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==Heading==

===Topic: ''Education''===

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===Group: [[N. ~~Idaho~~ TeaM]]===

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===Group: [[N. Colorado TeaM]]===

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==Facilitators==

===Teacher: [[Monjoronson]]===

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===Opening===

Vicki: Dear Father, as we gather today in your [[presence]] and are surrounded by the [[energy]] you provide us, may you [[sense]] our true [[intention]] to be of [[humble]] [[service]] to you, to our [[Master Son|Sovereign]], Christ [[Michael]], and to our Blessed [[Magisterial Son]]. We welcome [[Monjoronson]]’s presence today, along with the presence of whomever else [[desires]] to assist us, in appreciating and sustaining that which you have so generously [[bestowed]] upon us. May all who [[read]] these [[words]] [[choose]] to serve our [[Siblings|brothers and sisters]] in the [[spirit]] of [[loving]] [[cooperation]]. [[Amen]].

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~~===='''''[[Emotion]]''''', '''''~~[[Intelligence]]~~'''''====~~

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*[[Emotional Intelligence]]

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*[http://en.wikipedia.org/wiki/Emotional_intelligence Emotional Intelligence]

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Vicki: Greetings, Monjoronson! (MONJORONSON: Good morning.) Today I’d like to continue our [[conversation]] on [[education]], in [[hopes]] that the [[responses]] you provide will help us create a more [[sustainable]] [[future]] for our [[children]]. (MONJORONSON: As do we.)

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Vicki: Greetings, Monjoronson! (MONJORONSON: Good morning.) Today I’d like to continue our [[conversation]] on [[education]], in [[hopes]] that the [[responses]] you provide will help us create a more [[sustainable]] [[future]] for our [[children]]. (MONJORONSON: As do we.)

===Dialogue===

My first question is a rather general question, and I was how you would define someone with “emotional intelligence?”

===='''''[[Emotional Intelligence]]'''''====

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MONJORONSON: I would first refer you to the book, [~~http~~://www.google.com/products?q=9780553383713&tiled=1&scoring=p Emotional Intelligence], by [~~http~~://en.wikipedia.org/wiki/Daniel_Goleman Daniel Goleman], which is an excellent piece of [[work]] that would provide [[foundation]] to your [[educational]] endeavors, whether you are teaching early infants or the elderly. All those in-between are very [[emotionally]] [[responsive]], though there are [[individuals]] who have very little of this, which makes it difficult for them to live in your [[society]]. [[Emotional intelligence]] is a term used for the wherewithal of living in an [[emotional]] [[society]], in a [[body]] that is run, many times, solely by emotional [[energy]]. It is a way of grasping your [[environment]] in your hands, [[consciously]], so that you become aware of your [[limitations]] as well as your [[potentials]], through your emotional energies.

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MONJORONSON: I would first refer you to the book, [https://www.google.com/products?q=9780553383713&tiled=1&scoring=p Emotional Intelligence], by [https://en.wikipedia.org/wiki/Daniel_Goleman Daniel Goleman], which is an excellent piece of [[work]] that would provide [[foundation]] to your [[educational]] endeavors, whether you are teaching early infants or the elderly. All those in-between are very [[emotionally]] [[responsive]], though there are [[individuals]] who have very little of this, which makes it difficult for them to live in your [[society]]. [[Emotional intelligence]] is a term used for the wherewithal of living in an [[emotional]] [[society]], in a [[body]] that is run, many times, solely by emotional [[energy]]. It is a way of grasping your [[environment]] in your hands, [[consciously]], so that you become aware of your [[limitations]] as well as your [[potentials]], through your emotional energies.

[[Emotional intelligence]] is primary to your [[spiritual]] [[development]], to consciously engage your [[emotional]] [[sphere]] intelligently, [[compassionately]] and consciously. It is the first step towards [[growing]] [[deliberately]] in the spiritual realm, that aspect of yourself. I would further state that this is primary to the expansion of your capacity to engage the lower levels of [[Morontia|morontial mind]], during this lifetime. The morontial realm provides you with a great expanse of a [[virtual]] entrance to a new realm of [[existence]] and [[thinking]]. We would recommend to you to [[read]] this [[book]]—we are not promoting the book, though it may sound like that, but it contains the basic [[information]] you would need to assist you in teaching yourself, and teaching and working with others.

===='''''[[Parenting]]''''', '''''[[Culture]]'''''====

*Enculturation of children

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Vicki: Thank you, and that is a book on my shelf, and a book that I have referred to in the past. I have another question related to last week’s session. I’m not sure we [[understand]] what you mean by the “inability of our educational [[institutions]], to enculturate our [[children]] into the [[fabric]] of our [[history]] and [[culture]].” Could you expound upon this a bit so we have a better [[understanding]]?

MONJORONSON: Most definitely. This is perhaps one of the most important [[facets]] of your educational [[system]]. Just as the [[family]] is the ''moral'' school for teaching [[children]] social [[morality]] and social [[ethics]], so too are your schools, and [[parents]], the vehicles for passing on the [[culture]] of your [[society]]. This is essential to teach, as otherwise you must reinvent the past every time you make a [[decision]] in the [[present]]. It is important to teach the [[history]] of your [[civilization]], of your [[culture]], of your nation, the reasons why it came into [[existence]], why it had [[problems]], and how it overcame them. It is important to teach the [[wisdom]] of success, the wisdom of [[growth]] and [[development]] and social [[evolution]], so that these lessons of [[history]] do not have to be repeated. Your educational system in this country does not do that very well.

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[[History]] is seen as—no pun intended—an archaic subject to teach that appears to have little [[value]]. However, if the lessons of [[history]] do not prove useful to the present, then you will make the same mistakes, and I might add that your nation is on the cusp of making several very difficult [[decisions]] about its [[existence]]. Its past is primary to guiding those decisions, which are made by [[individuals]] and by [[groups]]. What is most deficient in your [[culture]] is the [[group mind]] that is aware of the [[past]]. Great swaths of your [[population]] are completely unaware of the history of your nation, even why it came into [[existence]], and why it fought the egregious demands and requirements of [[obedience]] to a [[monarchy]], which itself was long past overdue to be overthrown, to evolve and to [[grow]].

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[[History]] is seen as—no pun intended—an archaic subject to teach that appears to have little [[value]]. However, if the lessons of [[history]] do not prove useful to the present, then you will make the same mistakes, and I might add that your nation is on the cusp of making several very difficult [[decisions]] about its [[existence]]. Its past is primary to guiding those decisions, which are made by [[individuals]] and by [[groups]]. What is most deficient in your [[culture]] is the [[group mind]] that is aware of the [[past]]. Great swaths of your [[population]] are completely unaware of the history of your nation, even why it came into [[existence]], and why it fought the egregious demands and requirements of [[obedience]] to a [https://en.wikipedia.org/wiki/Monarchy monarchy], which itself was long past overdue to be overthrown, to evolve and to [[grow]].

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I might go further in that, that your people truly do not [[understand]] the right and the need for [[self-determination]], which brought your nation into [[existence]], which gave you your [[freedoms]]. Even now, your [[population]] is seeking an expansion of its right of [[self-determination]], but does not have the [[social mind]] or the wherewithal, the [[courage]] of a firm backbone of [[knowledge]] of [[history]] to do so. I hope my [[metaphors]] have not [[confused]] you.

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I might go further in that, that your people truly do not [[understand]] the right and the need for [[self-determination]], which brought your nation into [[existence]], which gave you your [[freedoms]]. Even now, your [[population]] is seeking an expansion of its right of [[self-determination]], but does not have the [[social mind]] or the wherewithal, the [[courage]] of a firm backbone of [[knowledge]] of [[history]] to do so. I hope my [[metaphors]] have not [[confused]] you.

===='''''[[Pedagogy]]'''''====

*Teaching history meaningfully

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Vicki: No, they haven’t confused me; what I’m [[thinking]] about though, is how we have approached [[history]] in [[education]], and from what you are telling us, we are not engaging students in a meaningful way, that really relates their history to their lives now. Is that correct?

MONJORONSON: That is exactly correct. History, again, is as many of your [[educational]] subjects are, taught in the [[linear]] [[manner]]—at this date, such and such happened, and at the next date, such and such happened—those factors are almost irrelevant in the social mind that must be educated to make [[conscious]] and [[deliberate]] and competent [[decisions]] concerning contemporary issues and problems. The good history is taught through [[play]] acting, through role taking, and imagining situations being developed. Your historians, your [[teachers]] of [[history]], are very deficient in this mode, and it comes from top-down policies for teaching subjects of [[education]], where thoughtful teachers who would wish to teach it [[differently]], are not allowed to do so. It is our wish that your teachers of history would as diligently teach their subjects—students—the difficulties of historic situations and how they were overcome, how there were failures, and why those failures came into [[existence]], and why successes came into [[existence]]. We wish they would teach as diligently as your military leaders teach military history. The lessons of [[war]] are well known to tacticians and strategists, and are held in the minds of current military leaders as requirements for becoming those leaders, even of platoons. These lessons of military are exact and they are deadly. If you are the victim or the conqueror, they are deadly.

