I think that the model of a sustainable system needs to exist in the family or/and the environment where youth grows up. The rules of such a system will be organically absorbed and followed.
In this regard, I like the concept of the apprenticeship used in the medieval guilds. The master was an established craftsman of recognized abilities who took on apprentices; these were boys in late childhood or adolescence who boarded with the master’s family and were trained by him in the elements of his trade. The role of guilds were”... to introduce a system of art or craft to a new individual, to instill in them the idea of standards, quality, consistency, and perfection…”
Here is the quote from Kristine Wilson-Slack’s article “Apprentice, Journeyman, and Master: The Medieval Guild”:
“The interesting thing is that the main function of the guild was not to produce goods or fix techniques ‘per se’ – those were supporting roles to the main function of the guild. The guild existed to serve a singular purpose: to train Apprentices. Bringing in and bonding Apprentices ensured a continuity of quality workmanship, consistent goods being produced, and traditions being maintained. Thus, the role of the Guild was not to form rules, mores, regulations, and laws with respect to their crafts; their role was to introduce a system of art or craft to a new individual, to instill in them the idea of standards, quality, consistency, and perfection. Their goal was to expand their horizons and technical knowledge in a specific area so they might provide for their towns as well as their families. Guilds and guild members served the community as much as they served themselves.”
In some traditional societies, the apprenticeship sometimes begins very early in life. For example, in Hawaii, a child may learn lomi-lomi from age two or three, but the attention span is short. Grandma may be giving the treatment and the grandchild pops in and touches the feet for a few minutes and then gets bored and goes out to play. By four, the grandchild may help with harvesting herbs. Of course, the tasks are consistent with the maturity, but the theory is that the talents are part of the heritage so they will unfold gradually.
The same is true in the Andes where certain children begin shamanic training very, very young. They learn to recognize all the parts of the plants and trees, to communicate with the "invisible" spirits of the trees, and to accept responsibility for applying their knowledge. This includes ethics, not just information.
It's the same in some monastic communities, again always consistent with the age and aptitude.
This is impractical for assembly lines, but it is authentic and rich. In the modern world, we have a variation of this apprenticeship in sports as well as the arts such as beginning ballet or music lessons when very young, but we do not really see this as a guild. The huge difference is the expertise of the teachers because we would not really want to change teachers every semester if the ones that are training us are highly qualified.
What I see is that the school system as well as the corporate systems are failing to unfold the inherent talents in the students and employees and this is ultimately not going to have a positive effect on civilization.
Very true that the school system is failing to unfold the inherent talents in the students! I believe that the number one importance in education is to focus on developing student’s innate talents while teaching them hands-on trade skills and that the trade must be not the objective of learning, but a tool for the unfolding student's talents.
Because my nephew had autism I was thinking a lot about sustainability. The special school that he attended was a joke - they just provided babysitting for the huge fee paid by the school district. Parents were desperatly looking for a solution, but when you realize that there is none, you must find it yourself. I know of a dad who realized it early enough and created a whole car washing business around his son with autism - by ensuring a sustainable future for his son, he created a sustainable future for many others.
Assembly line approach suppresses individuality and therefore such a system cannot be sustainable for long. My point is that only the system where individuality and creativity is nurtured from a very young age can ensure us a sustainable future.
In regard to educators I would like to mention a great Russian educator, Agripina Vaganova who single handedly created the system with the focus on the development of one individuality through the principles of classical ballet. The students of her system bacame world people and dancers among them Rudolpf Nureyev and Michail Barishnikov.
Here is a historical footage of Maya Plisetskaya, a world renowned dancer and a student of Vaganova. Music by Maya Plisetskaya’s husband, Russian composer Rodion Shchedrin
Thank you for your comments and video links. Our thinking seems to be very much in alignment, but, to be honest, I have been biting my tongue a little bit on the topic of autism because I believe it is completely curable. I know you and others in your family suffered; but once we understand the underlying cause, we will ourselves become better healers.
As for the ballet, I enjoyed the video on Agripina Vaganova but might suggest that what is true in ballet is also true for other professions. My primary astrology teacher and main Ayurvedic teacher were both class acts. If we get very good training from the start, we can, as suggested, innovate once we master the underlying curriculum. This is part of experience.
Over the years, several people have sent links to me featuring Maya Plisetskaya. They considered her the best ballerina in history and often referred to her Kitri, but where she triumphs, I think, is with the interpretation more than the dancing per se; but she was, of course, extraordinary and had come up as a option for my post earlier today . . . but, as you see, she didn't make the cut. Maybe another time, we can feature her.
I think that the model of a sustainable system needs to exist in the family or/and the environment where youth grows up. The rules of such a system will be organically absorbed and followed.
