Day 607 Mindfulness follow through into writing out thoughts, self forgiveness and corrective application.

I listened to a talk about a practice of ‘ mindfulness.’ This is where a person slows down and breathes as thoughts come up in their head. It is to realize that the thoughts coming up in one’s head are not who one is.

This was likened to a globe filled with water and something that looked like snow, one of those globes that one shakes and watches the snowy looking substance fly around, creating a mini snow storm in a bubble of glass that is what the mind is as thoughts. The act of breathing is the practice of ‘ mindfulness, “  to slow down and remain in the breath, until the snow settles, allowing one to ground oneself here and not react as the thoughts that are analogous to the flying snow. 

Evidently this works better with children up to the seventh grade, I believe. One practice is to take the index finger from one hand and trace the outline of the other hand while breathing, which is a practice of physically grounding oneself here, and thereby distracting one from the thoughts that may lead to an action based on the thought that when acted upon becomes what defines one, because one has to then face the consequences of one’s thoughts acted upon in real time. 

I have to ask the question here as to why this is not as successful with older students? Of course, prevention is the best cure, and teaching this act of slowing down and breathing , grounding oneself here, allows the space and time to realize that one’s thoughts must not be what one becomes in action.  If our minds working as thoughts become much like the globe analogy, why is this practice not as effective with older students? Do we over time become a constant snow storm, as the thoughts become the directive of who we are, when allowed to remain without being cleared overall? Meaning do our thoughts, when not cleared, become who we are? This would mean that humans are programmed by what they think.

Does our media teach us to think in ways that teach direction in this world that brings us no harm? And are we taught to chase false positives that do not tell the whole story, and lead us down a path where we chase the dream, the limitation of an only part of reality, to find that so many things were not considered and that dream becomes clouded by having to learn the details of living that were never taught?

Even this practice of mindfulness, though a good I thoroughly support, is not enough. That ‘ snow’ has to be cleaned up, because that snow is as snow does, it is crystalized thought, which is our beliefs, our opinions, and our ideas, accumulated from an environment that is in separation from practical living, from reality, That snow is - so to speak- the partial story of existence made huge, so much so that it becomes a square peg forced into a round whole, meaning that the partial story is a limited story, that is not equal to practical reality, and because it is not equal, it is too large to fit into the cells, it programs a human who does not fit into practical living and the consequences of this cause a human  body to act in mis-informed ways, causing a dis-association from actual living, leading to existential problems because of processing limited information that does not dignify the human, and thus suppresses the full potential of each man on the ground. Who are we to blame? We cannot blame anyone but ourselves because we accepted it.

Our schools and our lives have become a regiment of separation from practical reality. Our children do not have the time, and the space to slow down and ‘ read’ practical reality, thereby building an awareness within that has practical ability in living in common sense, which is being in communion with life as the physical. A sense is of hyper-sexuality, of wanting fame without understanding the steps necessary for development and the joy in building this development. They have no sense of nature, of where what they eat comes from and what happens with the ingredients as the waste from what we eat moves into the physical natural world around us. They are not taught that they have a natural learning ability, and that learning the words and the numbers is simply learning a code of communication that is how humans communicate, and that one must have the exposure to this, and the time, the space to understand it, and that we can all learn this if given the time, and that therefor, we are all the same in how we learn, but different in our expressions as some have an interest in this, and others in that.

The consequence of this is a manifested financial system mirroring this state within, that rewards only a few and punishes lack without addressing what is already known, that humans become what they are exposed to. This understanding that humans become what they are exposed to is used in self interest for a few as well, to maintain power and control. And this control is an illusion, because it abuses life to play a game that is in itself a separation from life. So, the few are the extremes that model what each is allowing as thoughts. One could say the few are simply protecting themselves from those who have accepted and allowed thoughts that are oneself not investigating and looking at the whole and the parts. The means to realize this are here, always right in front of each of us, so the blame for what we allow and act upon, is within ourselves.

Our thoughts are what we believe, and if our thoughts are not considerate of all things, taking the time to investigate reality, then what actions we take based on what we have accepted ourselves to believe, are the fault of what we have allowed ourselves to see and to not see, because we chose self interest over life. The other extreme end of this, are those who are starving as a consequence of this system that mimics this self interest before life. If one owns a car, and has a table and bed to sleep in, then one is the elite of this world. One has the responsibility to breath, to slow down and look at one’s thoughts and how they were formed and the value judgements they contain, and to forgive them and self correct through writing, self forgiveness and corrective application, as this is how that snow in the bubble of our minds, our buy-bill , can be cleared and structurally grounded back into life here, as this earth is life information. In other words, the water in that bubble, must be clear, because this is a clear memory, this is a mind as thoughts that sees directly here, and thus is equal and one to life as this is respecting the physical world that is the means of life.

