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#One-linerWednesday . . . the smile of innocence. — Purplerays

To me nothing in the world is as precious as a genuinesmile, especially from a child. ~ Rumi♡ Text and image source: Rumi https://www.facebook.com/107050231019471/posts/279057347152091/

#One-linerWednesday . . . the smile of innocence. — Purplerays

Purple Rays comes into my feed on a daily basis with wonderful quotes and pictures. One of my favourite sources is Rumi the 13th Century Persian Sufi poet and philosopher. This quote is no exception.

Children provide a genuine sense of hope with their innocence, love, and ability to live in the most immediate world. They can inspire each of us, as adults, with hope we may not feel in a particular moment.

Part of my current writing is about hope. In a book chapter that will published shortly, we each shared a remembrance of hope in our lives and how it comes to inform our pedagogy of hope as teachers. Mine included the line from The Prayer of St. Francis to offer hope where there is despair.

As educator and pedagogue, each adult who interacts with a child has an obligation and duty to offer hope for each child. When we look into the eyes of children and witness their smiles, we are called to be stewards and serve in unanticipated ways. I use the word steward through its etymological meaning, relating it to the Greek word oikos. Oikos means household and is related to economy and ecology, which also come from the same etymology.

The prudent educator and pedagogue might ask the following questions: “How do I leave my corner of the household a better place for the next generation? How do offer hope to each child of the ensuing ggeneration?”

“He who allows oppression shares the crime.” — Art of Quotation

via “He who allows oppression shares the crime.” — Art of Quotation

Gigi shared a wonderful quote from Desiderius Erasmus Roterodamus (known as Erasmus) who was a Catholic priest during the Reformation. He is a humanist and spent little time as a priest and is considered to be a reformer who remained in the church , questioning its abuses. In some ways, he was Thomas Merton (the link is to an article by James Martin, SJ) some 300 years in advance.

I had not read Erasmus before last fall. His works were part of my syllabus for an educational foundations class I taught. I have since purchased a book with his essays and find him refreshing in many ways in today’s context.

When we ignore things that are improper and inhumane, we become complicit. This includes my place in Nature. It is hard to speak in today’s world without fear of being attacked. How I undersgtand the world and my presence in it, is less in terms of polarities and in continous emergence. Even the past holds uncertainties. When I sit and reflect/meditate, I often find phenomena emerge I did not experience in previous moments of reflection/meditation.

It is the same in my reading. I am re-reading Wendell Berry and find so much about how he speaks about Nature can be applied to teaching. We are stewards in this world and this includes stewards for our children and grandchildren. We are not seperate from Nature, even in urban settings. How do we preserve and conserve Nature for our children and grandchildren? Economy comes from the Greek word oikos, meaning household. How do we keep our household in order?

Gulls at Neurotsis Inlet

I took this picture in the river valley here in Edmonton. It is a beautiful place to walk and a historic, cultural, and natural gathering place for people and animals as demonstrated by the terns. Not in the picture are the people who gather to walk and sit along the river.

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