Evolving Children, Evolving Consciousness

The last four decades or so has seen the tip of the iceburg of human evolution occur. The children coming through in large numbers, beginning with the Indigo Children in masses from the 1950s to 1990s, the Crystal Children from the 1990s onwards and more recently but in fewer numbers at this point in time, Rainbow Children (which we’ll talk about in another entry). Let us remind you, that all of these generations of children are a reminder of the great potential that exists within us all as we find our way to reconnect with Source; our Divinity and our connection to Spirit through an internal, inward journey shared with the world surrounding. Today, we’re going to highlight Indigo and Crystal Children and some of the ways which they represent generations of the evolving human race.

The influx of Indigo Children, saw an increase in the number of children being diagnosed with ADD and ADHD. What is it really? Is it a scientific or medical label given to children who are said to be hyperactive, inattentive, fiery tempered and trouble-makers? System-busters? Are we offered alternative perspectives on what really is at the truth of the matter here? These are the children who started coming to Earth with higher degrees of sensitivity to emotions, energies and chemicals, psychic and intuitive awareness, and a burning desire to maintain truth and integrity.

Indigo Children, being more intuitive, are open to receiving more information or channeling it, from non-physical origins in an energetic sense. They pay close attention to their feelings and trust them without a doubt. In a world of diagnosis, this could be seen as impulsivity, as their connection to their feelings, leads to doing things that they feel like. It also needs to be noted that an Indigo Child’s sensitivity to ingredients in foods, such as food colouring and sugar can create either a sedative or a stimulant effect, raising questions about their ‘inattention’ and ‘hyperactivity. Indigo Children understand their need for movement to detox and decrease their levels of stress. Whilst a child could seem to get bored easily or wiggle in their seat as an intuitive, automated response to these things, it could also be misinterpreted as a form of hyperactivity.

The 1990s saw the emergence of Crystal Children and interestingly enough, from this time onward, it also saw the emergence of a ‘worldwide epidemic’ of Autism and Aspergers. Without ruling out the existence of children along the ASD Spectrum, I would like to mention early on, that Crystal Children do not necessarily have Autistm or Aspergers, just as children on the Autism Spectrum do not always have to be Crystal Children. Part of the high incidence of this comes with what we are about to discuss.

Crystal Children are the next wave of children coming to Earth and they can be described as children with large round eyes, regardless of their race. They are very affectionate, very sensitive to emotions, energies, chemicals and foods, and they are highly psychic. Crystal Children love crystals and nature. Crystal Children can be a bit shy compared to their Indigo brothers and sisters, however you’ll know that you’re in the presence of a Crystal Child when you feel the pure, unconditional love that radiates from them. Being highly psychic, Crystal Children are often quite telepathic and may be late talkers, communicating with body language, grunts and their own noises if they need to communicate physically. Scientific communities do not even doubt the existence of telepathy anymore, however the problems arise when Crystal Children communicating through telepathy are not being heard by their parents and or carers. Late talking then warrants the need for a diagnosis by concerned parents and medical professionals, which has led to the increases in these cases. Autistic children may seem in their own world, carrying on with repetitive behaviours and they do not connect with others. Crystal Children on the other hand, are extremely affectionate.

We are witnessing the evolution of the human species here, as the generations being born are evolving in consciousness, demonstrating the existence and connection of Spirit within each and all of us. These children teach us things such as how to treat our bodies through nutrition, exercise and sunlight, and they remind us about our connection to each other, the inner and outer worlds, and the love that unites us all.

These children don’t need drugs, nor do they deserve disempowering labels or misinformation! They don’t need to feel like they don’t belong or they’re not important, nor do they need to feel like they are here to cause trouble or be a burden on society and the communities that they are a part of. Indigo and Crystal Children represent the great factors that make up who we are and what we are, and the impact that we can make on the world. As the Indigo Children pull out the old weeds of the past in corrupt, outdated models, the Crystal Children are here to plant seeds for the future and the direction that the world is heading in. In our next post, we’d like to explore what this means for educators in terms of Evolving Children, Evolving Consciousness and the need for Evolving Curriculum and Pedagogy.