Day 486 Is our ability to sense the fabric of here suppressed? How do we read?

Sight reading (Photo credit: discopalace)

We need to read much faster, process at our natural ability to process just as I could read musical notes at seventeen, so should I have read words to see and realize the patterns of the words, the form of them just as I noticed forms of music, so I can see that lack of development that is going on, and realize that the inability of people to read must be designed to be such, because it is known and practiced differently in other areas of development. We are distracted from the very fabric of here, through impulse of limited design. Really an avoidance tactic within each that has manifested without.

And I have not wanted to say this because of fear that this will be considered some kind of conspiracy, but the fact is, is that humans can process symbols at greater speeds than the majority are taught to process them at. So, this really is a crime against life. A form of suppression is to slow down conceptual ability and occupy with less dimension, we call this being superficial. A facade of limited parts.

I would not consider myself as more intelligent than another, and not stupid either, because when I have taken the time to learn something eventually I learn it, because that’s what a human can do!

Thus, the ability of men to read is deliberately being diminished. Just look at what we are  capable of seeing when we look, we look out at nature and we can see the shapes of the world and we can process this, and we can learn to read this, the ability of us, just as with animals is to see what is before us, we just need to look.

So, we have a society that feeds numerous images at us. If we look at the content of these images we can see that they are very very very limited, and that there is all this drama around them in the form of music and the rhythm at which the images flash, all of this a stimulation. How is this done, with tempo, with colors, with music, and buried within all this fan fare is a very limited set of signs as pictures. So one could say that the language presented, if we see pictures as language - in some respect a compound one- our language has become of few symbols and though the speed appears to present more, the content is less.

If we had the time to stand back we would see the patterns and how these patterns begin to turn us into automatons of limited knowledge and information.

And yet, by the time I was seventeen I could sight read many many many notes at a time, and within this read tempo and texture as adding percussive elements, and see rise and fall of phrase and as such shape. And even here, I started later than many, those who started at two years of age who could do what I did at seventeen at say seven. Which means that so many are denied this capacity, and as we see in our schools and what media impulses, what exists is actually purposely slowing us down and at the same time rushing in a limited dialogue, and all in self interest. The problem here is that we are all allowing this, we know something is amiss, we are not stupid, we are stupefied by our own accepted volition.

Time to wake up and become life.

Economically, we are all caught in survival, this thus, must change. Support a Living Income Guarantee so we can all stop, forgive our separation and begin an organized process of walking ourselves into our full capacity as humans beings on a physical planet. 

Day 357 How is a lesson taught in a school?

How is a lesson taught in a school?

The teacher introduces the subject, the aspect to be learned and integrated into the student. There is some discussion and then the new material is practiced as a group with the teacher. The teacher then “ hands this over “ to the children, they practice implementing this on their own. Here the teacher will individually help those with questions, sometimes moving from explaining to the group and working through something again, and/or continue to work individually as the new material is practiced in the classroom. So, the lesson moves from introduction into analysis, to group practice to individual practice. Usually there is then homework given to practice this at home, as this continued practice then allows the material to be integrated.

Thus, the practice of learning takes time and practice. It is the schools and the parents working together that ensures success with what is taught in the school. And the teacher does not have the time for all the remediation needed, as some students need more than others, and at times, within certain areas, some students need more remediation with one subject or aspect within a given subject that others. This careful involvement of the education of the child, needs the attentions of the parents in order for the form of public education to be successful. The schools cannot possibly monitor every action and understanding within a child, they do no have the staff. The cost of such would increase the tax payer’s dollars. But the public schools were a way to ensure an education for all children. It works when the parents are involved, and the parents have a responsibility to be aware of their children and where their children need some support. In many ways this system, is a support, but it is not meant to be the only support.

I have encountered parents who have said to me, asked me, “ why can’t the schools do this?” which surprises me. This means that this parent has no concept of the system and how it functions as a whole. These parents become emotional and combative, and I can’t help but thinking that this is the reason why their children are lacking in ability in and as self direction, because they are not getting any self direction at home, and the parents are of the same. The parents are abdicating their responsibility and expecting the public school to cover every aspect of the child’s development not realizing that the system cannot, as it was not meant to do this, and the money necessary to do this would cost the taxpayer much more. In many ways one cannot blame the system here, it is the parent who is responsible as the adult and creator of the child and the system, that must take the effort to be aware of the development of the child.

