Our Universe Essay Example

forth the universe through speech.

The Hopi Indians believe that their ancestors originated from the first man in a different world. They climbed through four worlds using a reed and eventually arrived in our current world. Other cultures share similar creation myths and beliefs, centered around a Divine Being who initiated everything but remains unseen. These faiths are based on ancestral stories passed down across generations, religions, and cultures rather than scientific proof.

The story of the Universe and humanity is essential to fully comprehend the history of humans. According to Brian Swimmer, a mathematical cosmologist in 2011, we now possess knowledge that previous generations did not have about the universe's history and life's progression on Earth. When prompted to define ourselves and discover our true identities, it may be necessary to delve deeper into these inquiries. The identities that emerged within a millisecond and extended across billions of light years are both captivating and breathtaking.

Geologist Thomas Berry (2007) suggests that to tell the story of anything, we must also recount the story of everything. Swimmer (2011) further explains that the presence of atoms enabled a new phase of creativity in the universe, as without them, luminous matter would only exist as plasma. Hence, it is worth appreciating how atoms played a crucial role in bringing about the existence of our universe and subsequently our planet Earth.

It took more than 300 million years for galaxies to form after the existence of basic elements like hydrogen and helium at the beginning of our universe (Swimmer, 2011). The intense compression of matter under gravity creates a star's radiance, as its mass generates the necessary

gravity for its birth (Swimmer, 2011). The shining light of a star in the night sky often leaves us in awe, making it hard to comprehend that the star may no longer exist today (Swimmer, 2011).

How Are Humans Thinking Now? As we conduct additional research and acquire further scientific evidence, an increasing number of individuals and societies are finding their purpose through rationality and rigorous scientific proof. Instead of blindly adhering to religious beliefs, societies are now basing their faith on reasoning tempered with faith. The younger generations are finding it increasingly challenging to embrace faith without logical explanations from the world we inhabit. There are indications that more people than ever before are seeking understanding that aligns with the evolving universe.

The potential change in viewpoint and attitude can be impacted by the awareness that the universe is undergoing changes. In 1929, Edwin Hubble made a significant discovery that individuals observing the sky can see distant galaxies moving away from each other at a rapid rate. This reveals an ongoing expansion of the universe. Since this groundbreaking revelation, astronomers have put forward various hypotheses to explain how matter went from being tightly packed to the distances currently perceived. The Big Bang theory, widely accepted, offers a framework for comprehending the genesis of the universe.

The Big Bang Theory was formulated by scientists to elucidate the origin and evolution of the universe approximately twenty to thirty billion years ago. At its inception, the universe was both hot and compacted; however, it underwent a swift expansion, causing it to cool down. This expansive process facilitated the conversion of energy into particles like protons, neutrons,

and electrons. Gradually, these particles merged together and gave rise to stars and galaxies. Furthermore, within stars or during supernovae (which are highly energetic explosions transpiring in certain conditions), heavier elements were synthesized.

The article discusses two scenarios involving stars: one is the explosion of a star caused by nuclear reactions after it reaches its limits, and the other is the reaction of a massive star during its burning process. These observations, along with others, form the core concepts of the Big Bang theory. They include the expansion of the universe, its early hot stage, the formation of helium, and the formation of galaxies. Regardless of any cosmological model, these observations provide evidence for the Big Bang theory. Figure 1 shows how today's distances between galaxy clusters are increasing compared to the past. This supports the concept that everything was closer together in the past according to the Big Bang Theory.

Clusters of galaxies and multi-centric universes arose from the expansive cloud present in the early universe. The Milky Way, which is our galaxy, is an extraordinary assemblage of star clusters and solar systems. While our solar system is distinct, it is just one among numerous within the galaxy. The planetary configuration within our system allows for Earth, a molten rock, to be ideally located to facilitate the existence of life. As noted by Swimmer (2011), there was a substantial development subsequent to the incorporation of life into the planet's systems.

The creation of a living planet, a complex and self-organizing system, has enabled the preservation of life's essential conditions (p. 56). Currently, we have the privilege to witness our planet's diverse self-organizing systems and

its capacity to adapt and thrive in different environments. If there were any errors in the universe's formation, humanity would not exist today to value and relish nature's countless blessings. Additionally, recent encounters with two meteors remind us of our vulnerability as a species.

The connection between the Universe, Earth, and Life revolves around understanding our role. Humans can be seen as a "frog in the well," with limited knowledge of the vastness of the universe. Our societies focus on mass-production and artificial growth, often neglecting to consider the delicate balance that created our Universe.

