Every child has intelligence, gifts and talents:

Every child has intelligence, gifts and talents:

 

‘No person is your friend who demands your silence, or denies your right to grow and be perceived as fully blossomed as you were intended, or who belittles in any fashion the gifts you labour so to bring into this world. ‘                       

 

Do I think some people are more intelligent than others?

Do I think that genius are a separate breed of people that were given a gift that you or others weren’t?

I question the paradigm which taught me and probably you too, to believe that each person can be put into categories like “highly intelligent”, “average” and “low intelligence”. I find that once a child is classified in our present system, they then tend to act out and accept their defined status. Is this a way to treat sacred beings? The adults in their world, whether parents or teachers, told them where they belonged on the continuum of intelligence and they believed them and believed the system. The adults sadly believe themselves. The labels are re-enforced and stick. It can be heard in conversations _ “I have a really bright group of students”, “They are a very average bunch” or “Mary is not as bright as her sister Frances”. Such labels become our belief systems which eventually become our prisons.

On looking into history and society, it is more often the person who rebelled against their given labels who became our “geniuses”, our “brilliant” or “successful” people….Einstein, Thomas Edison, Richard Branson, Michael Jordan, Tiger Woods. So, in my classroom I chose to explore a new belief, a new paradigm in which every child has a “gift”, a “talent”, a “genius”, an “intelligence” to share. I discard the labels previously placed on all my students and go from there. It is wonderful! It’s fun and it’s full of surprises.

I discovered tennis champions, racing car champions, comedians, chefs, musicians, artists, actors, a shooter, a dancer, a karate expert an inventor and more. These are not just new labels to satisfy what I am looking for, these are sincerely dedicated young people with a skill and passion for their talent, with dreams of international success. You may also think they are pipe dreams, yet several had paying sponsors and trophies to back up their passions and dreams.

In bringing these other forms of intelligence to the surface, something different happens in the classroom. Firstly, my position as the knowledgeable authority diminishes. As each child becomes the expert in the group in their area of skill, we come closer to a type of equality and we call upon each other to share and bring to the learning what they know so well.

Let me explain this to you by using an example. Taking the racing car driver, we learn from him how to get sponsorship; how he needs back up support from parents, school, friends and the business community; how he needs to maintain his commitment and performance to retain this support; how he has responsibilities to the people who support him both emotionally and financially; how he needs to constantly set goals and learn ways to overcome the obstacles to these goals; and how he spends hours of his time in training honing and sharpening his skills. He had experiences of television interviews and personal newspaper articles to share. I had none of these experiences. We are all able to learn from discussions we have on issues about home, family and peers that are relevant to successful people. Issues which relate to life.

Without needing a specific topic, we find we cover;

Communicating.

Priorities.

Being Responsible.

Principles and Values.

Goal setting.

Time management

Teamwork

Persistence and commitment.

Motivation and willingness to learn.

Skill development.

Learning from both successes and failures.

Problem solving.

Enjoying life.

Here at the young age of sixteen is a talented person dealing with the real issues of life and yet within the school system he can be relegated to being “average” or not “intelligent” unless he/she conforms to the stereotypical definition of intelligence.

Combining this different approach to intelligence with the process of eliminating punishment a synergy occurs which introduces more FUN into the learning experience. Dropping the conventional version of intelligence we support the exclusion of punishment which had been used in the past to enforce conformity. We all become teachers and learners. We are all skilled and talented and therefore there is less need for heirarchy. No-one is “the best”.

What I am suggesting is that Educators acknowledge a much broader view of intelligence and support the value of each student on an equal footing, rather than setting some on pedestals, then to blend these intelligences into a balanced whole where all students can contribute and be recognised. Adopt a team approach to the framework of learning, where everyone’s learning is enriched by every other persons learning. This approach to intelligence supports self esteem. When students get in touch with their own personal talent and intelligence they come alive. They feel they belong. The classroom is alive with energy. It is a pleasurable environment to be in. Each person’s intelligence is not in competition with anothers. It is complementary.

