|
A
characteristic of our computer age is the ease with which youngsters can
"crack the system". Young achievers are a remarkable feature of the times,
and they are challenging the adult world and paradigms in many ways.
A less happy characteristic of the same period
was the emergence of many young children who were labeled as having
Attention Deficit Disorder (ADD) or ADHD (Attention Deficit Disorder with
Hyperactivity).
Are the two associated? Is either associated with the emergency of a new
type of human being?
Learning Difficulties:
Frequently
complaints of teachers were about the lack of attention, short
concentration span, or inability of increasing numbers of children to
remain still, which resulted in the child being prescribed calming drugs
such as Ritalin. This quiets behaviour, and the child is more manageable.
However, whilst undoubtedly assisting some, it is often disputed that it
actually deals with the source of the "problem" for the majority of
children, who do not wish to take the drug. A few years ago, Eric Jensen,
a visiting American educationist, remarked that of the 5% of American
children who were on such drugs, .05% should be. In South African, there
are now classes where children NOT on Ritalin are the exception to the
rule.
Reports by psychologists frequently show that these children have an above
average age-level ability in at least one area (often reading) and
sometimes in several, but fail at school. The easiest solution is to keep
the child back or recommend "special education". This may result in
deteriorating performances, since there is a likely link with boredom in
the original under-performance. It would appear that the child does not
want to be in school and is not interested in the run-of-the-mill school
subjects.
For
the past few years, I have been assisting many such children, for
hard-pressed teachers have larger classes now, and more varied problems to
deal with, and cannot give the much-needed individual attention that
children undoubtedly need, especially those who are not motivated. The
latter are sometimes referred to me. Given the equivalent of driving
lessons for the brain, a few "survival skills", and a belief in their own
ability, most children are then able to cope at least with the demands of
their teachers and the examinations system. They know that their purpose
in life is not to go to school, but something more.
Is it
coincidence that the emergence of this "educationally-challenged child"
has been simultaneous with the increase in numbers of children all over
the world who seem different, and even have a different "colour" in their
aura?
The Green Children of the East:
Traditionally in Japan, the "life-light" of most men is blue, with yellow
light associated with women. Pink light was associated with rare, psychic
individuals who were not commonly understood. Today a new green colour is
becoming more frequent.
In
1995 a Japanese writer Mayumi Mori noted the appearance of what she called
"Homo Superior" amongst children, asking, "Are these children, then, the
first members of a new, "improved" race, the next step after homo
sapiens?" (From I to We, New World Group, 1995). She writes:
Some
of the children that are being born now are so different from their
parents that ... it is "as though Earth humans are giving birth to
extraterrestrials". This appearance of green life-light is a new stage of
evolution... These children have to carry much heavier burdens than their
parents do, but then they have greater capacities to do so. The body
makeup and abilities of the human species is being completely renovated...
there will be difficulties in adjusting, particularly since the parents
will not completely understand them. It is natural for the children to
have some behaviour problems as today's society was not designed to
accommodate them ... The success of the whole project will depend entirely
on the ability and willingness of the old-type humans to accept the
newcomers. (p.142)
This
is seen as a world process, as we move from Chi-no-ri (characterized by
polarities, separation, hierarchies, cycles, cause and effect, and
material-centered) to Ten-no-ri, a holistic and universal time, when
thoughts may be realized, and karma erased.
The Indigo Children of the West:
In
1998 a similar phenomenon was mentioned by Lee Carroll (Kryon VI,
Partnering with God) - the appearance of a new type of child (many now
young adults), described as having an indigo "colour" (aura). In 1999 Lee
Carroll and Jan Tober published The Indigo Children, comprising reports
and extracts from a number of psychologists and educationists, in which
the matter is dealt with in more detail.
What
are the characteristics of the "indigo" child? They are noticeably
different to the "normal" child: they do not like to be treated as
children, they like to be shown respect, they seem to "know who they are"
and wish to be treated accordingly. They prefer the truth to lies and
subtle attempts to manipulate them are not likely to be successful.
Attempts to punish them are likely to fail, and adults who wish to
discipline young Indigoes must learn to be more forthright, giving
explanations, so that the child take responsibility and self-discipline is
practiced.
There
appears to be a frequent overlap between the indigo children, and those
labeled ADD/ADHD. Not all "indigos" are ADD however, and not all ADD
children are Indigos. Many Indigos do not perform well in school, but show
occasional bursts of genius, with marks ranging from A to H in various
subjects. Others cope, but remain quiet. They participate willingly, if
allowed to contribute meaningfully, rather than when treated in a
patronizing or authoritarian manner.
For
those of us interested in metaphysics, there can be little doubt that
these new humans are here with purpose, and that this purpose is
undoubtedly associated with the approaching end of this period of earth
history. This unverified "cosmic" knowledge can moreover be linked with
theories such as Jung's collective unconscious, or Rupert Sheldrake's
morphic resonance.
Many
scientists, such as Ornstein, have now given us knowledge of the hidden
genius of the human mind, and developed our understanding of the functions
of the brain's hemispheres. The materialism of the West and the mysticism
of the East may almost be seen in left and right brain terms, but as Gary
Zukav wrote in The Dancing Wu-li Masters, the gap between East and West
has been bridged by the New Physics. Quantum Physics has been made
comprehensible by writers such as Danah Zohar, or Deepak Chopra, and can
in turn be linked to the development of Neuro-Linguistic Programming,
which looks at the impact of thoughts (energy) on events. Others have
provided the new tools to unlock that potential, such as techniques for
lateral thinking, or for kinesiology (Brain Gym) (Kline, Buzan, De Bono,
Dennison).
The
more we become aware of the links between spiritual and physical
realities, the greater becomes our need to find a balance between the two.
Some people are eager to make the next "quantum leap", but this leap
cannot happen to selected individuals alone. And we must therefore work
together not only in understanding the new children, but in assisting them
in achieving their potential, in whatever way we can. "From I to We" - we
are part of their purpose, as they are of ours.
Parents of Indigo children:
Love
them, and guide them; don't treat them as babies! And don't try to change
them. Be firm, but flexible.
Teachers of Indigo children:
Many
of you were trained in the old paradigm: Children should be seen and not
heard, should do as they're told, and respect their elders. My old poster
read: Lord, Give me Patience - But be Quick! Throw this one away and
become tolerant and understanding; allow the children to assist in finding
solutions. These children will give you respect - if you deserve it.
As the
old saying goes, we can choose to be part of the problem, or part of the
solution: We are all involved, let us evolve together.
by Dr Elaine Lee
Note on the author:
Elaine Lee is a former lecturer at Wits, JCE and Promat colleges. She has
worked as an independent consultant for the past seven years, giving
motivational courses as well as courses on accelerated learning and
whole-brain reading. Her focus has been on assisting people to realise
their potential by showing them how the mind works, or why it doesn't! She
has been aware that more and more of the people she works with are indeed
"different" and that the old solutions are inappropriate. If your "indigo"
child needs help, you can contact her at 011 465 1859. Dr Elaine Lee, P O
Box 68108, Bryanston 2021
melee@global.co.za Tel/fax: 011 465 1859
Indigo
Children's Chat Room
 |