I used to say to myself as my children grew, that with the schools I had to be watchful of the “ holes” to see where something was not understood on an individual level with my child, and to, as much as I was able, to take what was limited as in the subject matter , and add to it to build understanding with my children within their education. I even had to say a thousand times that math was another language and that there was no reason to not do well, at least, with the levels of math taught in grade school, the basic levels. The idea of one subject, as math and/or English being something one can or cannot do, was unacceptable. The basics in the schools should be understood. If one needed more practice to grasp then this was what was needed. I had to do this myself with chemistry, I simply had allowed myself in high school to feel that I could not do this. So, one day I sat and had to look at it again and again and again and again, until finally the concepts of it started to stick. It really took some time, but it did begin to move, meaning I did begin to grasp it. And I knew that I was probably not going to become a chemist. I learned that I had allowed a misperception. Did I continue this in all areas of my life? No, I still fell sometimes. In actuality, this should be the first lesson learned by a child. Instead we have many things touted in schools by teachers and parents about how gifted a child is, or how talented a child is, which directs within superstition, as though there is something magical happening. The magic really come within the doing, within the walking through the steps. The magic is in understanding that within walking through the steps, in building an understanding, a common sense of the thing being learned is developed, and that this is a process. Some will grasp something faster than others. Had I grown up in a family that talked about chemistry all the time, then I might have had an easier time, but this does not make me talented in chemistry in some special way, this just means i was exposed to the concepts and began the process of learning the language within a different time frame than someone who starts from scratch in high school.

Within all this, it is easy to realize the importance of parental involvement with the work and lessons given by the public schools, to realize that when a child is resisting something taught it is because they have an idea about themselves that they can’t or they have somehow missed a step, or they lack in having the language of the basics enough to grasp the forms being taught. Something is missed, something is overwhelming them, something is not moving, there is a lack of self direction in some way. And it is impossible for the public schools to catch this and clear this up in every child, the public schools are meant to address a group and cannot possible monitor every degree of development and lack of development in the child. No wishing, wanting , hoping is going to change this, no praying is going to change the responsibility of people, of humans to ensure that our children are going to be taken care of completely by this system. This system in its totality must be understood, and this is the responsibility of the parent.

The point is that the public schools cannot possibly cover the remediation needed for the students, nor were they designed to do so. This, and the added limiting beliefs that some are more able than others and that somehow this is magical when it is not, is another aspect os ignorance taught. So, teachers that speak in hallways and in classrooms before the ears of children and discuss a talent of one child, are actually teaching a superstition and revealing that they have no understanding of how a child learns, of the process of learning and how exposure will place some ahead of others, which is not a limitation unless this is accepted and allowed through labeling without clear directives of how things work here. It would be better for a teacher to say something like, Gee, x, has had a lot of exposure to this subject and grasps the concepts and is able to use the tools faster than, p, so p needs the opportunity to catch up and walk through the understanding of the thing, that is all” Such points out that learning is a process and that no one student is more than another. This also reveals how much is learned at home, and how important it is for the parent to be involved in the child’s education, to fill in the holes; be they a developed fear, a background that has not had exposure and development within a certain subject because this was not something learned or a part of the subjects discussed at home. This can only be brought into what is taught in the schools by the parents. Thus it is the responsibility of the parents to monitor their children and to work with the public schools. It is not a perfect system, and many of the beliefs people have to justify their own lack must stop, as learning is a process and the levels in ability of children aredependent on what process of learning has been available to them, This, unfortunately is caused by an economic system that gives more than is needed to some and takes from others the means to an opportunity. This is also the responsibility of each of us, as we have accepted and allowed this. Realizing how children learn, really looking at it, makes it very clear that the lack in development of our children is the fault of a system of that does not meet the basic needs of the human physical body, thus we all are the cause of the lack in our children. The children are too small and too vulnerable, yet they are able to be taught, able to learn, it is only us who have allowed a systemic form that withholds this development.