Australian version*

Consider the following and decide for yourself, the particular Intelligence that is reflected in these people…..

Louise Hay

Peter Helliar                                              Samantha Stosur

Estee Lauder                                            Julia Gillard

Ian Thorpe                                                Fiona Stanley

Barbara Streisland                                   Barack Obama

John Farnham                                           Nelson Mandela

Kylie Monogue                                         Arthur Boyd

Julianne Moore                                         Tim Winton

Elle Mac Pherson                                     Ernie Dingo

Claudia Schiffer                                        Meryl Streep

Brett Whitely                                            Andrew Lloyd Weber

Daniel Ricciardo                                        Tom Hanks

Pablo Picasso                                           Kerry Packer

If in the process of education, each child felt they had a valuable place in the whole picture of life, I believe we would have a healthier society. Learning to respect the diversity of talents needed for societies’ development and progress can be modelled in the classroom through finding the talent of each member and demonstrating its value and worth. These concepts are far better embodied from practical experience than from a text book scenarioIMG_0269
Pat Berent
About Wisdom.’
Personal and Spiritual Counsellor.
pberent@aboutwisdom.com.au

Uncovering personal and global maps with those who seek change.

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Responsibility, support, healing and forgiveness are practiced.

One of the worst things we do to ourselves is criticise ourselves.

 

Learning without Punishment.

Each aspect of this paradigm I see as a piece of a jigsaw which when put together forms a complete picture of the possibility of a new approach to education. The first jigsaw piece that I identified with, was punishment. I came across the idea in the process of my own growth the idea that punishment was something I could learn to do without. By punishment I am referring to any punitive behaviour by the teacher, peers or support adults towards a student in the process of their learning. .. and any self punishment by the student themselves.     (Refer back to the definition of ‘sacred’ at the end of the Introduction)

Punishment is something I had previously not consciously questioned, because it permeates every part of our society. I was also taught it by example in my home and definitely in school. What if I choose to stop using punishment?   How would life be without it?

When I put this question in front of me it’s as if I had been asleep all my life, just accepting things because “they are”. As I started opening my eyes I could see that any form of punishment is counter productive to learning. I looked for, but could find no valid reasons for using punishment in my life or my work. The deeper I looked into punishment, through reading about the impact it has on us, the validity to continue using it as a strategy in the classroom or in any aspect of school or learning diminished.

I saw that learning of another form was taking place whilst punishment was an ingredient of the classroom – fear, resentment, heirarchy, self loathing, lack of compassion, competitiveness and a belief that it is not OK to make mistakes, were the outcomes that I could see. Would I knowingly treat a sacred being the way students are punished in our school system?   Punishment fosters guilt, fear, humiliation, shame, distrust and revenge. It diminishes the confidence to take risks, to ask questions, to be inquiring or curious. Learning is perceived as a frightening or threatening   experience   as   a result of the threat of punishment.

Being a person who enjoys a challenge, especially in my work, I set about finding all the overt and covert ways myself and others use punishment in the classroom and the school. Sarcasm, ridicule, labeling and name calling, favouritism, segregation, criticism, guilt, rewards , exclusion and pain.

I set out to eliminate each of these from my practices. Now I had set myself the challenge to teach without punishment, and it opened up a never ending set of challenges for me as to what to put into the place of the punishment. I realised I needed to come up with lesson strategies that actually eradicated or minimised the behaviour that led to the punishment. I feel that it is the core of the evolution of this whole paradigm shift.

My first and most obvious solution was to make the learning experiences and lessons exciting and fun so that the students might not want to misbehave. The attitude of the students could be one of enthusiasm to attend classes and to want to learn. My personal experiences in teaching involve students aged between twelve and seventeen. The first experiments make me blush. I was considered weird and strange by the students. To my own surprise, this decision made me stand out as very different without me even letting the students know. They very quickly felt the absence of any spoken words alluding to punishment in my teaching process and began different ways of being in the class space. My determination kept me exploring and experimenting with ways to make learning enjoyable.

