Introduction
The ability to think for oneself is fundamental to all levels of consciousness development. Edward de Bono describes the ability to think for oneself as the ability to accommodate:-
- Factors related to a specified issue; (3-7year level of consciousness)
- Plausible consequences; (7-9year level of consciousness)
- Aims and objectives; (9-11year level of consciousness)
- Priorities; (11-14year level of consciousness)
- Possibilities and choices; (14-16year level of consciousness)
- Alternative views and perspectives. (16 plus level of consciousness)
[de Bono cited in Teaching Children to Think, R. Fisher, pages 50-51:Blackwell,1990. The age related levels of consciousness have been added by the author as a rough guide]
- Imaginative abilities develop in relation to our own experiences and our own will.
- Young children are often unable to predict or understand the direct physical consequences of their own actions.
- Imagining possible consequences is generally beyond their mental ability because young children are intrinsically linked with their own moment by moment relationship with their present situation.
- Children’s priorities are directly related to whatever has their focus of attention at that particular time.
- Possibilities and choices only become relevant when the child has established an ability to imagine themselves in a different situation.
- Alternative views and perspectives are based on the ability to project into another person’s experiences, thoughts and perspectives of priority.
Children are often unable to understand adult contrived consequences and they receive consequences presented by adults within the social-emotional context of either:-
loving kindness (in the case of consequences related to adult approval)
or unloving rejection (in the case of consequences related to adult disapproval). Therefore adult directed consequences, especially for young children, need to be directly and immediately linked with the physical environment from a natural perspective. For this reason calm and assertive blocking and/or removal of related objects and/or immediate bodily removal from the adverse environment, are ways in which the adult can create realistic environmental consequences. This approach is described by the author as “Change the environment not the behaviour!” This may ultimately give the child a helpful social understanding of their behaviour. For example the child that screams in the shop or cafe is calmly and compassionately removed as an immediate and first response. If dramatic emotional and/or verbal interaction is the first reaction, then emotional distress will prevent the child from acknowledging the act of removal with any clarity. Similarly giving a child a treat when s/he has done something GOOD is not going to help the child gain any social understanding outside of ‘doing this will get me a sweetie!’ Within the behavioural reward and punishment system children can often transfer the rewarded or punished behaviour into socially inappropriate situations, where the adult then has to resort to disciplinary action. Even when everyone is truly doing their best, this inevitably brings the child unfair consequences and much confusion which may damage their subsequent social confidence. For example it is easy for adults to reward amusing behaviour while the child is young and cute. Then when the behaviour is later repeated in less suitable situations the reward changes to disapproval and the child can feel hurt and confused.
A brief look at Steiner’s perception of child development
0-7 years. [Physical growth]
Steiner described the early years from birth to seven as predominantly a time of:-
- Physical growth,
- Co-ordination of movement,
- Reception and accommodation of sensory perception.
The focus during these years is one of gratitude that can also initiate an innocent and natural love of God.
7-9 [Metamorphosis of Thinking]
He presents these years as the metamorphosis of conceptual thinking. The child’s inner world of Imagination becomes a key influence to the development of conceptual thinking and a notably disposition of happiness, balance and harmony prevails
9-12 [Metamorphosis of Feeling]
Steiner presents that the child now becomes aware of aloneness and the growing awareness of inner feelings is generally kept within him/herself. The child may feel exposed and vulnerable within a strange and often socially over demanding world. However, the will to love others is awakened and blossoms within these early years of pleasure, positivity and purity.
12-14 [Metamorphosis of Will]
The child now addresses a personal quest to succeed and do well within their worldly surroundings. This is supported by their growing ability to think of a situation from another person’s perspective. The developmental focus is on social interaction, social structures and an awakening of social responsibility. Creative endeavour and craft skills can now be developed from a personal inner sense of aesthetic appreciation.
13-15 [Synthesis of Thought]
The adolescent gains a sense of self worth through a confrontational attitude and associated struggles. The focus is on gaining knowledge of the self as an individual learning to co-ordinate the inner self with the outside world.
