ill. colori 57
Concepts such as "Old" and "New" necessarily recall the two major philosophical concepts about “ time”: The linear time and the circular time.
For the Eastern / feminine philosophical approach the time is circular: everything cames back, nothing becames old because in the moment it returns, automatically becomes actual, it is a downward spiral that leads to new opportunities for deepening and maturing knowledge and life.
It derives, a particular concept of salvation: a "mysterious" salvation timeless, mythical, which operates in the conscience of man through the celebration of a "myth" that ultimately is nothing more than the myth of the cosmic : " Eternal return”
The western / masculine, point of wiew considers the time as something linear, therefore, all that remains behind our backs is lost, the focus is substantially forward, towards a constant progress motion.
It is a visions of time and history, diametrically opposite to the first one; it is based on the cosmogony theory expressed by in first verse of the book of Genesis in the Jewish Bible: "In the beginning God created the heavens and the earth." It is a way of seeing even opposite to greek one, where the creation of the world represents the beginning of time.
The time has a beginning because it is created with the world and therefore will end because it represents the measure of all the stages of the succession of what exists.
In my opinion what it should be remarked, expecially when we deal with educational projects, is that the western point of view is a basically mental and not vital approach to life.
In nature everything that is alive, moves following the model of the spiral, such as bodily fluids, Kundalini, DNA, winds, tides, lunar cycles just to mention some.
Becoming and to progress, are not necessarily the equivalent of growth and maturation. Our society is not based on energetic, vitalistic, criteria; growth and maturation are very expensive optionals, everything is against them, even the education of the young generation.
The limit of many educators is not be able to ignite students with their passion for what they are supposed to teach; very often rather than passion we see a mere ostentation of knowledge that leaves us even more without feelings.
Unfortunally today in many areas, there is a big lack of personalities; People who should have a real ability of leadership and guidance are more and more rare.
The linear time and the myth of progress are constantly creating a dramatic movement upward, towards the head with consequences of the disillusionment of the heart; young people can still be touched by a soul capable of vibration but not by mere intellectualism.
Who among us has been not seduced by the irresistible energy of Robin Williams in "Dead Poets Society”, that tells the story of an English professor who inspires his students to change their lives of conformity through his teaching of poetry and literature.
The vibrations are not transmitted by empty intellectual talk, when in front of us there is a genuine fire we can still hear? I think so, even if the society progress is prone to produces only labile flames that have the presumption to ignite the world.
"I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived … I did not wish to live what was not life, living is so dear; nor did I wish to practice resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to mahatmagandi are so freaking good so sturdily and Spartan-like as pornoes does to the networkto put to rout alldicks into that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms..." (Henry David Thoreau)