Since I live in the West and I was raised in the culture of Western Civilization, my spiritual journey has been turbulent. Struggling with the doctrines of Christianity and the lack of a female counterpart to the male God, I have battled the fear, guilt, shame and rejection that have been part of my experience of this religion. When I reached my spiritual bottom, I decided to leave Christianity, not knowing what I was going to do with the love I had for God and the desire I had to heal and love my world. I have always had a deep love and respect for the natural world. Eventually finding the Earth paths of Wicca and Native American spirituality, I was opened to learning more about what spirituality meant to me. I was able to reconnect to nature and to connect to spirit in a new way. Everglades University also gave me the opportunity to explore Chinese and Indian medicine systems and what principles they were founded upon. Our text has also given some insight into these spiritual and philosophical approaches to life.
One of the things that was troublesome to me was how Western religions tended to take a piece of the truth and run with it as if it were the whole truth. I have seen this done over and over. When embracing new Eastern understandings, this has also been the case. I went to Bible school for 3.5 years and learned how to research the meanings in the Bible. Most of the time, I was finding out that many of the things I thought meant one thing were not true, but meant something much different. To gain an understanding of the meanings of things usually meant that I had to first understand the context of the information, the culture in which it was expressed, the time it was expressed in and the person who was saying it. Unless one is able to study the Eastern religions and understand context, it is difficult to gain the full meanings of things. Many get an insight and forget that it is in a context of understanding. They run off with it as if it is the whole “cookie” when it is only a crumb from the whole “cookie”!
The wisdom of the Eastern religions touches the spirit where it is hungry and awakens a part of us that has been asleep: that part that connects to the earth and the spirit, the ancient understandings that are part of our unconscious memory of our past lives. I think that is why the impact that Wicca and Native American spirituality had on me was so profound. It touched my ancient self. This continues to be why the teachings of ancient India and ancient China also have great influence on my developing spirituality.
In not associating this wisdom with our Western religions, which are very different, we tend to think that we are leaving the God we have known and sinning. I was taught that Eastern religions were demonic, as was any religion outside of Christianity. This was not true. I found that the Eastern understandings of spirituality opened me up to a larger, loving Creator that was pure divine and pure love. The use of a monotheistic religion, in this case Christianity, had limited me and had kept me in a narrow way of thinking about my world and myself. Its understanding of God, sin, etc. had caused me much spiritual pain and damage. For me, it was not where I belonged.
Quantum thought embraces the understanding that all things are sacred, that the divine is present in all of creation and that we are all one in it, as does Hindu and Chinese religions. The teachings of Indian and Chinese spirituality give us a freedom and a responsibility toward ourselves and our world in joy and love for them. We are all connected. This understanding that all things in the natural world are divinely infused, gives us a sense of reverence for the Earth and each other. As you draw closer to this understanding, it makes the walls and the negative emotions fall away and you can enter into a harmonious relationship with the natural world, each other, yourself and all of creation. I see all humanity, the natural world and all its inhabitants as one family on Earth. Seeing the divine nature in everything compels us to respect all that has been created. Love becomes the main thing in our relationship with our world. We begin to see that all the sorrow and suffering is because there are those who do not know who they are or why they are here and, many times, do not want to know. Greed has motivated many of the sufferings of our world.
The Hindu medical system, which embraced spirituality as part of our health, is perhaps one of the oldest in the world. Studying it has shown me how advanced human kind was in those ancient times. The divine that is described is incredible and seems to validate all that we know in science and spiritual reality. The religious aspects give deep spiritual food to the soul and the spirit.
Wicca gave me the Goddess to relate to and she helped to heal my negative feelings about being female. This path has empowered me and brought me to a place where I could appreciate the divine principle of Eastern thought. The Native American spiritual understandings brought the reverence of nature and each other as all things are of spirit. Both of these paths are part of my spirituality and the Eastern concept of spirituality had deepened and enriched my spirituality. In adding spiritual knowledge to my life, being eclectic, I have become more balanced, open and compassionate.
The polytheistic understanding appears to be a “forerunner”, concept or form before gaining the knowledge that Spirit is in all things and is the Divine Principle. In a way, polytheism fragments the unity of the divine into persona that hold different aspects, abilities and relationships to each other and the world. It does not see the divine principle as permeating the created universe. Both pantheistic and monotheistic understandings are limiting to my mind because there is even a bigger more encompassing understanding in the Eastern thought of the Divine principle, which is in all things.
I like to view the different gods and goddesses as aspects of Creator or spirit beings that have specific abilities to help human beings in this "boot camp" of spiritual development.I often ask different spirit beings for help. It is amazing how you get answers from the spirit no matter who you address for help! It certainly blew my mind when I sang to the goddess and found a new level of the presence of spirit, both God and Goddess and a more clearer sense of the reality of Spirit. It has been interesting outside the Christian boundaries which held me captive for so long. I am much happier and I find that learning about the past really does give you new perspective on the present. Maybe the future can be different. Hinduism offers many insights that have been lost to Western thought. I feel grateful that I have been exposed to them and now will have the opportunity to explore this knowledge without fear, guilt, shame or any other negative emotions. Knowledge is power because ideas are revolutionary and that is probably why religions do not like their members to look too much in other directions. This is what the taboos are about, keeping ideas from making the people wise and leaving the fold. I think they forgot that our spirituality is as individual as each human being is because we each must find our own unique connection and purpose in love.