15-17 [Synthesis of Feeling]
The focus is to find and establish a natural and authentic presentation of the true self. The lower nature is revealed outwardly while the higher nature develops within inner feelings of a maturing personality and a love of life.
17-21 [Synthesis of Will]
The adolescent matures into adulthood. These years initiate genuine consideration of the three questions: Who am I? Where have I come from? Where am I going?
| Snakes act on instinct using their stimulus response reptilian brain. Mammals have a second level of brain activity which give them a sense of inner feelings. ‘A lion acts in accordance with survival needs, given certain exterior and interior stimuli.
A human being has yet a third level of brain development ….where thinking, logic and reasoning occurs……….It is where conscious decisions are made based on all the input. (inner feelings and external stimulus) The difference between conscious decisions and unconscious decisions is that consciousness considers consequences……We have the same fight or flight response mechanism as snakes. We have the same anger as lions. And we have the reasoning capabilities of higher life forms of higher evolved beings……..Most people spend their lives reacting to feelings rather than creating with them….here’s the real miracle…. Creating a feeling inside you can create an event outside you.’ [What God Wants by Neale Donald Walsch. HoddenMobias, 2005:186-187-189] |
The development of age related levels of consciousness
Spiritual teachings
During the early years children develop consciously organised thinking skills related to personal choice. As our consciousness matures we gain a more conscious ability to influence those around us and manipulate environmental situations. Spiritual teaching presents that humans have the power to choose how they want to relate to the environment and pre-consider consequences of an action through consciously organised thinking.
While the young child develops consciously directed thinking and an awareness of consequences they appear to be protected by Divine Grace. Even angry or aggressive behaviour appears to have a minimal effect upon others. This may be why some spiritual teachings present that seven is the oldest age that young child can be presented to a monastery or ashram.
By the age of nine children are normally aware of positive and negative energetic disposition and behaviour. By the age of eleven children can normally relate to how their own actions can be directed within either positive creative, kind, caring, and compassionate fields of light energy or negative, anti-social, defensive, aggressive, destructive energy fields. Spiritual parenting challenges parents to discern how they can nurture positive use of consciousness and protect children from association with negative energies. Spiritual parenting also challenges parents to present boundaries that effectively block projection of negative energy and associated actions that potentially harm innocent persons.
Parenting skills that are going to empower the initial three year marker of self-directed learning and subsequent markers of consciousness development are:-
- The adults’ own strengths and weaknesses in self-direct. [A good indication of how well self-directed learning has been met can be observed as the ability to engage in creative play and therapeutic occupation.]
- The adults’ ability to discern what level of function is present or required in any one situation.
- How to present a helpful combination of freedom and supportive scaffolding.
- What level of freedom and choice is appropriate to the young person’s immediate ability to successfully accommodated information and regulate incoming stimulus.
This last point is of greatest importance. When children are given more freedom than they can address within suitable levels of conscious thinking they are likely to seek addictive forms of environmental interaction. They will then fail to address further markers of conscious development and associated wellbeing.
Every child is a unique individual and therefore every situation is also unique. Our ability as adults to present the best recipe of boundaries and freedoms is critical to the young child’s growing development of personal empowerment, wellbeing and consciousness.
0-3 years [Innocence, sensory perception, movement.]