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Your lessons of [[history]] are as succinct and can be summarized as easily and as thoughtfully and as [[philosophically]] as [~~http~~://en.wikipedia.org/wiki/Military_tactics military tactics] are taught. When you teach history this way, you will surely learn the basic elements of a [[sustainable]] [[society]] and a basic [[civilization]]. You will find that there are [[trends]] that are destructive to a [[society]], and a [[civilization]], which come about through the slow, [[ponderous]] [[Motion|movement]] of [[time]] and the [[accretion]] of ill-conceived [[decisions]], faulty decisions, and this is the situation your country and the world has gotten into at the present time. Someone must see through all of this chaff, all of this [~~http~~://en.wikipedia.org/wiki/Fog fog] of decision-making, to see [[clearly]], how to [[weigh]] the fundamental basic elements of [[survival]], let alone [[existence]] and [[sustainability]]. History has an eminent place in your education and every thoughtful, [[intelligent]] child should be taught [[history]] in this [[manner]].

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Your lessons of [[history]] are as succinct and can be summarized as easily and as thoughtfully and as [[philosophically]] as [https://en.wikipedia.org/wiki/Military_tactics military tactics] are taught. When you teach history this way, you will surely learn the basic elements of a [[sustainable]] [[society]] and a basic [[civilization]]. You will find that there are [[trends]] that are destructive to a [[society]], and a [[civilization]], which come about through the slow, [[ponderous]] [[Motion|movement]] of [[time]] and the [[accretion]] of ill-conceived [[decisions]], faulty decisions, and this is the situation your country and the world has gotten into at the present time. Someone must see through all of this chaff, all of this [https://en.wikipedia.org/wiki/Fog fog] of decision-making, to see [[clearly]], how to [[weigh]] the fundamental basic elements of [[survival]], let alone [[existence]] and [[sustainability]]. History has an eminent place in your education and every thoughtful, [[intelligent]] child should be taught [[history]] in this [[manner]].

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===='''''[[Discipline]]''''', '''''[[Determination]]'''''====

*Complacency and lack of backbone

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Vicki: Thank you! That certainly gave us a lot to [[reflect]] upon. It brings to [[mind]] another factor that is [[working]] against us from solving our own problems, and that is we tend to not have that [[Determination|backbone]] to stand up and get involved. We seem to be too involved in our own little lives. Would you agree with that?

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MONJORONSON: Most definitely. The slow pace of history begs the complacent, the lazy mind, to become “cuddled in its lap,” and this is where the demise of many civilizations and societies have fallen. It requires the thoughtfulness and mindedness of a militarist to manage the slow, long [[development]] of an evolving civilization. Few have a mind, [such] as this, and few are as diligent as [a] [~~http~~://en.wikipedia.org/wiki/Militarist militarist] in [[war]], to pay [[attention]] to the signposts of complacency, slothfulness in [[thinking]] and living, to bring things into [[correction]]. Thank you for the very good question.

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MONJORONSON: Most definitely. The slow pace of history begs the complacent, the lazy mind, to become “cuddled in its lap,” and this is where the demise of many civilizations and societies have fallen. It requires the thoughtfulness and mindedness of a militarist to manage the slow, long [[development]] of an evolving civilization. Few have a mind, [such] as this, and few are as diligent as [a] [https://en.wikipedia.org/wiki/Militarist militarist] in [[war]], to pay [[attention]] to the signposts of complacency, slothfulness in [[thinking]] and living, to bring things into [[correction]]. Thank you for the very good question.

===='''''[[Study]]''''', '''''[[Philosophy]]'''''====

*The study of philosophy

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Vicki: Something somewhat related to this, has to do with [[philosophy]]: In our [[culture]] today, it appears that we have much more [[tolerance]] and [[respect]] for [[the sciences]], and less for the [[study]] of [[philosophy]]. I see philosophy as an avenue through which the [[mind]] [[accesses]] or bridges the [[spirit]]. Is there a need to revive the study of philosophy, in an effort to increase our social and [[spiritual]] [[growth]]?

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===='''''[[Education]]'''''====

*The inefficiency of our educational systems

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Vicki: Monjoronson, I’d also like to talk a bit more about the inefficiency that you see in our educational systems, and I’d like to bring up one thing that kind of ties to our current [[discussion]] here. Some of the holistic, [[integrated]], authentic-type activities that allow children to [[explore]] [[concepts]] of [[history]] as well as [[philosophy]] in a living way, are considered by many people running our school systems as an inefficient use of time, especially when attempting to educate large numbers in our public schools. And so I’m thinking what they consider as inefficient is almost directly in [[conflict]] with your [[feelings]]—or maybe it means something different. Could you explain?

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MONJORONSON: Most definitely. First of all, [[ironically]] I would have to agree that your schools are extremely inefficient when they teach these topics. However, efficiency is not an [[effective]] element of educational [[measurement]]. Rather, the effectiveness of the educational [[system]] is one which is of much more concern to us. Truly, who rocks the cradle forms civilization[~~http~~://nordan.daynal.org/wiki/index.php?title=Paper_84_-_Marriage_and_Family_Life#84:6._THE_PARTNERSHIP_OF_MAN_AND_WOMAN], and your educators have gotten yards, miles, continents away from the [[heart]] of [[education]] for a [[civilization]]. They are far more concerned about test scores, about hard subjects, rather than forming and building [[effective]] [[citizens]] for the [[future]], who are integral and [[supportive]] of a [[sustainable]] [[society]].

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MONJORONSON: Most definitely. First of all, [[ironically]] I would have to agree that your schools are extremely inefficient when they teach these topics. However, efficiency is not an [[effective]] element of educational [[measurement]]. Rather, the effectiveness of the educational [[system]] is one which is of much more concern to us. Truly, who rocks the cradle forms civilization[https://nordan.daynal.org/wiki/index.php?title=Paper_84_-_Marriage_and_Family_Life#84:6._THE_PARTNERSHIP_OF_MAN_AND_WOMAN], and your educators have gotten yards, miles, continents away from the [[heart]] of [[education]] for a [[civilization]]. They are far more concerned about test scores, about hard subjects, rather than forming and building [[effective]] [[citizens]] for the [[future]], who are integral and [[supportive]] of a [[sustainable]] [[society]].

[[Education]] as it is taught now, by the [[numbers]] for measurable “heart,” measurable outcomes, is not a significant contributor to the effectiveness and sustainability of the longevity of a [[society]], let alone a [[civilization]]. You have in any [[society]] the capacity to form the [[future]] [[leaders]] of your nation, your [[culture]]. Your educational system truly has not measured this [[qualitative]] aspect of their educational [[systems]]. Yes, we know that qualitative measurements are difficult to [[support]] and justify in budgetary considerations, but that is short term, short lived. Truly effective educational systems do both; they allow for the hard measurable [[progress]] of students as they [[grow]] in [[mind]] and [[spirit]], and in their educational acumen. It must as well allow [[individual]] students the [[opportunity]] to [[explore]] the [[qualitative]] aspects of living that contribute to a quality life for millions of others around them, as they grow and become contributing members as adults in their [[society]].

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If your educational system allows for tremendous variation within [[individuals]] to explore their [[potential]], as they are guided from the inside, you will have a much more [[balanced]] and [[effective]] [[society]]. As your society and education exists now, it is incredibly inefficient in that so many students drop out from this staid, archaic crystalline [[form]] of [[education]]. It is simply too boring for them. It has no enhancements, no enchantment, no [[mystery]], no [[intrigue]] to whet their [[curiosity]] to look for more. The [[quality of life]] is surely what [[sustainability]] is all about for a [[society]], a [[culture]], a [[civilization]]. Life is a quantitative aspect, which your educational system is now trying to [[measure]] exactly, with a micrometer, and this is vastly foolish; it is historically [[preparing]] for a [[future]] [[cataclysm]] within your [[society]]. The aspect of societal cataclysm or disintegration is incredibly enhanced by the ineffectiveness of your [[educational]] [[system]]. It may become highly efficient, but it will remain highly ineffective as long as the [[quality of life]] is ignored in its instructional [[materials]]. These are not very well measured by your society, or your educational system.

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You would rather teach everyone to become an accountant or an engineer, and let those [[philosophers]] and [[artists]] all waste to the side. This is most detrimental, for you have [[individuals]] with lop-sided [[behaviors]] and [[personalities]] that are skewed towards that [[materialism]], which is now at the very rotten core of your society. Yes, you have hit on a nerve that we have been striving to tell you about. You have great [[pains]] and aches in your society and your culture, which are screaming at you [[statistically]] in your [[demographics]], and you pay no [[attention]] to this. There are few of your [[leaders]] who truly [[appreciate]] the state of cultural deterioration that has been augmented by an inadequate, incapable educational system. I have bashed your educational system tremendously today and in the past. I do [[appreciate]] the [[fact]] that you do have an educational system, and what is needed is a more effective one, one that teaches [[families]] how to become good [[Teachers|educators]] themselves, and this is the very [[heart]] of a sustainable educational system, a sustainable society and eventually, a sustainable civilization. Nations must look to this, to enhance their [[survivability]].

