How do today's children handle information, especially those born after 2005?
What pedagogical tools do you need?
What to do and not do as a parent or teacher?
Why these rapid changes, both physically, psycho-emotional, cognitive, psychic and energetic?
Now, children now have psycho-emotional and cognitive needs different from those of the last century. They have other modes of learning and require a different education that is not linear.
Why these profound changes?
Part of the answer is obvious: society has changed, technology, the media, overstimulation of children since the prenatal period have changed; the parents have changed… It was foreseeable that the incoming generation of children was going to change proportionally, bringing with them a formidable Transgenerational Systemic Information (IST) and inherited fields (CH), as explained by Ms. Angelica Olvera (Mexico, 2009) of Systemic Pedagogy.
Anthropologists and sociologists projected the arrival of more inclined children to the latest technology, to some extent more selfish, individualistic, "I don't care about anything ...". Some of this may be observed in some young people, but in the young child, his high level of empathy, his most humanistic aspect, his high level of perception and sensitivity, as well as his enormous intuition, call a lot of attention. They are mostly endowed with an over-developed emotional intelligence, as evidenced by the research we conducted in Bolivia in 2006.
Is something else happening than a simple generational lag?
Anything else is happening?
We see several axes of common denominators in terms of children, especially those born after 2005.
1. On a physical level, your metabolism is changing, as if your ATP processes more energy with less food and sleep. Your hyperesthesia (over attention of your five senses) is higher too.
2. Your Emotional Intelligence (IE) is more developed, as well as the activation of the frontal lobe. Its level of empathy, its capacity for supra-observation and its capacity for associativity are striking.
3. Some have an intuitive level out of the ordinary, what we call Energy or Intuitive Intelligence (IEI) due to the ability to be more often than adults in alpha and theta brain waves.
4. Some have the interdimensional or multidimensional or multidimensional capacity, relative to an intelligence capable of connecting with morphic fields and a transcendent intelligence described by Dr. Gardner and Armstrong (also called Existentialist Intelligence by some psychologists).
5. In general, they present the self-development faculties described by Dr. Abraham Maslow. In other words, they are self-taught and autonomous from an early age.
6. Learn with different multiple intelligences; the least favorite linguistic-verbal is precisely the most often used in the school context. They present in general a great cognitive precocity and psycho-emotional maturity.
The paths of learning
The information goes from the bottom up, from the reptilian brain to the cerebral cortex. Therefore, education has to be integral, also covering the needs for survival (physical, safety ... that corresponds to the reptilian brain) and emotional-emotional needs (corresponding to the limbic or emotional brain).
Then we have to attend both hemispheres, promoting exercises that serve both the right and left hemispheres, with a priority over the right hemisphere before the age of ten, as evidenced by the Japanese pedagogue, Dr. Makoto Shichida (with language teaching, creativity, movement, contact with nature, music, perfect hearing, art, movements, many movements, play ...)
And we have just arrived at the so-called fourth brain, the prefrontal cortex (two frontal lobes), the most recent, where, as the French pedagogue researcher Michelle Fourtune (Marie Pré) emphasizes: “Those who are totally open to the future, those who prepare actions future with lucidity, plan and reflect without personal interest ”. The fourth brain can transcend the emotional and rational to precipitate its visions at the material level. Accept the difference, want to help and share. It is extremely empathetic.
Two key concepts can be highlighted:
1. Information that comes from outside spreads vertically to the brain (from the reptile to the emotional and from the emotional to the cortex) which must be sufficiently released to transmit the information to a higher level
2. And the information that comes from inside? How do we process it?
The paths of wisdom
A path (1) is the intuitive one, which corresponds to the information of the psychic. The other (2) is the transcendent that corresponds to the activation of the pineal and pituitary gland. The third (3) is called the path to the heart, which corresponds to the call conexi n mind-heart n . With this, the modus operandi of the children of now, the ones to come and the new society that emerges with them, the homo noeticus or noosphericus, is outlined according to the theory of some anthropologists Current and other researchers.
A new holistic intelligence
We can then move on to the theory that today's children manage a kind of new holistic intelligence, which activates new learning patterns and the integral functioning of the brain, of mitochondria, of the ATP, of the thymus, among others; an intelligence that receives the information in the form of insight or flash and that would release the old association we created with the information and the sensations received, which would allow us to work with new parts photographic cells. This phenomenon will accelerate the process of our life system leaving the old paradigms and merging with a higher level of consciousness. That is to say, to be able to access a system of wave-particles thanks to a more developed sensory apparatus, towards a new holistic ripple continuum based on light forces of a bio-metric nature.
That would explain that really these children and the new society that emerges with them follow new patterns of learning, feeling, interacting and being, which indicates that they can hardly adapt to educational systems. from before and encourages us to urgently promote an r-evolution in our way of teaching, learning and living.
As Teilhard de Chardin and the scientist Vladimir Vernadsky says: We are opening ourselves to the planetization stage of the four-dimensional mental-spiritual consciousness, that we are one people, living in One world and share a single destination. At the moment when the noosphere becomes conscious we will pass from the condition of homo sapiens to the condition of homo noosphericus .
Photos: by María Rojas (Cuba), Pedagooogia 3000 and ASIRI Archives.
Graphs 1 and 2: Results of the Kirlian Chamber with a 2-year-old and 6-month-old child, Mexico City, 2008, investigation by CUDEC Angelica Olvera and Noemi Paymal. Where you can see the alignment of the child's energy centers and the activation of the pituitary gland.
Graphics 3: the paths of learning
Graphics 4: the prefrontal cortex or fourth brain
Graphics 5: the paths of wisdom, inside information
-> Seen at: http://rejillasdeluzypaz.wordpress.com/2009/03/17/¿por-que-han-cambiado-los-ninos-y-ninas-de-hoy-¿o-funcionar-sus-cerebros /
