This year a small group of dedicated students joined me to form a team that entered the EMI School Association’s Dramafest drama competition. They achieved success with their outstanding performance of a play called The Jar (adapted from a short story by famous Italian playwright and author, Luigi Pirandello).
I have produced a short promotional video of the team and posted it on Youtube at the following link. Enjoy!
Assembly Presentation – ‘If’, by Rudyard Kipling
I’d like to share a poem called ‘If’ by the great English author and poet, Rudyard Kipling.
He wrote it just over a century ago in 1910…
Kipling won the Nobel Prize for Literature and to this day is still the youngest recipient of the award. He was born in what is now Mumbai, India and some of his stories like ‘The Jungle Book’ are considered timeless classics. I strongly recommend The Jungle Book and other stories by Rudyard Kipling to our students as he was a fine author.
The poem I am sharing today, called ‘If’, is about what it means to be a man. Over the years since it was written, the poem has enjoyed widespread popularity and to this day is often voted Britain’s favourite poem. I think that the theme of If may be particularly relevant today as I have already shared my thoughts and ideas on life generally through my previous assembly talks on topics like ‘self-knowledge’, ‘passion’, ‘individuality’ and ‘wholeness’ etc. Today’s sharing is about putting it all together in one’s life and hence consider what it is to be a man…
If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too:
If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated don’t give way to hating,
And yet don’t look too good, nor talk too wise;
If you can dream—and not make dreams your master;
If you can think—and not make thoughts your aim,
If you can meet with Triumph and Disaster
And treat those two impostors just the same:
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build ’em up with worn-out tools;
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss:
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: ‘Hold on!’
If you can talk with crowds and keep your virtue,
Or walk with Kings—nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much:
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And—which is more—you’ll be a Man, my son!
The following youtube links represent some excellent performances of ‘If’ in both American English and British English. Enjoy!
http://www.youtube.com/watch?v=6p7Agy4emqU&feature=related
Individuality and Holistic Thinking
I’d like to continue my sharing that began earlier in the year on the theme of ‘Know Thyself’ and moved on to the ‘Three Stages of Individual Growth’. Today I’d like to talk about the ‘Individual Responsibility and Holistic Thinking’. When we look at life in the broadest sense, it isn’t only about joyful happy moments and celebrations but it also includes sorrow and suffering and struggle.
Consider the world we live in, which is currently in crisis. Do you think people are living an orderly, yet passionate life, full of meaning and understanding and sensitivity? I’m afraid not.The world is caught in a complex and tangled web of struggle from wars, poverty, terrible diseases, hatred, jealousy, violence and worsening environmental destruction. People have divided themselves into religions, countries, cultures, political parties, genders, age groupings, economic class and so on. These divisions have bred all kinds of conflict and misery.
This urgent problem and challenge facing each and every one of us requires our immediate attention. It requires an intelligent response, from individuals who already have a passion for what they do in their own life, who can see the bigger picture while focusing on the task at hand, who are sensitive in their relationship with nature and other human beings, who are developing an inward awareness at the same time as they learn about the knowledge of the world and who are not selfish and self-focused but would happily sacrifice themselves for the good of others.
The word ‘individual’ actually means ‘indivisible’ or ‘not divided’. An individual does not divide himself, or herself into male/female, Christian/Muslim, East/West, old/young, rich/poor and so on. They respond as a whole person, a ‘human being’. They think holistically.
The word ‘holistic’ implies looking at the ‘whole’ issue, or bigger picture, rather than just the obvious, or most apparent aspect, or focusing on one small part of the whole problem. Life is one movement after all and we are but a part of that movement of life. From space, we can see the Earth as a unified whole – it is only mankind and his thinking that creates all of those artificial boundaries between countries, religion, race, economic class and so on.
Seeing the whole movement of life can transform the way we behave at the interpersonal level. We are not separate beings lost in our own little separate worlds, but expressions of the one human experience, which is related to all other things on the planet, including the planet itself and the wider universe. Everything that your senses perceive as you stand here this morning, the buildings, the trees, the people around you, comes from the Earth and returns to the Earth eventually. There is a natural order to all things in the universe -except our thinking.
