Respect and Indigo Children

cane 1During my time as a school teacher, I have heard things from various different teachers, parents and external stakeholders which can be summed up as phrases such as;

“Students don’t respect their teachers anymore”,
“There is no discipline in schools these days” and
“Students walk all over teachers as they have more rights than teachers”.

What is it that is raising these concerns in teachers, parents and members of the general public? Are teachers and parents really feeling that disempowered because of a ‘lack of discipline’ in schools and at home? Is it because there are new rules that protect children from harm that mean that ‘authority figures’ cannot impose their authority onto those who are not conforming?

Quite the contrary, really. In all honesty, we are witnessing the evolution of the human species. We are moving beyond the need to control others and exerting power in ways that are harmful; physically, mentally, socially, emotionally, spiritually, and psychologically. Let’s face it, Indigo Children can detect truth internally and ever so easily and naturally, whilst Crystal Children are drawn to those with open hearts.

If our children are a part of systems which are not based upon principles and foundations of integrity and honour, then who are they to be named and shamed for doing what could be considered ‘wrong’? Students walk out of class, refuse to do work, speak up and voice their truths, which sometimes escalates into arguments and defiance. What do we make of the situations involving these children, when they simply do not feel comfortable attempting to learn what is not feeling right for them?

Let’s consider Indigo Children at school for example. A teacher is teaching and prior to the lesson informs the students that what they are doing is boring and they need to do it just because they have to. How do you think an Indigo would respond in this situation?

“Teacher, you can’t make me do it. I don’t want to do it. It’s boring”

“Do it now. (Raising Voice). I’m the teacher and you must do your work”

Would a teacher make them do the work? As we write this, we are picturing an image of an Indigo being backed into the corner with their own personal space and integrity boundaries being overstepped. Volcano gives out the tremors and BANG! Books closed, angry words and mood and straight out the door!

3._School_EventsOr what if the school principal is someone who only punishes students without listening to their side of the story? What if the school principal only acknowledges academic pursuits or plays favourites with certain students and families? What kinds of levels of respect will Indigo Children have for them?

Reflecting upon the two scenarios given above, it could even be quite likely that our sample Indigo Child has more respect for the school janitor than the classroom teacher or school principal because the school janitor might be someone who likes to joke around, admire this student’s artworks and enjoy a good conversation with them. This might not fit in with the old ways, but personally, I think it’s a pretty genuine and honest way to demonstrate respect for another.

In the past, it was taught and generally expected that we would grow up and respect our elders, respect those with titles in front of them, those with more money than us, those who wear a particular style of clothes, and so on. With Indigo Children, we are moving to a different level of understanding what respect actually is. Respect is a thing which needs to be really earnt with Indigo Children and not just expected because of age, titles, social status and so on. Let’s bear in mind that many Indigo Children are old, wise souls who may have more experience and wisdom than you yourself even realises. So simply believing that they MUST respect you just because you are older is something that needs reconsideration. We are being taught to respect ourselves, believe in ourselves and what we do, so that these examples can be mirrored and reflected in the ways that we interact and deal with others.

Indigo Children won’t false friendships just for the sake of it, nor will they show their respect just to be nice. You’ll notice the differences in their behaviour and enthusiasm around different people whom they innately get along better with – people whom they appreciate and people who appreciate them.

In our older models of life, whether it be business, family, education, social structures and so on, we were operating under an inbalanced perspective of operating from distorted Masculine (Yang) energy. Masculine energy is outward projecting and focuses on action, logic, practicality and striving. In its distorted form, Masculine energy tends to look like things such as competition, demand, pushiness and struggle. Right now, we are moving to the return of the Feminine (Yin) energy, which is timely with the arrival of Indigo and Crystal Children. Feminine energy turns inwards and focuses on our sensitivity, receptivity, creativity, emotions and intuition.

In other words, what we are literally saying, is that in the past, it would’ve been generally considered the logical thing – older people – younger people. Older people deserve more respect and are always right, whilst younger people must always obey. The dominance of the Masculine energy saw to it that children were pushed and controlled in ways that came from a place of fear.

indexAs we move into an era accomodating the return of the Feminine energy, we are remembering that the world operates on a simple yet profound basis on the law of attraction. Rather than competing for our dominance over others and making children obey, we manifest it through the law of attraction and understanding our own needs and their needs. In doing so, we become more responsive to building positive relationships with students and families and we understand the significance of each others’ roles. We come to a mutual understanding and most importantly, we come from a place of love and respect.

