Playful Education in a Playful Universe Prashant Olalekar
Total Page：16
File Type：pdf, Size：1020Kb
PLAYFUL EDUCATION IN A PLAYFUL UNIVERSE Prashant Olalekar he testimony of a college student in our Honours course, T‘Awakening to Cosmic Compassion’, gives an idea of the impact that movement and embodied meditation can make on learning.1 The ‘Poem of the Atoms’ by Rumi sent me into a state of ecstatic joy. I felt like dancing to celebrate my connection with the universe. During the meditation I could feel vibrations in my hands and my arms. I could imagine the earth rotating as we lay prostrate. When I rolled over on my back I could take in every feeling. Then I imagined the Sacred Mystery coming above me like a cloud riding on the wind… I felt the connection to the universe deep inside my bones… During the ACC course, I danced with freedom, with openness and vulnerability… I think the dancing was a kind of healing, like a final release. I have just never danced this way before! To let go of every inhibition, every fear, to 1 This was one of the ACC Honours courses co-facilitated in September 2016 by the team of the Department of Interreligious Studies (DIRS), St. Xavier’s College, Mumbai consisting of Orla O’Reilly Hazra, PhD, Candice Menezes, MASW, MPhil, and Prashant Olalekar, SJ, PhD. Besides the usual academic courses there are special Honours courses in which there is scope for innovation with exposures, creative assignments etc. A credit is given for 15 hours of work. 148 Big History and Universal Consciousness reveal myself finally, to breathe as the real me, to move as the real me – What a blessing!2 Need for a Revolution in Education Sir Ken Robinson, in his Ted Talk, ‘Do Schools Kill Creativity?’, makes a provocative observation: ‘There isn’t an education system on the planet that teaches dance every day to children the way we teach them mathematics’!3 Most education focuses on academic topics that strengthen the dominant left brain with subjects and skills that are job-oriented. This is a worldwide pattern. The arts (dance, drama, music and painting) are given secondary importance and are usually included as optional, extra- curricular activities. The major concern of most students today is to get good results in their exams, which serve as a passport to a job that will give them money, status and power in society. Despite all efforts at reform, we still find ourselves trapped in an antiquated education system that is preoccupied with amassing information, rather than stimulating discovery and triggering transformation. How long do we continue with making just small adjustments to a system that we have inherited from the time of the Industrial Revolution? These reforms only succeed in effecting some cosmetic changes to a system that is deeply entrenched ‘in the box’. The rapid pace of change in the 21st century calls for thinking outside of the box. Something more radical is demanded and nothing short of a revolution will suffice. Playful Universe What can we learn from observation of the universe, which is our primary educator, according to the late Thomas Berry, the renowned cosmologist and geologian. Dance is inbuilt in the universe. Who is not fascinated by the dance of dolphins and peacocks, the birds and the butterflies, the fish and the snakes? The blooming and blossoming of flowers display a unique dance of their own. We nonchalantly speak of dancing waves and leaves dancing in the wind. In many Indian 2 Riya Sawant, What a Blessing, Assignment, ACC Honours Course 2016, St. Xavier’s College, Mumbai. 3 Ken Robinson, ‘Do Schools Kill Creativity?’, TED Talk, February 2006, <https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity>, accessed 24 May 2017. Big History and Universal Consciousness 149 communities, as in tribal cultures, there is a dance for every important occasion like birth, death, and weddings. Religious and cultural festivals are often linked with the rhythms of nature. The whole of creation is connected with this fascinating dance. Dance reminds us that we are part of a playful universe that is constantly in motion. Play, which includes dance, is all-pervasive in nature. Steve Keil, an advocate for transformative play, states: ‘Evolution has selected, over millions and billions of years, for play in animals and in humans’.4 Ants and elephants play; so do rats and cats, dogs and bears. Play is innate in children. We are hardwired to play from childhood to old age. Stuart Brown, a noted researcher on play, claims that humans are ‘the most youthful, the most flexible, the most plastic of all creatures’.5 From the atoms in our bodies to the stars in the galaxies everything is in constant motion, everything is involved in a cosmic dance. Does it not seem quite crazy that in a playful universe that is vibrant with motion, for most of the time students are stuck immobile behind desks passively listening