Each day, each season, each life is a cycle of birth and death and you and I are a part of that whole movement. What we do and think and say affects the whole too, although not always in an obvious way. Everything we think and do and feel is affecting the whole of humanity. Understanding that is both a great gift as well as a great responsibility. It is our responsibility to develop our awareness of these processes and understand life more deeply. It is also our responsibility to think on these things and to make the most of the precious gift of life we share. We can begin by asking questions. We can question everything, including our own beliefs and values in life – the things we have so far taken for granted as ‘true’ and/or ‘normal’.
Although we come from different cultures, or geographic locations, we are all human beings living on the same planet, Earth. On the surface we all look, sound and behave quite differently, however beneath the surface we share the same thoughts and feelings, hopes and dreams. At the deeper level aren’t we essentially the same human being experiencing life from different parts of this planet Earth, but at the same time?
An holistic approach helps us to see that the inner world of thoughts and feelings is just as significant as the outer world of knowledge and experience. Self-awareness encourages sensitivity and sensitivity is intelligence. The word intelligence comes from two words ‘inter’, meaning ‘between’ and ‘legere’, which means ‘lines’. So intelligence then is the ability to read between the lines of what others say and do. A clever person in the ways of the outside world and the world of knowledge may not necessarily be intelligent in their personal response to the world around them – or in their relationship with others.
For example, a CEO of a company that produces much wealth and many jobs, may not be aware of the environmental damage created by the product his/her factory produces. Perhaps they will deny it, or are not even interested because it might have a potentially negative impact on profits. That is not an intelligent response, because it suggests a lack of critical awareness and sensitivity. It also suggests that there is no appreciation of the whole process of creation. The same person may be successful in economic terms, but perhaps they are harsh and violent toward their own family at home. Living holistically means valuing every aspect of one’s life and all of the relationships throughout the day – not just the ones that bring financial reward, or improve one’s status. We are all the same person. Can we see that in the face of the stranger as well as the family member, or close friend?
One way to develop sensitivity is through the things that interest you … your passion. If you follow your passion you will begin to become more sensitive to the more subtle things involved in your interest – whether it is basketball or fishing or science or chess – the more you learn, the more there is to learn. If we could bring that focus and interest into other areas of our life, it will benefit everyone – not just you. God gives us the interest in things so that we have the key to deeper understanding and a richer life.
Thank you.
Nietzsche’s
3 Stages of Man
In my last talk, I shared some thoughts on the importance of the expression, to ‘Know Thyself’. Today, I’d like to talk more about that journey of self-discovery and self-knowing and specifically on the stages of transformation of the human spirit. Most of us only think of physical, or perhaps intellectual, transformation when we think of growth, or ‘growing up’, but there is another equally important dimension to the human condition which
involves the spirit.
During the 19th Century, a German philosopher by the name of Frederic Nietzsche described what he saw as the three important transformations of the human spirit through which people pass as they mature and develop.
Phase 1: The Obedient Camel
When you begin the process of spiritual growth, as a young person, you are a camel. The camel gets down on its knees and says ‘Put a load on me’. This is obedience and involves your willingness to receive the instruction, information or knowledge that society knows you must have in order to live a competent life. It is being a good son, a good student, a good citizen and so on. When the camel is well-loaded he struggles to his feet and runs out into the desert. As he runs he becomes transformed into a lion. The heavier the load that the camel carries, the more powerful the lion he becomes.
Phase 2: The Lion (Fighting the Dragon)
The function of the lion is to kill a dragon and the name of the dragon is ‘Thou Shalt’. On every scale of the dragon there is a ‘Thou Shalt’ imprinted. ‘Thou Shalt’ is a civilising force that turns a human animal into a civilised ‘human being’. Some of the ‘Thou Shalts’ come from 2,000 years ago, some of them from 4,000 years ago, some of them come from yesterday morning’s newspaper headlines. The lion who has thrown off the ‘Thou Shalts’ and killed the dragon is still a civilised human being. People who try to change the world around them for the better are seen as being caught in this lion phase. Some will build a career around the struggle. Some will spend their whole lives in this phase trying to overcome the dragon.
