Sangeeta on Towards Freedom

Triumph of Love

Mon, 20 Dec 2021 17:37:04 -0800

Long ago within the Ocean of Frungali there was born a baby whale who was named Prem. He was an exceptionally intelligent child, and indeed his parents were very proud of him. When all his friends swam into the ocean depth to play, he would go on his own exploring the beauties of the ocean. There he would meet many different species. He realized that each one of them had different personalities and acted in different ways. He made friends with many different creatures of the sea, but none of them would ever play together before their elders because if their friendship was ever to be revealed the creature would be ostracized.

Prem become really good friends with a dolphin named Habibi. ![dolphin](y-dolphinsky.gif) Each day they’d play in far off place where no one could see them. Habibi taught Prem how to jump out of the water just as a dolphin and Prem would teach his dolphin friend to stand on her head and wave her tail within the water just like a whale. Together they discover many far off places within the sea and met new creatures with whom they created close acquaintance. They enjoyed each others’ company very much, but they were extremely afraid of their elders.

Whenever Prem played with his whale friends he would teach them different things that they had never learned before. All his friends really liked him, but they all thought that he was strange because the things he taught his friends were different from what the elders liked to teach them. As he grew up he learned about others and about his inner potential. Prem would often go on little swims by himself to meditate on the things around him. He would often think of ways to bring all creatures of the sea into one unified whole, instead of different sects who loved none other but their own kind. The more he thought about this the more determined he became to get rid of the egoistic notions that each sea creatures had about one another.

He went to Habibi and talked to her about how felt. Habibi understood Prem and she told him that there was nothing that could be done to bring about unity within the stubborn hearts of the adults. Prem went away disappointed and prayed sincerely “God, whoever you are, please help me to bring about unity within all my brothers and sisters in the sea.” Suddenly Prem felt a surge of energy enter his heart and with all the courage he had, he approached the Council of the Wise Whales.

He entered into a monstrous sized cave which was dark and silent. At the end of the cave he saw a light where the wise elders resided. Prem shyly approached the light and entered into the Kingdom of the Elders. They smiled at the little whale and asked him why he had come to them. Prem said to them bashfully

“I want to know why whales are not allowed to play with other sea creatures.”

A loud echo of awed voices resounded in the assembly hall. One whale answered “Because all the other species are evil.”

“How do you know that?” asked Prem.

“It says so in the Great Book of Whales.” thundered old Bahula the wisest of all the whales.

“Oh wise one, doesn’t it say that we should love one another.”

“Yes, but that only means love all whales, not those pesty little creatures who don’t have the strength we have. Why, if we wanted to we could destroy all of them in one second, that’s how powerful we really are. And that power makes us superior to all creatures.” boasted the Old Bahula.

“But, you should never misuse power oh great one, rather our strength should be utilized to help those who need it and…”

“How dare you talk back to us! All through our lives never has a whale of your size ever spoken to us that way.” scolded Mother Mimi peering over her spectacles. “Do you think yourself more knowledge than us? We have lived longer than you and indeed we know much more than what is in your little head. And for speaking against our teachings we will ostracize you unless you repent your sins to us.”

“But I have committed no sin.”

“What! Do you not know that the greatest sin to speak against this Council of Wise Whales?”

“Whatever I have said is true. Why do you wish to punish me for speaking the truth?” cried out Prem helplessly.

“GUARDS! Take this little whale away and throw him into the deep ocean. Let him live there all by himself!”

The guards took Prem and threw him into the depths of the sea. Prem hit his head against a rock and fell unconscious for a long time.

Suddenly Prem was spoken to by a soft voice, “Awaken my child.”

He opened his eyes and there he saw a beautiful light surrounded him and in the midst there was a beautiful whale with the sweetest voice that Prem had ever heard.

“Who are you?” asked Prem.

“I am your guide, sent from above to help you in your divine mission of love.”

“My divine mission of love” questioned Prem.

“Yes, yours. You wished to bring about peace and love within all your fellow creatures, and you have the power to do so if only you believe my child, if only you believe.”

“But I was ostracized from my group how can I go back?”

“This was all the arrangement of the infinite so you could come to me and so that I could guide you and help you understand the unlimited power you have within yourself to change the world if you wanted.”

“Oh I do! I want everyone to live in love and unity, but I don’t really know how teach them.”

The divine whale answered, “Teaching is reminding others that they know just as well as you.”

“Are you saying that they already know what I am trying to teach them?”

“Yes, the answer to all questions is within oneself.”

“Then why doesn’t everyone love each other?”

“Because they are all under the illusion that they are higher than the other. All you have to do is go within yourself and find your inner strength.” Then the divine being disappeared from the eyes of Prem.

Meanwhile Prem’s various friends around the sea of different colors and schools gathered at Habibi’s house to question the disappearance of Prem.

The beluga whale sat with her fin around Habibi comforting her and saying, “Don’t worry Habibi, we will find Prem for you.” Fifi the rainbow fish stretched his fin and said, “My friends and I have established a plan through which Prem can be found. Now, for all of you who are willing to participate say ‘gurgle’”.

A resounding gurgle filled Habibi’s habitat. Fifi reached out to the beluga whale who in turn reached out to a whale from Prem’s school and so the chain continued until all the sea creatures united, and so they set out to search for their friend, Prem.

Month upon month passed and the search party grew larger as different sea creatures migrated to join it for they were all touched by Prem’s mission. Therefore the sea had become a multitude of colors as various species bonded and interacted together in unity.

Suddenly the triumphant cry of Habibi pierced the calm sea, “Look! There he is!” They all saw Prem and because cheerful at heart. However, they knew something was wrong.

“It looks like he is dying of hunger!” lamented a friend. Habibi lifted her companion’s limp body onto her dorsal fin and lowered her head to hear his soft murmuring.

“I am so proud of you all. Those who do not cherish love wander deceived and bewildered. Without peace and happiness we can have no destiny except remorse and anger. But now I see that this will not happen here because now our home has become an ocean of love. My mission is fulfilled and now I must leave.”

“You cannot leave us” cried his friends, “All of us have gone to great lengths to find you, how can you leave us?”

“But this problem of searching for me has given you the greatest gift you will ever receive. The gift of love.”

Saying this Prem left his mortal body and ascended into the higher realms above.