There should be no drugs in every city and town and school, private and public, in America. The existence of them, and what is happening in Afghanistan, shows us very clearly that money comes before life. Drugs are making money, and this has become more important than the education of our children which needs the stability of people, of parents, of society. The presence of a drug culture indicates an undermining of this, and that there is a huge military presence in Afghanistan where most of the opium and heroin is produced, it is clear that American taxpayer dollars are not being spent on education, and that the drugs in our local municipalities are given more support than the schools, and parents and a child’s development. Such a form as what exists as this, is allowing the undermining of the individual and the flow of money to go to a few, and our tax payer dollars are supporting this. So, we as parents really need to wake up and come together and change this system to stop the inequality, a belief that one person is more than another, when all it is, is that we have allowed a lack in the development of each and every human being on this earth.

The process of development is simply a series of steps, these steps can be withheld or given, and/or controlled within a system of inequality which means what exists is due to what we , humans have allowed. What has been developed from freely given resources on earth have been developed by the hands of generations of men, thus no one can own what is here as no singular “ one” can claim development, and the idea that one is more than another because of development is a crime against life and an ignorance of life and thus simply unacceptable. That there are families and people who are not paid a living wage is unacceptable, and the understanding of development of a human, makes this very clear. Thus, each and every one of us are to blame, and a belief that the schools are responsible for the development of our children alone is an ignorance that must be revealed and made clear. Also, the allowance of wages that are not supportive will cause children with many “ holes” in opportunity and exposure, thus these children are the responsibility of each of us as we have accepted and allowed an idea of a more than and a less than that is a state of ignorance in and as understanding the system in totality and is unacceptable.

Our economic system must change, and the ideas of more than as a belief that one’s education makes them more than another and as something “ magical” is superstitious thinking completely separate from physical reality and thus a crime, as ignorance of reality, this which gives life, this physical world, this which moves to allow life and development. It is us, each of us that has placed the stops, as money, that limits development. None of us wish this upon ourselves, and if we stop and look, we do not wish this upon others either. Therefor, it is for us to realize that what we have allowed on earth must stop. We must see that the voices in our heads are simply justifications for not looking and that our fears are simply not having walked the process of really understanding how here, the physical works. Yet , we as parents have the ability, we are now parents, we are now adults, we can stand together and change this world, walking through our limited beliefs and seeing then for what they are, a superstition that is an illusion, as this system was created by us, and can be changed by us. This must be done, there is no other choice. It is time to allow life.

Check out the Eqafe Products on Parenting to see, realize and understand how a child develops. There is a link to this on this blog above. It is a win/win for you and your child and society as a whole. When this is really looked at, it will make so much common sense. I dare you!

Day 344 The deception of one dimension presentation within consciousness

I have a degree in Reading, meaning I spent time within looking at the reading process with children. I was also trained to be a violinist, meaning I was trained to read music. I could read music very fast. For example, if I was distracted within reading music during a performance, I knew exactly where on the sheet of music I was, where I was within the music performed, and could find the point I was at within the whole page of notes very quickly, using the within as the notes on the page and my ability to see the whole and the sound being produced as a form.
When I went into looking at the reading process in children I knew something was unclear, but I did not know what. I knew that it was spatial in some way, as I saw it at the time.
So, if I relate this to reading, I realize that if children and adults cannot see the whole as the words on the page, if they cannot move (fast enough) to see the whole, to conceptually see the whole as the form that the words imply in such a way that they can move within the framework of the presented words and what is said and then relate this within a principle, there is no ability to see the holes in the whole, and or, to see the actual form that the words imply in relation to what is created as the words. In other words, the living of the words as the form that the words create and the relation of this form to physical reality and what this form produces cannot be conceptually seen and/or understood. Without relationship to physical reality, and lacking in an ability to “ read” the forms - as the words create- and lacking a principle that is a directive that is a directive of consideration of what is here as us, a state of ignorance of here can be maintained, kept busy within divisions of values on a personal, local, regional, national, global scale.
I was looking at the Massachusetts Educational Frameworks, at how the parts where there, but how the focus was more on the forms of discourse with comments on vocabulary development. For example, it was suggested at the beginning that children be exposed socially to language, thus creating an image of social interaction being beneficial, which is obviously a benefit. But what is not explicitly said is the reason for this, to develop a wide range of vocabulary. The focus was on the need for social interaction, as a directive given, without the explicit reason or value for and within this. This is like presenting a shade of grey instead of a clear understanding as the basis of what develops, it is a smoke screen of subtle separation from clear understanding. So subtle, and the emotional movement is to defend the presentation, as naturally social interaction is a good to not discard. Perceptually, this is a subtle manipulation in its denial as making one aspect huge thus this is a giving of one dimension only.

