Soul-centred Education for Children

Firms of Endearment

Soul-centred Education for ChildrenRichard Barrett

My Speech Today

Understanding the Psychological Development of Children, Teenagers and Young Adults.

Powerful metrics that enable leaders to measure and manage cultures.www.valuescentre.com#

The Harvard Grant Study (1938-2005)The purpose of the Grant Study was to learn something about the conditions that promote optimum health by following the lives of 268 men, all Harvard graduates.

This study is one of the longest running prospective longitudinal studies of adult male development that has ever been attempted.


Key findings of the Grant StudyThe seventy-five years and twenty million dollars expended on the Grant Study points, at least, to me, to a straightforward conclusion: Happiness is love. Love conquers all.

George E. Vaillant: Director of the Grant Study from 1972-2005


Key findings of the Grant StudyLove early in life facilitates not only love later on but also the other trappings of success, such as prestige and even high income. It also encourages the development of coping styles that facilitate intimacy, as opposed to ones that discourage it.



Key findings of the Grant StudyIt is the quality of a childs total experience, not any particular trauma or any particular relationship, that exerts the clearest influence on adult psychopathology.



Other research The LSE research indicates that a childs emotional health is far more important to their satisfaction levels as an adult than other factors, such as, whether they achieve academic success when young, or wealth when older.Lord Richard Layard: London School of Economics


The impact of early love in our livesLove in the early stages of life literally shapes the brain and affects us for a lifetime. It determines how long we live and what illnesses we will fall prey to later in life. It is no exaggeration to say that very early lack of love already sets the limits on how long we will live and how happy our lives will be.

Dr. Arthur Janov


My starting premiseCurrent educational systems do not align with childrens and teenagers psychological development goals. They tend to focus intellectual competence. They tend NOT to focus on LOVE and SELF-ESTEEM or EMOTIONAL INTELLIGENCE.

They do not fully equip children for work life


Emotional IntelligenceIn business, people with the highest levels of intelligence (IQ) out perform those with average IQs only 20% of the time, while people with average IQs outperform those with high IQs 70% of the time.

The difference is emotional intelligenceSource: Emotional Intelligence 2.0 by Bradberry and Greaves


Emotional intelligence is not taught in schoolsWe enter the workforce knowing how to read, write and report on bodies of knowledge, but too often, we lack the skills to manage our emotions in the heat of the challenging problems we face. Bradberry & Greaves, Emotional Intelligence 2.0.


Emotional IntelligenceSource: Emotional Intelligience 2.0 by Bradberry and GreavesSelf-awarenessSelf-managementSocial-awarenessRelationship-managementPersonal competenceSocial competence


The Top People in Business are EMOTIONALLY INTELLIGENT

HIGHLY CREATIVE

HAVE INTELLECTUAL RIGOUR


School systems tend to destroy creativity98% of children display genius level creativity at age 3-5 years. By the time they get to 20, only 2% display genius level creativity.


Percentage of people with genius level creativity by ageSource: Land and Jarman, Break-point and BeyondAge

Ego DevelopmentSocial ConditioningAbove the age of 25 only 2% of people have genius level creativity


What happens to our creativity?The (socialization) process restricts the natural creativity of our thinking potential by automatically assigning value judgements of good, bad, right, wrong, proper, improper, ugly, beautiful. Our children accept these judgements so they can fit into the culture.


The abandonment of the soulI believe it is not the socialization experience, per se, that blocks our creativity it is the abandonment of our soul.

What we do during the first twenty-four years of our lives is sacrifice the souls desire for self-expression to meet the egos needs for survival, safety and security.

Only if you choose to individuate and explore the later stages of your psychological development, can you reconnect with your soul and its creativity.


We start our lives in soul consciousness


We move into ego consciousness


Between the ages of 25 and 40 we attempt to individuateto align our ego motivations with our soul motivations.


If we learn to master upper stages of psychological development we finish our lives in soul consciousness


School systems do not prepare children for the differentiating, individuating and self-actualization stages of psychological development.

The leading cause of death for 15-35 year olds in the Western world is suicide. We are not creating resilient young people.


Number of suicides by age in the UK

A FAILURE TO DIFFERENTIATE



A FAILURE TO INDIVIDUATE



A FAILURE TO SELF-ACTUALIZE


Number of suicides by age in the USSelf-actualizingIndividuatingIntegratingServingDifferentiating


Lets do an exercise


Who are you?EXERCISEI am going to make a series of statements.

If the statement is true for you, please stand up.

Otherwise remain seated.


Who are you?EXERCISE(Practice run)I have a television


Who are you?EXERCISE(Practice run)I am a television


Who are you?EXERCISE(Now the real thing)I have a body


Who are you?EXERCISE(Now the real thing) I am a body


Who are you?EXERCISEI have an ego


Who are you?EXERCISEI am an ego


Who are you?EXERCISEI have a soul


Who are you?EXERCISEI am a soul


Who are you?EXERCISE3 minutesDiscuss with your neighbour

Are you primarily an ego or are you primarily a soul?

2. Do you have a soul or are you a soul?


Progression in Enlightenment1. I have a soul 2. I am a soul3. Your soul has youA fundamental shift in IDENTITY


What is an Ego?Your ego is a field of conscious awareness that identifies with your physical body. Consequently, the ego believes it can die.

The ego is not who you are. It is the mask you wear to get your needs met in the cultural framework of your physical three-dimensional framework of existence. We can call this your False self.


What is a Soul?Your soul is a field of conscious awareness that identifies with your four-dimensional energy field. It is who you really are. You dont have a soul; your soul has you.