Phase 3: The Child
When the dragon is killed, the lion is transformed into a child – an innocent child living out of its own dynamic. Nietzsche described it as ‘a wheel rolling out of its own centre’. That is what you become when you are a mature individual. You have been humanised by the ‘Thou Shalt’ system so your performance now as a child is not simply ‘childlike’ at all. You have assimilated the culture and thrown it off as a ‘Thou Shalt’. You are no longer caught in the struggle to change the world although your actions impact the world. You are able play with ideas in your chosen field and are open to learning through creativity. That is the nature of the artist, although the meaning here is that in fact all of life is an art.
Think about your own life. Which of the three phases do you most identify with? Perhaps you sense you are between phases.
Let us consider an artist, or even sportsman, as an example of this three-phase process. You go to work and study the art, or sport. You study the techniques that your teacher, or coach, shares with you. You study all the rules and do all exercises obediently (The Camel). Your own style may imitate, or mirror, the style of the teacher in many ways, but then eventually, with dedication, devotion and discipline, there comes a time of using the rules – not being used by them. You ask more questions and challenge the ‘Thou Shalts’ of art creation, or performance, (The Lion and the Dragon) until finally you come to a place where your own creative instincts come to the fore. You are achieving and evolving your own style and eventually move out of the shadow of the master, or mentor, to become an artist, or performer in your own right (The Child). Discovering your inner-child is like being ‘born again’.
This same process applies inwardly to the journey of self-knowledge. As you learn to think for yourself instead of waiting for others to lead you – like the obedient camel – you begin to think critically by asking questions of your own life. Why are things as they are? What are my interests? Why do I enjoy them? This questioning is healthy – part of the lion phase. As you learn about yourself and understand the deeper direction that your passions are taking you then you feel a deeper sense of joy in learning and this is reflected in the quality of the work you produce. That is the beginning of the Child phase of spiritual development.
So my advice to you today is to reflect inwardly, drink deeply and follow your passion, wherever it leads you. Don’t let anyone throw you off that path.
If you follow your heart and pursue the things that you are passionate about, then you will move smoothly through those three stages of spiritual transformation that Frederic Nietzsche described to a maturity which embodies a rich and rewarding adult life. However, if you do not follow your own heart and always do what others expect of you then you may become trapped between the obedient camel and the lion struggling with the ‘Thou Shalt’ dragon. You may have regrets that you carry with you for the rest of your life.
Whether you agree or not with Nietzsche’s idea, it does open up the whole subject of spiritual life for consideration.
Just remember, the key is within you to unlock the door to deep happiness. It is a journey – not a destination.
Finally, I would like to leave you with the following story taken from ancient American Indian culture…
Long long ago, the Creator gathered all of
Creation and said:
“I want to hide something from the humans until they are ready for it. It
is the realization that they create their own reality.”
The eagle said, “Give it to me, I will take it to the moon.”
The Creator said, “No. One day they will go there and find it.”
The salmon said, “I will bury it on the bottom of the ocean.”
“No. They will go there too.”
The buffalo said, “I will bury it on the Great Plains.”
The Creator said, “They will cut into the skin of the Earth and find it
even there.”
Grandmother Mole, who lives in the breast of Mother Earth, and who has no
physical eyes but sees with spiritual eyes, said, “Put it inside of
them.”
And the Creator said, “It is done.”
e-zone
the light and airy confines
of the e-zone
remain silent
and aloof
the cupboards
and their colourful contents
wait patiently
in anticipation
of that single turn of a key
that unlocks
and unleashes
the cacophony
of excited voices
and restless energy
of untamed youth
through the doorway
they bubble and bounce
a babbling brook
that soon becomes
a raging torrent
of excitement
and expectation
colourful boxes
and their mysterious
well-worn contents
soon spill across desks
and are strewn about
the now cluttered
buzzing hive
that was but moments ago
silent
it is lunchtime
at the e-zone
and all the regulars
have come to play!
V. Christianopoulos (November, 2011)
My focus during the recent Form 1 Parents Evening was on learning English outside of the classroom…
Whenever I introduce a course to my students I tell them about my expectations of their performance within the classroom, as well as without. I remind them that language is culture. It is impossible to separate language from culture and if they understand this they can use it to their own advantage. For example, if they take an interest in NBA basketball, or English Premier League football, or perhaps even a musician or writer from an English-speaking country, they will be learning English in the process.