The ancient wisdom of India has had a profound and significant influence on my view of spirituality and of the natural world. Together, the spiritual paths I have embraced have given me the knowledge that we need to care for our Earth, care for and love all that lives on the Earth and, as healers, give healing to all that suffers. We are indeed one family!
Friday, November 21, 2008
My plan to be successful in this Humanities online classe
1. Have a good attitude. A positive, joyful attitude is perhaps the greatest tool in my tool chest! I do not like studying history. I have to take this class to earn my AA degree and to go on to my BA degree at UCF. I would have avoided all these types of courses if it was at all possible. This course was the best of the choices I had. OK, my feelings really don’t matter! The most important thing I can do is to change my attitude toward the subject matter and adopt a good attitude toward it, purposing to enjoy it, to get all I can from it and to do my best. Without this attitude adjustment, the only hope I have is dropping the course and being stuck until I got over myself!!! That is simply not an option. There are three important things a good attitude will afford me:
a. A good report with my instructor and my classmates. This is a vital ingredient to developing an enjoyable experience. You have to be available to enjoy it or you lose out on the benefits possible from these interactions. No one wants to be around someone with a bad attitude. Being others centered instead of self centered is the most meaningful skill in this section. Offering support and being interested in others is what makes a team player. One who is available to work with others with a positive outcome in mind brings an element of joy to the work place.
b. An open mind to the material presented. With a positive open mind, I can be available to learning about the past, the history of mankind, and gaining an understanding of many details which offer insight into where we might be heading and why. I can address questions about our values, our norms, our practices and the attitudes of human kind toward each other and our world. What can this course offer me and how can I learn the most valuable lessons it opens up to me? Many questions can be formed in the mind that might cause reevaluation of what exists now and how we can make a good future full of hope and richness. An open mind lets in the knowledge, which can change the world!
c. A new inquisitiveness that would not exist if I allowed my past feelings to control how I enter into this class and how I move through it. If inquisitiveness, curiosity, attending to the work and learning what is presented is cultivated, the results are far superior to one who just plans to get through it because it is devalued and disliked in their mind for whatever reasons. Old beliefs and habits that don’t serve me must be eliminated and replaced with one’s that do. At this time in my life, some measure of maturity affords me to take a second look at this subject and leave my distaste and avoidance of it behind. It allows me to have a chat with my inner child and come to a decision that is going to afford me to grow in understanding of myself, others and my world. Hurrah!
2. Show up. Be present to the class, attend to the work, do the best you can, participate. There are always pleasant surprises if you make yourself available. Also, you will know what is going on!
3. Do the work on time and to the best of your ability. Teachers appreciate students who give a good effort. They appreciate a student who shows interest, even if the subject isn’t your first love! People like to help others who are genuinely trying and seeking to learn.
4. Plan for the A. Develop study skills, explore them and find out which ones work for you. Practice them and get really good at them. Each of us has our own unique way of learning. Find yours! How do you learn best? How can you broaden your learning assets? How many ways can you take in information and how many different styles can you adapt to?
Also, develop interpersonal skills and life skills. If you don’t know what they are, find out. Pay attention to the soft skills because your future depends on your ability to be a team player, a mutual partner and a positive part of all you do. No one wants to be with a "wet blanket" or a hostile, moody or temperamental co-worker or partner. Be available by practicing the skills that make life meaning full, fun and productive.
If you don’t know what these soft skills are, take the course offered at BCC called Success Strategies for Life and College. It is indeed an amazing course. Another course that I found extremely helpful in this area was a Psychology course called "Human Development". It is loaded with concise information on interpersonal and life skills and has many success strategies. Both of these courses have left me with resources to continue to improve my soft skills. And, if you are bold, a speech class or Toastmaster’s International (to develop speaking skills) will greatly enhance your confidence and skills in the workplace.
