All human beings are born creators. If you don’t believe me, I urge you to recall when you were a child. Didn’t you love to paint and dance and sing? Didn’t you love to indulge in imaginary worlds you conjured up in your head? Children are naturally creative. It’s one of the things that makes us human. The problem is we’ve been cultured out of our creativity as we’ve grown older. The problem is we have been educated.

The education system is due for a major paradigm shift. For too long, it has been stuck in the dark ages. Teachers still stand at the front of the classroom and deliver information, much of it meaningless in the whole scheme of things. Schools encourage competition, conformity, obedience and standardization, while also engaging in the suppression of our natural, creative impulses and critical thinking faculties. Children are moulded and conditioned via the factory model of education to be unquestioning worker bees in a system that does not care for human progress. As a result, our species is stagnating. In order to reach the next stage of our evolution, the education system must undergo a revolution of its own.

Buckminster Fuller once said, ‘You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete.’

The Six Dimension Model

Around ten months ago I had a profound and very sudden awakening brought on by the realization that humanity was on a collision course with itself. It was at this point that I decided I was going to dedicate my life to changing the education system. Like Fuller, I thought it was much more pragmatic to wipe the slate clean and start over than to try and patch up the leaks of the old system, so I came up with what I call The Six Dimension Model.

In no particular order, these six dimensions are Self-Discovery, Inquiry,Sustainability, Innovation, Communication, and Empathy.

Self-Discovery

The first of the six dimensions focuses on the internal and personal growth of the individual child. Children will have access to all the avenues of discovery they desire, from artistic and aesthetic practices to sports, outdoor activities and everything else in between.

Creative play will be a part of every day, and students will be given free reign over a wide range of creative tools and resources with which to draw, build, invent, compose, design, imagine, and experiment to their heart’s content. Teachers will take the time to get to know each child on a personal level, and will make every effort to nurture and unearth each child’s natural abilities, passions and interests.

Children of all ages will take part in meditation and mindfulness practices to help them align with the essence of who they are and assist them in finding the path they wish to take with their lives. This will not be a mandatory practice, but instead will be something the school system highly encourages as a tool for self-discovery.

Inquiry

This dimension is all about providing learners with the tools and resources to be completely independent critical thinkers, and to discern information through an investigative approach. The role of the teacher will shift from an information dictator to a facilitator of open dialogue. Traditional teaching methods will make way for more Socratic-style mentoring, which involves probing and challenging students through a process of open-ended questioning. Socratic mentoring is named after the Athenian philosopher, Socrates, who wisely said, ‘I cannot teach anybody anything – I can only make them think.’

Schools will not teach a single version of history. Instead, children will investigate the evidence from a number of different perspectives, and alternative accounts of history will not be dismissed or overlooked. They will then collate and weigh that evidence before reaching their own conclusions. Differences in opinion will be encouraged and will be a necessary departure from the Orwelliangroupthink mentality of the herd. Philosophy will also be taught as part of this dimension, giving students the ability to challenge their own rigid belief systems and open themselves up to different viewpoints and perspectives. The classroom will be a place where children truly feel like they are able to question everything and have their views respected, no matter what those views may be.

Religious doctrines will be abolished as they have no place in the education system. Open discussion of religion within a philosophical context will be encouraged however, as such discourse is highly valuable.

Sustainability

At present, the education system does not take our environmental reality seriously enough. Sustainability must be a primary focus in any new system. With the catastrophic deforestation of the Amazon, the plastic junkyards in our oceans, the pollution in our atmosphere, the displacement and destruction of our ecosystems, the threat of nuclear radiation, and now the plundering and pillaging of the Arctic regions, it is paramount that our children are not sheltered from the truth of our real and lasting impact on the environment.

Students will learn all about intelligent and effective resource/waste management, will interact with new energy technology in all its forms, and will be empowered to become problem-solvers with regard to the environmental crises facing our planet. Immersion in nature will be an integral part of this model, as it is crucial for us to regain our connection with the earth and with all life on it. The aim will be to get children out of the traditional classroom setting as much as possible and into a diverse range of environments that suit the learning context.

