Guidelines for educating the Indigo Child.
Guidelines, proposed by Holistic Pedagogy, are needed in order to allow the Indigo Child to face the process of knowledge acquisition in the school space with positive results.
There is a clearly appreciable reality, today, which arises in the Educational System: Children who have Indigo Vibration attend the school, which have other interests than infants of past times, have different demands, such as: They ask to the school that provides content that is connected to the daily life and that motivates them to learn with enthusiasm, since the monotony of the school routine causes them a tedious sensation.
However, the Indigo Child requires certain guidelines to be able to face his learning process with positive results, and they are provided by the discipline of Holistic Pedagogy, which traces certain guidelines that must be taken into account and are the ones that are explicitly explained. then:
* To stimulate the development of the internal creative potential that the Indigo Child already carries, since the latter constantly needs to carry out activities that give him the chance to create and build, since he is an innate inventor.
* Promote, through the relevant school activities, the exercise of the faculty of reflection and analysis, in order to unravel the causes of each phenomenon (taking into account that the Indigo Child shows interest in investigating the causal relationships of events, phenomena, situations, etc.)
* Provide teaching content that is linked with deep knowledge about various spiritual traditions and philosophies, being able to explore each of which, without taking sides with any particular one, but with the objective of nourishing each source to have a knowledge integral. The Indigo Child investigates in each tradition, taking the best of each of them, is eclectic, because of each philosophy, integrates knowledge, knows how to take from each source the knowledge that it requires.
* Promote school activities that enable the Indigo Child to sharpen and refine forms of knowledge through intuition and perception (bearing in mind that the Indigo Child captures knowledge from the sensory-perceptual, since this way of introjecting knowledge is hyperdeveloped, much more than the capture by the way of the intellect, and that does not imply that it discards the intellectual knowledge, but that it knows how to integrate the thought with the emotions, being able to achieve a genuine balance).
* Promote self-evaluation mechanisms, which allow the student to make a deep introspection about their academic performance, so that their own inner voice will set the course to follow, beyond all external addressing, which is valid, of course, and not discard
* Foster in the Indigo Child the need to seek knowledge by exploring and experimenting, avoiding memorial learning and mechanical repetition (The Indigo Child learns by the experimental method, being able to test theories, seeing their practical implications, since he needs to explore- and by therefore experiment- constantly, and then draw their own conclusions autonomously, without the need to receive a prefabricated conclusion, because he is able to reason on his own).
* Constantly stimulate the student to be responsible and autonomous in their learning process, so that they know how to design their own path along it, without verticalist impositions by the teacher
* Encourage Indigo Children to develop solidarity activities outside the usual schedule of the school day, so that they can display their feeling of compassion and help towards their peers.
In addition, there are [1] other guidelines, no less important than those disclosed above:
-To have an Educational System: "That offers small groups" (sic), because the Indigo Child generally does not feel comfortable working in large groups.
-The Indigo Child requires an Educational System: "That respects their natural rhythm of learning" (sic). This means that the Education system should not impose on the Indigo Child a learning rhythm that exceeds its own natural and personal rhythm, but basically that it should not be passed over the individual rhythms, but, on the contrary, accompany them.
- To have in the schools “spaces of green areas as far as possible” (sic), since the Indigo Child enjoys and loves contact with the Elementals of Nature, because they allow him a deep spiritual connection.
The Crystal Children and the right climate for their school performance.
It is necessary to take into account certain factors that are important for the generation of a favorable climate that leads Children with Crystal Vibration towards obtaining educational achievements.
By nature, Crystal Children are [1] "very sensitive to the surrounding environment, sounds, colors, emotions, smells, chemicals, violence", which is why they require an adequate climate for their learning process to develop in a way successful in the physical space of the school classroom. What are the factors that contribute to creating this climate? They are the ones mentioned below:
- That there is empathy and harmony in the bond with their peers (The Crystal Child radiates Peace in all the environments that he frequents, and he needs to find this in every being with whom he relates) .The Crystal Child learns better, when it relates to their peers in an affectionate way and when it is accepted by others.
- That the school classroom be a space where respect and order prevail, naturally and not imposed from outside. (The Crystal Child values respect and order, as a natural product, but not at the price of an external direction of the human being. Respect and order are given spontaneously, it arises from within each one, but they are never the results of a guideline marked by the teaching authority of the teacher or the school manager).
-That a cooperative relationship be established between the members of the class group, above the ego and competitiveness, being able to see a Brother in the Light like him, and not a rival to win. (The Crystal Child is supportive, nothing understands about selfishness and excessive ambitions, treats everyone equally, without exclusions or differences, and does not do it for diplomacy, but that is his innate attitude, because he does not know about conveniences of any kind ).
- That the teacher knows how to create a bond of trust and understanding with the Crystal Child, so that the latter is open to a fluid and enjoyable communication. (It is necessary to bear in mind that the Crystal Child experiences invisible phenomena, which many times for fear of being rejected or being the object of sarcasm, do not count them, and then he must find in the teacher someone who knows how to listen and contain him)
-That the aulic space be an enclosure in which debates of ideas are carried out in a loving climate, being able to respect people and other people's arguments (El Niño Cristal does not tolerate verbal confrontations tinged with violence and authoritarianism).
-That dialogue is generated as an instrument of conflict resolution. But a dialogue in a loving tone, that avoids discord, that is constructive (The Crystal Child always prefers the use of the word in an edifying way, because apparently he speaks little, but when necessary it is expressed with forcefulness and clarity, but never with verbal violence).
-To ensure that the teacher constantly stimulates the student's progress, as a way of encouraging him to grow multidimensionally (that is, in the dimensions: physical, mental, emotional and spiritual). The Crystal Child needs the constant incentive of his environment, because that drives him to grow and develop in all its facets.
That the school undertakes a constant communicative process with the family of the Crystal Child, so that the latter has reliable information on how it is evolving in the learning that it covers the mentioned dimensions (that is, physical, mental, emotional and spiritual). The Crystal Child needs to be stimulated by his family, in addition to the school, taking into account that the education process It is generated first, and throughout life, within the family, and then ends up in the institutional school space.
In short, the aforementioned factors stimulate the generation of an adequate climate for the Crystal Child to have a successful school performance, in the context of New Education, which is provided by principles emanated from the Holistic Pedagogy. If the Crystal Child develops in an unharmonious climate in the school, unfavorable academic results will surely be appreciated, however if we offer them a climate of peace, harmony, trust, and empathy So, we will observe in each of them successful school performances. The challenge is to know how to build a favorable climate, so that the Crystal Children show interest in school tasks and this translates into a positive result with respect to the academic achievements.
Lic. Luis Alberto Russi Gerf .
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[1] Source: Characteristics of the Crystal Children, in http://www.conocimientosweb.net