Your soul is an individuated aspect of the universal energy field from which everything in our physical world derives its being.


The reality of the EgoBecause the ego believes it inhabits a body and can die it believes it has needs.

Because it believes it has needs, the ego develops conscious and subconscious fears about not being able to meet its needs. The primary needs of the ego are survival, belonging (relationships) and self-esteem.


The reality of the SoulBecause the soul identifies with your four-dimensional energy field and not with the body, the soul knows it cannot die.

The soul has no needs because at the level of reality at which it exists it instantaneously creates through its thoughts. Because the soul has no needs, it has no fears.


The primary motivations of your soul are:

SELF EXPRESSIONCONNECTIONCONTRIBUTION

Why did my soul incarnate into a human body?What are the motivations of my soul?


WHAT HAS ALL THIS TO DO WITH TEACHING AND SCHOOLS?EVERYTHING


EDUCATION SHOULD EQUIP OUR CHILDREN FOR THEIR SOUL JOURNEY


Stages of Psychological DevelopmentSurviving


Stages of Psychological Development

INFANCY 0-2 Years Old

Staying alive! COMPETENCYAbility to meet basic physiological needs.SurvivingStageMotivation


Stages of Psychological DevelopmentConforming



ConformingStageMotivation

CHILDHOOD 3-7 Years Old

Keeping safe and secure!BEING LOVED Ability to feel accepted and sense of belonging.


Stages of Psychological DevelopmentDifferentiating



DifferentiatingStageMotivationTEENAGER +8-24Years Old

Distinguishing yourself!CONFIDENCEAbility to feel respected and recognized by others.



INDIVIDUATING



INDIVIDUATINGStageMotivationYOUNG ADULT25-39 Years Old

Releasing your fears!ACCOUNTABILITYFinding freedom and autonomy to understandwho you really are.


Stages of Psychological DevelopmentSELF-ACTUALIZING



SELF-ACTUALIZINGStageMotivationADULTHOOD40-49 Years Old

Becoming who you are!SELF-EXPRESSION Ability to satisfy your desire for meaning and purpose.


Stages of Psychological DevelopmentINTEGRATING



INTEGRATINGStageMotivation

MATURE ADULT50-59 Years Old

Aligning with others! CONNECTIONAbility to satisfy the desire to make a difference in your world.


Stages of Psychological DevelopmentSERVING



SERVINGStageMotivationSENIOR60+ Years Old

Finding fulfilment! CONTRIBUTIONAbility to satisfy your desire to serve the greater good.



Ego DevelopmentEgo-Soul AlignmentSoul EmergenceSURVIVINGCONFORMINGDIFFERENTIATINGINDIVIDUATINGSELF-ACTUALIZINGINTEGRATINGSERVINGPSYCHOLOGICAL DEVELOPMENT


Surviving prepares you for Self-actualizing

IndividuatingIntegratingDifferentiatingConformingSurvivingStages of DevelopmentServingSelf-actualizingSOULEGOCompetenceSelf-expression

EGO-SOUL ALIGNMENT


Conforming prepares you for IntegratingSOULEGO

BelongingConnectingIndividuatingIntegratingDifferentiatingConformingSurvivingStages of DevelopmentServingSelf-actualizingSOULEGO

EGO-SOUL ALIGNMENT


Differentiating prepares you for Serving

SOULEGO

RecognitionContributingIndividuatingIntegratingDifferentiatingConformingSurvivingStages of DevelopmentServingSelf-actualizing

SOULEGO

EGO-SOUL ALIGNMENT


A Values-driven School CultureValues-based Education

Purpose-driven LifeA Soul-focused Education

Equipping Children for their Soul JourneySELF-EXPRESSIONCONNECTIONCONTRIBUTIONLEADING A VALUES-DRIVEN LIFELEADING A PURPOSE- DRIVEN LIFE

EXPRESSING UNIQUE GIFTS AND TALENTS


How to Introduce Values-based Education into a SchoolA values-based school gives opportunities for children to find their meaning and purpose, and helps them to sense and shape their future.

What a teacher says about Values-based Education

The Impact on Behaviour was DramaticTeacher: Jo BrownValues-based schools promote responsibility

What children say about Values-based Education

Values-based schools promote Self-Expression

Values-based schools promote responsibility

"I am happy to come to school. It gives you the option to be yourself"Camilla, Year 11

"Values really makes a difference. It makes the people much nicer in the school, and the teachers too. Because we have values, we don't have many fall outs [in the playground]"Lucy, Year 5

"Sometimes we play Schools at home. It helps us get on better with our brothers and sisters, and our friends and our parents"Connor, Year 5

What children are saying:

"Before Values, the playground used to be a battleground and the teachers used to hate doing playground duty. They said so! Now it's much better. We sort out our problems and the teachers are more relaxed. They seem to like just talking to us now".Philip, Year 4

"I used to be in trouble a lot. But values make you think about what you're doing .. Now I hardly get told off at all. And I don't get told of so much at home either."James, Year 4

"Thank you for starting Values Education, it has changed my life. I used to always be in trouble. Now I am a much nicer person"Marcus, Year 4

Professor Terry LovatAustraliaAs educational systems everywhere search for ways of improving academic achievement levels or all students, as will as preparing them with the personal, social, emotional and moral skills required for life in global societies, the credentials of values-based education are without peer.

Evidence has shown that Values-based Education has the potential to achieve all these goals at one and the same time.

For more information and to get a copy of this presentation go to:www.richardbarrett.net

For information on Values-based Education go to:

http://www.valuesbasededucation.com/

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