Every year our Humanities I in Action students participate in a Refugee Run simulation run by Crossroads, a Hong Kong charity founded by HKIS family Malcolm and Sally Begbie. This outing is a key component of our unit on genocide, as we want students to have a visceral understanding of the books and movies that are part of our study. For many students, this is the second most memorable experience of the course (after the Foshan trip).
An article has been published on October 6, 2015 in the South China Morning Post (C10) about the Refugee Run simulation that our students experience, including quotes from students and myself. Continue reading
“Since prehistoric times, ritual has been perhaps the most important human activity. Throughout the world there has existed an ancient and ongoing tradition of sacred action performed with the aim of improving not only our condition in the universe, but the condition of the universe itself.” Continue reading
After more than a decade of teaching Humanities I in Action, my colleagues and I remain excited to welcome students into our classroom every August, knowing that from day 1 they begin a journey that challenges and expands their minds and hearts, and leads many of them to act differently as a result. Offering this kind of transformation seems to be the kind of education that is needed in our schools today. Continue reading
Three years ago my Humanities I in Action students and I wrapped up our yearlong study with the Heroic Cycle ritual at Mary Knoll retreat house in Stanley. Now three years later some of these students will join me again for “Service, Society, and the Sacred,” which further explores the question: what am I supposed to do with my life?
Dear SSS students,
I’m very excited to once again embark on the “Service, Society, and the Sacred” journey with you this semester! Mr. Coombs and I started teaching this class in January, 2000, and our initial slogan was “creating a new kind of HKIS student in the new millennium.” Shamelessly idealistic, but I also think it’s true. SSS, like the other courses it has inspired, like Humanities I in Action and Mr. Kersten’s Cambodia course, offers students the chance to become a different kind of human being. Continue reading
Our central image of the 4-day retreat: below the flame is a desert mother holding a scroll that reads, “Light the divine fire within yourself.”
(See end of the piece for a close-up of the image.)
The burning question of my life in the last few years has been this: what is the role of spiritual practices in the quest to become a deeper, more aware, more compassionate human being? It was with this question in mind that I attended a 4-day silent retreat in Auckland, New Zealand in May with Cynthia Bourgeault in which we studied the 4th and 5th century writings of the Christian desert fathers and mothers. Continue reading
The biggest insight that I’ve had in the last four years of teaching World Religions at HKIS is that most students are far more interested in spiritual practices than I’d ever imagined. I just did not think that the majority of grade 9 students would welcome meditation, making mandalas, walking a labyrinth or joining in with Hindu kirtan singing. However, every semester students have encouraged me to push a little further out – to try and make the content we study applicable to their daily lives. The main reason for this, I believe, is that spiritual practices are purpose-built to deal with the fundamental problems of life. In its HKIS version, the biggest issue students at HKIS seem to face is the mental and emotional toll of a high-stakes education in the midst of an achievement-oriented Asian cultural setting. Continue reading