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these gaps and take a stand.
In reality, ISA should be
concerned
with
creating
structures to support teachers
and
courses
from
other
Universities, either classic or
modern, to cope with changes
in education by understanding
the importance of emotional
intelligence
and
spiritual
education.
Feeling auditorium
that can remain
aware and
participating
throughout the
conference or
seminar, living,
feeling, having a
proactive attitude.
(M) Although you have taught mainly in
a classical University in the field of GIS
you were famous for that you had a
different approach to education. How
was that different from your peers and
why did you chose to teach this way?
(NS)…The difference was always made
by sincere approach, communication
with the student, _ based in very high
percentage on the description of their
experiences within each addressed
problem. I chose so because exposing
students to own experience you bring an
extra big charge of spiritual energy, the
real action of its own which touches
profoundly student's energetic body,
strengthens the spirit's confidence of
that he accesses real knowledge,
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 being training and
development.
Yes, I can say that some teacher's
flexibility in dedication to student’s
knowledge requirements was missing,
practicing a "professor" profession and
not a student's creativity stimulating
state. Over time, I had funny stories also,
when emotional intelligence of students
made the last ones describe themselves
(M) Did you change your
teaching style in these 25 years
or once established you have
kept the same personal style?
(NS)…Yes I Have Changed it all
the time. It is whether onerous
or destructive to be a teacher
and not transform continuously.
The easiest and extraordinarily
beautiful and uplifting is to be
you always a student 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
student's attitude
whenever
suited me, brought me always
in the situation that my students
discovered
perhaps
some
aspects new for me, as soon as
applied
or practiced
the
understood and I accept and
feel the state of gratitude to
them, as they have enriched
me for my new series of
students.