Vivisection Science or Insanity

Mon, 20 Dec 2021 17:37:04 -0800

Many caring and concerned individuals both from the medical and local communities are asking if animal experimentation is beneficial to human health and medical research. (Ruesch 36) Because animal experimentation focuses on artificially inducing disease in perfectly healthy animals, and is undermined by the vast differences of non-human-animals versus humans anatomically, physiologically and pathologically, “it is inherently an unsound way to investigate the human disease process” (MMC 1)

Approximately two hundred years ago the practice of vivisection began when religious leaders prohibited the dissection of human corpses. When this taboo was lifted, animals were continued to be used since the idea had become so entrenched in the minds of researchers.(Kupsinel 2) Every year in America, over 100 million animals are used for experiments. Their use is currently increasing every year worldwide by 6%.(Kupsinel 2)

Vivisectors would like to reject the charges that their driving motives are avarice, ambition, or sadism disguised as scientific curiosity. On the contrary, they present themselves as altruists who are entirely dedicated to the benefit of mankind. (Ruesch 6) Intelligent and historical humanitarians such as Leonardo Da Vinci, Voltaire, Goethe and Schweitzer “have passionately declared that species worth saving through such barbaric means isn’t worth saving at all.” (Ruesch 6) There is presently crushing evidence which proves that this dehumanizing and inhumane practices have grievously damaged true science and the health of humanity at large. (Ruesch 6)

Contrary to popular belief, the use of animals in experimentation is not needed, in fact such practices can be detrimental to human health. In comparing the physiology of a rat to that of a human, we see many biological differences: mice live for 3 years and require massive doses of drugs (more than humans will ever use) before an over-dose occurs, they have very different bodily functions and get cancer for different reasons than human would. These differences between a rat and a human prove that it is unreliable and misleading to extrapolate results from rats onto people. When a non-human animal is treated for a disease or a drug, the results can vary dramatically. Some of the differences occur also in how an animal and a human react to different drugs. Aspirin, Tylenol, Dristan and Advil have produced severe reactions in animals, but do not produce such results in humans. (Kupsinel 1) Many people believe that drugs tested on animals are proven to be safe, and therefore are safe on humans. These individuals are unfortunately unaware that arsenic has been found safe for sheep, cyanide safe for chickens, and poisonous mushrooms safe for rabbits. If these results had been extrapolated to humans, the effect on our population could have been devastating. For this reason over 52% of all drugs (AAVS Website) that enter the market have to be re-labeled or pulled off the shelf due to harmful side effects in humans. Even then, over 2 million people suffer severe side-effects. Additionally, the number four killer in America is drugs which have been found safe for animals, but have killed over 100,000 people every year. (PETA Website)

The U.S. has been experimenting on animals for over 200 years, and is 20th in infant mortality rate and 19th in life expectancy. The standard of living has improved, not due to animal research but due to changes in our environment, life style and hygiene. (AAVS Website) Cancer rates continue to rise as we spend billions of dollars on finding cures; the World Health Organization says that 90% of all cancers are preventable with lifestyle changes, yet the Cancer Institutes spends less than 1% on prevention tactics and programs. (Cruelty- Free Charities brochure)

While the Cancer Institutes spend little money on prevention, $5 billion of taxpayers money funds general animal research. There should be a redistribution of this money, from the hands of animal vivisectors into the hands of caring health professionals who see the value in education and prevention. Money is being misdirected, while drug treatment centers, community clinics, trauma units and prenatal centers are being shut down for lack of funds. (PETA Website)

Beside the scientific arguments, ethical reasons for adopting human scientific practices exist. Animals experience much pain throughout their captive lives. When tested on, they may be forced to inhale harmful gases, have harsh chemicals dripped into their eyes, or have irritating substances rubbed on their raw skins.(PETA Website). Animals suffer tremendously, and are rarely given anasethics or pain killers. Many times they are put into restraining devices and cannot escape the pain. (PETA Website).

There is much commotion in the medical community now about the sanity of vivisection. As Dr. E.D Marshall has pointed out in the Journal of the American Medical Association:

Even when a drug has been subjected to a complete and adequate pharmacological investigation on several species of animals and found to be relatively non- toxic, it is frequently found that such a drug may show unexpected toxic reactions in diseased human beings. This has been known almost since the birth of scientific pharmacology. (Kupsinel 3)

Also, Dr. Paquet, formerly doctor-inspector of the Enfants Assiste de la Seine has this to say about animal testing:

Vivisection is useless for the study of medical science. It is also useless for the study of physiology, for, if we are today cognizant of the functions of the organs, it is through having treated them when injured. In order to study the action of medicinal matters, would it for a moment enter into the head of a serious practitioner to imagine that what passes in the body of a healthy animal would be the same as in that of a sick person.? (Kupsinel 3)

Many alternatives to animal experimentation are available. Numerous technologies have been discovered where animals are not being used. Scientists are finding that these tests are efficient, effective, and cheap compared to animal studies, which can take years of testing, hence costing taxpayers millions of dollars. (MMC 9)

As times change, many more non-animal technologies come in to the market. Of the many alternatives, a few include; non-invasive electronic scanning such as CAT, MRI, PET and SPECT scans, which have revolutionized clinical investigations. (MMC 9) These devices allow for the study on ongoing human diseases in human patients, rendering the use of animals obsolete. For instance, these scans have helped early diagnosis and knowledge of Alzheimer’s disease, Huntington?s disease, and musculokeletal tumors; and have contributed much to knowledge in basic science.( MMC 9) Another powerful tool is in-vitro cell and tissue cultures, which are beginning to replace mice in testing for carcinogenic substances. The results are cheaper, and more effective and more accurate. (Jasper and Nelkin 103) A third method is the use of mathematical models using human clinical and epidemiological data to generate and test hypotheses on various disease. (MMC 9) These new methodologies and many others are becoming more and more available to the medical community to help replace animal testing.

The value of animal experimentation has been grossly exaggerated by the scientific community which has financial and other vested interests in it?s preservation. The billions of dollars spent yearly on animal research would be better spent humane, effective and efficient use if the funds are redirected to human studies through the vast alternative technologies, clinical studies and public education on prevention tactics. If only humane science is embraced, healthy solutions beyond the dreams of the vivisection community, are a realistic possibility.

TODO …
links of relevance
library references

The Myth of the American Dream

Mon, 20 Dec 2021 17:37:03 -0800

Success is what the American Dream is all about. Many people are motivated by the promise of a better life, hence they chase dollar bills all their lives in the hopes of living out the American Dream - a fantasy which only money can buy. The American economic system is designed to meet the needs of the upper class, as it ignores problems of ethnic minorities.

The American Dream is a fantasy that has not come true for the millions that are toiling in the system hoping to get a piece of the wealth which America so liberally shares with its rich upper class. Mansions, expensive cars, a happy family and of course lots of money. These images adorn the minds of the less privileged of this nation.

