include abuse of resources as a cause of environmental damage; the conservation and recycling for the future of the planet; the quarrying of land resources; and the management of resources as a balancing act.

At A/S and A level, pupils could focus on the sustainable use of natural resources in terms of whether people have been DISCERNING in their use of them. A suitable topic would be rainforests. Pupils could compare selected variables for the ten countries with the largest area of rainforest being destroyed. They could comment on the value of the information provided in describing the extent of deforestation in tropical countries and explain the variation between countries.

They could also investigate why the "Debt" per person poses a problem for conservation of forests. Further areas of study could include assessing the impact of deforestation on soils of the rainforest. They could describe and evaluate the feasibility of traditional subsistence agriculture and forestry as sustainable within rainforests. Finally with reference to located answers, they could give a critical analysis of the strategies used to conserve the rainforests.

HISTORY
Pupils could consider whether invaders, explorers or traders were showing DISCERNING behaviour towards the original inhabitants of the areas that they invaded. They could look at the Spanish in South America, the French and British in North America and India, The British and Boars in Africa, Hitler in Europe, the Russians in the Soviet Union, the Americans in Vietnam and the Chinese in Tibet.

At GCSE level, suitable topics could include the above.

At A/S and A levels pupils could focus on Empires, colonialism and the intervention of Super Powers in the affairs of smaller nations and countries. Pupils could look in particular at the legacy of colonialisation or intervention. In Africa, for example, Pupils could consider how far countries were artificially created with no consideration to ethnic or tribal boundaries. They could also look at the long-term effects of stripping traditional rulers of their power in terms of destabilising the large areas of the continent.

ART
At Junior and lower Secondary level, children could make collages to illustrate healthy foods. Paintings could be on the subject of "we are what we eat". They could also make posters to put up on DISCERNMENT DAY that illustrate DISCERNING behaviour.

At Secondary level visits to art galleries and local shows could help pupils to develop a broader base from which they can be DISCERNING. A project could also be set that focuses on the work of the most influential artists. Teachers could also stress the importance of being DISCERNING about suitable choice of materials, surfaces and the way that they display work.

At GCSE and AS/A levels, teachers could stress the importance of being DISCERNING in their choices of media, colour, design and composition. This could be done through researching the work of great masters such as Leonardo da Vinci. A project could be set based on the following quote:

"This gentleman has written of anatomy with such detail, showing by illustrations the limbs, muscles, nerves, veins, ligaments, intestines, and whatever there is to discuss in the bodies of men and women, in a way that has never been done by anyone else...He has also written of the nature of water, of diverse machines and of other matters, which he has set down in an infinite number of volumes (1517 The Secretary of the Cardinal of Aragon)".

Other suitable artist could include Durer and Leon Battista Alberti, (their work on perspective) and Carravaggio and Rembrandt, (their use of Chiaro Scuro) and Raphael and Michelangelo (for their understanding of tone).

DESIGN TECHNOLOGY
Pupils could be asked to design and make inspirational objects for Perseverance day. These could include badges, a school plaque (see quotes) or some other representation of DISCERNMENT through a sculpture, collage, tapestry or other medium. (See section on Art) they could look at the work of inspirational and pioneering people such as Leonardo da Vinci, who designed "aeroplanes" and submarines. They could also be asked to show DISCERNMENT in the objects that they make in terms of the choice of subject matter and the quality of the design.

At GCSE and AS/ A levels pupils could join with the physics department to design and construct solar powered items for the school.

MATHS
At Junior level children could be given a sticker when they have shown DISCERNMENT in something. These stickers could be placed on a large graph. The graph could be analysed at the end of a suitable period of time.

At Upper and Secondary levels, pupils can be asked to devise surveys concerning DISCERNMENT. These findings can be analysed as both quantitative and qualitative evidence and displayed in a prominent place of the school for DISCERNMENT DAY or longer. A variety of types of graphs can be used to display the evidence such as bar, line, flow, scatter, and pie diagrams. The survey can be conducted in the form of questionnaires.

Definitions of DISCERNMENT can be given at the top of the form (see Commentary) so that the pupils are clear about the meaning. Pupils could be asked to tick the relevant box (boxes) and write comments in appropriate places. Suitable questions could include:

• "Are you DISCERNING about what you say (i.e. never deliberately saying something that might hurt another)" always, sometimes, never, unsure
• "Are you DISCERNING about what you watch (TV, Films and Videos) as opposed to just watching anything?" Yes, no sometimes, never?
• "Do you think that it is important to be DISCERNING in how you spend your time."? Yes, no, sometimes, not sure. If you have answered yes, please explain.
• "If someone wanted you to join with them in bullying, teasing or vandalising, would you follow them?" never, sometimes, always.
• "How do you feel when you have been following your conscience rather than doing what you know is wrong?" OK, not sure, very happy, excited, proud of your self. (You may tick as many boxes as you want).
• "Why do you think that people are often not DISCERNING" do not know any better, want to impress others, cannot be bothered, have not been shown how to be discerning, do not have good role models? (You may tick as many boxes as you want).

At GCSE level the Trial an error method could be used as a way of explaining the importance of DISCERNMENT. The teacher could explain that when we learn from mistakes we are also learning to be DISCERNING. By discarding what we do not need we arrive at a final solution to the problem through the process of illumination. The teacher could draw parallels with daily life.