In all honesty, listen to what children have to say. Listen to them voice their feelings, their emotions, their opinions and ideas. They have great wisdom within them that is not simply ruled out or irrelevant just because someone has been on this planet longer than them. Age in Earth years certainly does not absolutely mean that they have been ‘alive’ for a longer time.

indexMother Mary says “in order to teach the world and its incoming generations about respect, then we need to see each other in the world on an equal playing field. In truth, we are all holy children of the Universe, here to make an impact and a profound difference. Love is where each of us is from. Whether we are a man or woman, a child, an animal, of the elemental, the angelic, the crystal kingdoms, of this world or another, it matters not. There is a common thread of unity that unites each and all in one way or another. Respect yourselves and respect each other, honouring what each has to say and honouring each one’s unique way. Live the life that you were born to live, and live your life in service of all that you can give. Receive and accept to Heaven’s fate, of the world you live in, love overruling hate. In this life here and now, the holy presence of life all around.”


My Indigo Brothers and Sisters, you are all beautiful. We are all connected by a cosmic web of love and light. Let it shine and let yourselves shine. Acknowledge the light in you as the light in me.

Love from Nathan and Friends

Indigo Children, Crystal Children and Agriculture

As we have already discussed in previous posts on Diary Indigo, sunlight, fresh air, nature, physical activity and community are essential things that Indigo and Crystal Children innately know that they need in their lives. They’ll do what they can to get these things and when they’re in need of them, look out, because you’ll be the first to know about it. First comes the fidgeting, then comes the boredom, the standing up and moving around the classroom. This then leads to the calling out in the classroom, climbing chairs, tables, throwing things, not paying attention, not caring about their classwork, then walking out the door.

These are just some examples of behaviours that children can demonstrate. Remember, every behaviour is a result of communicating a need which hasn’t been met. Let’s face it, we’re not here to please everybody, but in saying this, we also need to consider what others’ needs are and how we can work together to achieve the best potential for each and all.

Agriculture being taught in schools is something that we have been pondering about lately, for it seems to have so many positive benefits for Indigo and Crystal Children and it seems like they naturally gravitate towards it. As a schoimagesol subject, Agriculture teaches children about the importance of various practices, which builds links between their desire to seek truth and reasoning behind things and their physical efforts. Agriculture goes beyond the books because it teaches students the qualities of patience, persistence and the feeling of reaping what is sown.

For Indigo Children who have much energy to expend and are not the kind of children to sit still, they are in their element being able to move physically. The time spent outdoors equals to exposure to the sunlight, which equals to increases in Serotonin. Serotonin levels are linked to relaxed states of minds, balanced hormones and overall lower levels of stress. Overactive minds sure could use a lot more of it! Higher levels of Serotonin also translate into higher levels of rest, hence creating calmer minds and calmer bodies.

For learners who learn visually, there is much to see that is going on in the world and Agriculture is something that assists them in cultivating this vision. Whatever is planted and nurtured becomes a part of a creative process far greater than what was originally conceived in thought. Agriculture reflects on a level of self-empowerment and responsibilty, driving children to manage their own resources and be in control of what they produce. It reflects on the old ways and days, when we used to connect to nature so easily and freely. Sure there are modern conveniences in today’s world, but how many of us can say that we are able to connect to all these positive benefits that come about from something like studying, practising and applying principles of Agriculture, through other means?

9191524683_13b96aa2f3_zIn witnessing the way that children engage with their environment, we see Agriculture as something that is so vital for today’s developing children. Not just for the sake of growing their own food and looking after other animals, but also for the sense community that it brings about. Indigos in their element being leaders, being nurturers, planters and creators whilst Crystal Children are able to connect with nature and share their love with the plants and animals. Between both groups of children, they are able to develop positive social interactions through working together and they can feel like they are contributing in worthy and significant ways. It makes them feel valued – something which is quite often overlooked, because the labels that they are originally given, have them perceive themselves as ‘broken’ or ‘incapable’.

Today I was fortunate to spend the whole day with some Agriculture students and to see what an inspiring teacher they have to lead them, to facilitate a love of learning and a love of nature. It is wonderful to see this passion in a teacher, transmitted to their students. I truly believe that in order to be great teachers, we honestly need to show to our students that we are enthusiastic about what we are teaching. Let’s also remember that Indigo and Crystal Children are sensitive to our thoughts and emotions, so let’s face it, they’ll know when you’re enjoying what you’re teaching and you’ll know that they’ll enjoy what they’ll be learning about too.

My Indigo and Crystal Brothers and Sisters, each of you impacts the world in far more significant ways than you realise. You all shine such beautiful light into the world and spread it in all such unique ways. Unite together, share a common purpose and share the love.

Evolving Children, Consciousness, Curriculum and Pedagogy

Following on from our previous blog entry introducing Indigo and Crystal Children and their impacts on evolving consciousness, we wanted to discuss what this means for education, because it is a very, very significant topic, one which I feel we are only just beginning to skim the surface of.

