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Schools of the future
January 1, 2007, 9:19 am
Awarded writer Ben Okris blueprint of the university of the future.
Ben Okri | June 2003 issue
In the future, centres of learning will teach at least one thing we do not
teach today: the art of self-discovery. There is nothing more fundamental
in education. We turn out students from our universities who know how
to give answers, but not how to ask questions.
Our students do not come in contact with the centres of wisdom in our
culture. They leave universities with skills for the workplace, but with no
knowledge of how to live, or what living is for. They are not taught how to
see. They are not taught how to listen. They are not taught the great art of
obedience, and how it precedes self-mastery.
They are not taught the true art of reading. True reading is not just
passing our eyes over words on a page, or gathering information, or even
understanding what is being read. True reading is a creative act. It means
seeing first, and then using the imagination. Higher reading ought to be a
new subject. As we read, so we are. I meet people in all walks of life, and
most notoriously in the fields of literature and science, who, though
professionals, do not actually read what is in front of them. They only
read what is already inside them. I suspect this is happening now, even as
you read this page.
Schools of the future | OdeWire
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All our innovations, our discoveries, our creativity come from one source:
being able first to see what is there, and what is not; to hear what is said,
and what is not. But also to think clearly.
And even more important is the science of intuition. The academy of the
future will have to engage this mysterious necessity of the value, the
sublime value of intuition in our lives, and our work. How to make those
intuitive leaps that transformed the science and the art of humanity a
quality that is available to all, and made of constant value to humanity
this will be the true turning point in the future history of our civilisation.
Discipline, hard work, rationality, calculation, can get us only so far; and
in time will become the norm. With it we will produce efficient, but
mediocre citizens. These are tools that can be used for good or ill. But the
science of intuition the mysterious spark that separates the great
discoverers and philosophers and artists from the nearly great, this will
one day have to be studied, and used for the common good.
We need to widen, at base, and invisibly, the inevitable necessity of
teaching students the need for self-discovery. Consciousness studies
ought to be a fundamental part of a liberal or scientific education. All
students ought to be philosophers. All students ought to be aware that
they are the true spark of the transformation of the world. All students
ought to be practical dreamers. Universities ought not only to turn out
students for the various spheres of business, science, the arts, the running
of the economy, management and information technology skills, but
people who can enrich the life of the planet as human beings.
We are more than the functions and jobs that we do. We are the
co-makers of this world we live in. And the moral force of our citizens is
not used often enough to enrich of our world. We take the living potential
that are young minds and turn them, reduce them, into job-fillers and
economy providers. We have regressed from the wonderful project of the
academy of Platos dream. Every student is a light, a creative spark,
waiting to be of use in dispelling the darkness.
The terms in which I speak must be alien to you: but they will become
known. Every day the crisis of purpose grows larger over the lives of
people; and prosperity or poverty does not diminish the paralysis it brings
if not addressed. A society can die of a lack of an understanding of why it
exists, or its larger purpose in the scheme of things. The universe grows
more mysterious around us even as we find out more about it. The true
reason is this: we are more than we suspect, but we are taught to see less
in ourselves, to not probe our true nature, and so the great mystery that
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we are peers out into the greater mystery that is out there. A mystery
stares into a mystery; this is a hopeless position.
We ought now to substitute the faith in evidence with the knowledge of
self-discovery. Only by knowing ourselves can we begin to undo the
madness we unleash on the world in our wars, our divisions, our desire to
dominate others, the poverty we create and exploit, and the damage we do
with all the knowledge we have which has been only a higher ignorance.
The true purpose of the academy, the university, ought to be to unleash
the bright and sublime possibilities of the human being. Education is still
in its infancy. The true art and science of education looms over the
horizon, where our disasters are being born. There we will learn to avert
what evils we ourselves create, and then restart the project of humanity,
with humility and a new light.

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