For many this dream soon becomes a nightmare. With the cost of living becoming so high and lack of medical care or job security, minimal pay and an expensive education system are just some the hurdles that people have to jump over to reach the American Dream. Therefore it is fair to say that it is almost impossible for numerous people to make a decent living. Many people in America are earning minimum wage which is $5.65 a hour, and contrary to popular belief, they are not middle-class teenagers working for gas money. Most minimum wage earners in the United States are adults, more than half are female, and about half work full time. ([Epinet](http://epinet.com))

America’s economic system is flawed as there is unequal distribution of its wealth. When we examine where America’s wealth lies we see that it certainly not in filling the bellies of countless hungry babies in this country. The wealth is filling the pockets of the rich:

Wealth inequality has grown in the 1990s. As of 1997 (the latest year for which data is available), the top 1% of U.S. households controlled 39.1% of all wealth. When comparing the changes in wealth distribution over the 1983-97 period, the large shift in wealth primarily benefited the top 1% (rising from 33.8% to 39.1% of all wealth). In comparison, the bottom 95% of the wealth distribution experienced flat or falling growth in wealth over the same period. The explosive growth of the stock market further concentrated wealth at the top of the income scale between 1995 and 1997. Projections suggest that the share of wealth controlled by the top 1% increased by 1.5 percentage points (from 37.6% to 39.1%) in just the past couple of years.(Epinet)

Behind the people who are making all the money, there is a task force of thousands of overworked and underpaid individuals. It seems that the people who don’t count in this country such as the racial minorities are left to do this country’s dirty work. In the following excerpt we can get a glimpse of who really does the work in America.

The population of this country is 337 million, 154 million are retired. That leaves 183 million to do the work. There are 85 million in school, which leaves 98 million to do the work.. Of this total, there are 29 million employed by the federal government. That leaves 69 million to do the work. Four million are in the Armed Forces, which leaves 64 million to do the work. Take from that total the 24,800,000 people who work for state and city Governments and that leaves 39,200,000 of us to do the work. At any given time there are 24,000,000 in hospitals, so that leaves 15,200,000 to do the work. Now, there are 15,199,998 people in federal and State prisons. That leaves just two people to do the work, you and me.(LinkAmerica)

Approximately thirty-two years ago, Dr. Martin Luther King, Jr. launched the “Poor People’s Campaign”. This was a far-reaching plan to lift the economic conditions of underprivileged Americans of all classes and races. The heart and soul of the campaign was the progressive demand for full employment – that the opportunity to secure jobs be extended to all in order to lift people above, as King termed, “the curse of poverty.” (Epinet)

Presently, African Americans are not much better off than they were in King’s time. In 1968, the income of a typical black family was 60 percent of whites. Median Income grew slowly throughout the 1970s and 1980s, and much more gradually for blacks than for whites. As of 1997, the ratio stood at 61 percent. For all the progress of the past few years, the income gap has closed by all of one percent - from 60 to 61 percent - since 1968. (Epinet)

Other racial discrimination can be seen through a study done by The Association of Community Organizations for Reform Now (ACORN), which demonstrates increasing racial disparities in the home purchase mortgage market.

In a study covering all lenders in thirty-five cities over three years, ACORN found that African Americans and Latinos are rejected more frequently than white applicants for both conventional and government-backed mortgages and that this disparity is rising. The growth in conventional mortgages for African Americans between 1995 and 1997 was modest, under 5%, but the increase in lending to white borrowers was nearly five times as large. Over the same period, conventional home purchase lending to Latinos declined by more than 1%. (ACORN)

Over a hundred years ago Asians were told that the streets were paved in gold in America. They were promised some of this gold, but in reality companies just wanted cheap labor. (Chang 366) Nowadays the media portrays the Asians as having found that gold. (Chang 366) According to a U.S Censor Survey Asians average income was $22,713 whereas the whites were $20,800 (Chang 367). The media took this statistic and announced to America that Asians were achieving the American Dream.(Chang 367)

Such statements bring to light aphorisms such as “Statistics are like a bikini. What they reveal is suggestive, but what they conceal is vital.” (Chang 367) Unfortunately the media failed to examine these statistics closely. A close examination of these will reveal that Asians usually have more children or live-in relatives therefore more mouths to feed, they also have more than one income earner in the family to make ends meet and many live in areas where the cost of living is very high. (Chang 367) According to Dr. Robert S. Mariano, professor of economics at the University of Pennsylvania, who has calculated that

When such appropriate adjustments and comparisons are made, a different and rather disturbing picture emerges, showing indeed a clearly disadvantaged group … Filipino and Chinese are no better off than black men a with regard to median incomes.(Chang 367)

Along with other minorities Asians are only getting the crumbs of the economic pie. The City University of New York constructed fake resumes for Asians and for whites. Both resumes had similar education and work experience except that some had an Asian name and others had a white name.(369) They concluded that the resumes meant for whites got 5 times the interviews than the Asians. Another U.S Census showed that Chinese and Filipino males only earned 75% and 52% respectively as much as their equally educated white males. (Change 369) It is obvious that economic discrimination is coupled with racial discrimination making it very difficult for racial minorities to climb up the financial ladder.

In order for change to take place, people need to get together to make changes in our economic system. One such group is ACORN, who has started the living wage campaign.

In short, living wage campaigns seeks to pass local ordinances requiring private businesses that benefit from public money to pay their workers a living wage. Commonly, the ordinances cover employers who hold large city or county service contracts or receive substantial financial assistance from the city in the form of grants, loans, bond financing, tax abatements, or other economic development subsidies. The concept behind any living wage campaign is simple: Our limited public dollars should not be subsidizing poverty-wage work. When subsidized employers are allowed to pay their workers less than a living wage, tax payers end up footing a double bill: the initial subsidy and then the food stamps, emergency medical, housing and other social services low wage workers may require to support themselves and their families even minimally. Public dollars should be leveraged for the public good – reserved for those private sector employers who demonstrate a commitment to providing decent, family-supporting jobs in our local communities.(LivingWages)

There needs to be a larger public outcry against this “institution of wealth”. As more and more people demand changes to occur, we will still be living under the golden rule: “The one’s who have the gold, make the rules.” (Howard Lyman speech). The curse of poverty is far from lifted as there is much work to be done to bring about economic equality for racial minorities. We, as a nation, have far to go before we arrive at King’s vision of economic justice.

Season for Non Violence

Mon, 20 Dec 2021 17:37:01 -0800

This is an article written by the San Diego organizer of the 1998 Season for Non-Violence event.

I would like to inform you if you do not know already about an exciting and uplifting time of the year- it is called the Season for Non-Violence. January 30 and April 4, 1998 mark the 50th and 30th anniversaries of the assassinations of Mahatma Gandhi and Dr. Martin Luther King, Jr. The days between these memorial anniversaries are being hailed as A Season for Non- Violence - a time to raise awareness about the principles and practices of nonviolence, to highlight the local ‘heroes’ and initiatives that are putting them into practice, and to honor the legacies of two great men who taught the world an alternative means for defusing conflict and transforming communities.

In keeping with the spirit of this time communities are offering workshops on how to live compassionately. We would like to teach and inspire the world to live an existence that is in harmony with a peaceful planet.