5. Follow the syllabus, outline of the course or other information about the course and plan your time using time management skills. Starting early rather than later is always a great choice. Discover what time management skills are and how to use them. It will change the way you live. Always ask for help well in advance of due dates! Giving yourself time allows you to give more time to do the tasks, enables you to do a better job on the assignments and allows you to get help early if necessary. Planning for success is great for the self worth and the confidence levels of anyone who chooses to do the extra work it entails.
a. A good report with my instructor and my classmates. This is a vital ingredient to developing an enjoyable experience. You have to be available to enjoy it or you lose out on the benefits possible from these interactions. No one wants to be around someone with a bad attitude. Being others centered instead of self centered is the most meaningful skill in this section. Offering support and being interested in others is what makes a team player. One who is available to work with others with a positive outcome in mind brings an element of joy to the work place.
b. An open mind to the material presented. With a positive open mind, I can be available to learning about the past, the history of mankind, and gaining an understanding of many details which offer insight into where we might be heading and why. I can address questions about our values, our norms, our practices and the attitudes of human kind toward each other and our world. What can this course offer me and how can I learn the most valuable lessons it opens up to me? Many questions can be formed in the mind that might cause reevaluation of what exists now and how we can make a good future full of hope and richness. An open mind lets in the knowledge, which can change the world!
c. A new inquisitiveness that would not exist if I allowed my past feelings to control how I enter into this class and how I move through it. If inquisitiveness, curiosity, attending to the work and learning what is presented is cultivated, the results are far superior to one who just plans to get through it because it is devalued and disliked in their mind for whatever reasons. Old beliefs and habits that don’t serve me must be eliminated and replaced with one’s that do. At this time in my life, some measure of maturity affords me to take a second look at this subject and leave my distaste and avoidance of it behind. It allows me to have a chat with my inner child and come to a decision that is going to afford me to grow in understanding of myself, others and my world. Hurrah!
2. Show up. Be present to the class, attend to the work, do the best you can, participate. There are always pleasant surprises if you make yourself available. Also, you will know what is going on!
3. Do the work on time and to the best of your ability. Teachers appreciate students who give a good effort. They appreciate a student who shows interest, even if the subject isn’t your first love! People like to help others who are genuinely trying and seeking to learn.
4. Plan for the A. Develop study skills, explore them and find out which ones work for you. Practice them and get really good at them. Each of us has our own unique way of learning. Find yours! How do you learn best? How can you broaden your learning assets? How many ways can you take in information and how many different styles can you adapt to?
Also, develop interpersonal skills and life skills. If you don’t know what they are, find out. Pay attention to the soft skills because your future depends on your ability to be a team player, a mutual partner and a positive part of all you do. No one wants to be with a "wet blanket" or a hostile, moody or temperamental co-worker or partner. Be available by practicing the skills that make life meaning full, fun and productive.
If you don’t know what these soft skills are, take the course offered at BCC called Success Strategies for Life and College. It is indeed an amazing course. Another course that I found extremely helpful in this area was a Psychology course called "Human Development". It is loaded with concise information on interpersonal and life skills and has many success strategies. Both of these courses have left me with resources to continue to improve my soft skills. And, if you are bold, a speech class or Toastmaster’s International (to develop speaking skills) will greatly enhance your confidence and skills in the workplace.
5. Follow the syllabus, outline of the course or other information about the course and plan your time using time management skills. Starting early rather than later is always a great choice. Discover what time management skills are and how to use them. It will change the way you live. Always ask for help well in advance of due dates! Giving yourself time allows you to give more time to do the tasks, enables you to do a better job on the assignments and allows you to get help early if necessary. Planning for success is great for the self worth and the confidence levels of anyone who chooses to do the extra work it entails.
Apollo Belvedere, Essence of a God
The free-standing sculpture of the Apollo Belvedere perfected the earlier Hellenistic Apollo, “Spear Bearer”. Early Hellenistic art provided a basis for the later developments of realistic detail in the new animated, sensual art forms of the later Hellenistic era” (Fiero p. 125). The statue reveals personality with subtle humanness. He appears idealistically god-like and bigger than life. The high degree of realism makes Apollo seem almost alive.
The deep folds in the cape draped upon Apollo’s arm and neck and the deep carving of his hair into bold curls, makes the dark and light stand out strikingly against the rest of the smooth body of Apollo, drawing your eye to run immediately to the face of Apollo. Once there, one studies his face and wonders, “What is he thinking or intending?” His personality and emotion “exhibit the shift from Classical limits to emphasis on personal emotion and individual personality” (Fiero p. 125). The idea that he is self-conscious captures the attention and imagination of the admirer.
Retaining its sense of idealism, Apollo seems super human in his god-like perfection. The sculpture of marble stands seven feet, four inches, making the “bigger than life” size of the sculpture even more imposing. The slightly elongated proportions further emphasize Apollo’s god-like power as he holds out his arm, clenching the remains of the spear.
The realism of Apollo Belvedere is striking. Apollo’s life force seems to emanate from the figure and almost breaks free of the bonds of the stone in which he is carved. A subtle sense of his humanness graces this presentation of the God of sunlight, medicine and music.
The beauty of the statue of Apollo Belvedere embodies all the classical ideals of personality, idealism and realism. It is almost eternal in its ageless inspiration to all who view it.
Works Cited
(1) Fiero, Gloria K. The Humanistic Tradition Book One. New York: Mc Graw Hill, 2006.
