There’s a Eucharistic art to it that we must we aware of when we discuss the roles of the Holy Spirit and Mother Mary. The natural environment. The supernatural. The neurological. The psychological. The monk in prayer and meditation. The celibate life. The immaculate conception. I often gather new insight into modern religious doctrine and teaching from the Austrian poet Rainer Maria Rilke. Let us look at the Christian in awe of God. In awe of the biblical teachings of the supernatural. From an early age, we are taught hope, faith, love.
For the church, for the believer, the non-believer, the atheist believing in spirit is a calling. As the believer is called to service. In suffering the believer must serve. In sorrow we are tested. In sorrow, the believer must serve. Conflict and war will always result in pain, emptiness, futility. Physical wounds are healed, scars remain as a reminder just as stigmata. It is psychic wounds that remain. Words that hurt. Words that challenge us to the very fibre of our being. When you give of yourself to the supernatural God, the believer is uplifted and empowered.
That there is still hope, faith, love for the soul of the non-believer and the spiritual progress of the atheist. Humanity is at a point in time where we are disregarding empathy foolishly and without a second thought. We no longer regard our eternal brotherhood as sacred. And so, I come to humility. The grace of humility and the gracious mercy it offers us. What is the meaning behind the organic semblance and docile acceptance of the living embodiment of Christ. The holy sacraments. The sacred positivity that stems from the rituals of prayer.
Supplication in the church, the crowning of thorns, the thirst, the Kingdom come, angelic realm, obedience and forgiveness are all sacred gifts like the fruit of Mother Mary’s womb. This is life. The figuring out on which side we are on. The simple matter or the complex mandate. How do we choose worship? How does worship exist in all of the pre-existing structures of the church? Why do we believe in the first place? We spend our whole lives celebrating ceremony, searching, studying, observing, education ourselves in rigorous teachings of past scholars.
Scholars that have come before us. Prayer, is it just subtle? Is prayer and meditation on the fruits of the spirit mere moral subterfuge. We have this longing for understanding of the divine and the mysterious, the sacred and the blessing, the understanding of our cultural gifts, tradition and heritage. What is the meaning and the purpose behind the moral fibre of our humanity? Where does it come from if not from an omniscient and omnipresent God? Now let me come to the holiest of holies. God, the Christ. The Christian Saviour. The sacred divine meaning.
The sacred purpose. The sacred sanctification. The moral compass. Is the living Christ a conservative God? A transformative figure that renders every psychological construct in the being of man, every paradigm shift in modern society, the framework of psyche and intellect, the mental and emotional faculties, the physical body and attitude that commands all self-control. That gives rise to a self-concept, the ego, the identity of man and church, the branch of motherhood, sisterhood, obedience, prayer, meditation, spiritual progress and confidence.
The believer sees the effervescent and vital energy, synergy and synchronicity behind the beauty and the ugliness of poverty and death. And in poverty and death, in the cultural background of poverty, looking at it from a religious perspective of piety and grace, we find supernatural signs there. Hidden meanings and a rich symbolism there. In death, the self-concept, the physical body is diminished. The physical in death renders itself to the ether. To the unseen, the eternal (eternity) and the hereafter. In death time stands still. Suffering ceases.
Look at this statement. That humanity is complete in the eternity of poverty and death but is it not our knowledge for the hunger of how we continue to exist that has perplexed humanity for all time. Death and poverty pulls and pushes the believer in the direction of ultimately being perplexed about what spirituality and the spirit really is. The biblical landscape offers us proof and understanding beyond the physical scope. The biblical landscape offers us so much more insight. Is the church nothing but an empty ritual or is it sacred beyond measure? It is not dogma.
It is not dogma that defines who we are. It is our longing for the fruits of the spirit. It is coming to the realisation that there is more to the ideology of the sonship, the fatherhood and the Godhead. For millions of years, this landscape that we know of as creation is nothing more but proof of the living and unspoiled legacy of the Saviour. Of Christ. Of our Lord Jesus, son of David that was promised to the disciples (the followers), by the sanctification of the brethren. All who seek an audience. All who sought the King of kings. The alpha and omega. The son.
To have an audience with Him, the son of God. The creator of the universe. Priests in ancient time were the gateway keepers to Abba, the living and self-fulfilling prophecy of Jesus Christ, the son of David. What perfect meaning does the Eucharist give to our lives. It is not an arrogant or proud or weak God that we serve. We are taught through the sonship about the privilege of the church, the flesh and blood of Jesus Christ, the fact that he died on the cross of Calvary, that he was sent to earth to save us from our sins. Man, man worships with a sacred impulse.
