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:)