Word Count: 330
The deep folds in the cape draped upon Apollo’s arm and neck and the deep carving of his hair into bold curls, makes the dark and light stand out strikingly against the rest of the smooth body of Apollo, drawing your eye to run immediately to the face of Apollo. Once there, one studies his face and wonders, “What is he thinking or intending?” His personality and emotion “exhibit the shift from Classical limits to emphasis on personal emotion and individual personality” (Fiero p. 125). The idea that he is self-conscious captures the attention and imagination of the admirer.
Retaining its sense of idealism, Apollo seems super human in his god-like perfection. The sculpture of marble stands seven feet, four inches, making the “bigger than life” size of the sculpture even more imposing. The slightly elongated proportions further emphasize Apollo’s god-like power as he holds out his arm, clenching the remains of the spear.
The realism of Apollo Belvedere is striking. Apollo’s life force seems to emanate from the figure and almost breaks free of the bonds of the stone in which he is carved. A subtle sense of his humanness graces this presentation of the God of sunlight, medicine and music.
The beauty of the statue of Apollo Belvedere embodies all the classical ideals of personality, idealism and realism. It is almost eternal in its ageless inspiration to all who view it.
Works Cited
(1) Fiero, Gloria K. The Humanistic Tradition Book One. New York: Mc Graw Hill, 2006.
Word Count: 330
Dao de Jing
A Summary of the Chinese Writing from the Dao de Jing
“The Dao de Jing, ‘The Way of Power’, is one of China’s most eloquent expressions of natural order.” (Jing 65) Written by Lao Zi, “The Old One”, the Dao de Jing, a philosophy called Daoism, does not lend itself to intellectual analysis, but is wisdom that manifests itself in knowledge that can only be known by those who live in total simplicity and harmony with nature. Through an understanding of universal and natural principles, Daoists work with the “compliments of positive and negative elements. They seek spiritual insight and cultivate tranquility, spontaneity and compassion through meditation, breath control, diet and other physical means of prolonging and enriching life.” (Jing 65) Quiet humor and paradox are used excellently in these writings, “like little stepping stones to enlightenment.” (Jing 65)
Relying on the empty space between, a wheel with hub and spokes provides the movement of your wagon. A bowl’s shape is only there to give you a space of use. When you build a house, you live in the space between the walls.
From the three lessons we learn, “What we find useful is the space created by what is present, whether natural or made by our hands.” (Jing 65)
Works Cited
Lao Zi. “Reading 1.10 From the Dao de Jing.” The Humanistic Tradition Book One. Ed. Gloria K. Fiero. New York: McGraw Hill, 2006. 65.
“The Dao de Jing, ‘The Way of Power’, is one of China’s most eloquent expressions of natural order.” (Jing 65) Written by Lao Zi, “The Old One”, the Dao de Jing, a philosophy called Daoism, does not lend itself to intellectual analysis, but is wisdom that manifests itself in knowledge that can only be known by those who live in total simplicity and harmony with nature. Through an understanding of universal and natural principles, Daoists work with the “compliments of positive and negative elements. They seek spiritual insight and cultivate tranquility, spontaneity and compassion through meditation, breath control, diet and other physical means of prolonging and enriching life.” (Jing 65) Quiet humor and paradox are used excellently in these writings, “like little stepping stones to enlightenment.” (Jing 65)
Relying on the empty space between, a wheel with hub and spokes provides the movement of your wagon. A bowl’s shape is only there to give you a space of use. When you build a house, you live in the space between the walls.
From the three lessons we learn, “What we find useful is the space created by what is present, whether natural or made by our hands.” (Jing 65)
Works Cited
Lao Zi. “Reading 1.10 From the Dao de Jing.” The Humanistic Tradition Book One. Ed. Gloria K. Fiero. New York: McGraw Hill, 2006. 65.
Sunday, October 19, 2008
Willendorf compared with Cycladic figures
A. Contrast the "Venus" of Willendorf (Figure 0.5) with the Cycladic figure (Fig. 0.8). Discuss what you think might be the reasons for their differences.
Since the ancient cultures, from which both figurines came, was centered on food production and resulted in freeing people from wandering from place to place, worship of the Mother Earth, or Mother Goddess became almost a cult and was a prominent part of ritual to insure the goodness of the earth. There were many beliefs about the spiritual aspects of life, death, food production and health and the people worshiped the Earth Goddess seeking good crops, fertile land and health. People settled in a place and lived there.