It is a divine mystery. It means to honour, to obey. The ten commandments are a manifesto of sorts. In prayer, in silence, there is no moral ambiguity, no singularities of deceit, no acts of immorality or theological deception embedded in doctrine and religious treatise. No matter how much we would like to think of our holy Father as just being, He is also a mystery. A mystery of joy and sorrow, grace and mercy. In the past, the biblical teachings were taught about God in such a way that the believer was held hostage to an unforgiving God.
This is where purification takes place by partaking of the body of Christ. Humanity has laws and systems in place that govern us that continually test our faith. The living example of Jesus Christ lives through us. Our norms, values, belief systems that were taught to us through Mother Mary and the Holy Spirit protect us. God is forever omnipresent in these views and statements. We are given the Holy Spirit in the universal household of the church. Mother Mary is our mother. The sonship belongs to us. Holy communion, the body of Christ, the flesh and blood.
Mankind, humanity, the church is raised in the family. Mother Mary becomes the matriarch and the Godhead the patriarch in the family unit. Raised from birth to believe. From the cradle until death we live with the promise of eternal life. We are taught from an early age that the mother-figure is nurturing. The father-figure is caretaker and protector not only of his children but also of his family. It is the same for the living Christ and the resurrected figure of Jesus Christ. We are all descendants from a higher unseen power. A power of spirit. Of holy Saints.
That in and of itself is a powerful statement. Another, the descendants of the Lord Jesus Christ, son of David, the religious teachings, mandates, doctrines passed down from generation to generation, the fatherhood, the sonship, the holy spirit and Mother Mary when taken out of the church makes for an important and significant statement. It is the good news of the Redeemer. Of the Saviour. The eternal trinity. The fruit of the womb of Mother Mary when the immaculate conception took place was a blessing veiled in disguise. It teaches us to have a forgiving heart.
The psychological framework and truth of the spiritual Father, the Christ-like energy and progress is not something that is a complex ideology. The Christ-like effigy, the absolute energy of the Saviour is never arbitrary. We are making a serious mistake (but this is common) if we look at the Christ-like figure as a grave illusion. This Christ-like figure is capable of love, hope, faith and empathy. For without empathy there can be no religious doctrine. Our spiritual maturation comes with the understanding of benevolence and devotion and worship of Mary.
To realise what the gifts are of the holy spirit and Mother Mary is to look at the biblical perspective of the sonship and the Godhead. The gift of the truth belongs to the believer. We only have to contemplate, meditate upon, worship this figure, of Christ, our Lord and Saviour who leads His believers. It is the Godhead that reigns supreme.
Seven Out of 10 Top School Systems Are in East Asia Pacific
The East Asia and Pacific region has seven of the top ten performing education systems in the world, with schools in China and Vietnam showing significant progress, according to a new World Bank report released today. This is a major accomplishment that offers important lessons to countries around the world. In the rest of the region, however, up to 60 percent of students are in under-performing schools that fail to equip them with the skills necessary for success.
Growing Smarter: Learning and Equitable Development in East Asia and the Pacific argues that improving education is necessary to sustain economic growth and highlights the ways that countries in the region have been able to improve learning outcomes. Drawing on lessons from successful education systems in the region, it lays out a series of practical recommendations for key policies that promote learning so that students acquire foundational skills in reading and math, as well as more complex skills that are needed to meet future labor market demands.
“Providing a high-quality education to all children, regardless of where they are born, isn’t just the right thing to do. It’s also the foundation of a strong economy and the best way to stop and reverse rising inequalities,” said Victoria Kwakwa, World Bank Vice President for East Asia and Pacific.
A quarter of the world’s school-age children – some 331 million – live in East Asia and the Pacific. Up to 40 percent of them attend school in education systems whose students are ahead of the average students in OECD countries. These schools are not only in wealthy countries such as Singapore, Korea and Japan, but also in middle-income countries such as China and Vietnam. And, as the report highlights, student performance isn’t necessarily tied to a country’s income level. By age 10, for example, the average Vietnamese student outperforms all but the top students in India, Peru and Ethiopia.
