LEARN­ING IS OF­TEN AS­SO­CI­ATED WITH THE TRA­DI­TIONAL CLASS­ROOM, SCHOOL AND ED­U­CA­TION FA­CIL­I­TIES. BUT LEARN­ING GOES FAR BE­YOND THE CLASS­ROOM.

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Think about this. What if ev­ery mo­ment in life is an op­por­tu­nity to learn and thus ev­ery movement of ev­ery day we are in the class­room of life? It is an ir­refutable fact that ev­ery day we all con­tin­u­ous and never-end­ing sup­ply of lessons, op­por­tu­ni­ties, chal­lenges and many as­pects of life pre­sented and re-pre­sented time and time again ready to be self-mas­tered… when the will­ing stu­dent says ‘Yes!’. Life re­ally is one mas­sive class­room.

LIFE PRESENTS US WITH THESE LESSONS:

Re­jec­tion Death Loss Fail­ure Re­la­tion­ships The word ‘no’ Jeal­ousy Peo­ple not do­ing as we ex­pected Our shoulds, wants, ex­pec­ta­tions, pic­tures and at­tach­ments not hap­pen­ing as we ex­pected them to… our smashed pic­tures of life Life lessons Tasks we don’t yet know how to do. What if these sit­u­a­tions are not as bad as we can make them out to be, rather seen as op­por­tu­ni­ties or as life lessons one is yet to self­mas­ter. As in­di­vid­u­als, we are the same in that we all have parts of life we have yet to self-mas­ter (we are stu­dents of life) and we all have parts of life we have al­ready self-mas­tered (we are also teach­ers of life). Is it pos­si­ble that many be­hav­iour chal­lenges, re­la­tion­ship is­sues, feel­ings of anx­i­ety, men­tal well­ness con­cerns etc are a re­sult of us re­sist­ing life? For ex­am­ple:

A.

A per­son hav­ing a tantrum (body) in the shop may not have de­vel­oped the skills to re­spond to the word ‘no’ (life).

B.

A per­son with de­pres­sive be­hav­iours (body) may not have de­vel­oped the skills to re­spond to the death of some­one close to them (life).

C.

A per­son be­ing abu­sive (body) may not have de­vel­oped the skills to re­spond to re­jec­tion (life).

D.

A school stu­dent rip­ping their page up (body) may not have de­vel­oped the skills to re­spond to mak­ing a mis­take (life) or re­ceiv­ing a cor­rec­tion (life).

E.

A per­son call­ing an­other a cheater (body) may not have de­vel­oped the skills to re­spond to los­ing (life).

F.

A per­son at­tack­ing an­other (body) may not have de­vel­oped the skills to re­spond to judg­ment from oth­ers (life). The com­mon­al­ity amongst these ex­am­ples (of a seem­ingly end­less list) is that the body re­acts when there is a part of life the per­son per­ceives they have not yet de­vel­oped the skills to re­spond to. Thus, last­ing be­hav­iour change will oc­cur when a per­son has learnt, de­vel­oped and im­ple­mented the re­quired skills to re­spond to what life is pre­sent­ing. cleaner, ac­coun­tant, spe­cial­ist, swim­mer etc how­ever, ti­tles do not come close to de­scrib­ing our true roles. Ti­tle, age, gen­der, height, cul­ture, re­li­gious ori­en­ta­tion etc do not mat­ter. Each per­son in this world car­ries the same two true roles and that is to be a for­ever stu­dent of life and a for­ever teacher of life. As a for­ever stu­dent of life, when our body re­acts, even in the slight­est way, we sim­ply ask from an in­quis­i­tive and non-judg­men­tal ap­proach: “I won­der what skills I need to learn and de­velop so I can re­spond to this part of life and no longer re­act to it?” A for­ever teacher of life will ob­serve an­other per­son’s re­ac­tion, even the slight­est of re­ac­tions, and ask from the same in­quis­i­tive and non­judg­men­tal ap­proach: “I won­der what skills the other per­son needs to learn and de­velop so they can re­spond to this part of life and no longer re­act to it?” and “If I have de­vel­oped those skills then I know I have a skill to teach when a will­ing stu­dent ap­pears (in their tim­ing, not my tim­ing).” These steps re­main a con­tin­ual cy­cle, as life will never stop pre­sent­ing lessons for us all to learn and teach, hence we are for­ever stu­dents and for­ever teach­ers of life

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