Steiner and Vicky Walls both describe the babies’ aura as pale pink, also known as ‘mother pink’. Within the context of colour healing this pink is associated with unconditional love. Steiner presented that both girl and boy babies should be given a pale pink environment to strengthen their sense of wellbeing. Vicky Walls was a totally blind colour healing therapist who described the second colour to develop in the baby’s aura as a pale sky blue. The author suggests that young children are only dressed or bedded in pale pastel colours in order to support their subtle development of aura colours. Some conflicts of resistance associated with being dressed or surrendering to sleep may be due to colours that are either unsuitable to the child’s age or the individual’s personal relationship to specific colours. Ben fisher described how we all have an affinity and aversion to certain aspects within the colour spectrum. Colours like musical notes all have their own energetic frequency. The baby’s lack of consciousness and self-directed interaction with choice may make them unable to organise their own needs especially when their inner feelings are strong. Therefore the caring adult needs to consider carefully the geographic influences of colour and sound on behalf of the child, especially during the early years. The sounds that make up the words of the HariKrsnamaha mantra are reported to present a perfect balance of sound energies and the author has noted a certain peaceful quality of wellbeing in those children who have been brought up hearing and imitating this sacred mantra form ancient India. Janet Shine has produced a wonderful CD of sacred sounds. It may be that Mozart’s music also has some special sound formulation that is supportive to our wellbeing. The author also asks parents to be especially careful with the volume of presented to children because they have very sensitive hearing and sound levels that we hear as quiet may seem very loud to the young child’s ear. Also, for reasons of safety, the young child’s hearing is extremely sensitive especially when they are asleep. When asleep it is only their hearing that remains alert to potential danger. In the case of possible danger this highly sensitive hearing can urgently awaken the child in order to present an alarm call.
During the first three years the child is focused upon the organisation and integration of multi-sensory information. Steiner describes the young child as a predominantly sensory being. A child’s growing development of movement and inquisitive disposition encourages an ever extending range of sensory information, heightened states of awareness and sensory discernment. Extensive exploration of every aspect of the physical world brings to them the smallest details of environmental information.
are yours to be felt, to be seen and to be heard. |
Small objects can retain their interest for comparatively long periods of time. Some of the young child’s activities may be considered destructive. However, most of this behaviour is motivated by their passion for detailed sensory information and a strong input of rich and highly detailed sensory experience.
14 to 16 months
Around this age there is a notable change in the baby’s consciousness. At this time the baby realises that the mother can separate from the baby and persons and/or environmental circumstances can restrict the child from being with her.
At this age the child’s response to a highly stimulating environment can lead to running off and becoming ‘lost’. From the child’s perspective the mother has left the child and this creates a panic associated with separation from the mother. It is often noted at this age that the young child can become unusually clinging and anxious about separation from the mother/main carer.
Two to Three [Exploration, imitation, order and routine]
During this year the children learn to adjust their levels of sensory input in order to gain the space to over-ride unwanted levels of environmental stimulus. Only when a child has mastered the ability to turn-down responses to sensory stimulus can s/he start to consciously organise interaction with the environment. Tantrums of frustration may occur when the young child is over stimulated by levels of unwanted environmental stimulus.
For safety reasons the young child is highly sensitive to the mother’s voice and actions. Thus when the mother is talking to anyone, and especially the child, then the child is likely to lose the ability to follow through with his/her own chosen activity. Similarly when someone (especially the mother) tries to help or intervenes with the child’s self-direction, the child may through frustration collapse into a tantrum of despair. In these situations the child/person has become so overwhelmed by the external stimulus that s/he is unable to successfully assess and organise how and what they wanted to do. The ability to close down unwanted responses to unhelpful sensory stimulation is described by the author as the ‘Three Year’ marker of conscious development. The ability to develop and establish this skill is essential to a sense of wellbeing, the development of skills and extended consciousness.
For most of us this three year marker is tested and improved throughout our life. Stressful experiences in our adult life can often be attributed to a disruption in the development of this first level of consciousness. If this ability to self-direct is not established successfully adults can become susceptible to anger and/depression. Even as adults if we find a situation uncontrollably over-stimulating we can witness the same emotional disposition associated with tantrums. Over stimulation is fundamental to any failure to successfully engage management skills attributed to this three year marker of conscious development.
The levels of consciousness are inter-dependent, and a disruption on one level will affect the successful attainment of the next and all subsequent levels of consciousness. The skill of empowering conscious development is related to gaining the ability to manage incoming stimulus and subsequent skills of ‘Self-directed thinking and learning’’
Notes for parents:-
| I feel you swing from here to there because there is nothing helping you to follow your own path of personal empowerment. |
The pre-three years may be associated with the following anti-social disposition.
“What’s yours is mine and what’s mine is my own!
The adult may need to say “I’m sorry but I cannot let you have/do that.”