But many countries in the region are not getting the results they want. In Indonesia, for example, test scores showed students were more than three years behind their top-performing peers in the region. In countries such as Cambodia and Timor-Leste, one-third or more of second graders were unable to read a single word on reading tests.
Another key finding of the report is that across the region, household incomes do not necessarily determine children’s educational success. In Vietnam and China (Beijing, Shanghai, Jiangsu and Guangdong provinces), for example, students from poorer households do as well, if not better, in both math and science, as compared to average students in the OECD.
“Effective policies for the selection, motivation, and support of teachers as well as sound practices in the classroom are what determine how much students learn. For policymakers looking to improve their school systems, allocating existing budgets efficiently, coupled with strong political commitment, can make a real difference in the lives of children across the region,” said Jaime Saavedra, the World Bank’s Senior Director for Education.
The report lays out concrete steps for improving learning for lagging systems in the region and beyond, starting with ensuring that institutions are aligned so that objectives and responsibilities across the education system are consistent with each other. The report also urges a focus on four key areas: effective and equity-minded public spending; preparation of students for learning; selection and support of teachers; and systematic use of assessments to inform instruction.
The report found that top-performing systems spend efficiently on school infrastructure and teachers, have recruitment processes to ensure the best candidates are attracted into teaching, and provide a salary structure that rewards teachers with proven classroom performance. It also found that schools throughout the region increased preschool access, including for the poor, and have adopted student learning assessment into their educational policies.
The report complements and builds on the World Bank’s World Development Report 2018: Learning to Realize Education’s Promise, which was released in September 2017 and found that without learning, education will fail to deliver on its promise to eliminate extreme poverty and create shared opportunity and prosperity for all.
UN women’s commission opens annual session at ‘pivotal moment’ for gender equality movement
Taking place at “a pivotal moment for the rights of women and girls,” the United Nations body dedicated to gender equality and women’s empowerment opened its annual session on Monday hearing calls to help women, especially those in rural communities, secure an end to the male-dominated power dynamic that has long marginalized their participation and muted their voices.
“Across the world, women are telling their stories and provoking important and necessary conversations – in villages and cities; in boardrooms and bedrooms; in the streets and in the corridors of power,” said Secretary-General António Guterres, opening the 62nd session of the UN Commission on the Status of Women (CSW62).
“From ‘MeToo’ to ‘Time’s Up’ and ‘The Time is Now’ […] women and girls are calling out abusive behaviour and discriminatory attitudes,” he added.
Under the Commission’s theme ‘Challenges and opportunities in achieving gender equality and the empowerment of rural women and girls,’ the UN chief observed that although a marginalized group, they were often the backbone of their families and communities, managing land and resources.
Mr. Guterres said that supporting these women is essential to fulfilling our global pledge to eradicate poverty and to create a safer, more sustainable world on a healthy planet – 2030 Agenda for Sustainable Development.
Mr. Guterres painted a picture of a male-dominated world with a male-dominated culture in which centuries of patriarchy and discrimination have left a damaging legacy.
Calling it “the greatest human rights challenge of our time,” he said “progress for women and girls means changing the unequal power dynamics that underpin discrimination and violence.”
“Discrimination against women damages communities, organizations, companies, economies and societies,” he continued. “That is why all men should support women’s rights and gender equality. And that is why I consider myself a proud feminist.”
The President of the UN Economic and Social Council (ECOSOC), Marie Chatardova pointed to the Commission, as a critical instrument to strengthen the global normative framework for women’s empowerment and the promotion of gender equality.
The body is also as a key driver of ECOSOC’s work, with the Commission’s outcomes as bolstering the 2030 Agenda’s implementation and that of its 17 Sustainable Development Goals (SDGs), which seek to end poverty and ensure prosperity for all on a healthy planet.
Noting that gender equality and the empowerment of women and girls is a theme that cuts across all the Goals, Ms. Chatardova said the Commission’s focus on rural women and girls was both timely and well-aligned with the 2030 Agenda.
According to the ECOSOC President, inclusion is a key element in all efforts.
Noting that the Commission has long provided a roadmap for the UN’s work in women’s empowerment and gender equality, she announced a special Council session in May to build sustainable, inclusive and resilient societies.
Gender perspective is critical
For his part, the President of the UN General Assembly, Miroslav Lajčák, noted that past challenges were approached without a gender perspective, which “has had a particularly damaging effect on rural women.”
Mr. Lajčák underscored that this needs to stop, and that women must be taken into account in all actions, from access to water to closing pay gaps.
