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2010-03-26-Monjoronson Special Session 8 (view source)

Revision as of 17:46, 6 November 2013

126 bytes removed , 17:46, 6 November 2013

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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]]'''''====~~

*[[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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===Dialogue===

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

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===='''''[[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]]?

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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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===='''''[[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?

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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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===='''''[[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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===='''''[[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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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 [http://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]].

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===='''''[[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 [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?

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]].

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===='''''[[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?

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]].

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*Mental stimulation, activity, naps, cookies and milk

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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

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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]?

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

*Learning environments for handicapped individuals

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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?

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

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

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

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

*Providing a sustainable educational environment

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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.)

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

*[[Connections]] with nature

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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?

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

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

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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?

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

*[[Children]] and their electronic devices

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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.

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

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

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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?

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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]].

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

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It is important as well, that the [[violence]] that your [[race]] and your nation has an [http://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 [http://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.

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

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

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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?

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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.

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

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

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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]].

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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.

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

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

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Vicki: It brings to [[mind]] when there was a [[time]] in our [[history]], where we had [http://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]]?

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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.

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

*Monjoronson’s Mission

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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.

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

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

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

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===Closing===

*Becoming involved in the mission

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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.

Rdavis

Bureaucrats, Administrators

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