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You would rather teach everyone to become an accountant or an engineer, and let those [[philosophers]] and [[artists]] all waste to the side. This is most detrimental, for you have [[individuals]] with lop-sided [[behaviors]] and [[personalities]] that are skewed towards that [[materialism]], which is now at the very rotten core of your society. Yes, you have hit on a nerve that we have been striving to tell you about. You have great [[pains]] and aches in your society and your culture, which are screaming at you [[statistically]] in your [https://en.wikipedia.org/wiki/Demographics demographics], and you pay no [[attention]] to this. There are few of your [[leaders]] who truly [[appreciate]] the state of cultural deterioration that has been augmented by an inadequate, incapable educational system. I have bashed your educational system tremendously today and in the past. I do [[appreciate]] the [[fact]] that you do have an educational system, and what is needed is a more effective one, one that teaches [[families]] how to become good [[Teachers|educators]] themselves, and this is the very [[heart]] of a sustainable educational system, a sustainable society and eventually, a sustainable civilization. Nations must look to this, to enhance their [[survivability]].

===='''''[[Preparation]]''''', '''''[[Work]]'''''====

*[[Preparation]] of [[children]] for the workforce

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Vicki: This brings to [[mind]] another area I wish to [[discuss]] today, and that has to do with [[segregation]]. We could discuss racial segregation, but that’s not [[necessarily]] what I’m referring to right now—there’s a tremendous amount of segregation and compartmentalization going on in our educational system in other areas as well. One area is how we segregate our [[children]] from the [[work]] world, where in [[generations]] [[past]], children stood along side their [[fathers]] and their [[mothers]], as they worked and they learned. Now it seems that our [[methods]] are somewhat artificial in exposing and bringing children into that [[environment]]. Can you talk about that?

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===='''''[[Temperament]]'''''====

*[[Temperament]], predisposition and proclivities

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Vicki: I’d like to [[discuss]], if we can, something that [[affects]] what [[children]] [[choose]] for their [[professions]], and that is their [[temperament]]. The temperament of an individual [[influences]] not only how one learns, but how one [[interfaces]] with others in the [[social]] [[environment]]. I noticed that in the [[Urantia Book]], much [[effort]] has been taken to describe the temperaments of each of [https://nordan.daynal.org/wiki/index.php?title=Paper_139_-_The_Twelve_Apostles#PAPER_139:_THE_TWELVE_APOSTLES Christ Michael’s Disciples], and interestingly enough, they were very [[different]]. Knowing that we as individuals have a [[unique]] blend that forms our [[temperament]], are there still some general [[Typology|prototypes]] within our [[populations]] that we should [[study]] or [[understand]]?

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Vicki: I’d like to [[discuss]], if we can, something that [[affects]] what [[children]] [[choose]] for their [[professions]], and that is their [[temperament]]. The temperament of an individual [[influences]] not only how one learns, but how one [[interfaces]] with others in the [[social]] [[environment]]. I noticed that in the [[Urantia Book]], much [[effort]] has been taken to describe the temperaments of each of [~~http~~://nordan.daynal.org/wiki/index.php?title=Paper_139_-_The_Twelve_Apostles#PAPER_139:_THE_TWELVE_APOSTLES Christ Michael’s Disciples], and interestingly enough, they were very [[different]]. Knowing that we as individuals have a [[unique]] blend that forms our [[temperament]], are there still some general [[Typology|prototypes]] within our [[populations]] that we should [[study]] or [[understand]]?

MONJORONSON: Yes, most definitely. This whole topic of [[temperament]] and predisposition is sufficiently important as to become a realm of [[study]] and of [[counseling]] for [[children]] and for [[young adults]], as they grow up and look towards placement in their [[society]], whether it is a job or a social setting. [[Understanding]] and having this [[wisdom]] for each [[individual]] is important for their [[quality of life]], for their [[happiness]], for their right placement. It is important to the point where it helps prevent misplacement of [[individuals]], to prevent [[alienation]] from a social [[group]], from rejection, from being [[isolated]]. It is important to assist the individual to become successful earlier than later, through [[personal]] [[experience]]. Yes, there are [[temperament]] [[Types|prototypes]] and stereotypes, which are accurate, and there are at least a dozen to two dozens of these typical temperaments of your [[species]]. There are many variations, however.

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[[Training]] and temperament is a general category, within that category are [[personal]] [[preferences]], proclivities and predispositions. It does not make much [[difference]] where these come from, but these do accompany each [[individual]] as they come into adulthood, and are usually [[evidenced]] early on in their life, sometimes as early as two or three months of age. It is important that this be a part of the [[qualitative]] [[measurement]] [[process]] for each individual. You educate your [[children]] much as a farmer raises thousands of eggs, into chicks, into pullets, and then into fryers and egg laying hens and roosters. You give as much [[thought]] to this [[process]] as you would for raising a particular variety of bovine. [[Education]] is far more sophisticated than this, and for a successful [[sustainable]] [[society]], [[culture]] and nation, it is extremely important to spend far more [[resources]] on [[understanding]] the [[individual]], who will eventually become the adult, the [[parent]] and [[leaders]] of your nation and your societies. You must begin investing in your educational system, as though you were going to build microprocessors for various computers. The same thoughtful input will give you thoughtful, careful, historically relevant and successful output.

+

[[Training]] and temperament is a general category, within that category are [[personal]] preferences, proclivities and predispositions. It does not make much [[difference]] where these come from, but these do accompany each [[individual]] as they come into adulthood, and are usually [[evidenced]] early on in their life, sometimes as early as two or three months of age. It is important that this be a part of the [[qualitative]] [[measurement]] [[process]] for each individual. You educate your [[children]] much as a farmer raises thousands of eggs, into chicks, into pullets, and then into fryers and egg laying hens and roosters. You give as much [[thought]] to this [[process]] as you would for raising a particular variety of bovine. [[Education]] is far more sophisticated than this, and for a successful [[sustainable]] [[society]], [[culture]] and nation, it is extremely important to spend far more [[resources]] on [[understanding]] the [[individual]], who will eventually become the adult, the [[parent]] and [[leaders]] of your nation and your societies. You must begin investing in your educational system, as though you were going to build microprocessors for various computers. The same thoughtful input will give you thoughtful, careful, historically relevant and successful output.

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*Temperament and learning capabilities

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Vicki: Thank you. So basically, when I look at this as an educator, I say well, we not only need to identify and [[understand]] one’s [[temperament]], but then we need to understand how one of that temperament learns best. Would you agree?

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MONJORONSON: Most definitely. Just as there are certain [[temperaments]] of [[individuals]], there are certain particular learning [[capabilities]], and these too, must be known. You will [[eventually]] follow the [[progress]] of your [[children]] as carefully as you have followed the pedigrees of your purebred horses and dogs. Each individual will have these [[qualitative]] and [[quantitative]] [[measurements]] encoded in their records, which will be easily read by anyone, much as your medical records are now becoming digitized and [[standardized]]. So too will the learning capabilities, temperaments of [[children]] be given the same [[attention]].

+

MONJORONSON: Most definitely. Just as there are certain [[temperaments]] of [[individuals]], there are certain particular learning [[capabilities]], and these too, must be known. You will [[eventually]] follow the [[progress]] of your [[children]] as carefully as you have followed the pedigrees of your purebred horses and dogs. Each individual will have these [[qualitative]] and [[quantitative]] [[measurements]] encoded in their records, which will be easily read by anyone, much as your medical records are now becoming digitized and [[standardized]]. So too will the learning capabilities, temperaments of [[children]] be given the same [[attention]].

===='''''[[Brain]]'''''====

*Brain function and learning

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Vicki: Monjoronson, I’d like to talk a little bit about a [[function]] of our [[physical]] [[mechanism]], the [[brain]], here and how it relates to learning, and get some validation from you in this area. [[Psychologists]] are saying nowadays that when learning, our brains require periods of active engagement, alternating with quieter periods of [[diffusion]], so that we can absorb [[information]] and our [[experiences]] properly. Do you agree with this?

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MONJORONSON: Most definitely. Your [[psychologists]] are learning the [[wonderful]] [[facets]] of an [~~http~~://www.hungrymindbooks.com/ eager mind]. I might [[explore]] this with you further, that the temperaments are related to various capacities within the [[human]] [[mind]]. These will become more and more [~~http~~://en.wikipedia.org/wiki/Brain_mapping mapped] and there will [[eventually]] become a [~~http~~://en.wikipedia.org/wiki/Synapse synapse], a workable junction developing between [[education]] and [~~http~~://en.wikipedia.org/wiki/Developmental_psychology learning psychologists]. It has existed in the past, it will [[develop]] even more, and you will find more [[psychological]] and physiological links between these areas. It is important that the “maps” of the student’s [[individual]] [[mind]] be known. Children who have [~~http~~://en.wikipedia.org/wiki/Down's_Syndrome Down Syndrome] are well known for their capabilities and deficiencies. Their areas of expertise within these little people are well known and used to their great advantage. Were your [[psychologists]] and [[educators]] able to give the same [[attention]] to the broader capability of [[normal]] and enhanced [[mind]] [[function]], your educational system would expand tremendously in its capability to become more [[effective]].

