The Inner Life Of The Child In Nature: Presence and Practice
“I sometimes waver in my commitment to the “Great Work” and to entering Earth’s dream during this time of political instability, social stress and environmental catastrophe. But programs like. The Inner Life of the Child in Nature are like a beacon, leading back to this path through the cultural darkness.”
In the Inner Life of the Child in Nature: Presence and Practice Program, we were preparing for a deep psychic shift in the culture at large – one educator at a time. We believe that the change that is needed in our time cannot be achieved through sweeping movements, curriculum change, or further exchange of information. The change that is needed is much closer to home.
This is a new form of working with educators based on the assumption that a shift in consciousness within the educational realm will come only through an inner transformation of the educator, through an honoring of the soul/spirit of the educator as a core value, and through the creation of a community of educators who support and inspire one another on the threshold of a new consciousness for our time – a consciousness that moves us beyond a view of the natural world as a collection of objects to be used into an experience of the natural world as a communion of subjects.
Our approach has been deeply guided by the following quote from Thomas Berry:
“There is a certain futility in the efforts being made – truly sincere, dedicated, and intelligent efforts – to remedy our environmental devastation simply by activating renewable sources of energy and by reducing the deleterious impact of the industrial world. The difficulty is that the natural world is seen primarily for human use, not as a mode of sacred presence primarily to be communed with in wonder, beauty and intimacy. In our present attitude the natural world remains a commodity to be bought and sold, not a sacred reality to be venerated. The deep psychic shift needed to withdraw us from the fascination of the industrial world and the deceptive gifts that it gives us is too difficult for simply the avoidance of its difficulties or the attractions of its benefits. Eventually, only our sense of the sacred will save us.”
In considering the education of children and young adults in our culture, we have come to believe that this “deep psychic shift” that Thomas Berry refers to is the central task of our time. To what extent does the schooling of children contribute to their view of the natural world as a commodity? How might we create a context within which children awaken to the wonder, beauty and intimacy of the natural world? What might be done to restore a sense of the natural world as a sacred presence in the lives of children? These are the questions that have concerned us.
The Inner Life of the Child in Nature: Presence and Practice program cultivated an "I and Thou" relationship between human beings and the natural world. Contemplative in nature, the program evolved through eco-contemplative practices and reflective readings and gave evidence, through practical applications, of ways of working with children that brought to life a sense of belonging to Earth as sacred community.
In the first year of the program, we focused on "Presence" - the cultivation of inner capacities, both in ourselves and in children and young adults, that enable us to form a bond of intimacy with the natural world. In the second year, we focused on "Practice" –where each participant created an individual practice that reflected this deeper understanding of the human-earth relationship. The program culminated with the publication of a “Collection of Practices” that is downloadable on the Center's publication page.
The Inner Life of the Child in Nature program was an in-depth process of inner development and group sharing. Thomas Berry's image of the Universe as a "communion of subjects" permeated every aspect of the program. Participants found themselves in new territory and formed incredible bonds of intimacy with one another and the Earth.
In an atmosphere of trust and soul welcoming, we created a meaningful context for the Inner Life program by paying close attention to the rhythm of the day. Retreats began with a moment of silence intended to quiet the mind and create a field of receptivity for the group. Our retreats included solo time in the natural world, time for reflection and sharing, the fellowship of shared meals at lunch, and presentations related to the theme at hand.
Every year, the Center accepted a new class of twelve educators into the program. The group was composed of teachers, parents, child psychologists, therapists, religious educators, naturalists, college professors, artists, writers and others who indicate a deep interest in the relationship between the inner life of the child/young adult and the natural world.
The Inner Life of the Child in Nature program was offered from 2006-2022. We invite you to read the Collections of Practices created by past participants of the program, available for download here. We also invite you to read The Place of Our Belonging: A Work for Children and Teachers Mentored by Thomas Berry (2023) that offers an in depth description of the program.