- At some point we realize that education has failed in delivering the whole person to society…because that was never what it was intended for. Under the Piscean hierarchical umbrella education was a diversion to teach one to do what they are told and to learn to sit still and work to get better and more accepted and “successful”. Once we learned to read, write, communicate verbally, do basic math, and get along with others we had all we really needed to be an engaged member of life in society. Beyond that it is learning about what we are interested in. The real cost of the educational system was to sequester and diminish one’s natural capacity to wonder and imagine, two Celestial gifts that bless the connected multi-dimensional life. Fitting in and being accepted at all costs is one result of the historical educational system, along with the necessity of hierarchy and judgment/criticism/finding your proper place…and believing that you are less than. Teaching us to not believe in ourselves and finding fault were some other educational gifts that just keep on giving. But, we did become good worker bees…The system must be recreated for individual and collective thriving…from the ground up.
- The foundation can be established by realizing that we arrive with an immense capacity of understanding our Celestial Design and all that that entails, but we have a diminished capacity to communicate that. The familial belief that the child must be fit with the imitated beliefs and patterns of themselves has to also be thrown into the river. Perpetuating ignorance is not an option. Investing in the expansion of the individualism of the child is the new direction. Each brings specific skills and capacities and intentions. Those will reveal themselves in no time at all if one pays attention and observes the child, instead of directing the child. Knowing that the child is not where we play out our own hurts and wounds and mistakes and need to control is the call of these Aquarian times. Opening to the knowing that each child is a spiritual being already whole who has come to Earth for a full throttled experience will close the door on mis-parenting.
- Premature intellectualization via pre-school has long been a controversial tactic. According to Rudolph Steiner, the years until 7 require the full system energy to actually integrate the spiritual self into the physical and, because of this, all energy and action needs to be in support of this essential process. Schools start too soon. Life experiences through play and nature time and human loving interaction will assist mightily in preparing the child for specific social learnings. The inhumane work world demands have compromised each child’s full incarnation, honestly. The working parents, functioning sort of, under the existing paradigms, need baby sitters…and schools do the job. Pre-schools are even better at forcing children to not be themselves, but become a fitable commodity that supports the collective agreement of society. The new education systems start at 5 (instead of seven)as the new generations are coming in at an even higher frequency and capable of understanding an activating skills at an earlier age.
- Prior to age five the focus is experiencing the dimension and developing the unique sense of self to establish the foundations of solid self esteem and value. Exposing the child to Celestial truths as reminders and invitations to experience how they play out in this new incarnational form is the sport of the pre five family dynamic. Loving touch, engaging conversation, opportunities to engage the kingdoms of Nature, showering the child with sound that balances the body energetic design and aligns chakras, freeing imagination through wonder and making things up, connecting with the living planet, calling upon them to share what they remember pre-incarnationally, reminding them of the big picture, affirming their magnificence, keeping their heart open and connected to life, making Love the foundational tool of interfacing, playing, teaching about the living life, developing relationships and connections with others……these are conscious actions to provide the child with foundational inner knowing access that reflects our design and prepares us for a conscious life that is filled with beauty.
- The basics of a conscious schools at the current elementary level would be to address the academic basics of reading, writing, number proficiency, communication, and relationship with others. Waiting until the child is fully incarnated in the physical sets the stage for rapid learning of these basics as there is not the energetic distraction of inner resources being required to bring the liver or lung or bones up to speed. The efficiency would allow rapid integration of the skills to become fully literate. Once basic literacy is established it can be practiced and reinforced by bringing in life skills of clear communication, emotional literacy, peace building, self care, body energetics, and social skills like compassion, empathy, cooperation, respect, etc. Simultaneously, the door could open to find the specific interests each child holds and begin to use technology to support that exploration on a regular basis. Proficiency via demonstration and understanding rather than traditional testing would be the preferred means of measuring competency. In these elementary schools the arts would flood the moments of the day, building sensory awareness and expansion as they discover and explore art, music, story, literature, etc.
- At the high school level (ages 13-18) a new emphasis on the understanding and integration of chakras and the greater body energetic design and process would be vital. Assisting them to understand their own biological changes in alignment with personal evolution/awakening would go far in creating independence and reducing stress. Inserting a growing curriculum addressing conscious living in society (communication, business, work, social, commerce, responsibility, contributions, technology, life’s work, etc) could be very profound in building a smooth integration beyond the “educational structure”. Exposing all to gaining functional knowledge of what has long been the trades, will go far in allowing self-sufficiency. Also, at this level, new curriculum addressing becoming a functional and thriving citizen of the world could be introduced, opening the door to college level decisions each makes that will refine their chosen direction. An encouraged option at graduation would be to spend a year in the world in a service that serves humanity. This “required” experience would go far in creating the kinds of connections that would continue to seed a peaceful world for all. Concurrent to all of this would be the encouragement to create a personal spiritual path not based on a religion but rather on “spiritual skill” development (meditation, breathwork, chakra exploration and development, mindfulness, intuition access, guided visualization, creating and using affirmations and positive speech, living in the now, connection with all of life, to name a few). Finally, at this level, encouragement to develop individualized programs to study and develop areas of primary interest would be a powerful adjunct to creating focus.
- Note that all teachers in the new educational systems are essentially informed facilitators who encourage the process of learning. They model the capacity to focus and take action, to embrace change, to let go of stress, to communicate clearly and honestly, and to engage opportunity. They are proficient in inspiring others to take action on what calls within and are also experts at directing to find the resources to assist self-learning. They motivate and respect and know when to step back to allow the experience to be the teaching tool. They are comfortable in supporting others and in giving honest feedback that comes from observation only. They facilitate problem solving to win-win in relationships with others. They know how to laugh and celebrate and adjust on the fly. They know the aligned questions to ask to spark the inner inquiry.
- In the new Education certain subjects would no longer be taught. History must be a sharing of perspectives as well as facts from all sides involved in a situation. The devotion to war as solution to problems and the support of any subjugation of another must be tossed. The hierarchy of success and the steering towards a type of job must be only an option among many for each. The perpetuation of cultural stereotypes or the way it is or what is more desirable must be released for exposure to the possibilities so that each can decide their own pathway. Teaching that differences can be embraced and lead to collective inclusion are the new curriculums of these Aquarian times.
- Higher learning centers must be subsidized so that all can access. Enslaving learners to massive financial commitments for an education that brings little opportunity must be terminated. Programs that allow learning opportunities while one works for a living wage to support self and the lowered costs of schooling must be established. Colleges are schools of specialization to expand one’s areas of greatest interest. They too, must provide for the maintenance of basic life skills that include spiritual, social, personal, mental, and emotional literacy. Truth and honesty must be foundational in the places of higher learning. The competition and playing favorites and learning to manipulate and control must be terminated. Social wealth and family status shall not give preferred treatment or opportunity. Personal achievement and work ethics open doors equally.
- Education must provide opportunity for all…period. It must leave behind the perpetuation of dogma and greed and manipulation of others that have undergirded so many of the previous institutions for far too long. It must become the vehicle that develops the deeper truths in the design of all of us, inspiring us and filling us with the confidence necessary to seize the moment, no matter the form. This will deliver the world of cooperative, compassionate, and loving humanity that is a deeper truth in the design of us all.
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