The Sacred In Science
Intended audience: Teachers, Pre-service Teachers, Curriculum and Instruction, Education
Instructor: Dr. John Bickart
Description of the Workshop
This course can be taken as a whole or as separate sessions. Each of the six sessions contain practical science lessons. They deal in common experiences, yet each seeks to express something motivating. How do you know when you are teaching in a sacred, spiritual way? It's really quite simple. First, know that you are already a good teacher. Second, look for chances to learn from your students, so that they can see your gratitude for them. If once in a while you get inspired and have fun with your students, then you are already celebrating the sacred in science.
The overview can be given as a talk by itself.
Session 1 - Light
The Rainbow, Earth and Fire, Colors in the Sun and Sky, Mixing Colors
Session 2 - Heat
Fire and Metal, Our Breath and Bubbles, Hot Water and Ice, Growing and Eating and Burning and Composting
Session 3 - Motion
Falling and Swinging, Gravity and The Pendulum, Lifting and Jumping and Flying
Session 4 - Sound
Music of the Birds and Wind, Listening to the Woods, Sympathetic Vibration
Session 5 - Electricity & Magnetism
The Earth's EM Field, Lightning, BioMagnetism, Natural Friction and Sparks, Current, Technology
Session 6 - The Physical and Spiritual Nature of Science
Matter, Relativity, and Quantum Mechanics
Bio for The Sacred in Science Workshops
The sacred or spiritual in my life … what does that mean? I think it means looking at nature and seeing what is fun or inspiring or beautiful for me. You know – whatever engenders wonder and awe, as we experienced when we were children. I think being sacred is simply being present, observing, and enjoying. I’ve taught children in private and public schools, and adults in corporations and in state prisons. What they have taught me about the sacred can be summed up in three sentences ...
In teaching a student, you, yourself must continually learn new things from everything around you, including your student; but to continually learn, you must lead your thinking with observation.
“If children grew up according to early indications, we should have nothing but geniuses.” (Johan Wolfgang von Goethe, 2016/1882)
“The simple reason why the majority of scientists are not creative is not because they don't know how to think; but because they don't know how to stop thinking.” (Tolle, 2011)