As individuals and as a society, we have evolved to the point where violence is no longer recognized as a viable solution to chaos we have created and the consequences of which we now face. Violent actions and reactions are the scars of social, educational and economic wounds… the voices of a spiritually inarticulate culture. The practice of nonviolence is initiated by choice and cultivated through agreement. The time has come to agree on this as a global community - as if our lives and those of our children’s children, depended on it.

Our vision is of a better world for all human beings. Further, we are determined to base our actions on values firmly rooted in our diverse inner beliefs and traditions. To this end, we undertake “Gandhi/King: A Season for Nonviolence” by applying our efforts and resources to identifying, then bringing into full public focus the rich spectrum of grassroots projects and programs by individuals and organizations who are pro-actualizing a culture of peace.

Our purpose is to create an awareness of nonviolent principles and practice as a powerful way to heal, transform and empower our lives and communities.

We are demonstrating that every person can move the world in the direction of peace through their daily nonviolent choice and action.

If you would like more information about the Season or would like to initiate some awareness raising events, I would be honoured to assist you in any way that I can.

Also, please check out www.GandhiKing.com for more information about the season.

If you are in the San Diego area, please come to our event in March. There will be a special concert featuring Karl Anthony on March 12 followed on March 13 with a conference on non-violence. The event will take place at the Naval Training Center (off Rosecrans St) in San Diego.

Jonathan the Seagull

Mon, 20 Dec 2021 17:36:58 -0800

Jonathan Livingston Seagull, a novel by Richard Bach, is a much-loved classic that has touched the hearts of many. A tale of courage, truth and love, this eloquently written story is a rich and vibrant literary work. This book centers on the character development of Jonathan Livingston Seagull, who changes from a quiet and timid young seagull to an enlightened, brave and courageous being.

The story begins with Jonathan as a lonesome seagull wants to transcend the boring world of eating, mating and sleeping that most gulls live in order to survive. But he did not want to just survive, he wants to transcend all barriers and go beyond the limits of being a seagull.

For most gulls all that really mattered was how to get to the shore and back with some food. But for Jonathan, all that mattered was flight. More than anything else, Jonathan Livingston Seagull loved to fly.

This kind of thinking certainly did not make him the most popular bird. Others seagulls mocked his efforts and told him that he was just wasting his time. Even his parents questioned him as to why he could not be like all the other birds. When questioned, he would bow his head and reluctantly obey his parents. He tried to behave like the others, fighting and screeching with the rest of the flock, but it seemed all too pointless to him. But, this seagull, though a little timid at the beginning, possessed an inner curiosity and wonderment that finally gives him strength.

Jonathan became very adept at low-level flying, stalling in the air and doing many other aero-dynamic maneuvers. As soon as the elders in his flock learned of these uncommon feats, they decided to ostracize him for violating the dignity and tradition of the Gull Family . They told him that, Life is the unknown and the unknowable, except that we are put into this world to eat, to stay alive as long as we possibly can .

To this statement he responded, “Who is more responsible than a gull who finds and follows a meaning, a higher purpose for life? For a thousand years we have scrabbled after fish head, but now we have a reason to live- to learn, to discover, to be free! Give me one chance, let me show you what I?ve found.”

With this statement, Jonathan began to speak up for himself. He became bolder about sharing his discoveries. However, no gull had ever spoken back to the elders, as did Jonathan, so he was immediately banished.

He spent countless days on his own. He was distressed not because of the abandonment by his flock, but because they refused to believe the glory of flight that awaited them; they refused to open their eyes and see . He was getting pretty used to being alone and adventuring to unknown places and reaching new heights and new speeds with flying.

One day as he was flying, he was greeted by two gulls whose wings were as pure as starlight and who glowed with gentle friendliness . These gulls told him that they too were outcasts once and now they have come to take him higher, take him home . They told him that one school was finished, and that the time had come to go to another.

As they ascended into the other world, his wings seemed to glow and his flying became effortless. Jonathan thought that he was certainly in heaven. He found great comfort that the birds thought as he thought. For them, the most important thing in living was to reach out and touch perfection in that which they most loved to do, and that was to fly. They were magnificent birds all of them, and they spent hour after hour every day practicing flight, testing advanced aeronautics

One evening Jonathan heard that an Elder Gull would soon be moving on to the next world. He mustered up his courage and walked up to that gull to ask him something that was stirring deep inside of him. The following exchange was a turning point in Jonathan’s life.

“Chiang?” he said, a little nervously.

The old seagull looked at him kindly. “Yes, my son?”

Instead of being enfeebled by age, the Elder had been empowered by it; he could outfly any gull in the Flock, and had learned skills that the others were only gradually coming to know.

“Chiang, this world isnt heaven at all, is it?”

The Elder smiled in the moonlight. “You are learning again, Jonathan Seagull,” he said.

“No, Jonathan, there is no such place. Heaven is not a place, and it is not a time. Heaven is being perfect. He was silent for a moment. You are a very fast flier, aren’t you?”

“I enjoy speed,” Jonathan said, taken aback but proud that the Elder had noticed.

“You will begin to touch heaven, Jonathan, in the moment that you touch perfect speed. And that isn’t flying a thousand miles, or a million, or flying at the speed of light. Because any number is a limit, and perfection doesn’t have limits. Perfect speed, my son, is being there.”

From this moment on Chiang took Jonathan under his wing, so to speak. He became his mentor and his best friend. The Elder Gull taught him much about flight, but most importantly about going beyond his limits. He learned how to disappear and reappear in a different location and many other awe inspiring things. He told him that the gulls who scorn perfection for the sake of travel go nowhere, slowly. Those who put aside travel for the sake of perfection go anywhere instantly.

Pretty soon all the gulls were in awe of Jonathan. But as he grew wiser, he also grew humbler, for such is the nature of wisdom. Everyone asked for him to teach them what he knew. Jonathan, in his humility told them that he had just arrived in this new world, and it was them that needed to teach him .

After months of studying and learning with Chiang, it was time for the Elder to move on. Before leaving he reminded Jonathan to keep working on love. As the days went on Jonathan couldn’t help but think about the past. He thought of all the gulls who were living and dying over breadcrumbs. Then he wondered whether there was a gull who was made an outcast for living his truth in the face of the other gulls. The more he practiced his kindness lessons, the more he wanted to back to Earth .

For in spite of his lonely past, Jonathan Seagull was born to be an instructor, and his own way of demonstrating love was to give something of the truth that he had seen to a gull who asked only a chance to see truth for himself.

Since his meeting with Chiang, Jonathan began to believe in himself and the power of love more than he had ever known. As his spirit became stronger, his soul became kinder, and out of kindness he wanted to take back to others what he had learned.