The author’s catch phrase ‘Change the environment not behaviour!’ is especially predominant during these initial three years. This is set as precedence by the baby who can only cry to indicate discomfort and distress. The adult carer is thus left with the task of working out how to alleviate the problem by instigating the right environmental response – food, warmth, movement, social interaction, companionship etc.
Recommendations
Take hold of any object that is central to conflict or physical aggression. Gently and firmly block physically aggressive actions. Aim to swiftly change the environment rather than try to socially manipulate or discipline a change in the child’s behaviour. E.g. “I need to hold your hand while we….(e.g. go across the road). Hold the wrist if hand holding is not willingly accepted as a necessary way of sharing for the required duration of activity.
[See earlier section on Disruptive/Anti-social behaviour.]
Similarly one can take a firm and gentle hold of the hand that pinches or the foot that kicks. Only exert the minimal level of restraint required to maintain the holding without restricting the child’s chosen movements. Release the holding when the child offers a level of genuinely passive/appreciative social interaction. This may involve moving along with the child’s chosen movement and/or moving into a different area of the permissible environment. [The author once had a child who hid behind a cupboard during the holding session. The author made no attempt to change the child’s desire to hide but waited until he was ready and willing to come out. At this time the child was in a new calm and sociable disposition. The author has noted on several occasions, notably when working with very challenging behaviour, a held child has gently stroked her hand of restraint and been reluctant to give up this enforced opportunity for intimate physical connection. Sometimes children will rant and rave in protest and then quite apologetically describe the cause of their anti-social behaviour. These cases illustrate that the holding has brought safe, loving and appreciated help.
“Stop!” when spoken clearly and without repetition is finite and means right now because this is very important. Whereas “No” is much more open to wilful challenges and disagreement.
Helpful suggestion: When you have finished playing with that ………could you please let (person’s name) have a turn at playing with it.”
Give choices within ‘the what has to be’ structures of care e.g. at bath time offer a choice of bubble bath or an activity related bath-time toy. Choices given after an undesirable activity such as hair washing may seem like a reward, but they can be presented simply and logical as a ‘matter of fact’ i.e. I can’t wash your hair while you are playing or later you may be too tired and cold.
3-7years[Identity as an individual; co-ordination and organisation through natural play and learning, communication skills related to wants and desires.]
The sensory information gained during the first three years is now used to define order and develop awareness and understanding of the world through play. The learning focus is on basic integration, organisation and accommodation of sensory perceptual information. The child’s growing awareness as an individual accompanies their natural desire to learn through imitation. This supports their subconscious absorption of social skills, patterns of behaviour and belief systems, which subsequently influence their development of skills through play.
From the age of three children gain an ability to acknowledge themselves as an independent individual and thereby develop their own identity. Authenticity is subtle, and only seen occasionally in a gentle, loving home environment. Personal preferences may only be expressed in supportive, non-judgemental circumstances within a ‘Special time’ quality of experience. [See earlier section on Creative Listening and Special Time]
| Just as the sunlight shines through into the day so too it shines through you and blesses all of us who embrace your company. Each day of our sharing has brought special and joyful blessings for me. |
During this period children become aware of their ‘will’ and develop a conscious ability to influence their environment. Learning is established through a combination of focus on: imitation, subconsciously organised skills and automated learning through repetition. At this age children like to organize arrangements that meet rhythms of routine and structures of order. Children may illustrate particular areas of interest; many musicians have shown their interest a particular style of music and/or instrument by the age of seven. Some further examples of activities that meet the special interests at this age are: cooking, cleaning, crafts, nursery rhymes, singing, improvised dance and music making, imitative role play and large 3D construction using natural materials such as at the beach or in the woods or at a stream.
Helpful scaffolding: Justified positive logical boundaries and systems of restraint are best related to family group styles of social integration and sequential events. E.g. “I can’t talk to you until I have finished: talking on the phone or listening to….” or “please could you lay the table for dinner”, or “help with cooking”, or “put away” or “tidy up”.
