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[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 [M_Entity] 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? [M_Entity] 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. [M_Entity] 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? [M_Entity] 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. Good Night.
[Excerpt from Michael Speaks: October 2008] [Question] On a lighter note, I recently (12 weeks ago) had a child. What general recommendations can you provide on raising children? [Michael Entity] There is a multitude of responses we could share for that question. For simplistic purposes, we will share three key considerations: 1. One can never give too much constructive, positive attention and affection to an infant, toddler, or teen. Their cries, tantrums, and rebellions are not power plays, but relevant methods for communicating need, want, and pain, however inconvenient those may be. 2. Most “negative” behavior exhibited from a child before the age of 18 is an extension of the fears of the caretakers (parents). Addressing your personal methods for handling fear, for transforming Chief Negative Features, is far more effective in helping and guiding a child into adulthood than through active intervention of their behavior. 3. Honest Communication: Paying attention to what a child emotes, expresses, and does is your most direct source of information about the Essence of the child. Responding to a child with a platform of honesty and clarity encourages wholeness of self.
[Excerpt from Michael Speaks: February 2000] [Question] I am concerned with the future generations to come of our young. I believe that many are on the way to faster enlightenment, but still many are having a hard time. How could we as parents and adults help? I have a few ideas but perhaps you might validate or advise something? [Michael_Entity] Each generation of youth, as they mature and reach adulthood, has the same reaction to seeing the following generations of youth. What we would suggest is trusting in their processes. Those before you feared for you and you “survived”. This will not change for the next generation after you. This is more about your maturing than anything else; it is natural and part of your own growth. There is no “faster enlightenment” available now than there was before. We are unclear as to what you refer. The most any parent or adult can do is BE adults and parents, not seek to be saviors or heroes. Realizing your knowing more about the world and your place in it has made you no more or less “safe” will free you to shine as examples of trust, rather than teaching fear and false needs for protection and guidance. By assuming the children are in some form of vague danger in the world, this will be what is taught in your actions, if reaching out with that in your hands. Instead, seek the details of each child's hopes, dreams, and levels of creativity and trust them, allow them to run with it. Provide as much childhood as possible, full of fun and activity and expression. Many of you interfere with a child's natural development of confidence and competence by seeking to undermine them with good intentions. A child is as intelligent in its desires as you are. The greatest thing you can do collectively as adults is rally for changes in the educational systems. This is one of our own agendas and we are working with many in the system to change this. It is one of our intentions to redesign the contexts for education. This then is the only real tangible action that can be taken in terms of “generations”. If it is not your “calling”, then your only tangible action can be in creating a sanctuary for your children, creating lines of freedom for their expression, acting as examples of trust in life. In truth, each generation continues to “have it better” than the last. This has been the case for some time. We would not be here otherwise, ourselves. There must be an element of prosperity and peace in the environment for us to work with a channel and speak to masses. Otherwise, all are tending to Needs.
I've been fallowing this man's work for a long time! Peter Gray is a evolutionary psychologist who writes on education children/youth and ocassionally on parenting. I thought people here would find this article of interest. It's part of a series on Play. https://www.psychologytoday.com/blog/freedom-learn/200907/play-makes-us-human-vi-hunter-gatherers-playful-parenting