The goals and objectives of this article are to provide an overview of the slaughtering or sacrificing animals for religious practices across the world including Islam
……(Continued after part II)
In an educational setting, it is about the sense of mindfulness that arises from our perceptions. Thinking of monolithic God could be expanded into many – in the creation and nature – and we form these expansions by our doings, discovering science, searching for a new creation, engaging in meditation and offering love. God is one, yet also many, in that God is all forms of living and non-living beings, making connections and creating cycles of life. Perhaps there is no God, but there is One, which is nature, the cosmos; it demands us to be mindful, kind and loving. This is where the beauty of science merges with the beliefs and rituals of religions.
During prayer, one could use mantra/verse techniques, the loving-kindness prayer, following their religion. For young learners, practicing prayer with parents or teachers in the classroom would be of great help. They will find the parents’ and teacher’s tone of voice to help settle their minds and prepare their bodies and minds to slip into prayer easily.
Prayer at home may take a little bit more time to take ownership of body and mind. Learners may become aware and quieter and settle gradually. They may enjoy the restfulness. They may continue with the usual interplay of mantra/verse, the loving-kindness prayer, and visualize their meaningful existence on this earth-loving others.
The procedure is useful to engage young to be mindful and to make a difference. An intense focus on prayer practice would make learners happier and bring significant benefits. Practicing prayer, they could build a new sense of learning and grow more mindful. They will be able to concentrate and focus on one thing. The ideas they develop could move toward a holistic approach in education through the practice of mindfulness.
During the loving-kindness prayer, learners would seek ways to spread their words and share the love with all other living beings. How can they achieve that goal? It may not develop instantly; they have to work persistently on it. It will show up in a fervent moment, and it will be fascinating. Learners long for bringing about change — a radical and necessary change. They may have great ideas, but they must prioritize.
From prayer practice, the mind will become clearer for goal setting. From the goals comes the power and energy to take daily action. A few weeks’ continuous practices could help learners feel safe and secure in their relationships with their bodies, minds, and souls. These relationships are interconnected. The beauty of these relationships is characterized by love, sweetness and gentleness. In other words, happiness is in the “self” and all around!
During prayer, various outcomes and answers to questions could become more transparent and more visible. Learners could feel that their body leaves them in isolation when they do not take the initiative to practice meditation or prayer. The “self” is not only guided by the just and peaceful mind but also by an enormous control of the body.
The prayer experience would offer learners a choice – an alternative form of loving-kindness prayer. The choice is an intellectual capacity of the self and entails an enormous power of freedom: which religion or which God will choose – of what shape, or shapeless, or none. Some may find God to resemble a living being, a human, or to be like water.
Water, for instance, is so essential for life, and so nourishing for an individual. It is significant where an individual wants to see water (God): in a quiet stream, in a flowing river or a deep ocean? A free human mind can build a strong relationship with God’s nature, as one has the intellectual capacity to identify where one belongs and to connect with where He (God) exists. A rejection of the formal idea of religion tells that God lives within us, in our hearts, not in a Hare Krishna temple, synagogue, mosque or church. Religion must not be used as rituals of slaughtering animals or weapons in power struggles between states and nations; instead, it should be used to seek inner peace – as a call for commonality and humanity.
Even in Toronto, the past three months, people were not allowed to walk more than twos and wearing masks has become mandatory since this weak. Coronavirus spread quickly in the meat industry (any industries) as people worked together for processing the meat. In Canada, a few meat industries are already closed for the coronavirus measure. Last week, we learned 1500 workers are affected by one meat industry in Germany, which went to lockdown this week.
Dealing Coronavirus, we only need to use logic and rational mindset.
We need to rethink animal slaughtering’s purposes on Eid Ul-Adha (love, compassion, sacrifice, wealth distribution) if it kills many. Of course, we can offer our love and compassion for the people suffering from Coronavirus and other diseases, sacrifice our pleasure, not make it so festive, and continue our wealth distribution to save lives in a planned way.
Thus, teaching the reasons why it is not a necessity of slaughtering animals; rather, loving kindness-prayer can be beneficial for transmission, mastery to learning new skills and also it allows for transactions to perform a task skillfully. From the critical perspective of Wholistic education, prayer has significance. Children can focus on their studies and be enabled to imply an analytical approach in complex subjects and be transformed.
To read Part I of the article, Click Here.
To read Part II of the article, Click Here.
The writer is a Doctoral Candidate working on peace and conflict resolution through science at Curriculum Studies and teacher, Development department, Ontario Institute for Studies in Education (UofT), and working as a Teaching Assistant, Sociology department, University of Toronto.