+

MONJORONSON: Most definitely. Your [[psychologists]] are learning the [[wonderful]] [[facets]] of an [https://www.hungrymindbooks.com/ eager mind]. I might [[explore]] this with you further, that the temperaments are related to various capacities within the [[human]] [[mind]]. These will become more and more [https://en.wikipedia.org/wiki/Brain_mapping mapped] and there will [[eventually]] become a [https://en.wikipedia.org/wiki/Synapse synapse], a workable junction developing between [[education]] and [https://en.wikipedia.org/wiki/Developmental_psychology learning psychologists]. It has existed in the past, it will [[develop]] even more, and you will find more [[psychological]] and physiological links between these areas. It is important that the “maps” of the student’s [[individual]] [[mind]] be known. Children who have [https://en.wikipedia.org/wiki/Down's_Syndrome Down Syndrome] are well known for their capabilities and deficiencies. Their areas of expertise within these little people are well known and used to their great advantage. Were your [[psychologists]] and [[educators]] able to give the same [[attention]] to the broader capability of [[normal]] and enhanced [[mind]] [[function]], your educational system would expand tremendously in its capability to become more [[effective]].

−

*Mental stimulation, activity, naps, cookies and milk

−

Vicki: I asked this question because I think it informs us in how we plan [[activity]] for [[children]]. If they need a period of active engagement, and then a period following it where a [[Rest|diffusing activity]] allows them to absorb, then that is something that we can plan for, and so I considered this a rather important question.

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===='''''[[Typology]]'''''====

*“Mapping” temperament, abilities and disabilities for each individual

−

+

I’d also like to touch on the “handicap” that you [[expressed]] of our [[children]] not being able to read at an early age. I [[understand]] that this really has [[environmental]] implications, in that these children need to be engaged in a [[Text|print]] rich environment, with lots of pre-reading activities. But then, I’m also [[thinking]] about those other children that we are finding have a [[genetic]] predisposition to a reading disability. In our [[society]] we often call this [https://en.wikipedia.org/wiki/Dyslexia dyslexia]. What are your impressions of this disorder called [https://en.wikipedia.org/wiki/Dyslexia dyslexia]?

−

I’d also like to touch on the “handicap” that you [[expressed]] of our [[children]] not being able to read at an early age. I [[understand]] that this really has [[environmental]] implications, in that these children need to be engaged in a [[Text|print]] rich environment, with lots of pre-reading activities. But then, I’m also [[thinking]] about those other children that we are finding have a [[genetic]] predisposition to a reading disability. In our [[society]] we often call this [~~http~~://en.wikipedia.org/wiki/Dyslexia dyslexia]. What are your impressions of this disorder called [~~http~~://en.wikipedia.org/wiki/Dyslexia dyslexia]?

MONJORONSON: We have [[discussed]] this in the past, and I refer you to those past transcripts. Rayson has spoken of this in the past as well. This [[reading]] disability is one of several, and this will become part of the “map” of each [[individual]] who is a student. As I said, it is important that this map of each child be explored, noted, recorded and tested frequently, as some of these disabilities disappear, and sometimes disabilities do come into [[existence]] later. It is—I will not address this particular disability, but refer to it as one among many, which need to be known, so that the [[individual]] student can meet with success among their [[peers]], and if they are not able to meet with success, they can learn to [[accept]] the [[fact]] of their disability, and do a “work around” situation/program in their [[education]]. The vast [[majority]] of your students are “[[normal]]” and there are many exceptions. You will find similarities within the exceptions. It is as well important to treat children as [[accepted]] and [[appreciated]], acknowledging their disabilities from the [[norm]], and to [[group]] them only in groups where it is [[necessary]] to teach them [[effectively]]. In some circumstances grouping individuals with these disabilities only causes havoc and greatly distresses the larger groups, and this should be warded against.

===='''''[[Special Education]]'''''====

*Learning environments for handicapped individuals

−

+

Vicki: Thank you, and I think that that somewhat addressed another question that I have, and that had to do with those handicapped children that we are attempting to “[[main stream]],” into regular classrooms, or “general education classrooms.” It’s a [[challenge]], and I think the [[reason]] for it is that we do not want to [[isolate]] [https://en.wikipedia.org/wiki/Handicapped handicapped] [[children]], from the rest of their [[peers]], and vice versa. They need each other for [[growth]] and [[development]], and yet it is quite challenging, and at times very interruptive, to the learning [[environment]]. Do you have anything more to share about this?

−

Vicki: Thank you, and I think that that somewhat addressed another question that I have, and that had to do with those handicapped children that we are attempting to “[[main stream]],” into regular classrooms, or “general education classrooms.” It’s a [[challenge]], and I think the [[reason]] for it is that we do not want to [[isolate]] [~~http~~://en.wikipedia.org/wiki/Handicapped handicapped] [[children]], from the rest of their [[peers]], and vice versa. They need each other for [[growth]] and [[development]], and yet it is quite challenging, and at times very interruptive, to the learning [[environment]]. Do you have anything more to share about this?

MONJORONSON: Yes, most certainly. It is important for the [[Self esteem|self-worth]] of these [[children]], to [[appreciate]] that they are socially [[equal]] to others, that they are [[accepted]], that they are a part of the larger [[group]]. However, there is a [[necessary]] [[function]] to [[segregation]], one from a learning [[standpoint]], and the other from a position of disruption of the [[learning]] [[environment]]. We want them to learn that they are socially [[worthy]] to be with others, but that their disability in some instances requires them to be within their own [[group]], so that the others can learn adequately too. When those who are disabled disrupt the larger group, then it becomes a counter-productive activity. Do you understand?

===='''''[[Children]]'''''====

*The [[busyness]] of [[children]]

−

Vicki: Yes, very much so, and thank you for sharing that. That might give us a little bit better direction.

Line 124: Line 107:

MONJORONSON: [[Negatively]]! It is important that children [[practice]] role-[[playing]] in their early years. What you [[experience]] is much like the [[philosophical]] [[training]], which we spoke about earlier, that [[children]] do need [[time]] away to pretend that they are adults, to [[practice]] their role-playing to learn how to cope with the [[problems]] of being an adult, even before they are an adult. These are [[necessary]] for the [[individual]] to shortstop many adult [[problems]] that will occur in their older age as adults. Preventing this, or throwing children into [[activities]] that are too advanced for them, is very detrimental to the [[emotional]] and social [[stability]] and [[integration]] of that [[individual]]. When you have many adults who have been deprived of this, you end up with adults who, I would say, have generalized infantile [[social]] [[difficulties]] or disabilities, that had they been given the [[opportunity]] to [[fantasize]], to pretend, to [[practice]] at role playing, that these [[problems]] would have disappeared long ago. These always remain latent, just as you know that crawling and pulling one’s self up to chairs is prerequisite for walking, and that skipping is prerequisite to learning advancement, you would know that these social requirements need to be completed early on in life, rather than deferred.

−

The trouble with becoming an adult is that you are too old, you are in your [[peer]] [[group]], you are already raising your own [[children]], and therefore you do not go through these early social learning situations, and furthermore, your own [[children]] are often deprived of those [[experiences]] as well. So you have a redundant [[cycling]] problem within your [[society]]. There is much to be learned from [~~http~~://www.cambridge.org/catalogue/catalogue.asp?isbn=9780521609197 simple societies], whether it is in the [~~http~~://en.wikipedia.org/wiki/Australian_Aborigines aborigines] in the hinterlands of continents, or whether it is in the early social groups such as the [~~http~~://en.wikipedia.org/wiki/Quakers Quakers] and the [~~http~~://en.wikipedia.org/wiki/Amish Amish]. These [[cultures]] see the benefit of [[simple]] living, that they allow [[children]] to be children, and children learn through imitating and if they are not able to imitate or [[observe]] exactly, they will invent solutions themselves, in their own little [[work]] [[groups]] and little social groups. This is very important to a [[sustainable]] [[society]].

+

The trouble with becoming an adult is that you are too old, you are in your [[peer]] [[group]], you are already raising your own [[children]], and therefore you do not go through these early social learning situations, and furthermore, your own [[children]] are often deprived of those [[experiences]] as well. So you have a redundant [[cycling]] problem within your [[society]]. There is much to be learned from [https://www.cambridge.org/catalogue/catalogue.asp?isbn=9780521609197 simple societies], whether it is in the [https://en.wikipedia.org/wiki/Australian_Aborigines aborigines] in the hinterlands of continents, or whether it is in the early social groups such as the [https://en.wikipedia.org/wiki/Quakers Quakers] and the [https://en.wikipedia.org/wiki/Amish Amish]. These [[cultures]] see the benefit of [[simple]] living, that they allow [[children]] to be children, and children learn through imitating and if they are not able to imitate or [[observe]] exactly, they will invent solutions themselves, in their own little [[work]] [[groups]] and little social groups. This is very important to a [[sustainable]] [[society]].

