Maureen Delbah & Brahmin Dharma 1974

I was Blessed to be gifted a Brahmin lead learner in 1974. Didn't realise it at the time. All I do know is I absolutely loved learning as Mrs Delbah granted all of us the responsibility to teach other's what we learned. 

Discussion in groups and sharing our findings informally and formally, presenting to both peer and adult larger public audiences was a major feature of Maureen's learning philosophy. 

We went often to local libraries to borrow and read and share our learning and many many excursions to simply witness what the city of Sydney had to offer. I loved this exciting learning and remember going to an "ashram" style vegetarian restaurant where her family regularly dined and were entertained using classical instruments. Had no IDEA what it all meant, but it certainly was FUN. 

There is ONLY ever one first in life and this whole year of school was chock full of learning firsts like that. We had "data sheets" as public on going posters on the classroom walls and learners contributed at least one new (or first) each time we found out something new. 

Maureen, or another learner, would select one of us to elaborate at random times throughout the week on what our data bank posting meant. This was pretty edgy as you were "put on the present spot" and had to have actually embodied the learning of what you wrote on the poster to be able to then share the lesson of learning and why you found it interesting or curious or weird or funny in our new learning.

 This was awesome as anyone at anytime could be called up to share and be put on the non pressured spot to share. It made me really connect and think about learning and sharing my contributions as I knew the expectation was to share and hopefully "teach" our peers more about a limitless topic that we had chosen to contribute. 

Sometimes we did 3 or 4 of these quick 5 minute random learner "breakouts" per day and as the year progressed even the more reluctant "speakers" realised this was just for fun with no pressure and no assessment or test was applied, it was simply to share learning. 

The sting was we students could choose a weekly topic we had also researched for Mrs Delbah to also share and tell us a great story about India and her country of birth or whatever topics we were currently learning about. This was when I first learned of The Taj Mahal and saw her family slides/photos from when their family visited in the school holidays. Awesome memories! 

Because Maureen was of "Brahmin caste", I became super confused when I learned Uncle Harold was breeding Brahman bulls... what the? We learned that cows were sacred in India and yet here Maureen was a "cow caste" and my uncle was breeding bulls... I eventually was told what a "caste" was and why Maureen was of  the "teaching" class in her country of birth. Nothing at all to do with The Breed of Bull Uncle Harold was breeding for meat, up on his Northern Rivers farm! Thankfully mum clarified that BEFORE I asked if Mrs Delbah was a sacred cow! And should not be eaten. Still don't pretend to understand the Brahmins or fuller caste system in India at any more than a rudimentary level. But I do remember Uncle Harold got top dollar for his Brahman bulls at Casino and Kyogle cattle sales. 

Much of what Maureen shared was simple, grounded and based strongly on her self knowlwedge of "learning how to learn". She allowed a lot of freedom in what we chose to learn about, BUT she also made us accountable and we were required to demonstrate our learning often and in larger public forums, including parent/teacher afternoons, school assemblies and more formal organised speaking "events", often shared between other local schools, 

An inspirational lead learner who lead with high standards and expected her students to study, reseach and be independent learners. Maureen generously shared deep wisdoms, practices and rituals of her birth country and Brahmin caste. Indian Food, traditional dress and practices such as before class morning meditation and an end of day "yoga" practice became the standard enjoyable learning in Mrs Delbah's classes.

 She also had a wicked sense of wild humour, Maureen was positively demanding of high quality work, shared a non compromising maternal "tough love" with an incredibly soft and gentle compassionate underbelly, she cared and took none of the crap that 11 year olds going on 21 thought they knew. 

Her family was known to us and her younger son sometimes came to our school when he was too ill to attend his. Mum Maureen allowed her son to attend and rest and we loved hearing his exciting stories of world travel, which their family did often due to the diplomatic role the father had in the Sydney consulate. 

We had visiting friends of Maureen come and share some of the following insights of “atma vidya” at our level, as well. Her much youndger son was naturally well versed on this so it became a challenge for me to try and listen and learn from him. 

 Still had no idea, but parents were also invited to join the end of term learning celebration if they could make it from work. Mum attended from her part time job. Also dressed in a blue shiny silk "Sari", mum's from Thailand, Maureen's was just her normal everyday attire. First time I remember eating vegetable "curry puffs" with home made spicy chutney and a mango milk/yoghurt lassi . Delicious! (although Lassi was the name of a famous TV Dog, so I was concerned for a while... when we were offered a lassi to drink...) 

With Mum, and Maureen and her family and mum's bridesmade and life long friend Fay, who was heavily into the eastern lifestyle and yoga and meditation and also lived near by a new ashram, we all attended the fledging Mangrove Mountain Satchyananda ashram in December 1975.  Didn't stay connected there as Mum didn't like some of the stricter practices and it was situated a long way from Sydney. Again, this was all part of exploring new and diffrerent or diverse cultures, which mum and dad both enjoyed as seasoned travellers. 

The first family holiday to Fiji in 1973 also opened my eyes to different cultures and was where I first met Dr Chan, a Chinese/Burmese National ex "Columbo Plan" employee of dad's who later became a close life long family friend.

