Is your Faith influenced by your Senses, in anyway?

Answer 1

Of course. All of our perceptions and understandings -- and that includes faith or lack thereof -- are developed through the information we receive through our senses.

Answer 2

I have no faith because of my senses

Answer 3

My faith is greatly influenced by my childhood.

Answer 4

I think your faith has alot to do with the environment you live in.

Answer 5

Some.

Answer 6

conflict and turmoil have their roots in the minds and hearts of individuals, in their understanding and beliefs, their aspirations and assumptions. human values and beliefs therefore, are of utmost concern for all educators, especially those involved in the humanities, particularly in the creative arts. what would the educational system be like in the future, when social problems involving religion, caste and creed give rise to more turmoil, and accelerated conflicts threaten integration? education in the arts provides a unique and essential component in the education of all men and women. it seeks to develop aesthetic maturity and sensitivity in giving form and in responding to our world. can we, in our present state, meet the challenge of the problems we are facing today?
are our personalities well integrated? are they related to our environment and our times? we go through life largely as 'hollow' men and women, as people whose senses are atrophied, with eyes that do not see, ears that do not hear, as individuals who are otherwise well-endowed but completely devoid of any kind of sensitivity. in the presence of nature such men are listless. but while we are critical of such people, we cannot overlook the fact that they are creations of the education and training imparted to them. for we do have the potential to develop our moral and spiritual power, strong enough to control the present - a seemingly uncontrollable phenomenon. according to an eminent lover of arts and crafts, handwork restores man's sense of responsibility, promotes sociability at work and develops the probabilities of man's contentment with life, and thus helps to create a stable society. no culture or civilisation, in his opinion, can develop or maintain keen discrimination, subtlety, richness and profundity of thought consciousness without a broad, secure, constant element of handwork.
in the educational thought of traditional india, working with one's hands was one of the disciplines necessary for true education, for which healthy conditioning of the senses was a pre-requisite. the technique of perfecting the senses was grounded in the practice and learning of various skills. the sages of india insisted upon following such methods as pranayam, or the controlled breath, and narhi suddhi or the purification of the nervous system, to keep the senses alert. they felt that working in any art and craft medium was a way to mental and spiritual development. in the sukraniti sara, the great sage sukracharya laid down that training in kala or craft, apart from following the course of vidya or knowledge, leads to freedom of mind and moksha, or liberation of the soul.
in the wardha scheme of education, mahatma gandhi also insisted on an art and craft base when he remarked, 'by education i mean all-round drawing out of the best in child and man - in body, mind and spirit. literacy is not the end of education; it is not even the beginning'. the essence of art education in our elementary and secondary schools has to be in disciplining the senses and in developing aesthetic sensibility in creating visual symbols and in responding to the artefacts and forms of our environment as well as those of the past. in a larger sense, it is education in the areas of observation, selection, imagination, and judgment; it is education of the mind and heart, of understanding and action.
the german philosopher goethe said: 'he who has art, even religion has he'. unfortunately, experience of art is what we lack most today. with society in general and education in particular at a critical stage of transition in our society, it seems appropriate that the role of art education and art appreciation should be made the subject of immediate and intense attention, since education in art is concerned with helping people to identify with, and act in terms of, aesthetic values. aesthetic values and moral values are synonymous, for they are intimately related to the very discipline in which an artist and a humanist are engaged. art has the capacity to give order to human feelings and is a great means of acquiring emotional integrity; it helps to intensify our intellectual grasp of reality. art is the ordering activity of human mind, which distils our most significant experiences; it sifts and organises relations in the order nature impressed on us by our senses.