I do not feel badly about mentioning [[sustainability]] over and over again, as this truly is the [[topic]] of my mission, to help bring this world and all its [[societies]] into the era of [[light and life]], an era when my [[work]] will be complete, and I can return once more to my [[brethren]] in [[Paradise]] and [[Havona]]. I am enjoying my stay while I am here, and my goal is to [[assist]] your world in to reaching the days of [[light and life]] — the other way of stating this era is an era of sustainable [[peace]], sustainable [[economies]], a sustainable global society, and so on. To attend to and reach the days of [[light and life]] is a topic I will hearken to repeatedly, for it sets the [[standards]] for all the [[work]] that we do. Of course, your evolving [[spirituality]] is connected to your evolving [[emotion]]ality, and your evolving social-self as a social [[organism]]. So, I hope you do not get tired of the refrain that I will give you continually.

===='''''[[Busyness]]'''''====

*Providing a sustainable educational environment

−

Vicki: Thank you, and to be quite [[honest]], I think that’s the [[purpose]] of these questions, is to inform us in ways that we can [[create]] and [[co-create]] a [[sustainable]] [[environment]] here, so I am always [[appreciative]] of these [[references]]. (MONJORONSON: Thank you.)

Line 139: Line 121:

===='''''[[Nature]]'''''====

*[[Connections]] with nature

+

Vicki: I’m going to [[change]] the direction here a bit. I’d like to talk about [[children]], of course, but in a [[different]] [[perspective]]. It [[appears]] that many children, especially those living in the [https://en.wikipedia.org/wiki/Inner_city inner cities] today, have become disengaged with [[nature]], and I’ve [[observed]] where they have actually [[expressed]] [[fear]] when placed in a natural setting, such as walking in the woods. My concern is that they are not developing an [[appreciation]], or a [[connection]] with the natural surroundings of [[beings]] and animals that is [[necessary]] for us to sustain our whole [[planet]]. Can you address this?

−

~~Vicki~~: ~~I’m~~ going to ~~[[change]] the direction here a bit. I’d like~~ to ~~talk about [[~~children~~]],~~ of ~~course~~, but in a ~~[[different]] [[perspective]]~~. ~~It [[appears]] that many children~~, ~~especially those living in the~~ [~~http~~://en.wikipedia.org/wiki/~~Inner_city inner cities~~] ~~today~~, ~~have become disengaged with~~ [[nature]], ~~and I’ve~~ [[~~observed~~]] ~~where they have actually~~ [[~~expressed~~]] [[~~fear~~]] ~~when placed in a natural setting~~, ~~such as walking in the woods~~. ~~My concern is that they~~ are ~~not developing an~~ [[~~appreciation~~]]~~, or a~~ [[~~connection~~]] ~~with the natural surroundings~~ of [[~~beings~~]] ~~and animals that is~~ [[~~necessary~~]] ~~for us~~ to ~~sustain our whole~~ [[~~planet~~]]. ~~Can you address this?~~

+

MONJORONSON: Yes. Walking in parks and going to zoos are adequate to educate children that these places of forests and animals exist, but it does not fully prepare them for living as one among many, in a natural setting. The true, thoughtful naturalist would be another [https://en.wikipedia.org/wiki/IHenry_David_Thoreau Henry David Thoreau], finding themselves among [[nature]], as just one of hundreds of [[species]] in a local area, and [[appreciate]] the [[fact]] that they are not alone, even without other people around them. What you are [[speaking]] about really has to do with the [[awareness]] of [[connection]]; connection to the [[earth]], connection to other animals, connection to the [[biosphere]] as a contributor or a detrimental element of that biosphere.

−

MONJORONSON: Yes. Walking in parks and going to zoos are adequate to educate children that these places of forests and animals exist, but it does not fully prepare them for living as one among many, in a natural setting. The true, thoughtful naturalist would be another [http://en.wikipedia.org/wiki/IHenry_David_Thoreau Henry David Thoreau], finding themselves among [[nature]], as just one of hundreds of [[species]] in a local area, and [[appreciate]] the [[fact]] that they are not alone, even without other people around them. What you are [[speaking]] about really has to do with the [[awareness]] of [[connection]]; connection to the [[earth]], connection to other animals, connection to the [[biosphere]] as a contributor or a detrimental element of that biosphere.

+

This is an important [[facet]] of learning to be a whole person. It is an aspect of being a holistic student of life, one who is aware of all that is around them, and is [[curious]] about that which [[Invisible|they do not see]], and which is not [[apparent]]. Unfortunately, there are [[literally]] millions of children in [https://en.wikipedia.org/wiki/Inner_city inner cities] around the world who have no [[idea]] that they are part of a [[biosphere]], and that they contribute to it in one way or another. This [[assists]] in teaching [[individuals]] that they are truly connected as one among many, and many who are connected to the [[one]]. This is important [[spiritual]] [[experience]] as well as a [[natural]] one that they need to have in their repertoire of [[memories]] and [[experiences]]. This tells you, as you have described it, gives you [[evidence]] of the imbalance of your world, your world [[population]] and how people are so tremendously unprepared to become a [[conscious]] part of the [[whole]], of the one, and be [[responsible]] in that regard.

−

This is an important [[facet]] of learning to be a whole person. It is an aspect of being a holistic student of life, one who is aware of all that is around them, and is [[curious]] about that which [[Invisible|they do not see]], and which is not [[apparent]]. Unfortunately, there are [[literally]] millions of children in [~~http~~://en.wikipedia.org/wiki/Inner_city inner cities] around the world who have no [[idea]] that they are part of a [[biosphere]], and that they contribute to it in one way or another. This [[assists]] in teaching [[individuals]] that they are truly connected as one among many, and many who are connected to the [[one]]. This is important [[spiritual]] [[experience]] as well as a [[natural]] one that they need to have in their repertoire of [[memories]] and [[experiences]]. This tells you, as you have described it, gives you [[evidence]] of the imbalance of your world, your world [[population]] and how people are so tremendously unprepared to become a [[conscious]] part of the [[whole]], of the one, and be [[responsible]] in that regard.

===='''''[[Experience]]'''''====

*The [[necessity]] of direct [[experience]]

−

+

Vicki: And my own comment would be that we can teach this in schools in the [https://en.wikipedia.org/wiki/Inner_city inner cities], but unless children [[experience]] it in a natural setting, that it really has little [[meaning]] to them. Would you agree with that?

−

Vicki: And my own comment would be that we can teach this in schools in the [~~http~~://en.wikipedia.org/wiki/Inner_city inner cities], but unless children [[experience]] it in a natural setting, that it really has little [[meaning]] to them. Would you agree with that?

MONJORONSON: Most definitely. Talking about something is much [[different]] than actually [[experiencing]] it. It is the experience that is primary to [[learning]]; otherwise it is just another [[academic]] experience. It is one [[thing]] to talk about the birth of a zebra; it is another thing to watch it. It is one thing to talk about the birth of a calf; it is quite another to attend to the birth of a calf or another [[animal]]. It is an [[experience]] that you will never forget. And living on your world is one that you will never forget through the duration of your future life. The more you [[experience]] [[reality]] on your world, the more that you will have to take with you into the [[afterlife]] and [[reflect]] on as [[learning]] experiences for that era.

===='''''[[Games]]'''''====

*[[Children]] and their electronic devices

−

Vicki: Thank you. It really speaks to how I view [[education]], and that is experiential; not the pouring of [[information]] into the [[minds]] of children, but allowing them, what I call holistic, authentic experiences, where they engage.

I’m going to move on to another [[topic]], related to children, and this has to do with all of their electronic devices; these include [[computers]], cell phones, sound systems and [[Games|gaming toys]]. Our [[scientists]] are beginning to [[measure]] both positive and [[negative]] [[effects]] in the use of these devices, because our children are attracted to these, and often are using these continuously. I do [[understand]] that it is our role as [[parents]] and adults, to monitor the amount of use of these devices, but I guess what I’m [[wondering]] is just what is the [[degree]] of safety here, so I’m asking you, from the [[standpoint]] of [[health]], could you offer us some [[advice]] on the safety of these devices for our children?

−

MONJORONSON: Yes, I would be most glad to. Aside from the effects of electronic [~~http~~://en.wikipedia.org/wiki/Radiation radiation], the most detrimental aspect of these devices is the development of [~~http~~://en.wikipedia.org/wiki/Ocd obsessive/compulsive behaviors], where the individual becomes just one more transistor in the regimen of this device, where they repeat and experience over and over and over again, as though this repetition would make them part of the [[machine]], and the machine part of them. It is an [[artificial]] way of living and [[experiencing]]. It is not altogether detrimental to these children as long as it is known when the learning curve has been maximized, and the child is withdrawn from that activity.

+

MONJORONSON: Yes, I would be most glad to. Aside from the effects of electronic [https://en.wikipedia.org/wiki/Radiation radiation], the most detrimental aspect of these devices is the development of [https://en.wikipedia.org/wiki/Ocd obsessive/compulsive behaviors], where the individual becomes just one more transistor in the regimen of this device, where they repeat and experience over and over and over again, as though this repetition would make them part of the [[machine]], and the machine part of them. It is an [[artificial]] way of living and [[experiencing]]. It is not altogether detrimental to these children as long as it is known when the learning curve has been maximized, and the child is withdrawn from that activity.

