Teaching and transformational learning
Primary school is probably the toughest competitive arena in society. Schools often have the most challenging competitive factors that exist, and this is the everyday life of our children. Some deal with this well and allow themselves to be driven by competition, while others experience themselves as losers and not good enough. If we go to the core of competition, we know that this is about fear. Fear of losing and fear of not being good enough. Some people are driven by fear and not being good enough. Upbringing with shame and fear actually leads to an inner stress in many children, where the focus is on achievement after achievement. We teach our children that it is always their latest achievements that define who they are. The children must do and perform, and the result is often set up and assessed as either worse or better than the result of others. Is this how we want to raise our children? Does competition contribute to the values and direction we want for the people of the future?
How much focus and understanding does relational thinking have in teaching and school systems? There is a big difference in how we approach students in relation to our intentions: Who do I become with students? Or how do I fix the students? If a pupil is rude and intolerable, how does the teacher handle this? Young people are in the emotions and in the moments. How do we deal with hearing "cunt-teacher" or "whore" and the like? Knowing what triggers others is a matter of sensitivity and sensing in the moment. When someone tells me how useless I am, rejects me or doesn't appreciate me, this triggers me in countless ways. When I am not recognized, I am triggered. When I am rejected, it triggers me. This is a bad way to communicate. We then teach children in an educational institution how to trigger back, or do it again. What about mental health and what we teach children? Unfortunately, there is a lot of bad stuff in Norwegian schools that parents, pupils and teachers have experienced.
Cultivating virtues and attitudes is preventive health learning. Most of the content in primary and secondary schools is knowledge, information and facts. We know that all knowledge and information today can be googled and downloaded from the internet. The cultivation of virtues and attitudes is not something we can download from the internet, and deals with our inner character and essence. It's about our perception and how we interact with each other and the world we live in. If we had focused more on cultivating virtues and attitudes in our educational platforms, we would have developed greater respect and understanding for each other, while at the same time increasing health prevention. Cultivating virtues and inner essence is one of the greatest health prevention factors there is.
We can ask ourselves what works and what doesn't. As long as we don't measure communication, we can't give a result. Children should be allowed to tell us what works for them. When the teacher teaches, what works? Research is about what works, or doesn't work. Development is what works. The way some teachers talk about their pupils is sometimes hair-raising. Some label children with characteristics such as lazy, incompetent, rude, ADHD, noisy, etc. These are usually symptoms that teachers need to do their job differently. If a child is not listening, there is something wrong with the teacher's message. Parents who stand up for their children who are being abused in the school system become exhausted. Some become angry and resigned. Many experience a high degree of powerlessness. What we label our children with is a sign of our own failure. If the child is troubled only in a school context, one might ask what it is that this teacher contributes to creating anxiety in the pupil? What is the teacher and the school system triggering in this pupil? If the child is anxious only in family contexts, what is the family (unconsciously) contributing to the anxiety?
We need to respond and think in relation to souls and not children. Why do we allow violation? When we know over the years what is going on and do nothing, we are involved. Is it okay for children to endure more than adults? When we express ourselves and our behavior towards others, everything is sensed in the field. Everything in the field senses the children. Our emotions are captured. What lies beneath the words is something children are hypersensitive to and catch. The words are one thing, but what lies beneath, the facial expressions and mood and what stays in the field, the children sense. Most children are like sponges. When they react, it's because there's something to react to.
In the world of work, business models tell us that we will never be better than the people who work in our workplace. What if we thought this way in the school system? That it is the staff and their quality that determines the results. Teachers who don't get it right, what do they do? Should they perhaps have had a mentor or listened more to the feedback from their pupils? Several schools have been inspected by the county governor and have many inspection cases hanging over them without anything else being done. The County Governor often does no more than say that a mistake has been made here and we will carry out an inspection. Several schools have become closed systems where parents have little access, especially if they give critical feedback. Parents have no authority to impose sanctions, and often fall short when fighting for better conditions for their children at school.
There is a big difference between learning and transformation. Expanded perception provides growth and rapid learning. Many refer to years of schooling as proof of their knowledge and expertise. With expanded perception and natural intelligence, we have access to all the knowledge that will be supportive of ourselves and our surroundings. In today's education systems, we learn various topics such as biology, history, language and mathematics. Transforming learning is when we understand our electromagnetic body and how the body, thoughts and emotions work. If we blindly follow teachers or tutors who are not happy in their lives and who are out of balance, this will simply have an unfortunate effect on us. When we listen to the truths of others, it would be wise to have a critical approach in relation to what perception and being this person has in their life. As a teacher, supervisor, mentor, leader, president, doctor, therapist or psychologist, we have a very important responsibility. The most important resource is our inner state with high awareness, natural intelligence and balance.
MindValley Academy founderVishen Lakhiani points out that learning is about reading philosophy on different topics. With transformation, we learn to connect with people around us and create healthy and good relationships with everyone. Transformation refers to our ability to go inward and connect with our own spiritual core. In our society, we rarely talk about transformation, where instead we have become obsessed with learning. Vishen believes that by 2029, all young people will have a security memory in their smartphones and watches, and that we therefore need to stimulate creativity with greater choice. We need to teach young people transformation, so that they can expand their way of seeing life and broaden their perception. A brain that has expanded can never shrink to its original size once we have changed our worldview. Once we have become more empathetic, kind, compassionate, authentic and independent, we will never lose this perspective.
Those who have studied transformation claim that these come from two different situations; They can come from ailments, things that put us off course, loss or illness. When we get through these challenges, we are wiser and see the world through new glasses. Transformation comes in this situation through suffering, and from a gradual development of meaning creation. The second way of transformation takes place when we learn through mentors and people who have undergone transformation themselves, and who want to help us find the right course. People who stand in their inner wisdom can help others with transformation so that they do not have to go through suffering. Masters who go through challenges know how to sail through it, and that challenges are present to give us a lesson.
Through education, we can help people transform, so that we prevent suffering and disease. We must learn new models of spirituality, creativity and entrepreneurship. We need to learn that love must not come from external surroundings, but that this is generated from our inner. We need to learn how to live healthy lives and how to deal with relapses, mistakes, emotions, sorrows and challenges. In addition, we must learn to face experiences and crises constructively. When I relived the biggest crisis of my life, I was stabbed in the back by the Norwegian aid apparatus. What saved me came from a completely different team, from mentors and teachers through the internet and other communities.
Being human is a wonderful opportunity where we can transform all aspects of our existence every day. When we live from clarity, inner knowledge and balance, we make better decisions and have good relationships in our lives. With this we get closer to our soul's reason for being here, and we are better equipped to serve other people. Today we see the rise of mental illness, anxiety, depression, addictions and autoimmune diseases. It is often these challenges and diseases that lead us to the existential questions and our understanding of the world seen through our senses and spirituality. Now we can create systems and teaching that develop people, to understand health and how we function from within. The most important learning and transformation is about the nature of the human system as part of the larger nature and creation of the earth and the universe.
