S hibli entered a profound mystical state and was placed in an. As soon as they heard, his shocked disciples. Shibli asked, "Who are you? Shibli began throwing stones at his students. Shibli really has gone crazy. Then Shibli called out to them, "Didn't I hear you say that. You could not even bear a stone or two before. What became of that sincere love you claimed. Did your love fly away with a couple of stones? If you had really loved me, you would have patiently endured.
Shibli, From Essential Sufism. T wo traveling monks reached a river where they met a young woman. Wary of the current, she asked if they could carry her across. One of the monks hesitated, but the other quickly picked her up onto his shoulders, transported her across the water, and put her down on the other bank. She thanked him and departed. As the monks continued on their way, the one was brooding and preoccupied.
T here was one great master, a Buddhist master, Nagarjuna. A thief came to him. He asked Nagarjuna, "Is there some possibility of my growth also? But one thing I must make clear to you: I am a thief. I cannot leave it, so please don't make it a condition. I will do whatsoever you say, but I cannot stop being a thief. That I have tried many times--it never works, so I have left the whole sport. I have accepted my destiny, that I am going to be a thief and remain a thief, so don't talk about it. From the very beginning let it be clear. Nagarjuna said, "Why are you afraid? Who is going to talk about your being a thief?
Nagarjuna laughed and said, "Then you must have gone to thieves; otherwise, why? Why should they be concerned? I am not concerned! The thief was very happy.
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He said, "Then it is okay. It seems that now I can become a disciple. You are the right master. Nagarjuna accepted him and said, "Now you can go and do whatsoever you like. Only one condition has to be followed: Go, break into houses, enter, take things, steal; do whatsoever you like, that is of no concern to me, I am not a thief--but do it with full awareness. The thief couldn't understand that he was falling into the trap.
He said, "Then everything is okay. After three weeks he came back and said, "You are tricky--because if I become aware, I cannot steal. If I steal, awareness disappears. Nagarjuna said, "No more talk about your being a thief and stealing. If you want awareness, then you decide. If you don't want it, then too you decide. The man said, "But now it is difficult. I have tasted it a little, and it is so beautiful--I will leave anything, whatsoever you say.
Just the other night for the first time I was able to enter the palace of the king.
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I opened the treasure. I could have become the richest man in the world--but you were following me and I had to be aware. When I became aware, diamonds looked just like stones, ordinary stones. When I lost awareness, the treasure was there. And I waited and did this many times. I would become aware and I became like a buddha, and I could not even touch it because the whole thing looked foolish, stupid--just stones, what am I doing? Losing myself over stones?
But then I would lose awareness; they would become again beautiful, the whole illusion. But finally I decided that they were not worth it. A lady had a precious necklace round her neck. Once in her excitement she forgot it and thought that the necklace was lost. She became anxious and looked for it in her home but could not find it.
She asked friends and neighbours if they knew anything about the necklace. At last a kind friend of hers told her to feel the necklace round her neck. She found that it had all along been round her neck and she was happy. When others asked her later if she found the necklace which was lost, she said, 'Yes, I have found it. Now, did she lose it at all? It was all along round her neck. But judge her feelings.
She was as happy as if she had recoverd a lost jewel. Similarly with us, we imagine that we will realize that Self some time, whereas we are never anything but the Self. A t the place where the two seas meet, Moses met Khidr, one whom Allah had given knowledge of himself. Moses asked Khidr, "May I follow you so that you may guide me by that which you have been taught?
Moses said, "If Allah wills you will find me patient; I shall not disobey you in anything. Khidr said, "If you want to follow me, you must not ask any questions about anything, until I myself speak to you about it. The two set out. They embarked on a ship and immediately Khidr bored a hole in the bottom of the ship. They continued on their journey until they met a young man.
Moses' companion killed this young man, and Moses said: You have committed a wicked crime. They journeyed on until they came to a certain city. They asked the people for some food, but these people would not receive them as guests. Moses said to his companion, "If you had wanted, you could have asked payment for you work. Beneath the wall their treasure is buried. Allah decreed in his mercy that they should dig out this ttreasure when they grew to manhood. What I did was not by my own will. A n old Cherokee is telling his granddaughter about a fight that is going on inside himself.
He said it is between two wolves. Anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority and ego. The other is good: Joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion and faith.
The granddaughter thought about it for a minute and then asked her grandfather, "Which wolf wins? The old Cherokee simply replied, "The one I feed. A beggar had been sitting by the side of the road for thirty years. One day a stranger walked by. I've been sitting on it for as long as I can remember.
The beggar, reluctantly, managed to pry open the lid. With astonishment, disbelief, and elation, he saw that the box was filled with gold. I am that stranger who has nothing to give you and who is telling you to look inside. Not inside any box, as in the parable, but somewhere even closer: From The Power of Now: A man found an eagle's egg and put it in a nest of a barnyard hen.