Drawing attention to rural women as a major source of innovation, he explained that their empowerment would benefit everyone.
“These kinds of women do not need our help, in finding solutions,” he stated. “What they need is our support, in turning their ideas into reality.”
Calling gender equality “an urgent priority,” Mr. Lajčák he encouraged the Commission to carry on with its important work “until every woman, sitting in this room today has the same rights, and the same opportunities, as the man sitting beside her.’
“Thank you for continuing your calls. Let’s make them stronger than ever,” he concluded.
UN Women Executive Director Phumzile Mlambo-Ngcuka highlighted the importance of this year’s focus on rurual women.
“It speaks to our commitment to fight some of the biggest challenges of our time: poverty, inequality, intersectionality and an end to violence and discrimination against women and girls, no matter where they live, or how they live, so that we ‘leave no one behind,’” she stated.
Calling it “a tipping point moment,” the UN Women chief urged the forum to seize the opportunity to secure and accelerate progress, build consensus and share best practices to serve “the poorest of the poor.”
“It has never been so urgent to hold leaders accountable for their promises for accelerating progress” on the SDGs, she said. An unprecedented hunger for change in women’s lives was being seen around the world, as well as a growing recognition that when women banded together, “they can make demands that bite.”
“Women are fighting to take steps that change their lives, and they are refusing to accept the practices that have normalized gender inequality, sexual misconduct, exclusion and discrimination across all walks of life,” she argued.
She urged everyone to unite around the common cause, as set out in the principles of equality in the UN Charter, “to make this a moment of real acceleration, change and accountability.”
The chair, Geraldine Byrne Nason, said the current session is a key moment on the path to ending discrimination against women and girls once and for all. Indeed, “time is up” on women taking second place around the world, she said, challenging the Commission to do more and do better.
CSW functions under ECOSOC, acting as the UN organ promoting gender equality and the empowerment of women. CSW62 runs until 23 March.
UNESCO Rewards Outstanding Teacher Initiatives in Chile, Indonesia and the UK
Three programmes designed to empower teachers have been named as winners of the 2017-2018 UNESCO-Hamdan bin Rashid Al-Maktoum Prize: The Center for Mathematic Modeling of the University of Chile, the Diklat Berjenjang project of Indonesia and the Fast-track Transformational Teacher Training Programme of the United Kingdom of Great Britain and Northern Ireland.
The Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers will be awarded on 5 October as part of World Teachers’ Day celebrations at UNESCO Headquarters in Paris when the each winner will receive $100,000.
The Center for Mathematic Modeling of the University of Chile (Chile) is rewarded for its Suma y Sigue: Matemática en línea (Adding it up: Mathematics online) programme which was developed to address the performance gaps in mathematics between students from different socioeconomic backgrounds and improve the quality of maths teaching in general. It is a ‘learning by doing’ programme organized by grade levels and curricula, enabling teachers to focus on their specialized area of mathematics teaching. It blends face-to-face sessions with intensive virtual instruction. The programme is scaleable, easily accessed by teachers in remote areas, and it promotes inclusion.
The Diklat Berjenjang project from Indonesia is rewarded for bringing quality professional development to early childhood teachers, notably in the poorest and most remote areas. It helps meet Indonesia’s need for teachers skilled in creating stimulating learning environments for young learners. It helps identify potential teacher trainers and provides step-by-step written guides, follow-up assignments and exchanges.
The Fast-track Transformational Teacher Training Programme from the United Kingdom of Great Britain and Northern Ireland was selected for its highly innovative and impactful approach to training teachers in various professional environments in Ghana. It promotes child-centred and play-based pedagogy in early education to replace traditional talk chalk disciplinarian methods. Practicing teachers receive a two-year training, combining workshops with smaller peer group meetings in which they are paired on the basis of their complementary strengths to engage in classroom observations and in class coaching.
The three winners were selected from 150 nominations submitted by the Governments of UNESCO’s Member States and UNESCO partner organizations on the recommendation of an International Jury of education professionals.
Established in 2009 with funding from Sheikh Hamdan bin Rashid Al-Maktoum of Dubai, the Prize is awarded every two years to projects that have made outstanding contributions to improving the quality of teaching and learning, especially in developing countries or within marginalized or disadvantaged communities.
More information on the prize: https://en.unesco.org/teachers/Hamdan-prize
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