The others told Jonathan to stay and help the birds that were coming to their world instead. It would be too difficult to go back to the world where he was once deserted. He agreed for sometime, but he couldn’t help but remember his old life. He thought to himself how far ahead he would have been if Chiang had shown up the day he was outcast. He decided that he indeed needed to go back.

Jonathan appeared just in time to witness the rejection of Fletcher Lynd Seagull by his flock. Fletcher flew away with anger in his eyes. Jonathan Seagull flew next to him and told him that by casting him out, they had only hurt themselves. He asked Fletcher to forgive them, for they knew not what they were doing.

Soon, Jonathan had become to Fletcher, what Chiang was to him. He taught Fletcher how to go beyond limitations and to touch heaven. As time went on other outcasts joined Jonathan. At night Jonathan would tell them that they were only as limited as they believed. He told them at their whole body was nothing but thought, and if they could break the chains of thought, they could break the chains of their bodies too. All this sounded like science fiction to these gulls who could not believe it at first.

One day Jonathan told them that it was time to go back to the others. They were ready now to help the other seagulls to see. They all refused to go, so Jonathan flew all alone into the sky. The gulls were concerned about their teacher going alone, so they soon joined him. Jonathan taught his students flying lessons right above the other flocks. But down below, the others were warned not to watch, for looking at an outcast would make one into an outcast too.

Shortly the few students became more and more, and were coming from all places. Soon a sickly looking bird came and told Jonathan that he wanted nothing else but to fly . Unfortunately his wings were injured, so he could not. To this he was told by Jonathan, You have the freedom to be yourself, your true self, here and now, and nothing can stand in your way. Believing this he spread his wings and flew. He shouted with great glee as the others watched him in wonderment. Before long, thousands of birds flocked around and began to listen to what was being told by Jonathan.

As he taught others, he inspired multitudes to come and join. He became like another messiah, only he told the gulls that he was no more divine than they were, except that he took the risk to learn . Soon, it was time for Jonathan to move on to the other world, but he left his work with Fletcher Seagull to continue.

In this wonderful story of triumph and love, Jonathan Livingston Seagull was able to find his own inner strength through teaching others about the gifts that they had inside. He became enlightened in the process of enlightening others. In this delightful novel, the reader has flown into the world of the birds and shall come out transformed through a myriad of inspiration, wisdom and literary excellence.

TODO …
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Holistic Education

Mon, 20 Dec 2021 17:36:57 -0800

Learning is an important fabric of who we are and what we are able to become. The process of leaning has the ability to change the world- for better or for worse.

Throughout history many great thinkers have commented on this subject and have ideas and learning techniques which if applied on a mass scale would revolutionize our educational system as we know it.

The following are thoughts and ideas each individual has contributed to the field of education.

Rudolf Steiner

Rudolf Steiner best known for his vision and creation of Waldorf schools. He has offered many visionary ideas to the field of education.

Child Development

His approach was a spiritual one where education revolved around the child’s spiritual development. For example at the age of seven the etheric body (emotional body) is developing, therefore all activities revolve around and support emotional growth. The Waldorf curriculum emphasizes physical and emotional readiness and it engages the child’s bodies and artistic sensibilities in all subjects.

His teachings call for cultivation of free, active, imaginative thinking deepened by affect, and strengthened by will. Waldorf does not solely depend on technique and structure, but rather the development of human capacities of children, and of the teachers and parents who are one’s to set an example for each child.

The idea that it takes a village to raise a child was is deeply engraved into the Waldorf school system. Steiner stressed family involvement with the schools and vice versa.

Arts in Education

He also believed in using the arts to enhance and enrich the learning process. Steiner believed that art in education allows a connection between subject and object, and a sense of communion engendered in the feeling life of the child.

Steiner’s Legacy

Steiner’s legacy to the world of education was that he offered an understanding of the developing human being, a curriculum that addresses the stages of development, a way of teaching that engages the whole human being and a educational philosophy which encourages the student to be self aware, compassionate, and to have a sense of responsibility towards the earth.

Rabindranath Tagore

Rabindranath Tagore is world renowned for his literary work. His work is imbued with passion and vision which he extended into his philosophy of education. He created a school called Santiniketan (peaceful dwelling) where he encouraged learning through experimentation and exploration.

Child and Nature

He emphasized a child’s connection with nature and took great care to nurture this bond. He believed that every child came into this world with a freshness of the senses which permitted him/her to relate intimately with nature. As an example of his support of nature in a child’s environment his schools were completely outdoors. There were no chairs to sit on, for Tagore preferred woven mats. One of the reasons for the mats was so that they would not get in the way of a child’s play space. Play for a child was also a very important part of the curriculum.

Simplicity in Education

His classes were simple in every way. He was never extravagant with the students’ environment, or with anything else to do with education. He believed that poverty led to a personal experience of the world, and the simpler things were, the closer to poverty one could be. Too much educational apparatus, he suggested, suppresses sensitivity for the unique personality of each child. Therefore the classroom paraphernalia was kept to a minimum. If a child needed to study astronomy, he wanted his students to look at the sky first, get a first hand experience of it, and then go to study the subject matter.

Art in Education

Like Steiner, Tagore emphasized art in the learning process. He felt art, music, dance and theatre were stifled by intellectual information. He likened it to hailstones falling on precious flowers. Each day in his class was begun and ended with some sort of artistry.

His commentary on modern education was harsh but bitterly true. He eloquently stated that,

“We rob the child of this earth to teach him geography, of language to teach him grammar. His hunger is for Epic, but he is supplied with chronicles of facts and dates.”

Tagore considered education to be the means to self-reliance. He felt that true education harmonizes an existence with nature and its real goal should be to commune personally with the universe.

Ralph Waldo Emerson

Emerson is also a great literary of his time, and has much to offer today’s educational system.

Education of the Scholar

Emerson recommends the “education of the scholar by nature, by books, and by action.”

Like other great thinkers before him, he felt that nature is a very important element in one’s learning process. The greater teacher is the world, he thought, by which we learn the laws of nature. Of books he thought that one should read them, but to always remain autonomous of thought. Emerson felt that thought must become action in order to be useful. He felt that whatever one learns, one must immediately put it into practice otherwise it is forgotten and of no use.

Spiritual Nature of the Child

Emerson urges students to realize their own greatness by calling upon our inner resources, for there in lies their illumination. He suggests that to help one realize one’s inner greatness is the true aim of education. To help one explore inner realms and to build moral character was a very important aspect of his educational philosophy.

Emerson knew that in every child there lies a revolution, a miracle for this world. Therefore it was no small task to educate a child. He had grand ideas, and aspirations of how we may inspire a child. Yet he worked hard to awaken the educational system to this magic within every child, and often his harsh analysis of the current educational system was met with a bitter silence.