And yet, this suggests that exposure to the building blocks of language as vocabulary is what is very important within the readiness of the child for school, as the child being able to place these building blocks into the forms of discourse taught through school and the ability to take these building blocks and move with them with certainty and ease and having a broad range as these tools of expression as they are used to see the forms of defining here that are used. If the development of our children and ourselves does not move with seeing the parts and the whole, as the words/notes and the structures the words/notes create to the point where the form is held within as the whole and the parts in the moment, then the ability to stand back and place this within the context of the physical world and the consequences of the forms that exist, our ability to understand here as what men have used as words on paper to direct us, cannot be read to the point where we know where we are within what is here because we see the structure of here as what has been accepted and allowed in totality.
And all liability can be placed on each of us, as the truth was presented, it was our fault that we did not see that the directive was given to develop what was needed and that we did not notice the inference towards multiple dimensions of such directives, the indirect method of operation that did not explicitly state the detail within development that was the point. And this being the importance of the notes/words being used with ease and abroad range within that.
If the importance of vocabulary was directly understood and stated clearly, this would lead, I would think, to more than running after social scenarios and such would be suggested and developed.
What is also realized within the promotion of social interaction is that it is not necessary to have a picture within learning words. Could it be that the addition of a picture within learning words is an imposition lacking dimension because it is a simplified imagery? And that this is not necessary within learning the notes/letters as the words themselves when in separation from physical reality as this is misleading as partial intake? Which is not to deny pictures as they have a good as well. And that just as a diminished seventh in a chord produces a certain effect, the words we use are the same, they have effects in the physical world? Here our use of vocabulary can be learned within a social scenario.
This is playing with the “ toys” of words collecting the lego blocks of words that enable us to build self expression and read what is here as the forms of our system and the behaviors within each of us, where we are in lack within understanding, and the consequences of the forms accepted structures create. Words and vocabulary also allow us the “ hold” an image of what is here, to steady us here and express here as what we are at the moment.
If we do not know the notes, how can we play the music? If we cannot here/hear the notes how can we explain as the form that we have created as what is here as us? If we cannot speak the notes, generate the notes how can we sense what is here and explain what is here? How can we direct ourselves here? If we are inferior to what is used how can we apply ourselves within our applications that have been accepted and allowed.

If we become walking knowledge and information without practical physical application and we only deal with words on paper and disallow physical consequence to be fully disclosed as we have allowed representation as policy of statement as limited dimension without our direct understanding and participation because we have not learned to read the notes as the words to see the whole and the parts, to move within this with ease, and thus ask another to do this for us because we fear doing this ourselves and our fear is simply a non-development, a lack, and thus an accepted and developed separation, there is no one to blame but each of us, as we have not used our time here in the physical to realize and understand and work with the physical as what is real, in practical common sense, and development of this as what we are capable of and as here.
Thus we have accepted a state of lack despite the way and the means being given to us, even though this is given within a directive that is not good or bad, but limited in a detailed reasoning giving a dimension only.
The answers are right here, right in front of us, it is only for us to stand up and realize this, as this is the gift of life, here right in front of us. All it takes is some common sense of which we are abundant in and as being life, the very substance of life.
Understand that the mind as consciousness and then human body as water will take in the words given, and the statements made in lack of reason behind the statement, where this statement will be what is lived without an understanding of the way and the means within the limited dimensional directive. Thus the mind becomes the directive, and when this directive does not produce the outcome of success we become bitter because we believed we did what was right, yet we did not understand the indirect message given thus we did not understand the point, and we are to blame because we did not apply common sense as we followed a directive without fully taking the time to understand the directive’s inferred dimensions.
On top of this, and that which is the cause of this behavior, is an accepted and allowed system of profit that economically controls through debt, and as I said, this is an consequence of ignorance of this actual physical world, this is the acceptance of one thing being more than another, instead of realizing that all that is here is equal and one to and as us, and then being this within realizing the value is life, here.
We, as humans, really have to get this world in order, because what we are allowing is a less than scenario, where the structure is not good or bad, simply limited in how it moves within supporting and developing all life here, giving where lack is present, sharing where need exists, developing self determination and self responsibility so that each of us here can be and become what is best for all and support us, as they are us individually and we are them.
Equal Money to change the consequences of inequality.
Desteni lite and Desteni Pro, to see the limited, but not bad or good, dictates imbedded within and then “ open them up” within understanding the chain of them, to let in the “ reason” of and as a full dimensional awareness of here and how here functions.
I would also investigate the Parenting series at Eqafe; the link is on this page above.