I was exposed to Howard Gardener’s theory of Multiple Intelligences through a wonderful program run by Glen Capelli and saw how it could expand the fun of learning for my students. I started changing the way we recorded information, how I arranged the room, how to include music and our bodies. I tried every new idea that came to me. As well as the mistakes I was making, I was having fun and the students seemed to be having fun despite   their   sceptical   attitude   that   these new ways were still called learning.

Bit by bit I refined the strategies to a point where they felt normal and familiar to me and eventually over time to the students as well. The outcome of favorable behaviour and an interest and enjoyment of learning that I had hoped for started to emerge. I was a bit wobbly to begin with and yet I was also recognising that I was role modelling that making mistakes is OK. I was a student learning my tasks anew. It kept me in touch with the students and their experience of learning new things. We were learning together.

The language of punishment was the next thing to tackle. Old habits, phrases and responses needed to change. I found myself constantly re-phrasing my comments and instructions until I had encompassed a whole new language of communication, where all hidden messages of punishment were disappearing. I worked on eliminating the following words and phrases ….. ‘have to’ ….’must’ …. ‘should’ …. ‘got to’ and ‘or else’. I was amazed when I listened to myself, how entrenched these words were in my language of teaching. I saw that none of these phrases fostered a healthy learning environment or learning experience for me. They all contribute to a lowering of self esteem as well. They contribute to the reasons why many children hate school. I replaced them with, ‘could’ …’possible’… ‘choice’ ….. ‘want to’ … ‘like to’ …’choose to’…’prefer’. Next I included as wide a range of choice as I felt I could handle so that the students could do tasks of their own choosing in their own unique way and this new language could be used with integrity.

I also began incorporating a new honesty in the communication in the classroom. In my search for the forms of punishment used in schools I had discovered lying in the written and spoken communication between students and teachers in both directions. Comments like ,’this has to be done because I said so’   and ‘You will fail if you don’t do such and such’. A result being students felt the need to lie about their work and behaviour to avoid punishment. There was a lot of coercion, game playing and manipulation. I conscientiously shared the truth about what we were doing in our time together, what the real consequences of each situation were and I asked that the students share their truth too.

Don’t think the students accepted all this without resistance. They were used to the old paradigm and had trouble trusting me. The fear was strong and it was unsettling for them because other teachers were not demonstrating this way. I was the oddball.     They took some time to believe that I was for real and to trust me and then allow the new expression to have impact.

In situations of undesireable behaviour, instead of punishment I encourage accepting and learning personal responsibility. Having students own the problem and coming up with healthy solutions with personal and group problem solving. I gave support with negotiating solutions. With new behaviour and a willingness to work, the student is forgiven and encouraged to move forward to maintain healthy attitudes to themselves. It is important to not keep referring to past events. Each situation is treated separately as a new learning. Unless there is genuine forgiveness, they hold onto the destructive aspects of punishment, the diminished self esteem, the fear and the withdrawal from new experiences. Students are given as much support from myself and their classmates as is appropriate.  (see the added article at the bottom of this topic, which I had not seen when I was on this learning incline).

When a certain level of trust and safety is reached it is possible to expect a child to share deep hurts or painful experiences that have contributed to their undesirable behaviour. This provides an opportunity to work with causes rather than effects. Through the trust and sharing there is support given to change. The reasons are not accepted as excuses, but add to the understanding and the process of change towards personal responsibility. I am responsible for creating a space where punishment is not needed, thereby creating a space where students can choose to take responsibility for their behaviour.