Below is an eloquent critique of the way educational system ignores the spiritual potential of its students and mainly focuses on teaching on an intellectual level.

“We do not teach them to aspire to be all they can. We do not give them training as if we believed in their noble nature. We scarce educate their bodies. We do not train the eye and the hand. We exercise their understandings to the apprehension and comparison of some facts, to a skill in numbers, in words; we aim to make accountants, attorneys, engineers, but not to make able, earnest, greathearted men.”

He then suggests a greater purpose for education, one that brings out the best in all those who are involved.

“The great object of Education should be commensurate with the object of life. It should be a moral one; to teach self-trust: to inspire the youthful man with an interest in himself, with a curiosity touching his own nature; to acquaint him with the resources of his mind, and to teach him that there is all his strength, and to inflame him with a piety towards the Grand Mind in which he lives. Thus would education conspire with the Divine Providence.”

Creating Virtuous Students

As far as method goes Emerson places first a respect for the pupils, encouraging their virtues, but disciplining their vices. He knew that for every vice in a child there was a corresponding virtue, and virtue was to be focused on. In doing this, his/her vice would disappear and their virtue would remain.

He also believed in allowing the child one’s own inspiration and perception, and the search for one’s own truth. In allowing a child to do this, his/her divine mission would be revealed to them and their moral characters would be built - this was the purpose of education.

Teachers as Role Models

Emerson told teachers that they must learn patience for each student’s learning process just as Nature and Providence do. Most importantly he tells the teacher that in order for a child to learn how to be, the teacher should be a divine example.

Have the self-command you wish to inspire. Your teaching and discipline must have the reserve and taciturnity of Nature. Teach them to hold their tongues by holding your own. Say little; do not snarl; do not chide; but govern by the eye. See what they need, and that the right thing is done.

This point is never emphasized in modern day classrooms, therefore it leads to disrespect and distrust between teachers and students. But when students are young they are extremely impressionable, and often times look up to their teachers. It is of utmost importance that a teacher endowed with the responsibility of educating this child and most importantly inspiring within him/her a curiosity for life, is a great example to all students.

Emerson’s Gift

Of all the beautiful gifts Emerson gave to the world, the most important was his revolutionary thought on education. If only we heed his advice and truly help to ignite the divine spark within all children, we would create a world where people were respected, animals and the earth protected, and where finally, peace would have a chance to prevail.

Tim Galloway

Tim Galloway is the author of the best seller The Inner Game of Tennis. Though this book is geared towards students of tennis, he has many thoughts and ideas that can be applied to general education.

Below are some of the concepts that he offers in his book. I have extrapolated and interpreted his ideas to make them relevant to the realm of holistic education.

Over Teaching

Galloway found that when he over-taught his students, meaning explained at length the details of how to hit the ball, what to think about etc., his students would rarely perform what was taught to them. It seemed that the more he taught, the less they performed.

Many times in schools, the teachers tend to spend a lot of time with students explaining detailed concepts and ideas, instead allowing the students to teach themselves and each other. Most students who are not following the teacher’s every word, tend to get lost and confused about the subject matter which was quite simple, but explained in an extensive manner.

Under Teaching

On the other hand Galloway found that when he did not say much to a student and just directed them gently, their performance would increase. Because the student did not have much to think about, he/she followed instinct instead of instructions.

It is important to not over-teach, but trust the student’s ability to teach oneself and others. The teacher’s duty is to inspire, not perspire. Therefore when students are under-taught and encouraged to teach themselves, they begin to explore the subject matter themselves and this tends to create a greater curiosity of the subject, and a correspondingly greater understanding too.

Self One/Self Two

According to Galloway, Self 1 is the self that speaks, that gives instructions to Self 2 who is the doer. It is the struggle between Self 1 and 2 which makes it difficult to learn. Often times Self 1 does not trust Self 2 thereby constantly telling it what to do, and worse - judging every action Self 2 makes.

One of the solutions to overcoming this inner battle between the two selves is what a student should learn in school. Self 1 works well through setting goals, and Self 2 learns through receiving images and feelings, not words. In other words, a student should learn to set goals/priorities in his/her life, and also they should learn visualizing techniques which would help them to accomplish their goals.

Compliments/Criticisms

Through his work, Galloway found a certain truth in the statement, “Compliments are criticisms in disguise.” For example when he was teaching a group of women how to make a certain shot, one of the women was doing well, and he said to her, “Look how great your shots are, they are not even hitting the net.” Immediately thereafter, all the other women’s shots were not making it over the net. He realized he had set an immediate standard in the women’s mind of a ‘good’ and ‘bad’ shot, and thereby creating a block which was hard to overcome.

In school we do similar things. When a student does well, meaning achieves certain grades, he/she is commended. But that leaves out most other students who may work just as hard if not harder. It is also difficult for the students being commended, because they feel that they need to keep their grades up to maintain a certain image. This is a lot of pressure for a student to handle. Since the deed is reward itself, let’s teach this important lesson to students, and not stress them through shiny plaques and gold stars. It is truly impossible to judge one event as positive without judging another as negative. Therefore it is best that teachers and students remain far from judgment, because that is one thing that can really make the learning process difficult.

Effortless Concentration

Galloway has some interesting ideas to offer in this subject. He stresses to his students to always watch the ball, listen to its sound, and not to look at the opponent. This is very helpful because the learner remains focused on the task at hand and his/her mind is not jumping all over the place. He found that deep concentration seemed to slow down time! Tennis players actually found that when they concentrated deeply, it seemed as if the ball was actually reaching them slower than usual.

Extrapolating this information to the realm of holistic education is very interesting.

People who try to educate themselves for a reason such as to receive a degree or to be involved in a certain profession, won’t necessarily get the results because they are not concentrating on the task at hand, but are always thinking about the future. They are doing the task for the wrong reasons, and therefore making the learning process very difficult for themselves.

When the student immerses oneself in learning and actually enjoys the work, they are not worried about outcome and therefore the stress factor and the difficulties decrease enormously.

Zen

“It is wisdom which is seeking for wisdom.”

The ancient tradition of Zen has much to teach the Western world not only about how to live a peaceful existence, but also about education. There have been hundreds of ancient monasteries where a student of Zen learns nothing but of oneself. Quietly sitting, he/she learns how to be still and to listen to the voice of their own soul. This quality is certainly lacking in today’s educational system, yet if we learn from Zen we will recognize a rich fountain of knowledge through which students come out alive and ready for life.

Here are few Zen principles and ideas taught by Shunryo Suzuki, and other Zen practitioners which can prove to be most enlightening in this field

Beginner’s Mind

“In the beginner’s mind there are many possibilities, but in the expert’s there are few.”