−

You will find in the [~~http~~://en.wikipedia.org/wiki/Elderly elderly], that these [[games]] are in [[fact]], very helpful to train the [[mind]] and keep it [[active]], that it acts as a preventative to [~~http~~://en.wikipedia.org/wiki/Dementia dementia] in the elderly. For [[children]], however, these devices often form [[habitual]] [[patterns]] of repetition, which are detrimental, and which takes the child away from the [[reality]] of their [[biosphere]], as we were just discussing. This is an unreality of life and it is artificial. It keeps the individual from experiencing real life that they will need to know and go through. Again, the harmfulness occurs when the learning curve has been maximized and where it becomes habitual or [~~http~~://en.wikipedia.org/wiki/ocd obsessive/compulsive]. The child needs to be withdrawn from that, when that [[evidence]] occurs. Thank you.

+

You will find in the [https://en.wikipedia.org/wiki/Elderly elderly], that these [[games]] are in [[fact]], very helpful to train the [[mind]] and keep it [[active]], that it acts as a preventative to [https://en.wikipedia.org/wiki/Dementia dementia] in the elderly. For [[children]], however, these devices often form [[habitual]] [[patterns]] of repetition, which are detrimental, and which takes the child away from the [[reality]] of their [[biosphere]], as we were just discussing. This is an unreality of life and it is artificial. It keeps the individual from experiencing real life that they will need to know and go through. Again, the harmfulness occurs when the learning curve has been maximized and where it becomes habitual or [https://en.wikipedia.org/wiki/ocd obsessive/compulsive]. The child needs to be withdrawn from that, when that [[evidence]] occurs. Thank you.

===='''''[[Computers]]'''''====

*How will [[computers]] fit into the [[future]] of [[education]]?

−

Vicki: I’d like to talk a bit more about computers.

I see computers really opening [[opportunity]] for us in terms of where and when [[learning]] actually occurs. My question would be, how do you see computers affecting how and where we educate in the future?

−

MONJORONSON: I would be most glad to. You will find computers offer a [~~http~~://en.wikipedia.org/wiki/Multicultural multi-cultural] venue for [[education]], where children in remote areas of remote continents, can be [[connected]] through [[satellites]] and have electricity through photovoltaic devices for charging batteries. This actually will raise the [[education]] level of your global [[population]] very rapidly, particularly to those remote areas where indigenous people live. It aids these [[groups]] in becoming enculturated to a global culture; it [[assists]] in individual’s learning [[skills]] and attaining levels of [[achievement]] through degree earning, and so on, where they would not otherwise be able to do so. They become accredited members of a [[professional]] [[society]].

+

MONJORONSON: I would be most glad to. You will find computers offer a [https://en.wikipedia.org/wiki/Multicultural multi-cultural] venue for [[education]], where children in remote areas of remote continents, can be [[connected]] through [[satellites]] and have electricity through photovoltaic devices for charging batteries. This actually will raise the [[education]] level of your global [[population]] very rapidly, particularly to those remote areas where indigenous people live. It aids these [[groups]] in becoming enculturated to a global culture; it [[assists]] in individual’s learning [[skills]] and attaining levels of [[achievement]] through degree earning, and so on, where they would not otherwise be able to do so. They become accredited members of a [[professional]] [[society]].

−

You have what is called [~~http~~://www.facebook.com FaceBook], and this provides a [[wonderful]] arena of social [[interaction]], that is a new form of social behaving and [[ethics]]. However, it is just another venue, but it will assist in some ways in your face-to-face social interaction with others, [[individuals]] and [[groups]], but is no substitute. You will find these [[computer]] learning [[environments]] [[wonderful]] adjuncts to [[learning]], but no substitute for face-to-face experiences. You will soon learn that these devices have [[limitations]], and it is important that you [[understand]] these limitations for learning, quickly and rapidly so that you do not expose large numbers of your [[population]] to unproductive or ineffective learning situations that do not augment or [[reflect]] the [[reality]] of your social life, and social [[ethics]] and social [[morality]].

+

You have what is called [https://www.facebook.com FaceBook], and this provides a [[wonderful]] arena of social [[interaction]], that is a new form of social behaving and [[ethics]]. However, it is just another venue, but it will assist in some ways in your face-to-face social interaction with others, [[individuals]] and [[groups]], but is no substitute. You will find these [[computer]] learning [[environments]] [[wonderful]] adjuncts to [[learning]], but no substitute for face-to-face experiences. You will soon learn that these devices have [[limitations]], and it is important that you [[understand]] these limitations for learning, quickly and rapidly so that you do not expose large numbers of your [[population]] to unproductive or ineffective learning situations that do not augment or [[reflect]] the [[reality]] of your social life, and social [[ethics]] and social [[morality]].

−

+

*[[Reality]] and social [[ethics]] of using [[computers]]

−

*Reality and social ethics of using computers

+

It is important as well, that the [[violence]] that your [[race]] and your nation has an [https://en.wikipedia.org/wiki/Limerance infatuation] with, not be [[supported]] or assisted to spread. This is very debilitating to [[Youth|young people]] and those who are susceptible to [https://en.wikipedia.org/wiki/Anti-social behavior anti-social behavior] and psychotic [[developments]] will find this venue fascinating, but highly detrimental to your larger [[society]]. So beware of the benefits and the hazards of these [[learning]] [[environments]]. Thank you.

−

It is important as well, that the violence that your race and your nation has an infatuation with, not be supported or assisted to spread. This is very debilitating to young people and those who are susceptible to anti-social behavior and psychotic developments will find this venue fascinating, but highly detrimental to your larger society. So beware of the benefits and the hazards of these learning environments. Thank you.

===='''''[[Spirituality]]''''', '''''[[Politics]]'''''====

−

*Religious freedom vs. spiritual expression in schools

+

*[[Religious]] [[freedom]] vs. [[spiritual]] [[expression]] in schools

−

+

Vicki: That was very [[informative]]. Monjoronson, this next question is a [[personal]] one, and it is something I struggle with: as [[spirituality]] becomes more a part of my life, I struggle with this. And so I’m going to begin here: [[Individuals]] running our [[public]] sector, have become quite [[Dogmatic|rigid]] about allowing any kind of [[spiritual]] [[expression]]. I [[understand]] that the [[intent]] is to protect [[religious]] [[freedom]], and I support that. However, when I look at [[children]], who we are attempting to raise more [[spiritually]], and who will want to [[express]] their [[spirituality]], I find a tremendous struggle with this, a disparity, since a large part of their life is spent in school. Could you help me reconcile this?

−

Vicki: That was very informative. Monjoronson, this next question is a personal one, and it is something I struggle with: as spirituality becomes more a part of my life, I struggle with this. And so I’m going to begin here: Individuals running our public sector, have become quite rigid about allowing any kind of spiritual expression. I understand that the intent is to protect religious freedom, and I support that. However, when I look at children, who we are attempting to raise more spiritually, and who will want to express their spirituality, I find a tremendous struggle with this, a disparity, since a large part of their life is spent in school. Could you help me reconcile this?

−

MONJORONSON: I will strive to do so. What you are seeing is another bit of evidence about the naiveté, the innocence, the youthfulness and lack of maturity and social evolution in your society, your nation and your global culture. You see what is needed, but your culture, which is reflected in your educational system, has not really gotten there yet. It is only now struggling to overcome the differences of church and state, whereas it is talking about church as religion; you are talking about competing authorities, which have no place in education. Religion is a personal choice for a religious authority, when one adopts that is their choice.

−

~~To foster religious education in public schools is not a positive or productive thing~~ to ~~pursue, as it causes a conflict of authority~~. ~~However~~, ~~it has not begun to sift and sort~~ the ~~more mature~~ and ~~evolved level~~ of ~~recognizing that there~~ is ~~an esprit, a spirit to the universe, which does not speak to religion~~, but ~~that there is science~~, ~~and there spirit; that there is something about the universe~~ which is ~~unreal~~, ~~which is unscientific, which is~~ not ~~measurable, but~~ yet ~~seems~~ to ~~under gird~~ the ~~whole operation~~ of ~~all that exists~~. ~~This spiritual enterprise of the universe is a reality that no matter how many decades~~ and ~~centuries pass cannot be washed away or ignored~~, ~~or stated that~~ it ~~does not exist~~. ~~You can state that religions do not exist~~, that ~~they do go away, that they do not have any authority, but you cannot do so for the spiritual element of the universe~~.

+

MONJORONSON: I will strive to do so. What you are seeing is another bit of [[evidence]] about the naiveté, the innocence, the youthfulness and lack of [[maturity]] and social [[evolution]] in your [[society]], your nation and your global [[culture]]. You see what is needed, but your [[culture]], which is [[reflected]] in your educational system, has not really gotten there yet. It is only now struggling to overcome the [[differences]] of [https://en.wikipedia.org/wiki/Church-state_separation church and state], whereas it is talking about church as [[religion]]; you are talking about competing [[authorities]], which have no place in [[education]]. [[Religion]] is a [[personal]] [[choice]] for a religious authority, when one adopts that is their [[choice]].