The experience of learning without punishment, where fear becomes less familiar to the process and the environment, creates openness and opportunities for responsibility to be accepted. It is a safer environment for taking risks. What’s more, I am able to enjoy my teaching more. I have been able to share my approach with some other teachers willing to try this and the feedback is identical. Teaching is so much more fun and the children are more relaxed, better behaved and more willing to take responsibility for all aspects of their learning.  The learning is exponential.

The greatest benefit that has come as a response to this change is that I can honestly claim that I am able to LOVE each and every one of my students – without exception. I have incorporated the concept of letting go and letting in, and I believe I am well on the way to demonstrating and experiencing successfully that learning can take place without punishment.

••••••••••••••••••••••••••••

Here is an article I came across  a few years ago, some time after writing this chapter of my book. I love it and see it as an inspiration for this topic.

FORGIVENESS

In the Babemba tribe of South Africa, when a person acts irresponsibly or unjustly, he / she is placed in the centre of the village, alone and unfettered.  

All work ceases, and every man, woman, and child in the village gathers in a large circle around the accused individual.

 Then each person in the tribe speaks to the accused, one at a time, each recalling the good things the person in the centre of the circle has done in his lifetime.  

Every incident, every experience that can be recalled with any detail and accuracy, is recounted.  

All their positive attributes, good deeds, strengths, and kindnesses are recited carefully and at length.  

This tribal ceremony often lasts for several days.

At the end, the tribal circle is broken, a joyous celebration takes place, and the person is symbolically and literally welcomed back into the tribe.



 

~The Art of Forgiveness~

The Paradigm and its Implementation.

The Paradigm

Old………..                                                                          

•• New..……                             

Children are empty vessels waiting to be filled with knowledge.                    

•• All humans are born with innate knowledge and wisdom.

Punishment is condoned.                                      

•• Responsibility, support, healing  and forgiveness are practiced.            

Some students have a higher intelligence than others.

•• Every child has gifts, talents and intelligence.   

Success is competitive.   Win – Lose.                                   

•• Success is individualistic / holistic / Win-win.

Learning is for knowledge.                                 

•• Learning is for wisdom.

   There are right and wrong solutions.                

•• Solutions are possibilities.   

Mistakes are discouraged and judged.            

•• Mistakes are acknowledged as a natural part of learning.  

Teachers know what is best for students.                                                                                                                      

•• Students have an innate  awareness of their needs and wants.                                                                               

   Learning is consecutive and linear.                 

•• Learning is random, chaotic and free.                    

   Learning is logical and rational.                      

•• Learning is creative , imaginative  and logical.

   Learning is homogeneous.                               

•• Learning is heterogeneous.     

   The teacher dominates and controls.             

•• Everyone is equal.   

   There are clear and defined limitations.                              

•• There is always CHOICE.        

   The teacher’s job is to teach.                           

•• The teacher’s job is to facilitate learning.

   We assess the end product.                            

•• We evaluate the process.

   There is an end product.                                  

•• The process is never ending….. macrocosm / microcosm.

Learning is difficult.                                          

•• Learning is FUN.

Marks tell us how good we are.                      

•• Evaluation and assessment give us feedback about our progress.

   Assessment is external.                                   

•• Evaluation by self and peers with support.

    Emotions are suppressed.

•• Emotions are integrated, valued and respected.

Time is set.                                                        

•• Time is relative and flexible.                          

    Change is disruptive.                                        

•• Change is integral to the process.                 

Learning is preparation for life.                       

•• Learning is a component of life.                    

Featured image

 

Here is Chapter 1. My exploration of the first paradigm shift.

All humans are born with innate knowledge and wisdom and a desire to know more:

There needs to be an element of faith to embracing this paradigm, a set of beliefs about human beings which go beyond what can be demonstrated scientifically.”        