BIOLOGY
At Junior level children could look at the importance to health of a good diet. A chart could be made showing healthy foods, which could be displayed in the school on DISCERNMENT DAY, to encourage children to be more DISCERNING in what they eat.
At Secondary level pupils could study GM foods and their and possible effects on humans. Pupils could investigate ways in which they can offset their carbon dioxide emissions by planting, instead of cutting down, trees. For information they could write to Future Forests, Hill House, Castle Cary, Somerset BA77JL

At GCSE, the topic of DISCERNMENT could be explored through nutrition. Pupils could look at the relationship between diet and health. Suitable topics could include the health benefits of a Vegetarian diet, the role of certain foods, (such as carrots) in strengthening the cell walls as a protection against free radicals, anti-carcinogenic foods and ways of reducing cholesterol levels. (Suitable books include "The Doctor's Book of Food Remedies", by Selene Yeager ISBN1-5794-362-6, "Raw Energy" by Leslie & Susannah Kenton Century Publishing and the "Reader's Digest's Guide to Minerals and Supplements" ISBN0-276-42448-4)

At A/S and A levels pupils could look at high and low density lipoprotein in relation to Cholesterol levels, chromium for diabetes control, the health benefits of isoflavones, phenolic compounds, phytonutrients, allylic sulphides, isothiocyanates, and the importance of antioxidants such as beta-carotene, fibre in relation to preventing heart disease, constipation and cancer.

Pupils could use the Internet to also look at the fears express concerning the use of GM Crops. Suitable topics would be pollen dispersion (Prof. Jean Emberlin of the Pollen Research Unit), Horizontal Gene Transfer (Prof. Terje Travik, head of Virology, School of medicine,University of Toronto and Scientific Director at the Norwegian School of Green Ecology, Tromso,) and its impact on soils (Mr Max A , Turner, Dr Neil Macgregor of Massey University in new Zealand).

CHEMISTRY
At Secondary level pupils could be asked to consider whether the use of chemicals in the home and at school in terms of DISCERNMENT. For example, do we use bleach when we could use a natural product for disinfecting and do we use washing powders that cannot breakdown quickly instead of natural solvents? They could look at the way that chemical build up in water is environmentally harmful. Pupils could make a display to inform pupils, teachers and parents about the importance of using environmentally friendly products such as Ecover. For information pupils can write to165 Mainstreet, New Greenham Park, Berkshire RG19 6HN) and/or contact their local Friends of the Earth branch.

At GCSE level, pupils could explore the theme of DISCERNMENT in the same way as above but at greater depth. They could make a table of chemicals to show how far each one is naturally biodegradable. They could compare of plant based surfants such as ethonal and citrate.

At A/S level this theme could be explored at greater depth. Pupils could also study viscosity. The teacher could relate it to everyday life; in that the more flexible we are the more we can flow through life just as more viscous the liquid the greater the flow, even around obstacles in its path.

PHYSICS
At Junior and Lower Secondary levels the theme of DISCERNMENT can be introduced along similar environmental lines outlined in the above section on CHEMISTRY. Pupils could look at how far they are discerning in their use of electricity, transport. Pupils could explore ways in which they could be more DISCERNING. The results could be displayed on a flow diagram and displayed in a prominent place on DISCERNMENT DAY. They could launch a campaign in the school to aimed at making people more DISCERNING about the way that they use natural resources such as electricity. They could team up with the Maths department to produce a survey of pupil's attitudes to conserving energy.

At GCSE level, pupils could identify and compare the financial and environmental costs of generating electricity using fossil fuels and alternative renewable sources such as wind. They could visit an alternative centre for energy to learn more about renewable sources.

At A/S and levels, pupils could study renewable energy. They could set up feasibility study in their school as to how they could run the school on alternative energy. In co-operation with the Design Technology department, pupils could create solar powered items for the school, such as night-lights, fountains and water heaters.

MUSIC
Pupils could be encouraged to look at their taste in music and to consider whether or not they are discerning, or whether they choose music because it is fashionable. Pupils could be encouraged to critically appraise each others work in such a way that positive as well as negative feedback is given. Pupils can be encouraged to support each other more, through showing a positive interest in each others work and being more forthcoming with praise.

At GCSE and AS/A level, the theme could be introduced in the form of writing critical appraisals of musical compositions by famous composers.

LANGUAGES
At lower Secondary level pupils could be asked to enact a play based on the theme of DISCERNMENT. Key words related DISCERNMENT could be displayed in a spider diagram (see dictionary definitions at the beginning of the Newsletter.) Each child could be responsible for translating and writing up one of the related meanings.

At GCSE level, pupils could write about a time when they chose to be discerning in some way. For example in their use of time, eating habits, company, music and so forth
At A/S level, pupils could write an essay or a talk on the theme of DISCERNMENT. A suitable topic might be "Most young people today follow fashion rather than their own DISCERNMENT".

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Training Update: 2006

All SSEHV courses are free to attend, although a refundable deposit of £10 may be required at registration (this is to cover photocopying costs of the extensive handouts provided at the course for you to keep). Details of all our training courses, together with contact information and dates can be found on our website at www.ssehv.org.uk, in the Training section.

Forthcoming SSEHV courses are:

Maidstone-Kent, Foundation Course - Contact: Selvum Padiachey
Easter Intensive, 1st - 9 April

Leicester - Values in Parenting Course - Contact: Michele White
2nd April, 23 April, 7 May and 21st May

Leicester - Foundation Course - Contact: Michele White
23 - 26 July and 30 July -1st August

Pinner - Middlesex, Foundation Course - Contact: Pamela Nash
August Intensive, 30 July - 6 August

Cynwyl - Carmarthen, Foundation Course - Contact: Pamela Nash
August Intensive, 21st - 26 August

If there is no course scheduled in your area but you would like there to be one, this can be organised, as long as there are a minimum of ten people who would like to attend. Please contact Pamela Nash for more information.

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