−

~~This~~, ~~dear one, is~~ a ~~matter~~ of ~~time~~ and ~~evolving maturity~~ and ~~thoughtfulness~~, ~~for~~ a ~~troubled educational system in this country and other countries. Your educational system will~~ not ~~become holistic~~ and ~~effective until it recognizes~~ that there ~~are some aspects of~~ the universe which ~~are unknowable~~, ~~mysterious and~~ which ~~causes you great curiosity~~, ~~and~~ of ~~course this~~ is a ~~wonderful facet~~ that ~~must not~~ be ~~swept~~ away ~~from your educational forum~~.

+

To foster religious education in public schools is not a positive or productive thing to pursue, as it causes a [[conflict]] of [[authority]]. However, it has not begun to sift and sort the more [[mature]] and evolved level of [[recognizing]] that there is an esprit, a [[spirit]] to the [[universe]], which does not speak to [[religion]], but that there is [[science]], and there [[spirit]]; that there is something about the [[universe]] which is unreal, which is unscientific, which is not measurable, but yet seems to under gird the whole operation of [[Everything|all]] that exists. This [[spiritual]] [[enterprise]] of the [[universe]] is a [[reality]] that no matter how many decades and centuries pass cannot be washed away or ignored, or stated that it does not exist. You can state that [[religions]] do not exist, that they do go away, that they do not have any [[authority]], but you cannot do so for the [[spiritual]] [[Dimension|element]] of the [[universe]].

−

~~===='''''~~[[~~Segregation~~]]~~'''''====~~

−

*Segregation and compartmentalization in education

−

Vicki: Thank you. That was helpful, because it really did delineate between religion and spirituality for me, and its role. I see the beginning of some reconciliation here in my thoughts.

+

This, dear one, is a matter of [[time]] and evolving [[maturity]] and thoughtfulness, for a troubled educational system in this country and other countries. Your educational system will not become holistic and [[effective]] until it recognizes that there are some aspects of the [[universe]] which are unknowable, [[mysterious]] and which causes you great [[curiosity]], and of course this is a [[wonderful]] [[facet]] that must not be swept away from your educational forum.

+

===='''''[[Segregation]]''''', '''''[[Gender]]'''''====

+

*[[Segregation]] and compartmentalization in [[education]]

+

Vicki: Thank you. That was helpful, because it really did delineate between [[religion]] and [[spirituality]] for me, and its role. I see the beginning of some [[reconciliation]] here in my [[thoughts]].

−

I’d like to go back; I missed one area of discussion that I wanted to talk about. It has to do with segregation and compartmentalization of our educational system, and as I said before, I see that we do this in many areas. One area that I’d like to talk about is gender. I see that oftentimes we segregate in certain activities, and even in certain schools. So my question is: How do you view this practice, whether it’s an all-boy, or all-girl school, or all-boy or all-girl activities?

+

I’d like to go back; I missed one area of [[discussion]] that I wanted to talk about. It has to do with [[segregation]] and compartmentalization of our educational system, and as I said before, I see that we do this in many areas. One area that I’d like to talk about is [[gender]]. I see that oftentimes we [[segregate]] in certain activities, and even in certain schools. So my question is: How do you view this [[practice]], whether it’s an all-boy, or all-girl school, or all-boy or all-girl activities?

−

MONJORONSON: There are of course, positive aspects to teaching only boys at one time, and only girls at one time, but there are certain behaviors and ways of behaving where they need to be separated. However, the compartmentalizing that you have and segregating that you have spoken about, is another aspect of the linearity of education and of thinking. Compartmentalizing and using logic are very, very immediately productive, but they do not always reflect the reality that you live in. Life truly is a continuum. If you were to segregate, you would see that there are little boys and little girls, and that there are adult men and adult women—and some are in-between for teens, which is very confusing to everybody! You would find that in actuality there is a continuum as these children grow into adulthood, and this reflects the reality that you live in.

+

MONJORONSON: There are of course, positive aspects to teaching only [[Male|boys]] at one time, and only [[Female|girls]] at one time, but there are certain [[behaviors]] and ways of behaving where they need to be separated. However, the compartmentalizing that you have and segregating that you have spoken about, is another aspect of the [[linearity]] of [[education]] and of [[thinking]]. Compartmentalizing and using [[logic]] are very, very immediately productive, but they do not always [[reflect]] the [[reality]] that you live in. Life truly is a [[continuum]]. If you were to [[segregate]], you would see that there are little boys and little girls, and that there are adult men and adult women—and some are in-between for teens, which is very [[confusing]] to everybody! You would find that in [[actuality]] there is a [[continuum]] as these children grow into adulthood, and this [[reflects]] the [[reality]] that you live in.

−

Both of these ways of viewing the universe, the world, the social sphere that individuals live in, both need to be taught; that simply using this compartmentalization, this linearity, lends itself to judgment, to inaccurate discernment, leads to thinking in ways which do not reflect reality of where you live. Extreme cases of this are prejudice and bigotry, that you are not one of us, because of your skin color; that you are not one of us because you come from a different clan or tribe, that therefore we can kill you, and it is justifiable; or we can segregate you, or we can capture you and use you as a slave. These are old, archaic ways of behaving, but they are still used in people’s thinking and treatment of others. This compartmentalization and linearity lends to inaccurate thinking, that there is separation from others, whereas in reality, there is no separation at all, but continuity and ultimately oneness. Your question is soundly based as it leads one into a larger way of thinking about your world, your culture, and your place in it. Anything that causes separation is artificial and does not reflect the true continuum of humanity, of which you are one and among.

+

Both of these ways of viewing the [[universe]], the world, the social [[sphere]] that [[individuals]] live in, both need to be taught; that simply using this compartmentalization, this [[linearity]], lends itself to [[judgment]], to inaccurate [[discernment]], leads to [[thinking]] in ways which do not [[reflect]] [[reality]] of where you live. Extreme cases of this are [[prejudice]] and [[bigotry]], that you are not one of us, because of your skin [[color]]; that you are not one of us because you come from a [[different]] clan or tribe, that therefore we can kill you, and it is justifiable; or we can segregate you, or we can capture you and use you as a [[slave]]. These are old, archaic ways of behaving, but they are still used in people’s [[thinking]] and treatment of others. This compartmentalization and [[linearity]] lends to inaccurate [[thinking]], that there is [[separation]] from others, whereas in [[reality]], there is no separation at all, but [[continuity]] and [[ultimately]] [[oneness]]. Your question is soundly based as it leads one into a larger way of thinking about your world, your culture, and your place in it. Anything that causes [[separation]] is artificial and does not [[reflect]] the true [[continuum]] of [[humanity]], of which you are one and among.

===='''''[[Simplicity]]'''''====

−

*Bringing back the one-room schoolhouse?

+

*Bringing back the [https://openlibrary.org/b/OL1429394M/universal_schoolhouse one-room schoolhouse]?

−

+

Vicki: It brings to [[mind]] when there was a [[time]] in our [[history]], where we had [https://openlibrary.org/b/OL1429394M/universal_schoolhouse one-room schoolhouses], where children of all ages and abilities and [[genders]] were taught in one-room, usually by one [[teacher]], and though at that time that was pretty limiting, children did have the [[experience]] of teaching one another. Nowadays, maybe with more [[immediate]] access to [[resources]] and to people, I’m [[wondering]] if this is a viable [[option]] again. Do you see this as a [[possible]] [[application]] in the [[future]] for [[education]]?

−

Vicki: It brings to mind when there was a time in our history, where we had one-room schoolhouses, where children of all ages and abilities and genders were taught in one-room, usually by one teacher, and though at that time that was pretty limiting, children did have the experience of teaching one another. Nowadays, maybe with more immediate access to resources and to people, I’m wondering if this is a viable option again. Do you see this as a possible application in the future for education?

−

MONJORONSON: Most definitely. This is truly an extension of the family learning environment, or multi-family, extended family learning environment. What has happened in your culture, your educational system is the extreme segmentation and compartmentalization of specialties. And you are now trying to get back to the integrated base, where children who are disabled become a part of the larger group. In the one-room schoolhouse situation you described, everyone in the room becomes acquainted with those who are disabled, and those who are brilliant; those who are crippled physically and mentally, and those who have exceptional skills, mentally, physically and socially, and so these one-room schoolhouses reflect the reality of your larger society, and this is where your educational system is trying to get back to. Having older children, who are experienced and capable, teach those who are younger and less capable. This resembles the educational system that you will experience in the afterlife as a morontial being, going through hundreds and hundreds of levels of education. Those who know, teach. Those who do not know are taught, and so on, so that always you are the student, become the teacher, who is still the student.