Contrasting the "Venus" of the Willendorf (Fig. 0.5) with the Cycladic figure (Fig. 0.8), some of the reasons for their differences could be associated with the climate and the ability to grow things. It could be that the people who used the Willendorf needed more favor from the earth and thus exaggerated her features, or that the area was quite fertile and she represented the rich fertility of the earth. The same is true for the people who use the Cycladic figure. They stylized the female perhaps because the Earth was so abundant and they did not need to exaggerate her features or because the earth was sparse in her production and she represented the lack of fertility of their land. Either way, they both represented the fertility of Mother Earth and the fertility of women and probably were used in ritual to seek favor with Mother Earth for good crops and good health. Another difference could be the way in which the female was viewed. Sometimes cultures will exaggerate the features of the female because that is what they understand and relate to as the purpose of the female. Her breasts, hips and other sexual features are the necessary parts for reproduction. Viewing the woman in this way means that an association could be drawn between the womb or soil of the Earth and her fertility in crop production. This could just be the way they viewed the female in what they experienced with growing things and having children. It was important for the Earth to be fertile as a matter of survival. Another point in contrasting the two is that the Cycladic figure is strangely lacking in sexual features and her arms hide her breasts. We know it is a female, but the question is why did they stylize her and hide her breasts? In my mind, it could be because she was so sacred that they could not look upon her breasts, which represented the fertility of the land to "feed" and produce healthy and abundant crops. Maybe she was a mystery to them and they represented this by stylizing her. Could she have been the results of male dominance emerging in the culture? We now have severe male dominance, which has been consistent for 1,000's of years. Could this have been part of that evolution? No one actually know why both of these figures were made the way they were, but it is probably closely related to the concept of Mother Earth that each culture understood, how they reverenced her and how they may have tried to appease or please her in their rituals and worship of her.
B. Compare the "Venus" of Willendorf (Figure 0.5) with the Cycladic figure (Fig. 0.8). Discuss why you think they share the similarities that they do.
Comparing the "Venus" of the Willendorf (Figure 0.5) and the Cycladic figure (Figure 0.8), I think that they have the similarities that they do have because they both are female, they represent the Mother Earth, the Mother Goddess, and they both have to do with the fertility, both of the female and the Earth. Although their features appear almost opposite from one another, the basic understanding and use of these figures was most likely the same. They were put in graves, used in rituals and worshiped like a deity. Death was part of the cycle of life with all living things and the Earth Goddess insured that death was not the end, that life and fertility would once again return. Seasonal climates would tend to exaggerate by reason of the seasons and what occurred in each season. Winter was when the Earth was "dead". Spring was when the Earth came back to life. Summer was when crops grew and matured. Fall was when they were harvested and when things began to die again. Of course, when the people also went through their seasons of life, these beliefs correlated with their births and deaths. The rituals developed to accommodate the culture’s evolution and development of their beliefs over time. But, the female was the primary symbol of worship in most Ancient cultures because of food production and living in an area for extended amounts of time.
Since the ancient cultures, from which both figurines came, was centered on food production and resulted in freeing people from wandering from place to place, worship of the Mother Earth, or Mother Goddess became almost a cult and was a prominent part of ritual to insure the goodness of the earth. There were many beliefs about the spiritual aspects of life, death, food production and health and the people worshiped the Earth Goddess seeking good crops, fertile land and health. People settled in a place and lived there.
Contrasting the "Venus" of the Willendorf (Fig. 0.5) with the Cycladic figure (Fig. 0.8), some of the reasons for their differences could be associated with the climate and the ability to grow things. It could be that the people who used the Willendorf needed more favor from the earth and thus exaggerated her features, or that the area was quite fertile and she represented the rich fertility of the earth. The same is true for the people who use the Cycladic figure. They stylized the female perhaps because the Earth was so abundant and they did not need to exaggerate her features or because the earth was sparse in her production and she represented the lack of fertility of their land. Either way, they both represented the fertility of Mother Earth and the fertility of women and probably were used in ritual to seek favor with Mother Earth for good crops and good health. Another difference could be the way in which the female was viewed. Sometimes cultures will exaggerate the features of the female because that is what they understand and relate to as the purpose of the female. Her breasts, hips and other sexual features are the necessary parts for reproduction. Viewing the woman in this way means that an association could be drawn between the womb or soil of the Earth and her fertility in crop production. This could just be the way they viewed the female in what they experienced with growing things and having children. It was important for the Earth to be fertile as a matter of survival. Another point in contrasting the two is that the Cycladic figure is strangely lacking in sexual features and her arms hide her breasts. We know it is a female, but the question is why did they stylize her and hide her breasts? In my mind, it could be because she was so sacred that they could not look upon her breasts, which represented the fertility of the land to "feed" and produce healthy and abundant crops. Maybe she was a mystery to them and they represented this by stylizing her. Could she have been the results of male dominance emerging in the culture? We now have severe male dominance, which has been consistent for 1,000's of years. Could this have been part of that evolution? No one actually know why both of these figures were made the way they were, but it is probably closely related to the concept of Mother Earth that each culture understood, how they reverenced her and how they may have tried to appease or please her in their rituals and worship of her.
B. Compare the "Venus" of Willendorf (Figure 0.5) with the Cycladic figure (Fig. 0.8). Discuss why you think they share the similarities that they do.
