[This is a duplication of the major topic in Michael Speaks: Education. The transcript identifies it as part 1, but there has never been a part 2 as of July 2017.]
February 7, 2002
Troy Tolley, Channel
Education Part One
The topic of Education is a broad one. We will be sharing some basic considerations we believe would help fragments begin a life with optimum potential and development of personal tools.
“Education” begins within 48 hours of Physical Birth. The Body is a complete sensory unit and focal point “into” the Physical Plane for Essence at that time. We say the Body is “complete” as a sensory unit at that time because, relative to later influences, certain senses may or may not be heightened or diminished over time.
For the first 7 years of a life, in general, the Essence gradually “moves in.” Essence does not live through the Body before that period of time, though there are exceptions. During the first 7 years, past life Personalities of relevance, as well as Essence, “care” for the Body and direct it and those fragments of importance around it for as many opportunities for imprinting as possible. When we say the “Essence and past Personalities direct those of importance,” we do not imply this is done through deceit or imposition. It is done through Agreement formation and fulfillment in most cases, or Karma.
However the Body is cared for and guided, between the ages of 2 and 3 the Centering has become habit. This then would become one of its Overleaves. This is the first Overleaf of importance in determining the beginnings of Education on a higher level than primal.
Children, then, can easily be said to be from three basic groups: Moving Centered, Intellectually Centered, and Emotionally Centered. There are, of course, those who are Instinctive Centered, and we will address these rare fragments another time.
If intentional Education is addressed to fragments before the age of 7, it is helpful to acknowledge their primary Centering during that time as the priority.
Moving Centered children, indicated many times by Physical symptoms in the skin (barring basic “diaper rash”) and tendencies to hit, bounce, stand, and/or pull more strongly, would gain more from focus on toys that encourage the EARS or HEARING.
Intellectually Centered children, indicated many times by far more vocalizations, screaming, and “tantrums,” would do well with an emphasis on toys that require physical contact, touching.
Emotionally Centered children, indicated many times by more quiet, smiling, and “good” babies, would do well with an emphasis on toys which require balance, combining, and color. (Emotionally Centered children see color far earlier than other children.)
Before we continue, we will pause for questions about educating children up the age of 7. Are there any questions?
[ClaireN] How does the environment affect learning?
If you consider the basic route of education for the child under 7 years of age, then it could be said that any emphasis on the more distracting influences could diminish learning. It could also be said that an OVER emphasis can be damaging. For instance if an Emotionally Centered child has a focus on Hearing, they may lose the important development from the more complementary route of Color, Balance, and Combining. Then again, if they are overexposed to harsh colors and chaos, they may tend to inhibit all interest in anything to complement their Centering. If an Intellectually Centered child has more of a focus on Hearing and Music, for another example, they may lose the important shaping from the more complementary need for Touch and Physical Interaction; though if they are carelessly touched, or indifferently cared for, they can be greatly damaged.
As you can see, most caretakers intuitively provide ALL of the possible complementary toys and methods for education. But we can say that if an emphasis of a healthier development is a consideration, the more specific suggestions are important.
Did this answer your question?
[ClaireN] Yes, thank you.
You may have noticed that what we have suggested as educational focus is not primary to the Centering that is developing. Instead, it is complementary in that the emphasis will create a contrast to create a “rounding out” of the Center, creating less of an opportunity for the Center to live in a TRAP or PART, later. By the Age of 7, the Part is a habit. The greater the comprehension and strength of the Center by that time, the less it depends on a Part, but instead, uses ALL Parts appropriately.
From the Age of 7, the focus of Education would best be geared toward defining the “Primary Essence Influence.” We say “Primary Essence Influence” because Essence may or may not be supported by the Overleaves as they rest on a predominate Axis. When it comes to a lifetime, especially before the 4th Internal Monad, the Personality, as the OVERLEAVES define it, is the most important concern, not necessarily the Role of Essence. Emphasizing discovering the Personality and its focus is key in allowing Essence to manifest as clearly and consistently as possible later in life.
With that being said, it must be considered that past the age of 7, Education must address 3 very vital areas of the Personality: The Goal, the Mode, and the Attitude. Currently, those with an emphasis on Overleaves resting on the Inspiration, Expressive Axes are lost to the emphasis on the Moving and Assimilative Axes.
Creative, Inspiring activities and outlets are not available in any meaningful way until after what is called High School, in most cases. Because the system is focused on only supporting only the Moving or Assimilative Axes, even if programs are in place for Expression and Inspiration, they are ridiculed, belittled, and under-funded, separating that group of Personalities in potentially detrimental ways.
We suggest an overhaul of this basic inconsiderate system of education by not only creating methods of teaching that accommodate each Axis, but also accommodate each area of important development in terms of the Goal, Mode, and Attitude. This would mean teaching children from the primary axis of Inspiration through methods that encourage Emotional associations, feelings, and intuition. Teaching children from the primary axis of Action to be taught through sports, physical interaction, and tactile methods. Teaching Expressive Axis children through stories, expression, acting, communication, art, performance and stage.
This is highly simplistic, but we realize the time frame we have through this channel is limited.
Using the appropriate methods based on Axis, the school “day” would then be emphasized in 3 segments, each focusing on either the Goal, Mode, or Attitude. This basically means developing and encouraging the basic tendencies and interests of the child as he or she has shown interest (the goal), teaching the very basics of intimacy, sexuality, relationships, and exposure to varying cultures (the Mode). Teaching the 7 basic philosophies on the planet (the attitude).
We cannot emphasize enough the importance of teaching the 7 basic philosophies before or during the teen years. If there is one, single aspect of education that condemns a society to unhealthy development and division, it is in the lack of understanding your own personal perceptions/philosophy and those of others.
We will add here that we have not forgotten the Assimilative Axis. This Axis, of all of them, is the most adaptable and would gravitate itself toward the Axis most meaningful at varying points of development. The irony is in the “backward” approach to using, instead, the whole of Assimilation as the means to teach, rather than allowing those who are naturally Assimilative to adapt.
We will pause here for questions, noting that this topic is far from concluded here, though the time is running out. If there are no more questions, we will conclude here.
[JNelson] How do the Overleaves figure into how to teach a specific subject matter that a culture has already decided to teach? For instance, how would you teach Inspiration or Emotionally inclined fragments about math?
The premise of a subject would not change. In the case of Math, of course the focus must be on objects and their relation to each other. For each Axis, it is not necessarily that the means to teach would vary so wildly, but that the emphasis in the environment would change.
For instance, the Inspirational children would learn Math based in an environment that is less structured, more intuitive, and made room for feelings. The Expressive children would learn through socializing, acting out the theories in story or song, and playing.
A stereotypical classroom for the Inspirational children would be calmer, working with 3 dimensional representations, and using discussion, guessing, and emotional language. A Stereotypical classroom for the Expressive children would be boisterous, loud, using humor, food, and smells and lots and lots of personal associations to learn. The difference we propose is that a room with structure, pen and paper, and facing forward, are only specifically beneficial to Assimilation, and secondarily to Action. Beanbags chairs, toys, and stage, regardless of the subject, would keep a Sage’s or Artisan’s attention in any subject all the way through High School.
Although we are not complete on this subject, we will conclude here. We will continue this subject at the request of our students, if the interest is there.