Could our lack of knowledge or inability to share the "Story of our Universe" be contributing to this ignorance? Theoretical physicist, David Boom (XX), suggests that despite the global network of communication technologies such as radio, television, air travel, and satellites which connect every part of the world almost instantly, there is a prevailing sense that communication is breaking down on an unprecedented scale. We must acknowledge the changes happening around us, adapt to them, and grasp the significance of the subtle differences that make us unique. Embracing humility may be essential in order to appreciate the challenges faced by nature due to our modern way of life. The formation of planet Earth lasted approximately 2 billion years and has undergone significant changes in its climate and geography. From tribal hunter-gatherers, we have evolved into industrialized beings who sometimes perceive ourselves as masters of nature.

From my perspective, there exists a disconnect between humankind and the natural world. The Achaean period commenced more than 2.5 billion years ago, characterized by an atmosphere comprising methane, ammonia, and other gases. Understanding how

human life has evolved to its present state in light of this is challenging. According to Swimmer (2011), "Earth was once molten rock and now sings operas" (p. 12). All creativity and consciousness emerge in the same enigmatic manner. The Cenozoic era, which endured for approximately 65 million years, represents the most recent era wherein we unearthed evidence of early primates.

Psychologist and Chimpanzee expert Roger Foots (1997) proposes that the chimpanzee, belonging to the great ape family along with gorillas and orangutans, is humanity's closest relative. Foots further argues that the theory of evolution contradicts the idea that rational thought is exclusive to humans, as Darwin maintained that we share both physical and cognitive traits with our ape counterparts (1997, p. 52). Nevertheless, despite their membership in the great ape family, humans appear to exert dominance over the planet as if it were exclusively theirs.

The fact that many other living creatures inhabited it before us is deemed insignificant. Poet and professor Drew Dillinger often emphasizes the need for Western cultures to have an "Earth day" or a similar event to recognize our detachment from our origins. He believes that the Earth is sacred and nature is a living entity, but Western culture has adopted a mechanistic mindset. Physicist and systems theorist Frito Copra (1996) supports the idea of deep ecology, which rejects the separation of humans, or anything else, from the natural environment.

The text emphasizes that the world should be viewed not as separate objects, but as a network of interconnected and interdependent phenomena (p. 7). Educating future generations about the story of the Universe from its inception may help societies develop

the necessary sensitivities to coexist in an increasingly diverse and culturally rich world. According to English professor John Briggs and physicist David Peat (XX), we have all experienced times when our lives felt chaotic and out of control. However, science has important revelations for us.

Our lives are constantly in chaos, not just occasionally. Chaos theory reminds us to anticipate the unexpected and be ready to adapt our plans accordingly. By recognizing that complexity may arise, we can better navigate change. Chaos permeates our surroundings, yet society has yet to fully embrace the notion that chaos can be subtler than we typically perceive it. In fact, chaos is an essential component of our universe as it plays a significant role in creating new entities, influencing events, and maintaining the stability of the Universe (Peat ; Briggs, XX 1).

It is fascinating to discover that the reason behind people's avoidance of chaos could be their discomfort with feeling "out of control," a sentiment many individuals experience in their professional or personal lives. Briggs and Peat emphasize that the desire for control has become so ingrained in our behavior that it has turned into an obsession or even addiction (p. 8). According to Briggs and Peat (XX), are we prepared to embrace the new concept of chaos? They propose that every morning, we have the choice to embrace the chaos's creative potential, be open to the world around us, and consider the possibility of reinventing our lives (p. 30).

Imagine that we can find positivity in chaos, believing that what emerges will be something new and beautiful. According to Briggs and Peat (00000), those who frequently participate

in creative activities can relate to how chaos transforms into form, as they also collaborate with it. From schools to industries, our society is constantly looking for "creative" individuals to join their teams. However, are these businesses prepared to handle the initial chaos that may arise before reaching their desired outcomes?

Schools that once embraced the factory model of education are now reevaluating their curricula and placing a greater emphasis on arts and creativity in the learning environment (Briggs and Peat, XX, p. 11). The widely held belief that true creativity is only attainable by a select few is a misconception. People are often labeled as either "creative" or "not creative," but it is time to reconsider our definition of creativity. Should we confine it solely to artistic expression or should we also appreciate thinking "outside of the box"? Regardless, our goal should be to encourage "self-organization" and create an atmosphere that nurtures individual creativity.

