1000 petals by axinia

the only truth I know is my own experience

Changing Education Paradigms – another brilliant insight on education! January 6, 2011

The video in my previous post was showing severe problems the global society is facing,  and here comes  one of the solutions. I found this animation very well presented and highly insightful.

Creativity expert Sir Ken Robinson challenges the way we’re educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.

Why don’t we get the best out of people? Sir Ken Robinson argues that it’s because we’ve been educated to become good workers, rather than creative thinkers. Students with restless minds and bodies — far from being cultivated for their energy and curiosity — are ignored or even stigmatized, with terrible consequences. “We are educating people out of their creativity,” Robinson says. It’s a message with deep resonance. Robinson’s TEDTalk has been distributed widely around the Web since its release in June 2006.

The most popular words framing blog posts on his talk? “Everyone should watch this.”

A visionary cultural leader, Sir Ken led the British government’s 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements. His latest book, The Element: How Finding Your Passion Changes Everything, a deep look at human creativity and education, was published in January 2009.

LOVE, axinia


Children stop being communists at the age of 11, study says June 1, 2010

Many people from different countries and background told me that when they were children it was difficult for them to understand the idea of money and goods distribution. I always thought it is a good proof for my idea that capitalism as  such is a very unnatural institution.

The new study from Norway shows some interesting evidence in support of my supposition. As children progress to adolescence, their sense of fairness changes from pure equality to proportionality based on merit, study says.

The study was conducted at the Norwegian School of Economics and Business Administration (NHH) by the research team consisting of Associate Professor Ingvild Almås, Professor Alexander W. Cappelen, Associate Professor Erik Ø. Sørensen, and Professor Bertil Tungodden.

One of the most fundamental questions in the social sciences is how morality and fairness considerations affect human behavior. Previous research has shown that adults differ greatly both in the extent to which they care about fairness considerations and in what they perceive as fair.

“This is, however, the first economic study to show how some of these differences are shaped in adolescence. In doing so, the study also sheds light on how our perceptions of fairness are affected both by the social environment and biological factors,” explains Professor Bertil Tungodden from NHH in Norway.

What is a fair inequality?
Most adults find some inequalities fair. Hence, in contrast, to young children, they do not always think of strict equality as the fair solution to a distributive problem. What explains this and how does this acceptance of inequality develop? These were motivating questions for the present study of the distributive behavior of 500 Norwegian school children 11-19 years old.

“By comparing the behavior for different age groups, we were able to established clear developmental patterns. In particular, the study shows that as children grow older, they increasingly find inequalities reflecting differences in individual achievements fair,” continues Professor Tungodden.

Just luck?
In the experiment, the children worked on a task for 45 minutes. At the end of the work session, some were lucky and received a high price on their production; others were unlucky and received a low price. Thus, there were inequalities in earnings that reflected differences in both individual production and luck.

Each participant then had to decide how to distribute the total earnings between themselves and one other participant. Hence, they had to decide which inequalities they found fair.
“Here we observed a very interesting pattern,” adds Professor Tungodden.

“While almost none of the younger children made a distinction between luck and individual production, a substantial share of the older children did so. They accepted inequalities reflecting differences in individual production, but not inequalities reflecting just luck.” (more…)


Cool breeze proven by science May 26, 2010

At long last scientific verification of “cool breeze” has been published in a scientific journal!

Although studies on cool breeze have already been done in India by Prof UC Rai, they were not published in journals accessible to Western scientists.
The small study demonstrates a skin temperature reduction on the palms of the hands during the experience of mental silence, arising as a result of a single 10 minute session of Sahaja yoga meditation. However when people (non-meditators) were asked to do a simple relaxation exercise, under the same conditions, their skin temperature increased which is the opposite of what occurred for those using the mental silence approach to meditation.

The outcomes of this study therefore suggest that “thoughtless awareness” is both experientially and physiologically different to simple relaxation.
Interestingly, all other studies of (non-Sahaja Yoga) meditation  that have studied skin temperature show that skin temperature either increases (i.e. the hand get warmer) or does not change during the meditation session, leading scientists to assume that meditation is the same as relaxation, which also provokes skin temperature increases.