(Pictured above: English Premier League action)
Learning the language becomes incidental to learning about their area of interest. An interest like that is the next best thing to actually travelling and living in those cultures and countries. Total cultural immersion is of course the optimal environment for learning a language, but if you cannot go to the culture, why not bring a little of the culture into the home via your interests?
Taking that idea one step further, I also encourage students to keep a record, or scrap book, or diary, of the new expressions and words they are learning while they follow their interest. That way they can reflect on their own progress and growth – in a way that requires little effort. They can also try to bring their own interests into their classroom
learning by sharing their experience, interests and learning with other students too. In that way their outside experience begins to feed-back into their classroom learning as well.
Following an interest unlocks the language. I recall a boy in a previous school who studied drama with me in Form 2. Although quiet in class, his Drama Journal was full of passionate and detailed reflections on what he was learning in the course and questions that he was reflecting on. I encouraged him to join the English Drama Club in Form 3 and he devoted himself to becoming an excellent actor. As his confidence grew through his drama interest, he began to consider study overseas and is now studying law in America
where he is thriving. Again, an interest like drama, or reading, or music, can unlock the language and open up a world of opportunity!
I have found that most students in my oral classes at KTMC do not use English very much at all outside of their English classes and this fact makes my task and that of my colleagues all the more challenging. It is not easy to convince them that using the language for communication in their daily life is the best way to learn the language more readily and
effectively – especially when they don’t see others around them making any effort.
Learning a second language like English well requires developing a rich and supportive English language-learning environment, or culture (there’s that word again) at school, in the surrounding community and at home where the learner can have opportunities to immerse themselves in the target language comfortably and consistently – if only temporarily. It is the whole context of the student’s life that shapes their opportunities to
successfully learn English. We still have a long way to go as a school and as a community in understanding the important link between language and culture and the need for providing an optimal environment for the learning of English language. Progress is slow and old habits take time to change. I would like to see more effort shown at every level, but especially at the school community level.
(Pictured above: Language is culture)
As parents, we could always do more to encourage our son to develop their English skills. One way to do this is encourage him to use English in a relaxed and natural way. Encourage him in his interests that relate to English-speaking culture. Encourage him to read widely and often. Another suggestion is to set a good example for your son by reading
English-language newspapers, magazines or books yourself, or taking an interest in the things he is interested in. Your son will see such things in a more positive light as ‘normal’ and ‘natural’. Yet another suggestion is encouraging your son to use the internet to develop an English language blog, where they can reflect and write and share their interests with other like-minded students. It all helps. Basically, encourage your son with their English whenever you see the opportunity.
As part of my efforts to reach more students outside of class time and contribute to a more English-rich environment at KTMC, I have produced this web-site linked to the school’s website. Here I have posted excellent poetry writing from last year’s Form 2 Oral English students, as well as my own theatre reviews, assembly talks and general reflections. I invite your feedback and comments. Students may also communicate with me through this website, through the school’s I-mail system, or just come and see me during recess or after school if they need help with their English – or just want to chat. I also spend time in the English E-Zone at lunch times where students can come and play games or chat with me there – if they wish.
There is no doubt that English language skills are becoming increasingly important in the world – especially if we want our sons to have the best possible education available and the best prospects for a successful career ahead. We should think of our sons as citizens – and
potential leaders – of the world, not just as Maryknollers from the Kwun Tong district of Hong Kong. Let’s think big and act in small yet effective ways in our daily life to help our sons achieve the best possible results from their secondary education experience!
Long, long ago… in a land far, far away, there lived a great and wise teacher whose name was Socrates (pictured above). Socrates lived in ancient Athens, Greece which was at that time the most powerful and influential city in the world. Socrates applied his critical thinking and ability to question deeply to unlock the deeper truths of life and to challenge existing thinking. His maxim ‘know thyself’ has inspired students of life throughout the ages. Today I’m going to share some of my own feelings about the significance of these two simple words… ‘know thyself’.
