M ) Although you have taught mainly in a classical University in the field of GIS , you were famous for having a different approach to education . How was that different from your peers and why did you choose to teach this way ?
Nelu ( NS )…
The difference was always made by sincere approach , communication with the student , based , to a very high percentage on the description of their experiences within each addressed problem . I chose this because exposing students to their own experience brings an extra big charge of spiritual energy , the real action of its own , which touches profoundly the student ' s energetic body , strengthens the spirit ' s confidence in accessing real knowledge which is correct , positive in agreement with his own Self . The terms of reporting to the best legitimate angle under which you present the " truth " creates a strong connection between student and its source during his training and development .
Yes , I can say that some teachers ’ flexibility in dedication to student ’ s knowledge requirements was missing , practicing a " professor " profession and not stimulating a student ' s creativity . Over time , I had funny stories also , when the emotional intelligence of students made the last ones describe these gaps and take a stand .
Teaching style ...
I Have Changed it all the time . It is whether onerous or destructive to be a teacher and not transform continuously .
In reality , ISA should be concerned with creating structures to support teachers and courses from other Universities , either classical or modern , to cope with changes in education by understanding the importance of emotional intelligence and spiritual education .
( M ) Did you change your teaching style in these 25 years or once established , have you kept the same personal style ?
Nelu ( NS )…
Yes , I changed it all the time . It is either onerous or destructive to be a teacher and not to change continuously . The easiest and extraordinarily beautiful and uplifting way is to be always a student yourself in any dialogue with young students . I have acquired the belief that teaching them any aspect of any discipline – you – the teacher , get greater clarity and depth of the presented subject , namely , you teach yourself . Courage to constantly change pedagogical techniques appropriate to interlocutors , the courage to use and stimulate direct participation , interactive involvement , and shaping a student ' s attitude whenever suited me , always brought me to the situation that my students discovered perhaps some aspects new to me , applying or practicing what they understood , and I accept and feel gratitude towards them , as they have enriched me for my new series of students .