The eaglet hatched with the brood of chicks and grew up with them. All his life the eagle did what the barnyard chicks did, thinking he was a barnyard chicken. He scratched the earth for worms and insects. He clucked and cackled. And he would thrash his wings and fly a few feet into the air. Years passed and the eagle grew very old. One day he saw a magnificent bird above him in the cloudless sky.
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It glided in graceful majesty among the powerful wind currents, with scarcely a beat of its strong golden wings. The old eagle looked up in awe. We belong to the earth-- we're chickens.
The Perils and Opportunities of Reality. Of everything he is the inmost Self. He is the truth; he is the Self supreme. You are that, Shvetaketu; you are that. Strike again at the top;. It would bleed but still live. Because of this, educators must use stories if they hope to reach their students. Stories will stay with people much longer than facts or statistics.
If a teacher becomes an excellent storyteller, he or she can ensure that any concept they teach will be remembered for years to come. Take for example the difference between learning a formula, and the ability to solve that problem in the context of a real-life example. Stories bring information, knowledge, and truth to life.
When you compose your storyline, be it a fictional story to teach a lesson, or a non-fiction example, make sure that each part of the story is essential to the ending. Each character, point, or principle must somehow relate to the main point you are trying to drive home. Anything that does not affect the outcome in some way directly or indirectly can be hacked off the story. You may be trying to help students memorize the order of the solar system.
Any tale you concoct to help illuminate the facts must be related to the planets. It is not the time to talk about black holes, supernovas, or even the size of each planet. In writing, it is called an inciting incident. You hook the listener in by presenting a problem that encourages them to keep listening. You can use this tactic in any lesson.
Creating a world in which it is taken away reveals the ultimate importance of the process you are describing. You create a problem that the story in this case photosynthesis solves. Stories have a depth of meaning when there is a theme. Rather, write the story first- with all the points you want to cover.
This is especially important when your story relates to incidents in the past. History can be a boring subject without a lot of real-life application. Themes help connect the past with the present, and ultimately the future. If your audience is young, simple is obvious. However, even older audiences can be profoundly impacted when you take a complex idea and reduce it to a nugget that can be remembered. Scientific principles like gravity and electricity can be difficult for young minds. Using analogies can help.
For example, to explain an electrical circuit, describe how a train can only move along tracks that are connected to each other. Eye contact is one of the most important non-verbal ways to connect with other people. Imagine telling a story while looking at your feet. What kind of emotions would your students feel, even if the story were light and upbeat? You will connect with them and keep their attention longer. Describe and define the word first, and then use it throughout the story.
By the end of the story, they will have learned the concepts of the tale plus some vocabulary.
Popular television shows use this method. Dumbing down the vocabulary will minimize the power of your story. It is similar to reading a text in a translation. When someone wants to study the content more carefully, they first learn the original language it was written in to understand more fully what the writer was trying to convey.
You want to use the right words, which may mean first having to explain them so students can follow along. Movement can be used in multiple ways. As the storyteller, you can paint pictures with your body- using your hands, feet, legs, and head. This will help activate their memory and keep their attention focused on what you are communicating. People often talk more quickly than the brain can process. If you pause at crucial moments in the story, you give your students the chance to think critically about the piece of information you have just given.
Popular television shows use dramatic pauses or cliffhangers to rope the audience back into the story. When it seems that the problem is unsolvable, it is the right moment to pause, giving your audience a chance to think up the solution themselves. It helps to make characters more memorable when you give them personalities. Part of that includes changing your voice with each character. Without visual props, the voice is one of the only ways to bring the character to life.
If you can have multiple instructors acting as different characters, this is the best option. If you are re-enacting the Civil War, stand tall and speak deeply when you are President Abraham Lincoln. When you are speaking as an African American slave, change the volume of your voice and use an accent.
The ending is the last thing your students will hear. If you can make the ending one sentence, this is even better. Use alliteration, repetitive words, or a singsong cadence to help make it memorable. Adults are tempted to lie to children when the situation seems too complex or mature for younger audiences.
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However, telling the truth is always preferable, even if you have to adapt some of the details and adjust your language for younger audiences. For example, suppose you are teaching a lesson on the Holocaust. If you are speaking to a younger crowd, you might be tempted to gloss over some of the horrors because it is too scary. The main character of your story must be relatable to your students.
Juxtapose next to the hero or heroine an arch nemesis that rivals your protagonist. For example, when you talk about pollution, make recycled paper the good guy, and aerosol cans the enemy. Anything can have a good and evil counterpart. Every story has theme or meaning. When you can tell a tale that provides a solution to a problem, there is higher likelihood that the story will take on a deeper meaning when it solves a problem in real life. Before you tell a story, know the ending. Good storytellers when they begin to formulate their story, start at the end and work backwards.
As you prepare, pick the ending first. Write it at the end of a timeline. Then think about the point that comes right before the end, then the point that comes before the point that gets to the end. Keep working backwards until you arrive at the beginning of your story. When preparing your story, activate as many senses as possible. Humans have five senses; sight, sound, touch, taste, and smell.
The more a story activates the senses, the more memorable it becomes. For a lesson in geography, you can use a visual map first. Add a song to help memorize the countries or cities.