Students should learn to always have a beginner’s mind. When students are awarded with metals because they have achieved something, they begin to feel like experts. We are breeding experts in today’s educational system. In other words we are breeding individuals who can not look outside their expert environment for solutions, therefore are left with few possibilities. Instead a beginner’s mind is an empty mind, it is always ready for anything; it is open to everything.

Pride/Discouragement

If a student takes pride in his/her attainment, or becomes discouraged by their effort they will be met with a ’thick wall’ which will hinder their learning. According to Zen, pride and discouragement are the same thing - like heads and tails on the same coin. Where there is pride, there will soon be discouragement, it is inevitable. Because these emotions do not contribute to inner calmness, rather to agitation of some sort, the student who is striving will always be frustrated. We must teach our students to do the work because it needs to be done, not because of some material gain.

Koans

Finding one’s mind is a form of Zen education. In the Zen fashion, a koan may be used to teach students to find the mind. However, a koan is not an ordinary teaching method. A koan is a tool to invoke the student’s insight that does not depend on reasoning, ideas, and words.

Not depending on reasoning, ideas and words! This would shock the educational system, for reliance on these three things is what their foundation is laid upon. It would be very interesting to teach students how not to always rely on their intellectual abilities, but on their inner voice.

Many students find themselves lost in the world, and can not decipher what to do with their lives. But if they were taught to be still and to listen their inner guidance would direct them.

A Zen Reflection on Modern Education

Zen does not look fondly upon modern educational methods. From a Zen perspective, modern education has become an occupational training program to promote financial interest. Today, most students are concerned with finding financial stability and material gain. Against this trend, Zen education encourages students to seek spiritual stability. This, they believe, is a natural human inclination, while not everyone is talented to become a computer specialist or an investment banker. Zen education guides students to know themselves, teaching them to be compassionate, understanding, and well- balanced individuals.

Through the eyes of Zen, education can have a revolutionary effect on one’s spirit, unlike modern education which has become a mere process, rather than a transformation of one’s humanity. Education has become excessively competitive and causes students to become self-centered and reward-seeking individuals who fail to know the true purpose of their lives. Centuries ago Indian and Chinese Buddhist monasteries provided followers with spiritual guidance as the core of education; on the other hand, universities today accentuate occupational training more than spiritual education.

Conclusions

This has been a very brief synopsis of various educational philosophies and techniques. Throughout time we find that many of the same ideas come up over and over again. Perhaps it is time to heed the calls of great thinkers and awaken to a new way of teaching, which would inevitably breed a new way of being.

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Environmental Racism

Mon, 20 Dec 2021 17:36:56 -0800

“We hold these truths to be self-evident that all men are created equal that they are endowed by their Creator with certain unalienable rights, that among these are Life, Liberty and the pursuit of Happiness.” (Columbo 685)

The powerful words of The Declaration of Independence were announced some two hundred years ago, yet this country still toils with the problem of racial discrimination. Racism comes in many forms such as employment, wages, housing etc. There is yet another facet of racism which is being recognized called environmental racism. This is racial discrimination in environmental policymaking, law and regulation enforcement, and the deliberate targeting of people of color for toxic waste facilities. (Bullard)

Racism is defined by the Convention on the Elimination of All Forms of Racial Discrimination as:

Any distinction, exclusion, restriction or preference based on race color, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human righton and fundamental freedoms in political, economic, social, cultural or any fields of public life.

The problem of racism has become so widespread in this country that it is hard to keep track of where the battles are being fought. Minorities are the unheard and unseen in this country, and are therefore taken advantage of by big money enterprises such as governments, industries and other corporations.

Many industrial companies are choosing to build their facilities in low-income neighborhoods where there is little regulation and cheap labor. The companies think that they can get away with endangering the public?s health because the people living in these communities are mostly uneducated and would not know what to do and who to complain to about the pollution problems. The industry leaders are also well aware of the fact that these people are often alienated from the political process due to language barriers, and socio/economic issues. Hence, they pose the least risk of resistance and taking public action. (UIA)

This problem exists all over this country from Louisiana’s “Cancer Alley” to South Central Los Angeles and from Native American reservations to Brooklyn and Chicago’s South Side, millions of Americans live in housing and physical environments that are over- burdened with environmental problems, hazardous waste sites, incinerators, petrochemical plants, lead contamination, dirty air and drinking water, and other threats to the public health. (Bullard)

According to Robert D. Bullard, a member of the Clinton Administration’s Environmental Justice Transition team and author of Unequal Protection: Environmental Justice and Communities of Color, environmental laws have been inconsistently applied, so that low- income communities and people of color suffer disproportionately from public health hazards. (Bullard)

Everyone has a right to live in a toxic free neighborhood, regardless of race, ethnicity and culture. No one should have to bear an undue burden of environmental pollution, yet the fact remains that toxic racism exists. Studies done on national, regional and local levels have shown a strong correlation between ethnicity and environmental hazards such as landfills, polluting factories and toxic waste dumps. (Toxcity Project)

This problem is certainly prevalent in Southern California. Though the U.S and Mexican borders are steel fenced, polluted air and water are traded freely along with other manufactured goods. The 10 mile section of the US/Mexico border which separates San Diego and Tijuana is one most heavily industrialized, populated, and polluted.(Environmental Health Coalition)

The maquiladoras, companies which operate on the U.S/Mexican border, are negatively affecting the environment and damaging peoples health with industrial pollutants. According to The Environmental Health Coalition which is based in San Diego, hazardous waste sites dot the border area like cancerous warts. Heavy heyyools, acids, solvents, and other industrial poisons pour out of company pipes and air stacks and into the surrounding communities. (Environmental Health Coalition)

Every year more and more companies are rushing to take advantage of the cheap labor and loose environmental regulations on the US/Mexican border area. For this reason there is a free flow of poisonous run-off directly into the nearby communities due to a lack of regulation and pre-treatments of toxic waste. Unfortunately the public is at a disadvantage for there is a lack of information available about chemical use, storage and disposal. Attaining this information would allow for the Mexicans to initiate protective measures. Hiding this information puts the public at high risk, but keeps the companies from public scrutiny and possible government action.

Huntington Park is another place where many racial minorities live, and where the dangerous practices of environmental racism are in effect. Recycling has an environmental-friendly image in L.A. Since consumption is very high there the reuse of basic resource materials creates hope for a sustainable future. Therefore recycling is the city’s big growth industry.(EcoNet)

People living in low-income communities do not share the same sentiments towards recycling. They are having a hard time seeing recyclings green image. The reason for the animosity towards recycling is that they live right next to these plants. (EcoNet) Local residents living near a glass recycling plant complain that there is always glass in the air. Mercedes Arumbula, a mother whose house is kitty-corner from the glass recycling plant says that the since the plant set foot in her neighborhood her kids have developed asthma and her little daughter is always sick. She says, I feel like my lungs are filling up with glass. (EcoNet)

A little further down the road is a heyyool recycling plant which crushes cars and heyyool appliances. The houses of these residents are cracking due to the earth shaking from the bone-jarring thumping of the heyyool crusher. Besides the many problems they are facing, their children are developing skin rashes in which they have found that heyyool granules are pushing up through their skins. Angry mothers went to the city authorities to complain, but were defeated due to city zoning regulations. In a nutshell, the city told them that they were living in the wrong place in town and that they should move. (EcoNet)

Such problems are unimaginable in places such as Hollywood. These places have too many wealthy families in the neighborhoods, and city official would not want to upset them or put them in any kind of danger. Besides, these well educated families have the clout and money to stop it from happening.