to teachers transmitting information? The teachers have a hard time to keep up the flagging interest of passive students. There is hardly any play, dance or movement in the normal classroom, with not much scope to discover and innovate. Students have a lot of fun when they feed their hunger for the arts in the various cultural programmes that nurture the right brain. There is much informal learning too that takes place in extracurricular activities and exposure visits. God at Play The extent to which God and dance have been divorced from each other can be gauged by the comment of atheistic philosopher Friedrich Nietzsche who declared: ‘I would believe only in a God that knows how to dance’.6 In the Indian tradition, the creation myths depict God 4 Steve Keil, A Play Manifesto: Steve Keil at TEDxBG, on YouTube, <www. youtube.com/watch?v=6SZFY47aIog>, accessed 25 April 2017. 5 Stuart Brown, ‘Play is More than Fun’, TED Talk, on YouTube, 12 March 2009, <www.youtube.com/watch?v=HHwXlcHcTHc>, accessed 28 April 2017. 6 Friedrich Nietzshe, ‘Quotes’, <https://www.goodreads.com/author/ quotes/1938>, accessed 20 April 2017. 150 Big History and Universal Consciousness in motion. Shiva or Nataraja, the Cosmic Dancer, who is considered to be the source of all movement in the universe, revels in the ecstatic dance of creation, preservation, and dissolution.7 We also have the multifaceted Krishna, as the uninhibited child, the playful prankster, the elegant dancer, and the captivating flute-player for whom life is leela (divine play) in the universe – the playground of life.8 This is a compelling reminder that life is playful and joyful. The Sufi poet Hafiz has an enchanting poem, ‘God Knows Only Four Words’, which concludes with the startling invitation: ‘Come dance with me’.9 Fritjof Capra, the celebrated quantum physicist, shows that modern physics and traditional Eastern mysticism concur on the reality of cosmic dance. Modern physics has shown us that movement and rhythm are essential properties of matter; that all matter, whether here on earth or in outer space, is involved in a continual cosmic dance. The Eastern mystics have a dynamic view of the universe similar to that of modern physics, and consequently it is not surprising that they too, have used the image of the dance to convey their intuition of nature.10 7 For a popular presentation of this imagery, see ‘The Meaning of Shiva’s Cosmic Dance (Nataraja)’ at <http://experiencehinduism.com/interesting-stories/ nataraja-shiva-cosmic-dance-meaning>, accessed 16 May 2017. 8 Sadhguru, ‘The Essence of Leela: Devotion and Playfulness’, <http://isha. sadhguru.org/blog/yogameditation/history-of-yoga/essence-of-leela-devotion-and- playfulness/>, accessed 17 April 2017. 9 Hafiz, ‘God Knows Only Four Words’, Goodreads at <http://www.goodreads. com/quotes/974210-every-child-has-known-god-not-the-god-of-names>, accessed 10 May 2017. 10 Fritjof Capra, The Tao of Physics, New York: Bantam Books, 1984, pp. 228– 229. Big History and Universal Consciousness 151 Image 1: Nataraja, the Cosmic Dancer, source of movement in the universe. Bronze statue, Tamil Nadu, India, 11th century CE, Guimet Museum, Paris, France. Wikimedia Commons, <https://commons.wikimedia.org/wiki/ File%3AShiva_Nataraja_Mus%C3%A9e_Guimet_25971.jpg>. Many are not aware that, in Christianity, the Greek term, perichoresis (peri meaning ‘around’ and chorea meaning ‘dance’), has been used to symbolize the intimate dance of the Trinity, into which human beings are invited to join.11 Church tradition has been so caught up with heady philosophical speculation that this embodied trinitarian image used by the early Church Fathers has not been popularized. Jesus, who is usually presented as a serious person, uses the playful pedagogy of the parables to educate his disciples. The fact that children were attracted to him is a concrete sign of his warm and spontaneous personality. In the post- Resurrection narratives, one notices Jesus mischievously playing hide- and-seek with Mary Magdalene and his disciples, who fail to recognize him. The 13th century Rhineland mystic, Meister Eckhart, who was censured for his radical ideas, once preached a sermon with an unusual 11 John English, ‘Dialoguing With The Dance of Creation’, The Way, vol. 43, no. 1, January 2004, p. 20. For a more popular discussion of perichoresis, see Curtis Thompson, ‘Perichoresis: The Dance of God’ at <http://churchintoronto.blogspot. in/2012/05/perichoresis-dance-of-god.html#!/2012/05/perichoresis-dance-of-god. html>, accessed 24 May 2017. 152 Big History and Universal Consciousness title, ‘God Laughs and Plays’. He shared this rare insight of a humorous God: ‘My Lord told me a joke. And seeing Him laugh has done more for me than any scripture I will ever read’.12 After reading this quote, I googled ‘God and laughter’ but was shocked to find a YouTube video of demonic laughter.