How can we most effectively foster a spirit of inquiry and a loving and understanding attitude toward life?

What effort are we making to become better acquainted with the Bible, the teachings of Jesus, our Judeo-Christian heritage, the history and principles of Friends, and the contributions of other religions and philosophies to our spiritual heritage?

In what ways can we encourage an educational process that is consistent with the values that Friends cherish? How do gender based expectations affect the goals we set and the way we learn? Do we take an active and supportive role in schools, libraries and other education al resources in our communities and elsewhere?

How do we prepare ourselves and our children to play active roles in a changing world?

Beginning and ending with enthusiastic endorsement of fostering the spirit of inquiry, among both adults and children, the discussion explored many paths.

Among children, encouraging meditation and inner resources for quiet times seems to help children become more independent and perhaps resist peer pressure. At the very least, the diversity of our First Day School teaching creates fertile ground for asking questions.

As always, the subject of the Bible and other sacred texts elicited sometimes skeptical responses. The Bible can be used to reinforce power against individuals and groups, and some among us have been oppressed by this use.

It can reflect our social power structure, if it is not read with an open mind.

Those who have approached the Bible without preconceived opinions can find it fresh and inspirational; keeping in mind the context can help this happen.

Many of us are inspired by writings from other traditions: the Torah, the Tao te Ching, Buddhist texts, for example. Reading the many commentaries on Torah can be a reminder of its continuing revelation. We appreciate the Quaker belief that if we listen carefully for the Inner Light, we can still experience God being revealed to us in new ways.

Of course everyone has opinions about the public and higher education; most felt that the opportunity for youth to seek their authentic selves too often takes a back seat to learning content. Ideally education brings forth the knowledge that one already seeks, as in the case of a medical student seeking the wisdom to know what to do when alone with a patient.

Education that tries to meet children and adults where they are and to offer opportunities to experiment, explore and fail as well as succeed seems like the best kind.