Promoting Unity

Recently I was asked to give a talk on Indigo Children at a design college in Sydney, in front of a panel of academics. I was asked a very simple question which had a very profound answer.

It was something along the lines of ‘if Indigo Children know that they are Indigo Children, what gives them the right to feel like they are in a class of their own?’

To reflect on the nature of this question, yes labels or any sort create a unique signature towards it. And yes children potentially will align or associate with it. What we are aiming to do with our work with Indigo Children is to really look at alternatives to the establishment; the potential misconceptions of the ‘epidemic’-like increases in numbers of children being diagnosed, drugged and misunderstood.

The reasoning behind this work with Indigo Children is not to create separation or to encourage children to think that they are superior, more advanced or better than anybody else, but simply put, we are wishing to express another perspective on ADHD, and to break away from the pre-existing conventions associated with it. Whilst we do acknowledge and respect medical and scientific communities with what they have established, the path which this takes feels like the next step.

The Indigo Children are here and have been for several generations now. While this is expressing one way in which the human species is evolving, with our return to trusting our feelings, intuition, being honest, passionate and willing to focus on life mission, working with, teaching, raising and being inspired by Indigo Children reminds us of aspects within us that we also have access to. It’s all about sharing the love, honouring and respecting who they are and who we are, so that we can maximise our potential, Divinity included, as one of the life purposes of coming here to Earth in the first place.

It isn’t about telling someone, who is broken, better, superior or not and so on. To be honest, I have come across some Indigo Children in the past who did misunderstand this and expressed ulterior motives of being superior in an egotistical way, and this is not empowering either. All in all, it is about teaching and learning from one another, remembering that all of us, as holy children of the Universe, have beautiful gifts and talents to share, and that we are all perfect and enough, just the way that we are.

My Indigo Brothers and Sisters, you are all perfect just as you are. You are equal to all on this Earth, just as everyone embodies the spark of Divine love and life. Be free to express yourselves and know that you are all free to be yourselves and to shine.

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 9804763243_5aa2952f17_zchild. 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