must, I must, I choose ... Am I free?
Powered by Ginou Zandonella
Over forty people gathered once again in the mountain lodge where Linthal Remspach-Cleo Solange and welcomed us very warmly.
Always new people who join a core group of faithful who come back regularly.
SUMMARY REPORT:
"MUST ... I HAVE ... I CHOOSE !!!!!
Why this theme? In our discussions, to solve a problem, we use the terms: "We must ... we must ... . How many times a day do we use these terms, and under what circumstances? When I use these terms to what is what I refer? Whether I choose to do a particular act, I become a victim player, and more convincing.
can be distinguished 2 levels: •
that of the accepted rule and legislated by society: eg. unions are fighting to protect workers' rights •
that of personal choice I make, where I can exercise my freedom and accept the consequences of my choices: ex. if I decide not to enforce a law, I can be found
In 2 cases every choice implies a renunciation of the possibilities and limits of acceptance
A ° Barriers to my freedom of choice:
Fears:
- fear of losing his job if one does not obey orders
- fear of losing his freedom
- fear decisions, leaving it in my head
- all fears were highlighted, which are obstacles to my free choice.
B ° How to tier fears?
1 ° For personal work on yourself:
• identify and realize the fears I have (security aspect)
• awareness of how I express myself: if I say "we need you to do," this has the same impact if I say "this will make sense for you if you did ..." 2 °
Collectively:
• creating solidarity
• leaving the system of liberalism who opposes freedom and solidarity (issue of health insurance in the U.S.) •
empowering actors in the business (however dangerous manipulations)
• becoming consumers aware of its power, to buy or not (try go to basics with 1 / 3 of what it was)
question: what happens to the money not used? Choose
3 ° implies:
• imagine new solutions and structures out of thoughts ISME (liberalism, communism, Christianity ...) *
continuously deepen its knowledge: (vaccines, ...)
• educate the very young child (learning and understanding of attitudes very young ex. Sorting of waste)
- Be careful not to shape a child: "It must be so" but by being authentic and affirming his own choice , lead by example and not a discourse
- Create groups of parents who leave the adults in their loneliness and doubts (parents and teachers are now destitute because their authority is not recognized automatically)
- Enable access to culture, the choices in this area require energy, knowledge, openness.
Collective action (to regroup, imagine, educate ...) implies a personal action on oneself (understanding our psychological patterns) to get out of homework, and by becoming truly choose actors who work together across generations.
report made by Françoise Kienlen (and written by Guy)
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