Jain Spirit 2003 06 No 15

Author(s): Jain Spirit UK
Publisher: UK Young Jains

Page 43

YOUTH
LESSONS FOR THE REAL WORLD
LESSONS FOR THE REAL WORLD
Reana Shah advocates a more open and relevant approach in Jain religious classes
decisions through healthy discussions about right and wrong. Lessons on morality are not offered in schools, and should therefore be addressed in a religious atmosphere where everyone shares similar cultural and religious values.
N OR THE PAST EIGHT
months, I have had the privilege
of attending the youth group of a church in my town. I was invited by a friend and went because I am a firm believer in the Jain principle of multiplicity of viewpoints (anekantvada). I am glad I did go because I discovered a unique openness in the church's youth programme that our Jain religious class (pathshala) programme could benefit from by implementing its methods.
On the first day when I attended the Sunday morning youth service, I expected the sermon to be parallel to an unfamiliar Bible story. Instead, the youth pastor had an open discussion with some high school students about the provocative clothing depicted in today's media. He discussed with us the effects of dressing this way, such as the negative image we portray to others around us. I was very moved by his lecture because he provided logical reasons for his decent argument.
A few months later, I attended the annual Jain Centre winter camp. In our discussions throughout the weekend I realised that my age group is faced with many controversial issues: drinking, dirty dancing or dating behind their parents back being the most serious ones. In conversing with friends, we concluded that pathshala students needed to be better educated on making the right
high school activities. They have offered their wisdom, as they have gone through similar issues and have seen the consequences of different choices their peers have made. We participated in helpful discussions regarding everyday high school issues,
including parties and dating. The advice of young adults, I think, has been very helpful because they made us feel comfortable by talking about things that might be bothering us. If pathshala teachers could adjust the curriculum to include the lessons they have learned from the mistakes they had made in their youth, openness with the students would undoubtedly come about. In pathshala classes today the principles and
legalistic points of Jainism tend to be the focus. While I do not disagree that these are important, I do believe that students would also benefit from discussions about putting Jainism into practice in their everyday lives. After all, being a good Jain is just as important as performing Jain rituals. Being and doing are essential components of any religion; one cannot function without the other. Learning about making ethical Jain decisions in everyday situations is, I feel, essential and should therefore be added to the Jain pathshala curriculum. 2
Attending church activities has given me a valuable insight into how controversial issues can be viewed in a religious perspective. The high school students at the church I have interacted with are placed in the same atmosphere as Jain students, but have an easier time making ethical decisions. I believe that with a few changes, our Jain pathshala classes can also address the practical issues of morality, and eventually produce young Jains who are ready to make the right choices when they find themselves in tough situations.
A major benefit of my church experience was meeting a couple of college interns there. They attended a nearby college and were present at
Reana's details are in the contents pages.
Photo: COURTESY OF AUTHOR
June - August 2003
Jain Spirit
41