Day 287 Children and the "concrete stage"

4 children's cubes and carrot (Photo credit: Wikipedia)

I am looking at the educational concept of a child being ready for school when a “concrete” stage sets in, around seven years of age. This would mean that there is an ability to have a directing - so to speak - “constructive ability” within being able to understand a social interactive structure enough to move within this, thus, at this point a child is “ready” for school; a child is ready to sit and listen, to control their own behavior in relation to the group.
This would imply that there is a developmental stage where a child can hold a picture, a map, or a plan and follow a series of steps. Meaning, a child can follow a plan, hold a plan in and as their memory/mind. Which, in turn makes it clear that this is what the mind does, it creates maps - so to speak.
What if this map became what dominated actions, instead of that which created the “map”? And what is being fed to the child as the composition of this “map”?
Given the state of this world , would it not be clear that somehow this “map” is limited, as this world in definitely NOT in order? And how is it that this obviously limited “map” leaves behind what actually created this in the first place?
Children are not born with language, nor with religion. And here I think of some of the stories where spiritual/religious leaders have actually killed children because they were not “grasping” the religion fast enough for the parents obsessed with the ideas of such a fantastic existence as an alternate reality that is not here. Incredible.
Could this “map” become the carrot on the end of a string, and the actual physical/donkey that created the illusive-never-able-to-be-reached-carrot what is real? Is this in essence what we are doing to ourselves and our children?
And is this carrot a composition of limited beliefs, opinions and ideas, that are parts of this existence, divided up in different ways throughout this world within cultural divisions, where all the values exist they are merely spread out and sectioned off instead of being allowed expression directly through the physical, where this mind/map holder is really a means to aid in expression within allowing the physical to remain directive as the creator that it is able to create the map, and move itself here, sense here as is its nature, it being life, where this map, is a picture from a moment and not directly the substance of life, and only a secondary image? And would this not be an inter-dimensional replication of what man has created outwardly on this planet? And has this not become what directs us, just as our supposed mind/maps become what is believed to be reality, when in fact it is just a picture of reality, and even here, refractions of reality, pieces of the whole, as limited values - that in themselves are not necessarily good or bad, yet when made idol and all that is seen, destructive because it is a limitation in separation from realizing the whole with each breath, taking a picture of here, with each step, using this map in this way to move within what is immediate within one’s environment to be aware of what is actually physically real, to consider all that exists, so that all is moving as an expression of itself as life, and thus naturally being life, and thus being what is best for all, as this is what life is, as is the nature of life, life being absolutely considerate of itself in totality?
And if this is what has been accepted and allowed, by men, on this for-giving earth, this carrot/mind/map made bigger than life, are we not missing life?
And would not this, limited carrot/map/mind image actually be the fault of each and every human, in that the limited values of this, these selected values, not good or bad, but simply limited, be directives because they were made bigger than life, as this was feared to be let go of, because this was all that was seen, as self as life forgot life? Because, selfthought that self as object as image, was better than another. was better than something outside of self that was of the same substance as life as self, so this forgetting of self as life, is the root cause of separation, as this is separation from the equality and oneness of life in all existent on this earth, in fact in all that is here as life? Thus has this continued, compounding through eons of time, to where we are today, on an earth, rapidly being destroyed in the name of profit based on an idea, at the end of a string in the shape of a carrot, and meanwhile behind that carrot at the end of that string/stick is a whole see/sea of life, here to allow ourselves as life, be and live in equality and oneness in and as life.
Desteni is taking us to the water, yet each of us must stop and drink. For our children, there is placed a screen in front of that water/physical/creator filled with images of a pornographic nature, of war, of diamond rings, of Cinderella, of bearded gods, and thus our children die, become the cinder, a much less expected potential then what was felt when they were young, as they are starving because the water, as themselves as life, is denied them, and it is right here, ever present, it is simply being ignored and all because a carrot, as limited beliefs, opinions and ideas, is what they have been taught to follow.
And though I know I am no better than what I describe, any and all self pity or embarrassment, or potential attack about this, must be faced because the only way out of this is to self forgive the separation from life, to realign oneself equal and one to the physical, to realize this is the value and the means of life, that this present system must realign with the structures and forms that are here, to support the needs of this physical existence in ways that support all the life here equally, as life is the value.

Parenting - Perfecting the Human Race Series