Toys that are not looked after with appropriate care are best put away in a safe place and then only available by request. Messy games and activities need to be organised in suitable wash down areas or left until the ability and willingness to monitor the level of mess and clear up are a genuine possibility. Play areas are established with suitable physically perceivable boundaries. The boundaries may be presented according to circumstance and range from proper fencing to any suitable object or even simply a chalked line or piece of rope. Philosophy: you look after me and I am learning simple ways of looking after myself.
7-11 years[Discovery learning, creative expression, sharing and co-operative play, conceptual learning, verbal enquiry.]
During these years the focus is on consciously organised learning through trial and error, imitation and repetition. The focus on self-directed learning is developed through meaningful experiences of discovery and supportive social interaction. Thus co-operative play and development of social skills is key to successful conscious development and learning.
|
Children now learn to integrate the consciousness of being an individual with a social awareness of learning from others especially those who are more skilled and knowledgeable. This apprenticeship style of learning develops progressively throughout these years. The children also gain a growing awareness of what they would like to learn which is combined with their growing development of social skills.
Conceptual language development is supported by social interaction and co-operative games. There is a growing awareness and aptitude towards genuine personal expression and organic creativity. This period covers the end of childhood and the beginning of the teenage years.
Eight to nine
“My needs are more important than yours or his or hers because I can understand my own needs and therefore you don’t need to organise what I do or how I should do it.”
Adult help that is not requested is considered as interference because the children’s self-directed and discovery learning is still easily jeopardised by helpful adult intervention. All children in general, desire to learn through their own mistakes and their own style of learning. “Wrong is a right part of learning, because getting it ‘right’ means it has already been learnt.
Nine Years
|
“I now know how to work it out for myself so please let me have the space to gain my own experience of how to develop my social and self-care skills.”
Up until this point awareness of consequences has been learnt, that is, remembered in conjunction with specific circumstances and real life experience. Around and especially after the ninth birthday children normally make a profound leap of consciousness. They now develop a conscious ability to project themselves into thoughts about what it would be like for themselves in an alternative future situation. Now aspects of consequence can be imagined in relation to a possible future scenario. This initiates an ability to imagine and plan to accommodate future possibilities that are directly related to themselves. For example when going to play at a friend’s house on a rainy day the child may choose to wear wellingtons but not think to take a spare pair of trousers because the washing of trousers is not part of their responsibility. If however, in the past the child had to go home early because his trousers were too wet to continue playing, then he may organise a spare pair of trousers. However, the ability to project and plan is still directly linked with their own: personal situation, desires, imaginative skills and previous experience, alongside of adult directed routines. An authentic relationship with personal creative thinking begins and this encourages authentic creative expression to develop.
Eleven years.
|
Conflicts at home can be triggered by the following:-
“Now I know what my needs are I want you to know what they are too.”
“Co-operative play and authentic interaction are welcome; however, please justify logical and consequential boundaries so that I can gain an understanding of what they mean to me and my everyday preferred life style.”
“Life has no time restrictions. Time is a part of human creativity like practical and physical consequences.”
“I like to have advanced warning of what is expected of me.”
“I like you to be honest, authentic and patient with me.”
“I like to always do my best even though my best may vary according to day, time and place.”
“I am thirsty for information about the world. I am keen to be taught by those who have good levels of knowledge, I like to do projects and follow quests for information.”
| I have no wish to curb your enthusiasm but simply to sustain it by avoiding the reckless downhill runs that can bring chaos and confusion. More importantly we need to practise those activities that help us to gain balance, endurance and fitness of mind and body.
When we have established helpful levels of patience, endeavour and endurance, we will indeed be able to create and maintain our hearts desire. |
Helpful suggestion: Pause, allow a silent space for processing, then speak your truth without a personal agenda of expectation. Listen to responses with undivided attention, respect and gratitude. Then present minimal boundaries clearly and without room for unapproved deviation.
Around the age of 11 consciousness shifts to a new level whereby the child can project his/her thoughts into another person’s situation. Now the child can learn how to accommodate an aspect of understanding that embraces another person’s perspective.
| You do not always need to feel a kinship with others feelings and experiences; your growing understanding of others and their different points of view will be your greatest asset. |
The focus is now on social development in relation to peers and a few especially favourable adults. Between the age of 11 and 14 children learn how to accommodate social situations from another person’s viewpoint, and they develop the ability to imagine different scenarios not only for themselves but also for others.