In this regard, I like the concept of the apprenticeship used in the medieval guilds. The master was an established craftsman of recognized abilities who took on apprentices; these were boys in late childhood or adolescence who boarded with the master’s family and were trained by him in the elements of his trade. The role of guilds were”... to introduce a system of art or craft to a new individual, to instill in them the idea of standards, quality, consistency, and perfection…”
Here is the quote from Kristine Wilson-Slack’s article “Apprentice, Journeyman, and Master: The Medieval Guild”:
“The interesting thing is that the main function of the guild was not to produce goods or fix techniques ‘per se’ – those were supporting roles to the main function of the guild. The guild existed to serve a singular purpose: to train Apprentices. Bringing in and bonding Apprentices ensured a continuity of quality workmanship, consistent goods being produced, and traditions being maintained. Thus, the role of the Guild was not to form rules, mores, regulations, and laws with respect to their crafts; their role was to introduce a system of art or craft to a new individual, to instill in them the idea of standards, quality, consistency, and perfection. Their goal was to expand their horizons and technical knowledge in a specific area so they might provide for their towns as well as their families. Guilds and guild members served the community as much as they served themselves.”
copied from the article of Kristine Wilson-Slack “Apprentice, Journeyman, and Master: The Medieval Guild” https://blog.philosophicalsociety.org/2018/01/10/apprentice-journeyman-and-master-the-medieval-guild/
Thank you, Lana, for your comments and links.
In some traditional societies, the apprenticeship sometimes begins very early in life. For example, in Hawaii, a child may learn lomi-lomi from age two or three, but the attention span is short. Grandma may be giving the treatment and the grandchild pops in and touches the feet for a few minutes and then gets bored and goes out to play. By four, the grandchild may help with harvesting herbs. Of course, the tasks are consistent with the maturity, but the theory is that the talents are part of the heritage so they will unfold gradually.
The same is true in the Andes where certain children begin shamanic training very, very young. They learn to recognize all the parts of the plants and trees, to communicate with the "invisible" spirits of the trees, and to accept responsibility for applying their knowledge. This includes ethics, not just information.
It's the same in some monastic communities, again always consistent with the age and aptitude.
This is impractical for assembly lines, but it is authentic and rich. In the modern world, we have a variation of this apprenticeship in sports as well as the arts such as beginning ballet or music lessons when very young, but we do not really see this as a guild. The huge difference is the expertise of the teachers because we would not really want to change teachers every semester if the ones that are training us are highly qualified.
What I see is that the school system as well as the corporate systems are failing to unfold the inherent talents in the students and employees and this is ultimately not going to have a positive effect on civilization.
ON EDUCATION, SUSTAINABILITY, AND TEACHERS
Thank you for these interesting facts, Ingrid!
Very true that the school system is failing to unfold the inherent talents in the students! I believe that the number one importance in education is to focus on developing student’s innate talents while teaching them hands-on trade skills and that the trade must be not the objective of learning, but a tool for the unfolding student's talents.
Because my nephew had autism I was thinking a lot about sustainability. The special school that he attended was a joke - they just provided babysitting for the huge fee paid by the school district. Parents were desperatly looking for a solution, but when you realize that there is none, you must find it yourself. I know of a dad who realized it early enough and created a whole car washing business around his son with autism - by ensuring a sustainable future for his son, he created a sustainable future for many others.
Assembly line approach suppresses individuality and therefore such a system cannot be sustainable for long. My point is that only the system where individuality and creativity is nurtured from a very young age can ensure us a sustainable future.
In regard to educators I would like to mention a great Russian educator, Agripina Vaganova who single handedly created the system with the focus on the development of one individuality through the principles of classical ballet. The students of her system bacame world people and dancers among them Rudolpf Nureyev and Michail Barishnikov.
Here is the short 7 min video called “Ballet & Identity: the Legacy” about Agripina Vaganova: https://www.youtube.com/watch?v=Oi71EnGTmVU&t=301s
Here is a historical footage of Maya Plisetskaya, a world renowned dancer and a student of Vaganova. Music by Maya Plisetskaya’s husband, Russian composer Rodion Shchedrin
“Carmen Suite” – Maya Plisetskaya (1960’s)
https://www.youtube.com/watch?v=wvKHERE3eI4&t=2s
Lana,
Thank you for your comments and video links. Our thinking seems to be very much in alignment, but, to be honest, I have been biting my tongue a little bit on the topic of autism because I believe it is completely curable. I know you and others in your family suffered; but once we understand the underlying cause, we will ourselves become better healers.
As for the ballet, I enjoyed the video on Agripina Vaganova but might suggest that what is true in ballet is also true for other professions. My primary astrology teacher and main Ayurvedic teacher were both class acts. If we get very good training from the start, we can, as suggested, innovate once we master the underlying curriculum. This is part of experience.
Over the years, several people have sent links to me featuring Maya Plisetskaya. They considered her the best ballerina in history and often referred to her Kitri, but where she triumphs, I think, is with the interpretation more than the dancing per se; but she was, of course, extraordinary and had come up as a option for my post earlier today . . . but, as you see, she didn't make the cut. Maybe another time, we can feature her.