‘Foundations for sharing caring and Creative Parenting’: How we can engage in an earthly life style that supports ways in which we, as individuals, can empower ourselves and each other to heal areas of disturbance and fulfil our fullest potential as carers of highest good.
Three elements that can establish and maintain
a Divine lifestyle within a Heavenly environment:-
|
Association |
 |
Self-direction |
Balance
[Don’t take more than you need, always give more than you have taken.]
Balance-the expression of consciousness through compassionate interaction.
Ignorance & Greed -V-WISDOM & MERCY
| Matthew 13:13 [English Standard Version Study Bible; Crossways: 2008] ‘This is why I talk in parables, because seeing they do not see, and hearing they do not hear, nor do they understand. Indeed, in their case the prophecy of Isaiah is fulfilled that says: You will indeed hear but never understand, and you will indeed see but never perceive. For this peoples heart has grown dull, and with their ears they can barely hear. and their eyes they have closed, lest they should see with their eyes and hear with their ears and understand with their heart and turn and I would heal them.’ |
Witnessing and its relationship with development of consciousness
Moving into creative levels of consciousness requires that we integrate the two principles of existence and growth described below as action and allowing.
Through our consciousness awareness of being witnessed, we meet the development of our ability to witness ourselves and to be the witness for others.
Stage ONE
Through our physical sensory system we witness the physical qualities presented by the world around us. From this we develop and learn to integrate ourselves with our environment.
| A pre three child relates to themselves as a part of the world in that like a bubble in a glass of water which is separate from the water yet the bubble is unable to establish itself autonomously because the water gives the bubble its form and directs its movement. |
The young child before the age of three actively employs strategies of copying and repetition that engage them with their environment through movement and the associated sensory experience. This age is predominantly one of exploration.
The young child from three to seven actively seeks sensory entertainment in order to assimilate extensive amounts of sensory information within the simple structures of copying and repetition. This is the age of wonder and joy, experienced through the three E’s Exploration Experimentation Enthusiasm; celebrating free will and the ability to utilise the predictable aspects of cause and effect. The young child now develops their own enthusiasm for life and physical structures of order both natural and manmade. At this stage order and routines are used to establish the inner assimilation of sensory perceptual knowledge and subsequent skills that enable the ability to creatively influence the environment through action and imaginative representation.
Stage TWO
Through social interaction we witness the human capacity to feel emotions. From this we develop and learn about our own inner feelings and emotions.
Stage THREE
After the age of seven we develop the ability to witness from an independent place of consciousness. We witness what others do and integrate what we see into our own experiences and levels of intellectual understanding. We develop an ability to engage in discovery learning.
Traditionally this is considered the beginning for potential God consciousness i.e. a heart soul-spirit connection within that promotes aesthetic appreciation and joy for life through discovery learning.
Further Sages of Conscious Development
From the age of nine we develop the ability to witness ourselves and how the environment affects us and those around us. We learn how we can influence others through sharing and caring or even lying, people pleasing and challenging attention seeking behaviour patterns.
Creative endeavours can now integrate imagination with self-directed organisation of interaction with others and the physical environment.
11-14
During these years of development we can consciously organise sharing and caring from an empathetic disposition.
14 and onwards.
Now we develop the ability to relate to how we witness ourselves and others and incorporate this as an aspect of our personal development and social awareness. We develop and learn about consciously embracing issues associated with and related to change and transition. We learn how to consciously processes responsibility and integrate the actions and feelings of others consciously with our own situation.
Finally we learn to consciously embrace with understanding and empathy how others may be experiencing their own experiences and inner feelings. This level is expressed as an awareness of another person’s perspective; i.e. what and why they may choose to behave differently from ourselves This level of consciousness relates to successful parenting and other carer responsibilities that require compassion, faith and trust.
Levels of Consciousness and Associated Levels of Interaction
The following three diagrams relate to our present capacity for interaction.
In the above diagrams the mode of goodness, as the highest level of consciousness, is the only aspect that can survive into the fifth dimension. Whereby, the mode of goodness becomes the lowest foundation of human existence, Spiritual Association and Devotional Service become part of our everyday experience, and spiritual enlightenment becomes an attainable goal, as shown in the following diagram :-
| If no-one dreams of the new world it cannot happen, If a few people wholeheartedly embrace the dream No one will be able to stop it happening. |