 Again, cultural diversity and wondering what all this meant was all part of my early years formative schooling and learning. Like when our school enroled two non english speaking bother's, Bruno and Guiseppe, recently arrived from Italy who had come to stay at "Legacy House",  a home for orphaned or "troubled" war veteran's children located close to our school, whilst they waited for full refugee status to be granted. Their elderly father, who had recently died suddenly, had been part of the Italian Resistance who helped the allies and particularly Australian Aircrew shot down over Italy in WW2. The two yound sons ended up briefly at our school, whilst they waited for formal approval to go and live with relatives who had emigrated to Australia in the 1950's after the war finished in 1945. 

I was asked by my teacher, Mrs Flannery, to "babysit" Bruno and Guiseppe for the few weeks they attended Connells Point Public School and attempted to "teach" them beginners English, a language they did not speak one word of.

 Three things happened in that month or so of being given the time to sit with the brothers in the playground and attempt to impart rudimentary "English". 

The first thing to occur was NO effective English teaching was transmitted or achieved, only each other's swear words were successfully and hilariously swapped. 

Secondly, they showed me how Italians played soccer, bloody well, and thirdly that Bruno had had a recent serious accident by falling one leg either side of a fence and doing himself a major, painfully splitting groinal injury. He was VERY insistent and heated on wanting the "correct" english language around his injury for some reason, so mum being a registered nurse, helped me with anatomically correct language, of which, none made sense to me, so I can only imagine what Bruno thought... or not. Bruno got the highly technical Aussie medical terms "ball sack" and "cracked nut" and we were both happy to leave it at that as The Brother's Sicily left our school soon after that. My TESL career was over before it got started.

 These were the first non english speaking children I had ever met in my life, so that alone fascinated me when we tried to "communicate" anyway we could. Lots and lot's of hand waving and pointless pointing and we somehow managed to still smile and laugh and have fun at the silliness of it all. 

I wonder if Legacy House or the RSL have any records still of those two very Sicilian orphaned Italian brothers who lived at Legacy House in Kyle Bay for one or two months in 1974? Both Fleeting and profound life moments, like they often are. 

More fascinating insights of life long learning, especially imparted and shared by two curious world travelling parents, awesome extended family from farming and maritime origins and demanding high standards and kindly caring primary school teachers! 

So very grateful for those formative foundational years of exploring and wondering and simply not knowing what’s DLT learning how to learn, for life! 

Stay tuned thrill seekers, and in the liminal space of becoming 

Have a read below ⬇️⬇️⬇️⬇️⬇️

about what atma vidya as a life long learning means to me.  ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

"Atma Vidya, as described by Adi Shankaracharya, refers to the knowledge of the self or the true nature of the individual soul (Atman). Adi Shankaracharya was a renowned Indian philosopher and theologian who played a key role in the revival of Vedanta philosophy. In his teachings, he emphasized the importance of self-realization and understanding the ultimate reality, which he believed could lead to liberation (moksha) from the cycle of birth and death (samsara).

According to Adi Shankaracharya, Atma Vidya involves understanding that the true self (Atman) is identical with the ultimate reality (Brahman), which is the underlying unity of the universe. This realization transcends the limitations of the individual ego and leads to a state of profound peace, bliss, and freedom from suffering.

For a common man to attain such enlightenment, Adi Shankaracharya prescribed a path of self-inquiry, meditation, study of scriptures (such as the Upanishads and the Bhagavad Gita), and adherence to ethical principles (dharma). Here are some key practices and principles that can help a common man live and attain enlightenment according to the teachings of Adi Shankaracharya:Self-Inquiry (Atma Vichara): The common man can start by questioning the nature of the self and seeking to understand who they truly are beyond the body, mind, and ego. This introspection can lead to a deeper awareness of the true self (Atman) and its connection to the ultimate reality (Brahman).
Study of Scriptures: Engaging with sacred texts such as the Upanishads, the Bhagavad Gita, and the works of Adi Shankaracharya can provide valuable insights into the nature of reality, the self, and the path to liberation. Studying these texts with a receptive mind can help deepen one's understanding and spiritual practice.
Meditation and Contemplation: Regular meditation and contemplation practices can help quiet the mind, cultivate inner peace, and deepen one's connection to the true self. By turning inward and focusing on the nature of consciousness, one can gradually uncover the eternal and unchanging aspect of the self.
Ethical Living (Dharma): Adhering to ethical principles and leading a virtuous life is essential for spiritual growth and self-realization. Practicing kindness, compassion, honesty, and selflessness can purify the mind and create an inner environment conducive to spiritual progress.
Seek Guidance: It can also be helpful for a common man to seek guidance from spiritual teachers, sages, or mentors who have walked the path of self-realization. Their wisdom, guidance, and support can provide clarity, inspiration, and encouragement along the spiritual journey.

By following these practices and principles with sincerity, dedication, and perseverance, a common man can gradually progress on the path of self-realization and attain the enlightenment and liberation that Adi Shankaracharya spoke of. Ultimately, Atma Vidya is about realizing one's true nature as the eternal, infinite, and blissful self beyond the limitations of the ego, and experiencing the unity and interconnectedness of all existence.

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