 

Parenthood can start as early as 15 years of age and teachers can begin teaching as young as 22 years of age. Whether it is 15 or 50 years, why do we assume that being older is the right of passage to knowledge and wisdom? I am a parent, and my three sons have never ceased to amaze me with their wisdom. They have often been my teachers. We live with this egotistical theory that it is an adult’s job to mold a child.   Consider the perspective that the adult’s task is to care for and be responsible for a child until the child can care for and be responsible for themselves, a bit at a time rather than at any specific age.

Responsibility is its own learning process and starts at birth. A baby knows when it is hungry, tired, uncomfortable, lonely and satisfied. A child knows what food she likes and doesn’t like, which people she likes and doesn’t like, which clothes he likes and which toys are his favourites. A child also knows when he is too hot or too cold. A parent tells a child to put on a jumper when the parent feels cold. Often the child is quite comfortable. By assuming the child is ignorant and needs adults to make decisions for him/her, we inadvertently create doubt and lack of confidence in the mind of the child about their innate knowing, specifically about themselves. Then, later in life, we hear voluminous complaints that our teenagers won’t make decisions and won’t take responsibility for themselves. We have taught them that they are incapable of doing the very thing we want them to do. We teach them to be dependent on adults to tell them who they are, what is best for them, what they need and don’t need, when our task is to guide them to be independent to the extent that they can trust themselves to know what is best and act on it with confidence. Do we have it all upside down?

Innate means, inborn, belonging to the body or mind by nature. I am working with my own innate knowing by starting with this concept in the paradigm proposal. To leave it out just because it is difficult to confirm and validate would create a flaw in the working of the paradigm. Intuition is an aspect of ourselves, a function currently delegated to the right side of our brain, therefore a part of our natural intelligence.   Function with this innate knowing with students and allow space and time for them to tap into, trust and function with theirs. My personal beliefs include a belief in reincarnation. Coming from this perspective – that each child has experiences and intentions which are seeded in previous lives and are important dynamics in this lifetime, and hope to support them in their journey through this lifetime. The totality of their being is far richer to comprehend. They are indeed, sacred beings. This explanation may alienate some readers who do not accept the concept of reincarnation, however the concern is to be honest about the process being put forward. If you feel a resistance ,I ask you to keep your mind open rather than discount the whole process as a response.

Adults and those younger, in my current perception, deserve respect enough to appreciate that human beings are far more complex than most of us can comprehend. We are not simple to decipher and categorize, as we might want to believe. To treat our youngest as blank sheets or empty vessels is an insult and an egocentric standpoint. This is an important ingredient for shifting the paradigm, the conscious effort always to be open to hearing or seeing the manifestation of wisdom and knowledge from any students at any time. It requires patience and the ability to listen and observe any and every moment as a potential for excitement and awe. Too often the focus is on the mistakes and the indiscretions, the inattention and the laziness. Mistrust of students and looking to get precisely what is expected in order to validate distrust. If students are not to be seen as sacred beings, the evidence of their innate knowledge and wisdom remains obscured. By looking from this new perspective a whole new vision greets the senses.

In implementing this acceptance of innate knowing and wisdom own the fact that, having been brought up predominantly with old conditioning, the young know nothing except that which an adult has told them Students have adapted in order to survive and have learned through the process of adaptation to deny and distrust the knowledge within themselves, to deny and distrust their sacredness. To allow this intuitive knowing to resurface and be present in students, some work on trust needs to be put in place, some groundwork to facilitate the change. Children learn survival strategies to fit in with parents, teachers and authority figures that deny their innate knowing. To open up to expressing their own unique, personal ideas and thoughts to an adult in authority can be fearful and threatening.   To facilitate and form a new attitude within students takes time and experience. They need to trust that it is safe to broach new or controversial topics and areas of thought in the class environment. For example, if a teacher suggesting the topic of ‘death’ to a class, it is very different than if a student asks to talk about ‘death’. When the teacher puts forward the topic the student tries to respond to what they think the teacher expects. On the other hand, when a student brings up the topic, there is a need to be heard and understood from the child’s perspective, which is the new side of the paradigm. What does the child want to know? The adult may judge the topic as being inappropriate. If it is student motivated from a natural inquisitiveness rather than teacher focussed, how can it be inappropriate? Students need to feel comfortable disagreeing with teachers.