+

MONJORONSON: Most definitely. This is truly an extension of the [[family]] [[learning]] [[environment]], or multi-family, extended family learning environment. What has happened in your [[culture]], your educational system is the extreme segmentation and compartmentalization of specialties. And you are now trying to get back to the [[integrated]] base, where [[children]] who are disabled become a part of the larger group. In the [https://openlibrary.org/b/OL1429394M/universal_schoolhouse one-room schoolhouse] situation you described, everyone in the room becomes acquainted with those who are disabled, and those who are brilliant; those who are crippled [[physically]] and mentally, and those who have exceptional [[skills]], [[mentally]], [[physically]] and socially, and so these [https://openlibrary.org/b/OL1429394M/universal_schoolhouse one-room schoolhouses] [[reflect]] the [[reality]] of your larger [[society]], and this is where your educational system is trying to get back to. Having older children, who are experienced and capable, teach those who are younger and less capable. This resembles the educational system that you will [[experience]] in the [[afterlife]] as a [[Morontia|morontial being]], going through hundreds and hundreds of levels of [[education]]. Those who know, teach. Those who do not know are taught, and so on, so that always you are the student, become the teacher, who is still the student.

−

There is so much to learn in the universe, and in your society. The one-room schoolhouse provides an environment where you learn to cooperate, coordinate, get along, produce, become effective, or become disengaged, disenchanted and disenfranchised and sometimes in the worst cases, you are exiled by the group. This is a rarity in those larger one-room schoolhouse situations, though it seems to be an extension that is accepted in your current compartmentalized, linear educational system. You want to use the very best of the one-room schoolhouse as a continuing educational situation, and sending the children apart for specialized training that they need. They learn the wholeness of their society, and they learn to overcome their handicaps, and they also learn how to fully develop their potentials with other individuals, who can create competition for them, which is a positive aspect on occasion.

+

There is so much to learn in the [[universe]], and in your [[society]]. The [https://openlibrary.org/b/OL1429394M/universal_schoolhouse one-room schoolhouse] provides an [[environment]] where you learn to [[cooperate]], [[coordinate]], get along, produce, become [[effective]], or become disengaged, disenchanted and disenfranchised and sometimes in the worst cases, you are [[exiled]] by the [[group]]. This is a rarity in those larger one-room schoolhouse situations, though it seems to be an extension that is accepted in your current compartmentalized, [[linear]] educational system. You want to use the very best of the [https://openlibrary.org/b/OL1429394M/universal_schoolhouse one-room schoolhouse] as a continuing educational situation, and sending the children apart for specialized [[training]] that they need. They learn the wholeness of their [[society]], and they learn to overcome their handicaps, and they also learn how to fully [[develop]] their [[potentials]] with other [[individuals]], who can create [[competition]] for them, which is a positive aspect on occasion.

−

Vicki: Thank you. With that question, I would like to end this session and truly thank you, Monjoronson, because I feel we have covered some ground here that will direct us toward a much more sustainable educational institution. We’ve covered many, many areas today. The depth of your answers and the wisdom behind them, is going to help all of us, tremendously, as we map this out.

+

Vicki: Thank you. With that question, I would like to end this session and truly thank you, Monjoronson, because I feel we have covered some ground here that will direct us toward a much more [[sustainable]] [[educational]] [[institution]]. We’ve covered many, many areas today. The depth of your answers and the [[wisdom]] behind them, is going to help all of us, tremendously, as we map this out.

−

===='''''[[Magisterial Mission]]'''''====

*Monjoronson’s Mission

+

MONJORONSON: You can [[appreciate]] my own excitement for the decades and centuries ahead, as I am with your [[children]], grandchildren and ultimately your many, many grandchildren in [[generations]] in the [[future]]. I will be here, providing the same kind of [[wisdom]], [[guidance]] and [[practical]] [[assistance]] that you are receiving today, but I will be able to enjoy seeing the fruits of my [[efforts]] and those of our—yours and my—[[Angels|seraphic]] assistants.

+

*[[Future]] updates on [[Urantia]]’s [[progress]]

+

Vicki: And can I ask, will we be able to get a little window into this situation, once we leave [[earth]]?

−

MONJORONSON: You can appreciate my own excitement for the decades and centuries ahead, as I am with your children, grandchildren and ultimately your many, many grandchildren in generations in the future. I will be here, providing the same kind of wisdom, guidance and practical assistance that you are receiving today, but I will be able to enjoy seeing the fruits of my efforts and those of our—yours and my—seraphic assistants.

+

MONJORONSON: Most definitely. You will be [[tuned]] into the [[universe broadcasts]], which will have a byline from this [[planet]], speaking about the [[progress]] that is there. This is a broadcast of [[different]] [[proportions]] than you are used to, it is a multi-[[channel]], [[interactive]] sort of broadcast, where you can see what is going on from where you came from.

−

~~Future updates on Urantia’s progress~~

−

~~Vicki: And can I ask, will we be able to get a little window into this situation, once we leave earth?~~

−

MONJORONSON: Most definitely. You will be tuned into the universe broadcasts, which will have a byline from this planet, speaking about the progress that is there. This is a broadcast of different proportions than you are used to, it is a multi-channel, interactive sort of broadcast, where you can see what is going on from where you came from.

Vicki: Okay, that’s something to look forward to; that’s comforting—thank you. And I think that concludes my questions at this time.

+

===Closing===

+

*Becoming involved in the mission

+

MONJORONSON: I look forward to the coming weeks and months. As you have seen, we have a huge canvas in front of us, and we have used our pencil to [[outline]] the [[Vision|vistas]], [[horizon]]s and those [[topics]], which are near by. As we move forward in our [[work]] [[together]], we will begin to [[actually]] fill in the blanks of this [[outline]] that we have sketched. As this one was for [[education]], we will as well have one for [[peace]], for [[economies]], for [[health]]care, for [[family]] [[design]] and [[dynamics]], and so on. These are the [[fundamentals]] of a [[sustainable]] [[civilization]], and we have need to cover them all.

−

*Becoming involved in the ~~mission~~

+

What I am speaking about is actually “[[doing]]” something in your [[society]], [[together]]. Now we must, in ways, go forward, though we will continue here. We must go forward in other venues, to begin the [[work]] of [[designing]] a [[sustainable]] [[society]], beginning at the local level, with an eye on the grand level as well. I will guide you through this, as will our attending [[Melchizedeks]], who are most adept at [[teaching]], [[administering]] to these programs.

−

~~===Closing===~~

+

Each of you who hear this and who [[read]] this, will in some way in the [[future]] of your life be contacted by us, and be used by us if you are willing, to [[participate]] in this [[work]]. There is [[literally]] no end to the positions that need to be filled, and the [[work]] that needs to be done. The [[practicality]] of managing an [[evolving]] [[civilization]] is tremendous, and of course we have tremendous [[resources]] to assist you.

−

MONJORONSON: I look forward to the coming weeks and months. As you have seen, we have a huge canvas in front of us, and we have used our pencil to outline the vistas, horizons and those topics, which are near by. As we move forward in our work together, we will begin to actually fill in the blanks of this outline that we have sketched. As this one was for education, we will as well have one for peace, for economies, for healthcare, for family design and dynamics, and so on. These are the fundamentals of a sustainable civilization, and we have need to cover them all.

−

What I am speaking about is actually “doing” something in your society, together. Now we must, in ways, go forward, though we will continue here. We must go forward in other venues, to begin the work of designing a sustainable society, beginning at the local level, with an eye on the grand level as well. I will guide you through this, as will our attending Melchizedeks, who are most adept at teaching, administering to these programs. Each of you who hear this and who read this, will in some way in the future of your life be contacted by us, and be used by us if you are willing, to participate in this work. There is literally no end to the positions that need to be filled, and the work that needs to be done. The practicality of managing an evolving civilization is tremendous, and of course we have tremendous resources to assist you.

−

I give you thanks for attending to these sessions, to listening, to reading, to contemplating, to reflecting on what we have told and shared with you, and we ask you to be thoughtful and supportive of these programs, to the capacity that you are able. Nothing less and nothing more is expected than that, which you are fully capable of. Know that in addition to this, that you are loved! That you are appreciated and accepted where you are, that you truly are a member of a larger society, one which has bounds far past this planet. That you are in a family who supports you and cares for you, that there are literally millions and billions of beings who are unseen to you, who assist you in coming into the new era of your personal life, and the era of your planet. And we give thanks for that, and we give thanks for your attention. Good day.

+

I give you thanks for attending to these sessions, to [[listening]], to [[reading]], to contemplating, to [[reflecting]] on what we have told and [[shared]] with you, and we ask you to be thoughtful and [[supportive]] of these programs, to the [[capacity]] that you are able. Nothing less and nothing more is [[expected]] than that, which you are fully capable of. Know that in addition to this, that you are [[loved]]! That you are [[appreciated]] and [[accepted]] where you are, that you truly are a member of a larger [[society]], one which has bounds far past this [[planet]]. That you are in a [[family]] who [[supports]] you and cares for you, that there are [[literally]] millions and billions of [[beings]] who are [[unseen]] to you, who [[assist]] you in coming into the [[Epoch|new era]] of your [[personal]] life, and the era of your [[planet]]. And we give thanks for that, and we give thanks for your [[attention]]. Good day.

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