12 to 14. Formal communication skills and genuine ‘When, How and Why’ processes of enquiry.
|
“I believe what I want is also best for everyone else. Therefore what I want is unquestionably OK for you.”
“Because you are an experienced and capable adult – you already manage much better than me, therefore I expect you to give me your energy towards my comforts and success.”
“I have more important things to do than you, now that I am learning to become an independent young person.”
|
This is the age when peer pressures and competitiveness can drive passions and ideals as well as a potential for a less flexible attitude of “I win you lose”
Helpful suggestion: Hold minimal boundaries without deviation, clearly and with adult confidence. Hold essential boundaries with ‘this is the boundary until you and I can agree on an alternative that is equally supportive and suitable to all concerned.
14 to 19[Learning of skills and development of talents and special interests]
|
The child is now a ‘baby’ adult learning to be an interactive member of community. Now caring for others becomes a real potential within social interaction. The general focus is on identification and application towards development of personal skills, talents, interests and a working career.
Conflicts at home may be based on issues of personal empowerment – “I m big enough to make my own decisions now, so I don’t need or want your boundaries, your help, your advice or your opinions.”
Social development now focuses on integration with the opposite sex and those adults who are respected due to their appropriate, authentic and positive social interaction.
These are the years of sexual maturity, first the physical biological aspects followed by the mental and then the related social-emotional development.
During these years the young person wants to investigate ‘why and when and how questions related to ‘Who am I?’ and ‘What is my life about? At this time many young people want to use their human consciousness to explore spiritual thoughts and teachings related to ‘God the Supreme creator’.
|
|
16-19
| When I am demanding from life I get nothing or nothing but trouble comes my way.
When I am at peace with how things are, everything I want is there to be received along with a few surprise blessings that I did not think I deserved. When I am grateful for everything, no matter how small and insignificant it may appear to others, then I can share with others a sweetness that blesses everyone and everything. |
19 to 21 [Philosophy, psychology and advanced science.]
“I want to consider the spiritual questions about an ultimate Source as the original Creator…. and how I can establish a meaningful way forward in life.”
The 19th year is one of optimum enthusiasm for life due to a consciousness of self-defined potential and growing depths of compassionate care for others. This is supported by a growing ability to manifest desires combined with the initiation of compassionate social competence. There is also a new focus of interest on finding a meaningful career that encourages the empowerment as an adult within creative aspects of humanity. Haman activity is now considered in relation to one’s own future and the future of the earth planet. Between 19 and 21 young people gain an awareness of something beyond human activity that is able to relate to Highest Good in a powerful way.
| I have not done anything I have lived to regret, even the most painful and challenging things, through time’s healing grace, I have come to value and would not wish to change. It is not the times when I have said YES that have brought me regrets, only the times when I have resisted providence with a ‘No Thank You’ or ‘Please Go Away’ have I experienced un-consolable remorse. |
21 to 28[The desire to procreate is at its prime]
During this period there is a great desire to find a life-long mate.
At the age of 23 consciousness evolves to a new level that acknowledges devotion and unconditional qualities of love for others especially ones own family, partner and children.
At the age of 24 consciousness embraces optimum communication-ideas, ideals and passions can be explored and expressed, skills are refined and integrated, and humanity is considered as a collective of nucleus family units.
Your path is one of giving and sharing, your strength is your love of living and this will always protect you from the limitations of discomfort, disappointment and unnecessary restriction. So gracious and gallant be your journey through time. |
At the age of 25 consciousness embraces spiritual awareness, a personal consideration of ‘a divine all loving creator’ and of the life force of the soul spirit and heart-full living.
|
The age of 28 Extends into questions around, ‘Where am I going?’ An interest in humanitarian influences upon the world begins to include some feelings of earnest; the influence of one human in the light of mankind – an interconnected collection of human individuals. The planet is considered in the light of human consideration and human activity verses the wisdom and grace of God.
| If I love you and in whatever way I love you, you will feel and experience this love and if you don’t? Then maybe, I don’t really love you or I don’t love you in the way that you would wish me to, or in a way that you can recognise as love. For love has many shades and colours and presents an endless kaleidoscope of variability and possibility that contains the infinite power of all the heavens and beyond. |
“ ……a vision of a world in which women and men progress together, a world in which all men respect the fact that, like the two wings of a bird, women and men are of equal value. For without the two in perfect balance, humanity cannot progress.”