According to Briggs and Peat (XX), it would be beneficial to participate in self-organized democracies where our individual creativity generates the system and is stimulated by it (p. 73). Education in most countries follows a mainstream model that was established in the sass's and is based on the factory model from the Industrial Revolution. Schools were created to produce efficient students for society to utilize. Phillip Gang (1989), a professor and educator, described the education system as an assembly line. Formal schooling usually began at age five and was often the first exposure to education for children. John Locke, a philosopher from the 17th century, believed that children were like blank slates that needed to be filled by educators. Students

were grouped together by age and taught in a whole class model by the teacher. Traditional education was imposed by outsiders and aimed to fulfill the societal need for human resources during the Industrial Revolution and beyond.

On a typical day, children would sit quietly at their place and listen to various individuals reading the assigned book. They would then be called upon to take their turn. Students would continue their studies at home, processing the readings and completing the assigned work. Every child in that age group would be taught the same material, leaving no room for a child to catch up if they had difficulties. Traditional education often involved a pressurized environment and even included corporal punishment as part of classroom management.

Traditional schools typically offer a teacher-centered education model. This involves direct instruction from the teacher, assigned textbooks, and assignments. However, there is often a lack of correlation between topics and a focus on isolated learning, which limits social development opportunities for students. In fact, students are often discouraged from socializing and learning from their peers. Additionally, the formal relationship students are expected to maintain weakens the bond between them and the instructor.

The education system evaluates a child's success by their individual performance, frequently classifying them as either "top" or "bottom" depending on their aptitude for effectively applying knowledge in exams. Traditional education places great emphasis on memorization and prizes the ability to give correct answers more than comprehending the actual content. There is no margin for error. Conventional education follows a teacher-centered approach, assuming that teaching automatically results in learning. Presently, it is common for middle and high school students

to have six or seven subjects to study throughout the year.

Rather than individualizing the teaching to accommodate each student's specific learning needs, students are required to adjust to varying teaching methods. The focus is on the subject matter rather than the individuals. Customization is restricted due to the school district typically determining and enforcing the educational curriculum. Are we still working towards the same goal of preparing students for society? And if so, does the current approach truly produce favorable outcomes?

The following paragraph discusses the Interiors method as an educational approach that aims to meet the needs of society by addressing individual students' needs. Maria Interior's Interiors Way revolutionized the education system by introducing applied philosophy. Unlike traditional education, Interiors aimed to foster the holistic development of individuals as contributing members of society.

The foundation of interiors education lies in the notion that educators should foster and cultivate a child's inherent talents. As stated in Interior's book The Interiors Method (XX), an Interiors teacher can be contrasted with a traditional teacher. In the Children's Houses, the absence of a conventional teacher who exhausts herself by enforcing strict discipline and expending energy through constant and loud speaking is notable.

The didactic material for this teacher has been replaced with material that includes error control and enables self-education for each child, transforming the teacher's role into that of a supervisor of the children's spontaneous work. Interiors' philosophy is rooted in observing and addressing the needs of the child, instead of imposing what adults think is best. I appreciate how Interiors prioritizes the holistic development of the child, which sets it apart from traditional teacher-centered classrooms.

By preparing the environment and guiding learners, Interiors facilitates learning by promoting independence, self-discipline, personal achievement, and growth. The prepared environment allows children to collaborate and explore based on their individual interests and abilities. This approach fosters higher-order thinking skills beyond mere memorization. Freedom of movement and collaborative work empower children to develop socially, emotionally, and academically.

Interiors offers a distinct educational approach, designing a curriculum that combines different subjects into a unified whole. This approach helps students comprehend the interconnectedness of each subject. Interiors promotes an inclusive learning environment by grouping students from diverse age groups together, mirroring real-life communities. Older students assume leadership positions and offer valuable guidance to their peers. This collaborative setting allows students to learn not just from their teachers but also from one another. Moreover, the three-year duration of each classroom experience nurtures a sense of community and belonging among the students.

According to Interiors in her book The Secret of Childhood (XX), the learning environment has the potential to strengthen the bond between teacher and child while enhancing the learning process. Interiors emphasizes that it is through the environment that individuals are shaped and refined... Therefore, specific guidance rather than abstract guidelines is necessary for children who are influenced by their surroundings (p. 32). Interiors conducted careful observation and identified Four Planes of Development (shown in Figure 2), each with unique characteristics, needs, and sensitivities.

The journey to adulthood is divided into four developmental planes: 0-6 years old, 6-12 years, 12-18 years, and 18-24 yr. Each plane has its own specific goals. The first plane focuses on personal development. In the second plane, the focus shifts to becoming

a "social being." The third plane involves the emergence of one's adult self and discovering their identity before transitioning into a specialized explorer in the fourth plane.