All is not lost for the people. There have been many victories in communities where plants have been shut down due to the dangers that they possess towards the environment and the people. Though there is still a long way to go to bring about racial and environmental harmony, peoples faith in hope of change still continues. Through community organizing and lobbying, people are standing up for their right to Life, Liberty and the pursuit of Happiness. (Columbo 685)

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Animal Rights and Wrongs

Mon, 20 Dec 2021 17:36:55 -0800

For centuries people have exploited, mutilated and abused animals in countless ways, oblivious of animal’s sentience. Today a new movement rising is questioning societies use and abuse of non-human animals.

The animal righton movement states that animal have a right to swim if they have fins, fly if they have wings, and run if they have feet. From killing animals for experimentation or for food, using them to do silly tricks, putting them on display, or hunting them for fun and alleged sport, animals bear the brunt of society’s violence. If only we can realize the value of all life, and see animals as sentient and necessary in the web of life, the world can then see that when we live in harmony with nature, we can find peace.

Animals have won the affection of millions in America. The media exposes an image of animals as cute, cuddly and furry creatures. However, many people do not know that animals are sentient beings with complex lives and deep emotions. (Montgomery 257) There has been a provocative dialogue between those who use animals for perceived human benefits, and those that are fighting for the freedom of animals from use and abuse by humans. (Nelkin and Jasper 9) This beautiful poem captures the essence of what the animal righton movement is trying to portray (Newkirk 3):

Coat with fur
Hat with feathers,
Lobster broiled alive,
Shoes and bags in sundry leathers
Of animals who’ve died.

Hunted, trapped, and torn apart
For me to satisfy

And, who am?
And what my rank?
That I may live
And they must die?

Skeptical individuals who do not know much about animal righton often bombard activists with many questions about ethics. A common asked is, “What if a house was burning down, whom would you save, a baby or the dog?” This all or nothing attitude serves neither side. Rights activists can come back and say “Well, if you were in a burning house with Lassie in one room and baby Hitler in another, who would you save?” Rather than playing analytical word games, we can join together to stand up for injustice to all living beings. As Chief Seattle so eloquently put it, “All things are connected… Man did not weave the web of life, he is merely a strand it. Whatever he does to the web, he does to himself.” (Robbins 381) So the question is not a dog versus a baby, rather it is humanity versus insanity.

The ‘other side’ will argue that they are only animals, what do they know. They believe animals are stupid and we as humans are intelligent therefore we are superior. If we look at retarded children, they certainly do not have the same thinking abilities of able-children, but that does not make them any less sentient, or any less able to deal with pain. Since when has intelligence been an excuse for violence? After all we are the only species to ever devise nuclear weapons, the only species to put our own kind in concentration camps.

Research has proven time and time again that animals are able to feel similar emotions to humans. The work of Jane Goodall has opened the eyes of the world to the inner life of our closest relatives- chimpanzees. She found that they could be sad, angry, jealous, playful and most importantly show much compassion to each other (Goodall 249) This fact is often erroneously argued that emotions may apply to primates, but rats and fish don’t feel pain. A biologist at Cornell University of said that " The nervous system of a fish is similar to that of any other mammal, hence fish do feel pain." (Save Our Schools) As for rats, well ask anyone who has had a pet rat. They love to be petted and loved, and they can even do little chores for you. Rats, cats and dogs have been known to go into a burning building several times even when they get severe burns, to save their own babies. (Newkirk 45)

Another argument that is used is that animals cannot talk. They can’t talk like humans because they do not have human vocal cords. Some animals have learned to communicate through sign language, but can we communicate like animals? Many animals have such sophisticated means of communicated that they would leave us in the dust.

“Dolphins, for example, use echo location, bats use sonar, octopuses and cuttle fish use fantastic color waves and patterns that ripple through their bodies, and bees flap their wings at varying speeds to give complicated directions to flower beds.” (Newkirk 12)

Since through the facts we have established some forms of intelligence and emotional abilities in animals, it is reasonable to assume that they are indeed sentient and thinking beings worthy of our respect. Animal righton is based on the philosophy and the belief of the inherent value of all living beings: a value in their own right which is not reducible to their usefulness to human beings. All species should be treated with respect. We must break the barriers that we have built between ourselves and the rest of creation to extend love and compassion to all.

Many philosophical theories imperil animals. The Natural Law Theory is one which states that we should promotes basic human good and never violate it. (Reagan 147) According to this theory an animal can be used by humans if it can somehow promote the good of human beings. Some of the ways that humans use animals for their own benefit are the following:

In circuses animals are trained, rather forced to learn tricks that they would not naturally do out in the wild. Are we really that desperate to have a laugh at the price of another’s suffering? (Nelkin and Jasper 157)
Animals are caught in dangerous and extremely painful traps for their furs. People wear these furs as a fashion statement. Never knowing that it can take about 40 -100 animals to make one fur coat. But in recent times many models are realizing that compassion is in fashion. They are realizing that fur coats cost many animals aCari and want no part in it. (Nelkin and Jasper 138)
Millions of innocent animals are shot for a cruel and a poor excuse for a sport -hunting. This activity is certainly not a sport because there is only one player- the hunter. The animals definitely are not willing candidates. (Nelkin and Jasper 82)
Over 8 billion animals are slaughtered every year in America alone for human consumption. Maternal deprivation, loneliness, pain and constant confinement are just some of the items on the “menu.” Medical research for years has shown that a vegetarian diet is the ideal diet for all humans. (Nelkin and Jasper 147)

These are just a few of the ways that humans have used animals. We have exploited animals in every way possible, without ethical justification and feelings of remorse. Humans still have to learn how to live in peace with themselves, as well as all creation.

As Albert Schweitzer puts it, “Until he extends his circle of compassion to all living things, man will not find peace.” (PETA). Also, the great philosopher and scholar Pythagoras says, “As long as man continues to be the ruthless destroyer of lower living beings, he will never know health or peace. Indeed, he who sows the seeds of murder and pain cannot reap joy and love.” (Newkirk 57) The future for animals is looking bright now that many people are becoming aware of the suffering of animals, and are joining in a movement of millions raising their voices for peace for all living beings.

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