266741_432497386785370_1858548808_oSomething common between all the generations of newer children arriving here on Earth in more contemporary times is that they are more sensitive and intuitive than previous generations. Because of this sensitivity and connection to their innate nature, represented is a deeper connection to their feelings, their creativity and visual processing. In a physiological sense, Indigo and Crystal Children tend to be more right-brain dominant. Brain scans of these children would show more electrical activity going on in the left part of their frontal lobe, which would indicate a higher proportion of information processing in this brain hemisphere. Reflecting on the right-hemisphere of the brain,it is the side of our brains responsible for creativity, emotions, psychic abilities, intuition and visual information processing.

Having said that, would it not be correct to say that as we evolve, our education models need to evolve too in order to reflect the changes that are occuring in the development of children? Traditionally Left_and_Right_Brainspeaking, many current and previous education models are built upon models of left-brained, analytical, logical, phonetical and problem-based styles of thinking, which had its place and its purpose several generations ago, however, as children evolve physically, physiologically and psychologically, the curriculum and pedagogy delivered in the school systems need to reflect on this.

One example of where I have seen the cracks in the old education model start to appear have been in standardised testing. Recently there had been media discussions about the performance and thereby, ranking of, elementary and secondary school students in Australia in a standardised literacy (reading and writing) test. From our understanding of these reports, it was trying to suggest that the results of students in these tests had been at its lowest in years. There were mixed views on this article, with some perspectives criticising students for not being intelligent enough, while others were criticising teachers who were not doing a good job and should be given paid bonuses as incentive to explicitly teach students to do these tests more effectively and so forth.

Whilst on the topic of literacy, we do feel that learning to read and write, especially in spelling new words, is very difficult for many children who are learning phonetically – sounding out words, memorising them and learning them through repetition and rote learning. Learning does not seem contextualised even if students are learning to sound out the words, memorise how they are spelt and then write their dictionary meaning or write them into a sentence. In Early Childhood Education they are doing this and it surprises me to see that this stops at a sudden certain age in one’s education, but using visuals, sounds, rhymes, colours and games in learning reading and writing, resonate so deeply with these sensitive, feeling oriented children, who are right-brain dominant and can take images of these things in their photographic memories.

Perhaps for me as I observe high school education and compare it to the years of primary and early childhood education that I have experienced, I am noticing a lot of note-taking from the whiteboard, textbooks and teacher’s voice, and I am seeing many more disengaged, disinterested learners. It’s not the students who are lazy, incompetent or unwilling to give things a go, and we’re certainly not putting down secondary education or its teachers either, because they have very important roles to play in society. What we are suggesting however, is more variety to engage different senses in education.

Consciousness, Children and Education are evolving and whilst certain things outside of them have been changing to influence them, I have also seen things which have just been thrown right in just for the sake of it, for the sake of the curriculum, the results, policies, and not the students. Sure it may take a bit more getting used to, to break away from comfortable patterns of teaching and reteaching the same units of work, year in, year out, but we really need to evolve curriculum and pedagogy to reflect the changing needs of children, regardless of their age.

Hohendorf, JP mit DorflehrerAs an example, technology is something which has made such an impact on education and even more so in the past 20 years. Over the years, I have seen students using iPads and laptops as notetaking devices and accessing online textbooks and teachers’ pre-written material, which has then led to students becoming easily distracted by other games, apps, music and videos. This kind of implementation defeats the purpose of bringing educational technology into the learning environment in the first place, for education could take place without iPads and laptops in the first place. The same old thing is happening but it is being delivered in a different way!

Then we are given other scenarios that we have witnessed with tech-savvy teachers with devoted time, energy and attention into developing and integrating technologically based learning programs for teachers and students to successfully engage a variety of senses, teaching and learning styles and individual learning needs through well-researched application of technology in learning and continuously broadening our knowledge.

Education needs to evolve if we are to address the changing needs, behaviours and expressions of the children coming to us today. We have the tools and the knowledge available to us and it is up to each and every one of us as teachers, parents, leaders, students and community members, to engage with learning, ask more questions, try more different things and to explore beyond the horizon. My hat goes off to the models of balanced education that empower tomorrow’s children to soar, like Montessori, Steiner and Warldorf. Explore some alternatives and open your hearts and minds to some of the great minds empowering the children of today and tomorrow. Education is only continuing to evolve and change and I envision a world where education grows into something more beautiful and blessed today and all our tomorrows!

My Indigo and Crystal Brothers and Sisters, you are far wiser than you could ever imagine. Your intelligence is what gives birth to so many wonderful ideas and you are all so talented. Gifted beyond your years you are, each of you shining brightly like illumined stars. You are all different and all have your own needs, so rather than comparing yourselves to others, enjoy who you are and embrace every single bit about you. You are a beautiful being with a grand song to sing!

Blessings and love,
Nathan and Friends O:)