Comparing the "Venus" of the Willendorf (Figure 0.5) and the Cycladic figure (Figure 0.8), I think that they have the similarities that they do have because they both are female, they represent the Mother Earth, the Mother Goddess, and they both have to do with the fertility, both of the female and the Earth. Although their features appear almost opposite from one another, the basic understanding and use of these figures was most likely the same. They were put in graves, used in rituals and worshiped like a deity. Death was part of the cycle of life with all living things and the Earth Goddess insured that death was not the end, that life and fertility would once again return. Seasonal climates would tend to exaggerate by reason of the seasons and what occurred in each season. Winter was when the Earth was "dead". Spring was when the Earth came back to life. Summer was when crops grew and matured. Fall was when they were harvested and when things began to die again. Of course, when the people also went through their seasons of life, these beliefs correlated with their births and deaths. The rituals developed to accommodate the culture’s evolution and development of their beliefs over time. But, the female was the primary symbol of worship in most Ancient cultures because of food production and living in an area for extended amounts of time.
"The Song of Creation" from the Big Veda of India
This is a copy from The Humanistic Tradition, by Gloria K. Fiero, of “The Song of Creation” from the Big Veda of India reading 1.2 on pg. 14
“The Song of Creation” from the Big Veda (India)
Then even nothingness was not, nor existence.
There was no air then, nor the heavens beyond it.
What covered it? Where was it? In whose keeping?
Was there then cosmic water, in depth unfathomed?
Then there were neither death nor immortality,
Nor was there then the torch or night and day.
The One breathed windlessly and self-sustaining.
There was that One then, and there was no other.
At first there was only darkness wrapped in darkness.
All this was only unillumined water.
That One which came to be, enclosed in nothing,
Arose at last, born of the power of heat.
In the beginning desire descended on it -
That was the primal seed, born of the mind.
The sages who have searched their hearts with wisdom
know that which is, is kin to that which is not.
And they have stretched their cord across the void,
And know what was above, and what below.
Seminal powers made fertile mighty forces.
Below was strength, and over it was impulse.
But, after all, who knows, and who can say
Whence it all came, and how creation happened?
The gods themselves are later than creation,
So who knows truly whence it has arisen?
Whence all creation had its origin,
he, whether he fashioned it or whether he did not,
he, who surveys it all from highest heaven,
he knows - or maybe even he does not know.
Dianne M. Parker
Humanities 2211- 02Z
Professor Karen Scheafer
September 20, 2008
Nothing is known about what was in the beginning. I wonder where it was and who had it? Was water somehow in space, present in the midst of its unknowable existence?
Neither death nor immortality, nor time or eternity existed. Fire did not light the way, nor was day and night imagined. There existed only the One Being; silent, without motion, and present in the nothingness. The One was alive, complete and full, needing nothing to sustain self.
In the beginning, the blackness was wrapped up in itself and did not exist, but yet it was there. Its vastness was like water without light, thought without substance. From nothing, the One came to be, and was enfolded in it like a garment.
Finally, the One was in motion. Desire, the creative thought, was the heat by which the one moved in the void. His “want”, the first primeval thought, fell upon non-existence and planted the first seed; that which can grow, and became something that was.
The ancients looked within themselves with their great wisdom and found out their hearts. They know that what exists now is brother or sister to that which does not exist. They have searched the spirit world in their meditations, leaving their bodies and stretching their silver chords across the vastness of nothing. They have found out what is in the heavens and what is below the earth.
The One, who is “He”, released his thought projected heat of desire. His pregnant masculine forces moved into the void and impregnated all with the certainty that something will grow and become all that will be. He has fertilized the egg of hope.
His passion lept from him, before he knew it, in an uncontrollable urge to create.
But this is conjecture. No one really knows. Even the gods are not as old as the One and did not exist until after creation came to be. No one actually knows about any of it.
Whether the One did or did not create all things, only He knows for sure. He can look at all that is from His place in the heavens. “But, wait, maybe He doesn’t know either!” (1)
Source:
1. Fiero, Gloria K. “The Song of Creation from the Big Veda.” The Humanistic Tradition Book 1. New York: McGraw Hill 2006. (Reading 2.1, p. 14, 5th edition)
“The Song of Creation” (translated from the Big Veda) in The Wonder That Was India by A. L. Basham (Macmillan, 1954) (Credit to original work: Page 173)
“The Song of Creation” from the Big Veda (India)
Then even nothingness was not, nor existence.
There was no air then, nor the heavens beyond it.
What covered it? Where was it? In whose keeping?
Was there then cosmic water, in depth unfathomed?
Then there were neither death nor immortality,
Nor was there then the torch or night and day.
The One breathed windlessly and self-sustaining.
There was that One then, and there was no other.
At first there was only darkness wrapped in darkness.
All this was only unillumined water.
That One which came to be, enclosed in nothing,
Arose at last, born of the power of heat.
In the beginning desire descended on it -
That was the primal seed, born of the mind.
The sages who have searched their hearts with wisdom
know that which is, is kin to that which is not.
And they have stretched their cord across the void,
And know what was above, and what below.
Seminal powers made fertile mighty forces.