Before I do, it is interesting to note what some other great people have said in relation this subject. For example, Confucius (pictured above), who was a great philosopher from ancient China once said: “When we see men of a contrary character, we should turn inwards and examine ourselves.”
While Lao Tzu (pictured above) once said: “It is wisdom to know others; It is enlightenment to know one’s self.”
And according to the scriptures, Jesus Christ (pictured above) said, “When you know yourselves then you will be known, and you will understand that you are children of the living father.” (Thomas 3:4) From this quote it is clear that we are made in the image and likeness of the Divine and that to ‘know thyself’ is to realize that we are all sacred beings. That must bring us closer to God.
‘Know thyself’ is a call to look within in order to more fully appreciate and understand life and the world around you. No-one can force you to do this. It is has to be something you see the urgency and need for. It is like a stepping-back from the world in order to observe
yourself acting in the world from moment to moment. It requires seeing the link between your own daily life and the struggles of the world around you. It involves taking complete responsibility for your self and the world around you. That’s what motivates you to look. It is the act of selfless awareness whereby one observes one’s thoughts, feeling, physical posture and surroundings without any judgement whatsoever. That requires your total attention, just as when you are engaged in something that you love doing. Perhaps it is a computer game, playing a sport, or reading a favourite book. You are not self-conscious at all in those moments. It is an attention where learning is rich and progress quick.
If we turn that energy inwardly then it reveals things about ourselves that we may never have fully understood before. As a result of self-awareness we begin to change, our focus becomes sharper; we become more sensitive to the world around us as well as to the relationships that bind us. When we begin to see ourselves as we actually are, rather than as we would like to be, then we begin to change. Our thoughts are like flowers. They emerge from the soil of our memory, take root, grow and flower before eventually withering and dying and returning to the earth from whence they came. Most of us are only barely aware of the brightest coloured flowers in the background of our busy lives. We might ask ‘where did that thought come from?’ or ‘why does that thought hang on?’. If we observe our own thoughts without judgement, we begin to see the fuller picture and then we understand better when and why thoughts arise. Just as if you want to understand flowers better, you should watch them closely from the time you plant the seed to the time they flower, die and return to the earth.
(Picture above: Thoughts are like flowers)
There is a saying that ‘the more we understand ourselves, the more we understand others’. Why is that? Partly, it is because everyone shares the same brain and human consciousness. It is the same brain. It is an ancient brain that has recorded man’s memories and experiences, hopes and dreams from the beginning of time. It is within each of us and therefore our responsibility is to understand it during our lifetime. To ignore the world within is to live in a narrow and shallow place without compassion or spirituality, or depth, or beauty. The universe within us is the equal to the universe without. You don’t need to ride a space-ship to the distant stars when they are with you wherever you go. In fact knowledge as we experience it in our studies and daily lives is simply a pointer to what already lies within you. A scientist who has no awareness of themselves has little to offer the world other than boring lists of facts.
(Picture above: The universe is within you)
What prevents you from taking up the responsibility to ‘know thyself’ right now? There may be several reasons, but the central part of any reason is the ego, or self. With its fear, hopes, experiences, dreams and prejudices, the self is always looking for ways to avoid taking up this responsibility because to truly ‘know thyself’ is to go beyond the self.
One of the great thinkers and writers of the 20th century, Aldous Huxley (pictured above) once wrote, “If most of us remain ignorant of ourselves, it is because self-knowledge is painful and we prefer the pleasures of illusion.”
In Western mythology, the self is often represented by an angry, powerful dragon that threatens whole communities. A hero is chosen to face the dragon knowing that many have failed before him. The hero must leave the comfort of family and friends, face the darkness of the forest and eventually enter the dragon’s cave where the smell of death is heavy and danger lurks in every shadow. He must face his deepest fears totally alone and slay the dragon. He can feel his heart pounding inside his chest as he listens for the slightest sounds. His attention is total in this moment. He doesn’t think, but rather acts from his instincts which are pure and unfiltered by thought – the self. He slays the dragon because his focus is total, his heart is pure and his ego has been transcended. When he returns to his village, his life is transformed and so is the village from whence he came. In other words, learning about yourself and transcending the ego is an act of heroism that benefits the whole world because such heroic acts are rare and such heroes become leaders or great teachers, like Socrates, or simply great fathers to their own children. Until we take up that responsibility we are like the other villagers in the myth, living in fear and afraid to venture beyond the bounds of safety. True leaders go beyond the safety and security of the known world and especially their own self-interest. They do selfless acts.