The term Student Centred Learning, says just that. The student is at the centre of the learning process. The “Teacher Centred Learning” process eradicates not just the idea of student centred learning , but the terminology itself. The teacher will let students be the centre of the learning when they feel they have learned enough to accept the responsibility of that centre. That time never comes, so, by default, they are no longer the students by the time they are allowed to be the centre. The old paradigm continues even into our universities. They have now graduated to be the teacher. And the cycle continues. Unless we break the cycle we are on a never ending merry-go-round or “Catch 22” situation.

Destructive behaviour patterns in children can be interpreted as a sign of frustration and anger with the adult, in their lives, who have contributed to the denial and suppression of the child’s innate wisdom. They find themselves in a prison of adaptive behaviour trying to fit in and survive. But it is an unnatural way of being and the desire to rebel and break free is stronger as the child grows. Much of what we perceive as “learning” is really about pleasing teachers and parents to gain a sense of security and acceptance. Comments like, ‘won’t your parents be pleased’, or ‘the school is proud of you’ confirm this. Having a system that rewards being right and alienates being wrong   encourages children to develop adaptive     behaviours and respond the best way they know how, to be accepted.

As humans when we are sure of survival we feel safe. When we don’t feel safe, we change our behaviour to handle the fears that surface. Those so called “good” children are not necessarily learning better. They have found that by doing the right thing, they get the security of acceptance from authority figures, which makes them feel safe. For example, many, “high achievers”, have difficulty expressing their creativity. In creativity, there are no right answers, which can elicit deep insecurities in them at a survival level. Ask a group of teachers to do something artistic or specifically creative and listen to the reactions. This may be because high academic achievers are traditionally discouraged from doing Art or Drama. They have fewer opportunities for developing strategies for dealing with learning that doesn’t have logical solutions. They have fewer strategies for being a non achiever. It has become unsafe working in these areas. High achievers are sometimes confronted in creative areas, by peers who they think of as dumb or stupid. These “low achievers” in the logical subjects, can often do really well in the creative areas and the high achievers are often confused with that.

On the other hand it is very common in our system to give lower achievers more of the creative subjects. I know, that students of Art and Drama require intelligence to be successful, a different kind of intelligence than say in Maths. Because I believe all students are intelligent in a variety of definitions, I don’t worry about labeling. I find ways to facilitate students feeling safe and trusting themselves to move into productive enjoyable learning. They know that their innate knowledge and wisdom are being validated. It is when it is being invalidated that the problems arise.

Learning Without Fear. An Alternative Paradigm in Education.

Introduction:

The biggest value judgement, is that our education system is appropriate.

The world is changing, and yet within the system of education certain changes – evolutionary, spiritual and metaphysical – appear to be ignored rather than embraced. These are the changes I am proposing in this book. Changes within ourselves, changes in our perception of ourselves as human beings, changes in the children coming into this world. Are we empty vessels to be filled up with knowledge and information, or are we consciousnesses able to learn and evolve?

Traditionally our culture is based on a Christian philosophy. Therefore on some level we are children of God .. or of a deity. Yet, there is a conflict as to how we treat our children. When a baby is born there is much ooing and aahhhing . There is a sense of awe at a new life, as yet unknown . By the time this soul reaches school it is no longer treated with awe . It is treated as the enemy of society. It must be conditioned and moulded, manipulated, judged and evaluated and trained to be acceptable for employment and life in society. A phrase so often used in schools is – “When you get into the REAL world.”

In this process, what happened to the Sacredness of Life?

Sacred: 1). Appropriated or dedicated to a deity. consecrated.

  . Entitled to veneration or religious respect by association with divinity or divine things; holy.