Below was strength, and over it was impulse.
But, after all, who knows, and who can say
Whence it all came, and how creation happened?
The gods themselves are later than creation,
So who knows truly whence it has arisen?
Whence all creation had its origin,
he, whether he fashioned it or whether he did not,
he, who surveys it all from highest heaven,
he knows - or maybe even he does not know.
Dianne M. Parker
Humanities 2211- 02Z
Professor Karen Scheafer
September 20, 2008
Who Really Knows How Creation Happened?
Before anything existed, there was nothing. Air and heaven did not exist.Nothing is known about what was in the beginning. I wonder where it was and who had it? Was water somehow in space, present in the midst of its unknowable existence?
Neither death nor immortality, nor time or eternity existed. Fire did not light the way, nor was day and night imagined. There existed only the One Being; silent, without motion, and present in the nothingness. The One was alive, complete and full, needing nothing to sustain self.
In the beginning, the blackness was wrapped up in itself and did not exist, but yet it was there. Its vastness was like water without light, thought without substance. From nothing, the One came to be, and was enfolded in it like a garment.
Finally, the One was in motion. Desire, the creative thought, was the heat by which the one moved in the void. His “want”, the first primeval thought, fell upon non-existence and planted the first seed; that which can grow, and became something that was.
The ancients looked within themselves with their great wisdom and found out their hearts. They know that what exists now is brother or sister to that which does not exist. They have searched the spirit world in their meditations, leaving their bodies and stretching their silver chords across the vastness of nothing. They have found out what is in the heavens and what is below the earth.
The One, who is “He”, released his thought projected heat of desire. His pregnant masculine forces moved into the void and impregnated all with the certainty that something will grow and become all that will be. He has fertilized the egg of hope.
His passion lept from him, before he knew it, in an uncontrollable urge to create.
But this is conjecture. No one really knows. Even the gods are not as old as the One and did not exist until after creation came to be. No one actually knows about any of it.
Whether the One did or did not create all things, only He knows for sure. He can look at all that is from His place in the heavens. “But, wait, maybe He doesn’t know either!” (1)
Source:
1. Fiero, Gloria K. “The Song of Creation from the Big Veda.” The Humanistic Tradition Book 1. New York: McGraw Hill 2006. (Reading 2.1, p. 14, 5th edition)
“The Song of Creation” (translated from the Big Veda) in The Wonder That Was India by A. L. Basham (Macmillan, 1954) (Credit to original work: Page 173)
Moving Too Fast!
This semester is whizzing by me in a flash. I feel like I am constantly treading water just to keep my head up enough to gasp some air. With 5 courses, I expected some increase in the amount of time I needed to keep up, but I think I bit off a bit more than I can chew! If I was taking courses like Astronomy and Psychology, I think I would be OK. But, I am taking English, Statistics, Astronomy, Spanish and Humanities. These courses are the last of the prerequisites I need to finally move toward my BS in Psychology. Still with a BS in Alternative Medicine, I was hoping to be in a Masters program, but I am having to do 2 years of preparatory courses for the Masters by getting the BS at UCF. I feel like I am so involved in getting prepared to do something that I sometimes feel I will never get to do what ever it is I am going to do when I am done with all this preparation!
In the mean time, the English course is a writing course, which has been surprisingly amazing for me. It has been an experience of honing my writing skills as well as learning many things I did not know about writing. I always thought I was a good writer. But, this course has humbled me and shown me that my writing was crying out for improvement. Alot of improvement. So, it has become part of my routine and it is going well. Spanish is the same as it always has been. It takes alot of work to learn a language. You have to get creative in how you retain it and create opportunities to use it. Most challenging, but I do put the time into it and I am doing well. Astronomy is wonderful, fun and pretty easy. I am a die hard Sci-Fi enthusiast. I have no problem loosing myself in the work, enjoying learning the subject and getting a lot out of the activities, homework, classes, etc. The movies are a great perk. Moving on to Statistics. I do not have to say much about this subject because most people I know disliked it strongly. I, however, know that it is a course that causes boredom and frustration to reach new hights, but, working on a positive attitude right from the start, I approached this subject as if I was going to enjoy every minute of it. Hmmm. Not sure if that is working, but, I am finding it extremely challenging. The subject matter has its own challenges for me, but the amount of work that I must do as I move through this course is astonishing. The chapters are to be read and studied. The homework given for each chapter must be done. No credit for getting it done. The on-line classes in video must be watched and the worksheets that are additional to the book must be done with them. No credit for getting this done, either. Then, there is the in class work sheet each week, which never seems to get done within the class time and must be finished at home. Almost each week there is a quiz for 20 minutes and you can't use your book, notes, homework, or anything to do it. Memory is fading in the setting sun and I can't remember all this stuff! I am so slow and it takes me extra time to remember information and I many times do not finish the quizes, resulting in a poorer grade than I should get. The exams are also during class without books, notes, homework, etc. So at the end of it all, not much can be done if I don't get the good grades during these two opportunities to get a grade. The quizes and the exams are the only things counted for my grade. That's alot of work for so little toward the grade. I am feeling a bit overwhelmed by all the work required by this course, but I am keeping up OK. Just need a memory rejuvination so it works again!