(Pictured above: Facing your fears and transcending the ego)
In some ways the time you spend at school is the same as the journey of the hero who slays the dragon. When you enter secondary school, it is like a new world – perhaps like the dark forest of the story. You are young and the world seems very big and sometimes frightening. As you progress through the forms, you learn things about yourself and the world which give you a certain confidence to engage the world and the responsibilities that
go with being an adult. Some of the best learning experiences happen outside of your school time. Why is that? Is school simply what happens to us while we are learning about ourselves? Finally, when you graduate you are able to live independent of others and that gives you a certain confidence. But why wait until that day for that responsibility to be handed to you by others? Is it possible to take real responsibility for your life and the world today? After all, the journey of self knowledge begins with a single step! It is possible to take that step in this moment. Know thy self! Seize the moment!
All of which brings us back to Socrates. In ancient Athens, there were some powerful people who felt that Socrates was a threat to their existence because he encouraged people to question everything – including their authourity. Out of fear, they arrested him and put on a false trial where they accused him of undermining their authority with his questioning. They gave Socrates a choice: death, or a life without freedom. They demanded he give up his fascination with the truth of things and conform to their own corrupted view of the world. It was an easy choice for Socrates. He chose death. After all, to Socrates, a life without truth and the freedom to look was a life without meaning, a life without beauty or depth or relationship with God. Ironically perhaps, today the Socratic Method of Inquiry is the basis of all scientific study as we seek to understand the world around us, but remember that for Socrates this method begins with the inward journey of self-knowledge!
(Pictured above: Socrates – “Know thyself”)
Finally, I’ll leave you with this quote from Jesus Christ (pictured below), “One who knows everything but lacks in oneself lacks everything.” (Thomas 6:7)
Thank you.
There are always many highlights for me during any given year of teaching and this year – my first year at Maryknoll College – was no exception. Sometimes the things I consider ‘highlights’ may not always be recognised as such by others, but that is to be expected because everyone is different. For example, some of my lessons with Class 1A on Day 1 afternoons were wonderful simply because of the joyful and positive feeling in the room that was felt and shared by all. I can’t remember the topic of those lessons, but I do remember the good feeling in the room at the time.
Other highlights for me in Term 1 included the performance of Class 2B in the HK Speech and Drama Festival. On the day, everyone in the team seemed relaxed and happy, but at the same time inwardly focused on doing their very best performance. A strong performance is often felt some time before the actual event (a phenomenon coaches of sporting teams will also recognise) and when the adjudicator acknowledged our efforts by awarding a strong winning score, the feeling was quite special and felt by every member of that close-knit group. That satisfying feeling of shared accomplishment was savoured on the bus trip all the way back to school.
Making friends among students is always a wonderful part of teaching and this year I got to know some special individuals in a number of my classes. Sometimes that friendship was expressed simply with a smile as we passed by each other in a hall-way, while at other times a student would try to engage me further with conversation outside of the class times. All of those sharing moments were valued by me and are part of what makes the hard work of teaching worthwhile. I recall one boy who greeted me early one morning on busy Hip Wo Street, just as I was exiting my taxi and the rain began falling. He said ‘good morning’ and offered me his umbrella for cover as I struggled to unpack my own. Little moments like that do matter and I appreciated every one of them.
One of the nicest surprises of 2010/2011 has been the senior form conversation practise sessions. Although not every group or individual student was involved whole-heartedly in the process (it was compulsory after all), many still were and it proved to be the foundation of some excellent and engaging sharing on a variety of subjects ranging from music to philosophy, politics, love, passion and learning. Some groups and individuals took matters a step further and sought me out at later times for further discussion and those moments too were also meaningful and memorable. The conversation theme tended to unfold more like a dialogue on life than a narrow language activity and that was part of the pleasant surprise for me. I have to thank all the students who came along and shared their ideas, thoughts and feelings in those dialogues – at whatever level was comfortable for them. My role was simply to facilitate that sharing and gently push students into new areas of expression using their English language skills. If the opportunity to meet again with these students in similar circumstances arose next year, I’d be very pleased.