 So this study not only shows how Sahaja Yoga is different from other forms of meditation but also supports the idea that meditation is more correctly defined by the experience of mental silence rather than relaxation. This definition of meditation may well be the best way to differentiate meditation from relaxation, hypnosis, sleep, reiki, chi-gong, TM and other practices.

Manocha R, Black D, Ryan J, Stough C, Spiro D, Changing Definitions of Meditation: Physiological Corollorary, Journal of the International Society of Life Sciences, Vol 28 (1), Mar 2010

Read the whole article here.


Albert Einstein “The Merging of Spirit and Science” May 15, 2010

The most beautiful and most profound experience is the sensation of the mystical.

It is the sower of all true science.

He to whom this emotion is a stranger, who can no longer wonder and stand rapt in awe, is as good as dead.

To know that what is impenetrable to us really exists,

manifesting itself as the highest wisdom and the most radiant beauty which our

dull faculties can comprehend only in their primitive forms

– this knowledge, this feeling is at the centre of true religiousness.

Albert Einstein “The Merging of Spirit and Science”


Is there a difference between scientific and spiritual experience? March 26, 2010


A material scientist today finds out something and says, ‘Here is a new discovery!’ Another says, ‘No, it is not true; here is another discovery which proves it wrong.’ And so it goes on; every year there are many new discoveries. Sometimes, too, one scientist does not think like another; they may belong to the same school, and yet each has his own idea which does not agree with the other man’s. But when we consider the mystics and thinkers who look at life from a spiritual point of view, they all agree, be they Yogis, Sufis, Buddhists, or Christians–it does not matter which.

    Whenever they arrive at a certain stage of understanding they all agree, they all have the same experiences, they all have the same realization to which they come in spite of all differences. The differences in the dogmas of the various religions are only differences of form: those who look at the surface see variations, but those who look below the surface see one and the same truth hidden beneath all religions, which have been given at different times by different masters. Naturally, therefore, the method of expression is different, but when one comes to the essence it is all one and the same, and those who are spiritually evolved come to the conclusion that they do not differ one from the other in their belief. (more…)


The Happiness clusters (social networks study) December 17, 2009

 This is how “we” look for  sociophysics: the way people socialised based on their feeling of happiness/unhappiness. Stunning, is’t it?

The study shows dynamic spread of happiness in the Framingham social network. Graphs show largest component of friends, spouses, and siblings at exam 6 (centred on year 1996, showing 1181 individuals) and exam 7 (year 2000, showing 1020 individuals). Each node represents one person (circles are female, squares are male). Lines between nodes indicate relationship (black for siblings, red for friends and spouses). Node colour denotes mean happiness of ego and all directly connected (distance 1) alters, with blue shades indicating least happy and yellow shades indicating most happy (shades of green are intermediate)

Clusters of happy and unhappy people are visible in the network, and the relationship between people’s happiness extends up to three degrees of separation (for example, to the friends of one’s friends’ friends). People who are surrounded by many happy people and those who are central in the network are more likely to become happy in the future.

Longitudinal statistical models suggest that clusters of happiness result from the spread of happiness and not just a tendency for people to associate with similar individuals. A friend who lives within a mile (about 1.6 km) and who becomes happy increases the probability that a person is happy by 25% (95% confidence interval 1% to 57%). Similar effects are seen in coresident spouses (8%, 0.2% to 16%), siblings who live within a mile (14%, 1% to 28%), and next door neighbours (34%, 7% to 70%). Effects are not seen between coworkers. The effect decays with time and with geographical separation. (more…)


7 basic questions Science cannot answer November 2, 2009

Only 7 questions that seem to be essential for the understanding of how humanity lives and operates, and no answers…

  1. Does the Source, the Creator, God exist? Unknown
  2. Does such a thing as a soul exist? If so, is it immortal? Science does not know the answer.
  3. What is time, space, matter, energy? Opinions are sharply divided.
  4. Is our world eternal and endless or, on the contrary, is it limited within time and space? Science does not possess the necessary data to give a definite answer.
  5. Why should I do good and not evil, if evil appeals to me and I can be sure of escaping punishment? The answers are totally unintelligible.
  6. How can science be used to avert the possibility of wars and tyranny? Silence.
  7. How can social harmony be attained with the least human cost? Mutually exclusive proposals are put forward that resemble each other only in that they are all equally unrelated to pure science. (more…)

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