My Indigo and Crystal Brothers and Sisters, Return to who you are, what you are, and where you are. You are far greater than you realise. Today it is my prayer and intention that you’ll remember, share and impart these truths about yourselves. You are perfect just the way you are and a gift and a blessing to yourself and the worlds within you and outside of you.

Blessings and love,
Nathan and Friends O:)

Moving Beyond Labelling Children (Part 3)

When we label a child, the label literally sticks with them, like a sticker on their forehead telling them who they are and what they are. To follow up on our previous posts on the labelling of children, something that I would raise today, is the fact that one a child is diagnosed and is given a label, that label stays on their record throughout their whole education, if not their whole life in some or many circumstances.

The way diagnosing works is when a professional looks up the listed symptoms of a child’s behaviour in a manual called “The Diagnostic Statistic Manual IV” (DSMIV) and matches up their symptoms with whatever condition is most fitting to the child. These diagnosis methods do not take into account other things in a child’s life such as home and school environment, family life, nutrition, and sensitivity. Diagnosing a child could be seen more as an art rather than a science and it generates an income to keep fuelling this industry.

Let’s say if you were or had a child with ADHD, Autism, or Aspergers for example, then this label would be on your permanent record during your time from school. You move from one school to another and to another, and that label is still there. How do you think this would make you feel? What are the impacts of these lasting labels? Do all teachers in the school system treat you the same as the others? Is there a set ‘precedence’ with particular teachers and their attitude towards these ‘conditions’?

Something that I have been pondering about and recently discussed with a colleague and friend of mine is – Is there really a need for “Special Needs” Education?

Let’s think about it. No two people are the same and not two minds think alike. Sure it may be easier to follow a set standard and place everyone up against a benchmark that has been set the same for years, but let’s face it: If everyone is an individual, and everyone has their own way of learning, thinking, acting, doing and being, then wouldn’t everyone be considered special needs in their own right? Of course there are wonderful provisions being made for children with higher or exceptional needs, but even still that’s very individualised right?

In a mainstream, typical classroom, things might look like this;

Child A might be a child who enjoys Maths and problem solving, whilst Child B might be highly active and prefer physical, tactile activity to learn from. Child C might be musical and artistic and may have difficulty learning to read because of different sensory processing in their brain, while Child D is malnourished and has little or no parental support at home.

Realistically, would not all of these things justify ‘special needs’ or ‘special provisions’?
Would not every child need some sort of an individualised plan for each student?
Sure there are different things that trigger different reactions and behaviours in children, so wouldn’t it be more suitable or appropriate to meet their needs on different levels?

Behaviourally speaking, challenging behaviours can be seen as a method of communication of unmet needs. For education’s sake and the reasoning of doing something because you have to or because it is in the curriculum doesn’t give a good enough answer or allow for the free will choices that we have all been graced with. I understand that there is a need for standards, and as a teacher myself, I understand the amount of work that teachers have to do.

Students, parents and teachers, I know that combining our voices together we can reach out to the administration, leaders and policy makers in education. How is it that we are still teaching and learning in an outdated system only preparing participants for the workforce? Has anyone asked the questions? I feel that there is a disconnect between pre-service teachers’ and their ideals, enthusiasm, spark and drive for teaching and making a difference and what really goes on in the current state of education right now; Policies, national syllabi, national testing, performance based reviews. Is there a need to be so competitive in the schools? Education, currently like the face of an Old English Boys’ Club Is the strive of masculine energy distorted, looking for it’s opportunity to compete, be better than others and judge anothers’ worth conditionally warranted?

Let’s bring the Divine Empowered Feminine back into the school systems where we accept each other for who they are and their unique qualities. Look past the purely logical, analytical, performance based means of education and look into connecting with every individual as a soul and spiritual being and not simply someone who is “younger” than you or whom you think “doesn’t know as much as you.” The hierarchies, the pyramids systems of power, let’s look at things on a level playing field with not just our kids, the students and children, but teachers, parents, administration and so on.

My Indigo Brothers and Sisters,
You have the power to be whatever you truly want to be.
Follow your dreams and fulfill them.
You are destined for many amazing things, and being here on this Earth itself is a miracle and a blessing.
Thank you for bringing your beautiful presence to this Earth and shining wherever you go.

Namaste
Love from Nathan and Friends