Now, this ends us up on the final assessment of my 5th subject: Humanities. This course also requires much reading, posting or writing, essays, exams and this blog site as part of our asignments. By itself, the amount of work isn't as bad as statistics, but the amount of work is much higher than many courses I have taken. This course was not in my favorite's list either, but is a required prerequisite. So, I was not excited about it. However, keeping my attitude in check and making sure my initial introduction to the subject was positive, I determined that I would enjoy every minute of this subject, even if I didn't really want to. Too bad! Got to. So, with joy and anticipation, enthusiasm and excitement, I delved into the beautifully laid out text books and began to read and do the lessons. To my great surprise, I really do enjoy this course. I really do like learning about the humanities end of civilization. I thought there would be more dry facts, dates, places, events, etc. and I would struggle to remember them for tests. Instead, I struggle to remember things that I am really interested in. Just because my memory is useless, doesn't mean I can't enjoy the subject. It helps that I can use my books, notes, etc to do well on the tests. The writing is improving because both of these courses, English and Humanities, critique it and cause me to learn how to write better. I'm very interested in that kind of improvement. I think my writing is getting better as the semester progresses.
So, as overwhelmed as I am, I now will attempt to embelish this site with the highlights of my work in this course. Thanks for stopping by, checking me out and reading about my saga, the adventure of learning in academia.
In the mean time, the English course is a writing course, which has been surprisingly amazing for me. It has been an experience of honing my writing skills as well as learning many things I did not know about writing. I always thought I was a good writer. But, this course has humbled me and shown me that my writing was crying out for improvement. Alot of improvement. So, it has become part of my routine and it is going well. Spanish is the same as it always has been. It takes alot of work to learn a language. You have to get creative in how you retain it and create opportunities to use it. Most challenging, but I do put the time into it and I am doing well. Astronomy is wonderful, fun and pretty easy. I am a die hard Sci-Fi enthusiast. I have no problem loosing myself in the work, enjoying learning the subject and getting a lot out of the activities, homework, classes, etc. The movies are a great perk. Moving on to Statistics. I do not have to say much about this subject because most people I know disliked it strongly. I, however, know that it is a course that causes boredom and frustration to reach new hights, but, working on a positive attitude right from the start, I approached this subject as if I was going to enjoy every minute of it. Hmmm. Not sure if that is working, but, I am finding it extremely challenging. The subject matter has its own challenges for me, but the amount of work that I must do as I move through this course is astonishing. The chapters are to be read and studied. The homework given for each chapter must be done. No credit for getting it done. The on-line classes in video must be watched and the worksheets that are additional to the book must be done with them. No credit for getting this done, either. Then, there is the in class work sheet each week, which never seems to get done within the class time and must be finished at home. Almost each week there is a quiz for 20 minutes and you can't use your book, notes, homework, or anything to do it. Memory is fading in the setting sun and I can't remember all this stuff! I am so slow and it takes me extra time to remember information and I many times do not finish the quizes, resulting in a poorer grade than I should get. The exams are also during class without books, notes, homework, etc. So at the end of it all, not much can be done if I don't get the good grades during these two opportunities to get a grade. The quizes and the exams are the only things counted for my grade. That's alot of work for so little toward the grade. I am feeling a bit overwhelmed by all the work required by this course, but I am keeping up OK. Just need a memory rejuvination so it works again!
Now, this ends us up on the final assessment of my 5th subject: Humanities. This course also requires much reading, posting or writing, essays, exams and this blog site as part of our asignments. By itself, the amount of work isn't as bad as statistics, but the amount of work is much higher than many courses I have taken. This course was not in my favorite's list either, but is a required prerequisite. So, I was not excited about it. However, keeping my attitude in check and making sure my initial introduction to the subject was positive, I determined that I would enjoy every minute of this subject, even if I didn't really want to. Too bad! Got to. So, with joy and anticipation, enthusiasm and excitement, I delved into the beautifully laid out text books and began to read and do the lessons. To my great surprise, I really do enjoy this course. I really do like learning about the humanities end of civilization. I thought there would be more dry facts, dates, places, events, etc. and I would struggle to remember them for tests. Instead, I struggle to remember things that I am really interested in. Just because my memory is useless, doesn't mean I can't enjoy the subject. It helps that I can use my books, notes, etc to do well on the tests. The writing is improving because both of these courses, English and Humanities, critique it and cause me to learn how to write better. I'm very interested in that kind of improvement. I think my writing is getting better as the semester progresses.
So, as overwhelmed as I am, I now will attempt to embelish this site with the highlights of my work in this course. Thanks for stopping by, checking me out and reading about my saga, the adventure of learning in academia.
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