(The Awakening of the Universal Mother spoken by Sri Mata Amritanandamayi Devi Oct 7th 2002 at the Global Peace Initiative of Woman Religious and Spiritual Leaders)
Conclusion
We are now learning to embrace new dimensions of energy within the power of thought, and like young children learning to walk, at first we may struggle and fall rather more often than we would like. Nevertheless, even when it seems very difficult, the rewards are well worth the effort and will provide us with more than we could have ever imagined possible.
Our presently dominating mindful mental disposition will fade as we restore our true nature through dedication to the sweetness of positive energy and correspondingly sweet human interaction. The long lost psychic abilities will return as our thoughts evolve beyond the power of the spoken word and our physical deeds. Our bodies will become self-managed systems of personal empowerment guided and cared for by the strength in our heart to address harmony and our soul-spirit connection with higher consciousness (highest good). [Birthing a New Civilisation by Diana Cooper; Findhorn Press 2013]
When we give and receive from a heart-full disposition our interactions with each other will include a heart to heart connection. When we connect through the heart we also engage with higher energies of consciousness from soul-spirit origins sourced from the creation of life. Our higher consciousness relates to our original source and the purity of our soul-spirit.
When sharing with each other from the purity of our original nature we embrace positive energy and consciousness. This will ensure that our personal interactions are motivated by the eternal wisdom of unconditional love rather than the lower brain issues of personal survival. Whereby, Highest Good takes our behaviour beyond the limitations of our personal understandings and experiences into higher realms of human potential, where harmony is intuitively and authentically created within every situation.
From the soul-spirit perspective loving relationships and genuine heart-full interactions will encourage each of us to engage in a holistic approach that reflects our true potential as beings of light acting according to Highest Good. [CD sets: Making Marriage Work Pete Briscoe; 8 Things that Make a Marriage Work by Jill Briscoe; Family Business by Stuart Briscoe.]
When we connect through the heart we can also engage the Higher Consciousness of the soul-spirit. Our soul-spirit origins are sourced from the highest manifestation of positive energy – that of the creation of life.
Finding love is not about finding a special person to love! It is about finding our own love for our own life provided by the God given life-force within. Then love will spontaneously warm and nurture our hearts desires and love will be shared with those around us
Our higher consciousness relates to this our original source and the purity of our original nature. When sharing with each other from our heart-full nature we embrace positive energy and thereby transcend lower brain issues of survival with higher levels of consciousness that can and will assure our interactions are motivated by the eternal wisdom expressed as unconditional love. From a soul-spirit perspective loving relationships ensure that we encourage each other to engage in a whole brain approach to our true potential as beings of light, acting in accordance with highest good.
[Mindfulness & the Natural World by Claire Thompson ;published by Ivy Press, 2013.
Birthing a New Civilization by Diana Cooper; Findhorn Press 2013]
| Listening association interaction
Communication discernment wisdom Attitude compassion higher consciousness |
When I can be …….
Humble without feeling complacent
Care-giving without any agenda
Serving without being employed.
Whole hearted without fears of failure
When I can be …….
Feeling special without superiority
Present without feeling attached
Fulfilled without taking control
Contented without wanting more
When I can be …….
Receiving miracles without any resistance
Peaceful without detachment
In harmony with myself
Appreciative of natural resources
When I can:-
Celebrate aloneness
Dance with my creativity
And know the meaning of truth
Then I will always have true happiness within myself
When I pray with trust in the power of love…..When I love out loud and when I do all that I do for love…… So be it ….with Love and Light ……