I came to New York in August to attend the birthday anniversary festival of my spiritual teacher. It was as joyful and inspiring as ever. But before I returned home I was asked if I might be able to stay a bit longer to care for a friend who is ill. I don't get much opportunity to come on internet so I have no idea whether this blog idea will be a &'one off&'; or whether I will be able to add to it regularly, but my friend has been away for a couple of days - so at least I have been able to start. I hope it is of use or interest to some of you.

An assortment of war poems which include some from Iraqi and American poets and one from a 15 year old girl written on reflecting her visit to Auschwitz. I researched this in relation to work on Remembrance Day but there are poems here which could be used in many other topics including The Holocaust and all topics related to suffering, good and evil, war and peace.

video links from youtube and book reviews from google search will add more details later. (in haste Pizza going cold)

A range of resources including personal anecdotes of some miracles and spiritual experiences in my life. I work as a free-lance RE consultant and will happily come in and talk about my own spiritual life or make a presentation on any aspect of RE (free - expences only)

Sri Ramakrishna lived in the 19th Century. Here I have given some insight into those who recorded his message as well as a brief selection of quotations including where he explains how God can be both Infinite, Transcendent and Impersonal AND personal and finite. Another model he uses is of the waters of a lake. Travellers approach from different directions, passing through totally different terrains, but when they bathe in the waters the waters are the same. (Different religions are like the different journeys - but the goal of all is the experience of God.

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Here are the lyrics of another of Jill's songs from the aforementioned CD. I have used this a lot in teaching KS3 and KS4, it is funny and direct - engaging but very serious and quite soulful too. Please appreciate that my sister Jill has given me permission to share her songs - but only part of them. If she sees too many people downloading them free from here she may ask me to include only the first few lines of the music. She had to payva lot to get the recordings done. Once costs are covered all profits will go to charity. Contact - info@bluelotus.co (it is .co - not .com)

The Five Pillars file is from Wikki but I have added some comments relating to supporting Muslim students who are fasting during Ramadan. Also how to respond if a Muslim student claims that s/he can’t attend a detention because of fasting. I am including good contributions from the thread here too.

Responding to a rather 'silly' comment on a thread, which suggests the Bible was a work of fiction written by Jesus&' mates, I have outlined the authors of Acts and the four Gospels here, using material copied from Wikki. This attitude and question is fairly typical of some of our young people when they come into year 7 so I hope that colleagues will find this outline useful. It may be good to use as revision with KS4, too, when beginning a unit of work on Christianity, since some of them can have a rather ignorant attitude. Do add your comments and ratings. Thanks

I use the story of Masada as part of the background to European history which included such widespread anti-Semitism. It is likely that without that climate of prejudice and mistrust, the Holocaust could not have happened. and if students don't understand that fact, then they can look at the Holocaust as an isolated incident, unconnected with their own lives or our world today. I have written a bit more about this and uploaded it as a separate file. Do give your views and other items which are related and I could include to strengthen this resource.

I have copied the article from Independent and the letter from The Telegraph mentioned in a recent thread, adding some of the best submissions etc. I've highlighted important bits. Do keep up the pressure and forward these to Mr Gove, to your MP to chase Mr Gove with + anyone you know who may be willing to do the same, I think this time is really critical and a lot of people will be like me, up to the neck with other duties, so its hard to fit in the time. Good Luck and happy summer

This is my account of what happened when we moved to London and my son (then aged 9) suffered some bullying. (He is now 31 and a professional actor. You may have seen him in the photos and video referred to on Siddhartha becomes the Buddha.) I wrote this years ago and found it when doing a computer search for Krishna - in relation to my recent Hinduism Day. I think it could encourage some good discussion on many aspects of RE, PSHE and Citizenship. I have now also uploaded the 'parent' file - Sunlight and Shadow parts 2 and 3

A selection of articles and reflections on the subject of Anatta. I include several sources which explore Anatta and some exercises including an essay outline. Pupils and students can also use silent reflection to explore self and change, just watching their thoughts. Afterwards write notes of what they remember thinking about + colour code these notes, to show which thoughts related to past, present, future or the world of imagination. Then discuss observations re Anatta and Anicca.

A sweeping reflection on life which explores and celebrates the beauty and mystery of of our planet, introducing a range of concepts from different religions and world views. In art and music it may stimulate composition. The origins are in RE where the poem emerged from my struggle to get year 10 to engage with the question of God in a serious way - it was movingly effective - but I want to include the questions of suffering and evil and still struggle with this, to keep it a poem and not a book! I hope to publish eventually but do use it as a basis for discussion or creative response.

I'm sharing this to give others who want to write some ideas. I have tried to cover as much as I can here - in my original letter of 28th May - which is probably too much - but others may like to take some of the points to use in their letters. Still no answer about RE and the Bacc so I'll continue to share any correspondence resulting from this email the MPs 'campaign.' It may be of interest to post 16 / KS4 Citizenship and RE Thanks DurgaMata

Songs by teacher Jill Blackadder - sheet music and CD from 'Jill Slee Blackadder' <Jill.blackadder@btinternet.com>, The song I've used most in RE here is &'It&';s Christmas, get cracking' which is a great and humorous way of introducing an exploration of the tensions between our pagan &'yule&'; festival of feasting and indulgence which celebrates the return of the physical sun - lengthening days and hopes of spring to come - in mid-winter and the Christian celebration of the arrival of the Son, the spiritual sun or Light of the World.

This is not really part of the Meditation-Blog as that was something quite unique, to share my experiences in New York and my my daily meditation at the beautiful Meditation Garden I loved to visit every morning. But if there are any experiences here - back in England - which relate to issues which I mentioned or explored in that blog, I feel it is useful to share these as part of the 'appendix.' For now I feel inspired to continue to share my life in a small way here. The one about 13 - 15th relates to Remembrance Sunday. With love and thanks for all your encouragement. DMC

The first file here tells the story of Jim Jones and his Temple which ended up in Guyana, with over 900 people dead. The second file is an excellent article about why RE is important. Next, The Nature of Love, can be used as a GCSE/post 16 revision aid. I include it here as it relates to what I have written about engaging students in the 4th file. The fourth file is an example of the way that good RE really can make a difference. Happy Christmas everyone.

In process - ch 4 half - A royal family, divided by greed and jealousy, faces a battle which symbolises the eternal battle between good and evil. Arjuna asks his charioteer Sri Krishna, to drive his chariot between the two armies. In both armies he sees friends and relatives. He is grief-stricken at the immanent destruction and refuses to fight. Sri Krishna says he must fight. Arjuna begs Krishna to teach him, and Krishna does. This conversation is recorded as 'The Song Celestial' - the Bhagavad Gita - and encompasses the essence of Hindu teaching.

This simple overview of Hinduism can be used to revise or consolidate a unit of KS3 work or to refresh and introduce a unit for further study in KS4. Including both a Word Search and Cross-Word Puzzle to reinforce Key Words, this resource will link with further ones which explore each area in more detail. Currently Under Construction.....