  . Regarded with reverence; properly immune from violence, interference etc.

As a teacher, I started to read about and explore the underlying reasons for obvious and constant change in the world and the loss of awe and the sacredness of life. I read books, listened to audios, attended seminars, and observed the changing world through a variety of media.   I concluded that the current / old dynamics are no longer suited to the present and future needs, both of adults and children.

As I tentatively started to incorporate new skills, knowledge and strategies into my teaching, addressing the needs of change, I became increasingly uncomfortable with the system within which I was working. I am not saying that the system is bad, but that it is fundamentally an old paradigm of looking at learning and dealing with children, and was set up in a time when people believed knowledge and life could be defined as constants. Ricardo Semler in his book Maverick makes the observation that “Our advances in technology have far outstripped our advances in mentality”. Should we mould the children or should we change the system? My choice is to change the system.

And so, like clothes that need to be discarded as we grow, it seemedß time for me to discard the old paradigm because it no longer fitted me or what I perceived as the needs of the students in my classes. These students would be entering a world different to their parents or that of many of their teachers or my world for that matter and so it seems appropriate to prepare them and treat them differently.

Slowly, I uncovered ingredients that formed the old paradigm   and set   about   finding   what seemed to be a suitable substitute for each ingredient to form a new paradigm. One that isn’t static. One that is flexible and therefore in harmony with change.

Paradigm shift is a move away from the certainty of the right answers to a process of transformation and a world of the unknown. In some ways it is what theologians have called ” a leap into the void.” It involves a change of belief systems from that which is the predominant world view.

Many argued with me, saying I was too idealistic and insisting that the system is changing. Yes, the system is changing, with new courses, new names and new assessment procedures, but often these changes lacked new growth of the person and the need for emotional environments that are attuned to a new era.

Staff rooms in schools are rife with complaints and frustration.   In my process of change I came to see that much of my dissatisfaction was because the old paradigm wasn’t working. It is actually that simple. Because it doesn’t work. Looking for new ways is what makes a difference.

Much of the problem is accepting traditional definitions of success in education without question. Whenever, I became dissatisfied with the way things were going in my classroom, or I became unhappy with my work, I asked myself the question, ‘Is there a better way to do it?’ I tried new ways without asking permission from anyone. If I wasn’t enjoying myself then chances were the students weren’t either.

At this stage I have identified twenty three paradigm shifts.   I incorporated them into the classroom process to varying degrees. None of these shifts work in isolation. Paradigm shifts are whole unique worlds.   Just buying new shoes doesn’t help the rest of the old outfit feel comfortable. We are still trying to squeeze a new body into old clothes that no longer fit. We need clothes that are comfortable and leave us room to grow. The new clothes I offer in this book are valuable in every aspect. You may gain some value from reading this book and trying out the ideas, as I gained value from the writings of others.   Enjoy!

The chapters can be read in the order I have presented them or in the order of your curiosity and interest. Each chapter expands one of the paradigm shifts that I incorporated and explored.

Through the process of honestly seeking the truth about   ourselves, we can gradually transform ourselves   from who we are into who we can be – into persons who are fuller, more life affirming, and self transcending.”   [p.10 Personality Types … Don Richard Riso]

Resurfacing

Hi to whomever is reading this.

I have been away in another dimension feeding my soul with new and newer explorations of how the world is unfolding and changing. All good from what I see and hear, and I still believe that my previous blog topics still feel relevant to the current now.

I wrote a book many years ago that relates a paradigm of education that describes a new paradigm of guidelines that is in line with what I still see as a future that is more aware, trusting and evolved in its perception of what is possible when embracing a view that humanity is changing for the better, rather than destructive and beyond hope. So, I have decided to put a chapter up for you to read and consider. I will add a chapter at intervals until the whole book is here for you to contemplate and absorb and use as you wish.

I would love any feedback if it moves you to do so.

Hope you enjoy and share with others.    Thanks.