The complete development of an adult human being requires meeting the specific needs of each period. Interiors, as guiding principles in education, depict the Four Planes of Development in Figure 2. Each plane presents the child or adolescent with unique "sensitivities" or opportunities to acquire specific human traits. For instance, in the first plane (0-errs), there is a sensitivity that guides the child in learning language, while in the second plane, there is a sensitivity for developing a moral compass.

In addition to age-specific sensitivities, human beings possess behavioral tendencies that enable each child to adapt to their environment. These include the traits of exploring order, manipulating, imagining, repeating work, and communicating, which have played a vital role in human evolution and are also active in children. Cosmic Education, also known as "sensitive periods" or "planes of development" in Interiors education, revolves around the natural growth of an individual from infancy to adulthood. It emphasizes the interconnectedness between living and non-living elements of creation and recognizes that all aspects of science and history contribute to the same narrative - the creation of the Universe. Interiors philosophy offers children a unique perspective and uncovers the connections between various subjects.

The curriculum intertwines various subjects including astronomy, chemistry, geography, history, and biology to demonstrate their relationship. Each child is regarded as a cosmic agent with the capability to contribute to the overall advancement of humanity. The fundamental principle of Cosmic Education is to connect and relate all elements of the

curriculum, rather than teaching each subject separately. Interior's cosmic education naturally links all fields of knowledge to our cosmic responsibilities and our interconnectedness with it.

The aim of cosmic education is to help learners in understanding their place in the universe as individuals and as part of the human species. At first, the emphasis is on studying the narrative of the Universe, gradually transitioning to exploring the learner's local community. This method broadens their viewpoint and encourages them to perceive themselves as a component of a bigger picture rather than the whole picture. Through Interior learning, which fosters sensory experiences and abstract thinking, children's creativity is nurtured. Ultimately, cosmic education has potential as an effective means to safeguard humanity from continuing acts of warfare and hostility.

The goal of cosmic education is to teach children about the shared needs of humanity and how different cultures fulfill these needs. In To Educate the Human Potential, Interiors (XX) stressed the significance of providing children with a perspective of the expansive universe, asserting it as the ultimate answer to all questions (p. M). As global awareness continues to grow, there is a noticeable rise in discussions and initiatives aimed at attaining worldwide peace, encouraging open communication, and resolving conflicts. Peace education is being introduced in classrooms to nurture and support this dialogue.

Observing children's eagerness to understand themselves, their world, and their place in it, Interiors recognized the importance of cosmic education. Interiors aimed to provide children with the opportunity to develop into responsible family members and contribute to transforming the world. Through cosmic education, individuals gain an understanding of the cosmos and their evolving role in the

Universe, offering hope and a meaningful perspective on the human experience. Ultimately, when considering the impressionability of young minds, the crucial question in education is determining which template should be utilized to make a powerful impact.

The human mind is an amazing product of nature, impacted by the development of synapses and connections. Scientists have found that the structure of the blueprint is vital in facilitating the mind's ability to draw logical conclusions. It should possess both creativity and intuition. This shaping process enables self-learning, aiding children in comprehending the interconnectedness of their surroundings.

The significant aspect is that this imaginative and intuitive action expands to include the teacher, resulting in the acknowledgment of each child's distinctive developmental requirements. Interior's viewpoint emphasizes the objective of generating a fully integrated individual through education. In the first plane, concentration and immersion are crucial endeavors, allowing a child to establish a profound sense of connection and comprehension of fundamental elements. In the second plane, comprehending the origins and history of the universe is essential. Cosmic education serves as the method through which a child acquires knowledge about the world.

The importance of cosmic stories for children lies in their ability to help them understand the concept of interconnectedness. These stories encompass various subjects such as the universe, the Big Bang, galaxies, stars, and the solar system while also highlighting how these elements are all intertwined. Moreover, cosmic tales offer insights into the origins of life and its distinctive traits as well as its susceptibility. Additionally, they explore human accomplishments and attributes, the progress of civilizations, and even the development of language including alphabets, writing systems, counting methods, and

numbers.

The Interiors approach, an educational system, fosters creativity by emphasizing the interdependence and connection between living and non-living entities. Sir Ken Robinson explained in his 2010 TED talk that creativity is the outcome of different disciplinary perspectives collaborating to generate valuable original ideas. This approach begins during the early stages of human growth when potential for development is highest.