Thanks one and all! Have a safe and happy Summer Break!
“All the World’s A Stage”
All the world’s a stage,
And all the men and women merely players:
They have their exits and their entrances
And one man in his time plays many parts
William Shakespeare wrote those words more than 400 years ago but they still hold true
today. His theatre metaphor reminds us that daily life is a performance of
sorts. We are always thinking of ourselves according to the roles we play. For
example, when you wake up in the morning you are someone’s son or brother and
you speak and act according to that role. When you arrive at school, you become
someone’s friend or classmate. The school uniform you wear tells others that
you are dressed in the character of a Maryknoll student and that has certain
responsibilities and expectations associated with it.
In the classroom you are in the role of student and you act according to those expectations. Theclassroom is the theatre space and the teacher is more often than not the
performer, while the students are the audience. Perhaps you ask your teacher if
you can go to the washroom and when you leave the classroom you feel slightly
different – almost released from your role. The space where you feel release from the acting of roles is referred to in the theatre as the ‘backstage’. Every stage has its backstage, where masks are removed, or changed between performances.
Every space around us may be divided according to these areas. Consider my assembly sharing today. I am standing on this stage acting in the role of the NET teacher. Behind me is the stage backdrop which happens to be a Catholic church – a very appropriate
choice for this theatre space of course. It reminds us of the greater idea behind this performance – namely God and the Catholic Church. You are the audience, watching and listening to this performance. Perhaps you will applaud politely when it is ended – as occurs in the theatre. And when the assembly concludes you will be released from your role of audience member as you move off to your first class. And so on throughout the day the theatre of life continues.
Wearing a mask throughout our daily life can be tiring and it can also be the cause of
conflict. Why is that? Well, it’s because we are, each of us, more than the sum of the roles we play – just as an actor is more than the character he plays on stage at any given time. A son is more than a son, he is also a friend, brother, team-mate, classmate, musician, football player and so much more – depending on the things you enjoy doing in your daily life. However, more often than not we judge each other based on the role alone rather than listening to the human being behind that role. It’s far easier to judge someone based on
their role than working harder to communicate beyond the mask. To some extent we are all doing this because we have been conditioned to take the quick, or easy way out and our judgements may be unfair because they may be based on out-dated, or inaccurate information. This creates misunderstanding and that can often lead to conflict and even violence.
If we can be aware of the masks and roles we wear throughout the day then perhaps we can go beyond them too. Perhaps we can put the mask aside while we share more deeply about the things that really matter in life. Our awareness can help us to listen more
carefully to others and not make quick judgements based on roles and costume
and other outward appearances. If we can deepen our appreciation of life in this one simple way then perhaps it can open other doors to a richer and more fulfilled
existence and improve our relationship with others.
Yes, all the world is indeed a stage, but there is much more there too. Shakespeare challenges us to scratch the surface a little and discover the richer meanings that lie
beneath.
Thank you!
about me – a brief rhyme
this morning I will introduce myself briefly
focusing on my home country chiefly
I was born in the beautiful city of perth
still my favourite place to visit on earth
the weather, the people, are friendly and warm
you can live there in freedom, no need to conform
my parents originally hail from greece
they left in a hurry when civil war broke the peace
in australia they found hope, each other and love
and raised their family with devotion and help from above
with three older brothers to watch over me
my youth was an adventure, wild and free
growing up in australia was a blessing to treasure
an absolute joy by any known measure
the wide open spaces, the landscape, the sea
the people, the experiences, left impressions on me
my passion for learning and especially sport
gave me insight and knowledge that could never be taught
I was also inspired by the golden age of greece
her wisdom and beauty infect my spirit without cease
now as a teacher I have journeyed afar
the universe my home, a wandering star
yet getting back with family is still a wonderful plan
whether at christmas or the summer break – whenever I can
the art of life is putting everything in its place
living in this moment with amazing grace
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