Children will also be equipped with the skills to become self-sustainable. This means being taught how to grow their own food, how to provide their own energy supply, how to build a house that can withstand the elements, and all other real useful life skills that allow them full autonomy over their own lives. The aim is to give young people the freedom of not having to rely on any system to do everything for them. They will be shown how to make sound choices for their health and wellbeing, through good nutrition, regular exercise and meditation. Again, it will be the responsibility of the children to look after their own vitality, and none of this will be forced on them.

Innovation

Humanity’s greatest feats of creativity and progress have always been born out of unconventional ideas. Out of the box thinking will be deeply ingrained in the philosophy of a new education system. Schools will place a great deal of emphasis on divergent thinking, that is, thinking that does not require a clear right or wrong answer to any given problem. Divergent thinking strategies allow children to sharpen their natural creative intelligence so that they may reach their highest potential as innovators of the future.

All unnecessary competition in the classroom will be replaced by collaborative teaching and learning practices. Our human potential is far greater when we work together than when we work individually or at odds with each other. We must raise our children in an environment centred on collaborative and community-oriented principles so that they may grow to help create a better world and a fairer reality for the whole species.

Mathematics will be an optional pathway beyond elementary/primary level. Math will become a meaningful and highly relevant study with regard to its real world application. Students will also discover how sacred geometrical principles relate to nature, to the building of ancient civilizations, and to the framework of the universe itself.

Science education will see a shift away from reductionist materialism and into non-physical and quantum phenomena. This is not to say that the education system will abandon material science, but instead will extend its reach above and beyond traditional boundaries to include a study of that which we cannot perceive ordinarily with the five senses. All such exploration will occur through experimental and investigative inquiry by applying the scientific method.

Communication

This education model aims at retaining our native languages and recognises that cultural diversity is necessary in a thriving world. That said, English will also be taught across the board as that will enable all races, cultures and peoples to connect easily via written and spoken language.

Literacy and language acquisition will remain a cornerstone of the education system at elementary level, but will be voluntary at secondary level. Once a child can read fluently and get their message across effectively, it is no longer an absolute necessity for them to pursue further advancement of these abilities unless they choose a path that requires these skills. The engineers, nurses and dancers of the world would most likely prefer to use that time to develop skills in other areas.

Media literacy will be taught from around the age of ten. Children will be exposed to all kinds of media and will learn to think critically about the persuasive techniques being used. They will be able to read subtext, recognize manipulative language, and dissect political propaganda in all its forms. These skills are essential if we are to raise our children to maintain dominion over their own minds.

Students will also learn to recognize emotions and body language, and will apply that understanding to the management of social relationships and their own personal growth. By becoming conscious of their emotions, they will be able to minimize conflict, both internally and externally.

Empathy

The last of the six dimensions, Empathy, is all about bringing real human connection into schools. It is so important that the future generations learn to value all life on the planet, so that our species does not continue to perpetuate the vicious cycle of war, oppression and conflict that has caused an unconscionable degree of pain and suffering.

In order to evolve, we must unite all colours and creeds and remove all barriers of separation. Nationalist fervour will be eliminated. There will be no pledge of allegiance. There will be no ethnocentric pedagogies. The education system will take a holistic, planetary approach, and will work on the foundational philosophy that we are all one.

Schools will function as real communities instead of the institutions they are now. Children will be valued, respected, and trusted with important roles of responsibility in the school. They will also be encouraged to engage in random acts of kindness in and out of the classroom, and to act with compassion and human decency in all that they say and do. Kids will learn strategies to empathise with others who are experiencing psychological, physical or emotional turmoil, which could be as simple as sitting silently by them and sharing their pain, or a heartfelt hug. Teachers will have the freedom and flexibility to establish a human connection with every child under their wing. Children will no longer feel alienated by their school system, but loved, understood, and empowered.

The Six Dimension Model will bring much-needed balance back to our education system, and will give both left-brain learners and right-brain learners the same opportunities to reach their highest potential. There is much more to this blueprint, including the structure and implementation, that I have written about in great detail in my book,Education Revolution, but this article should give you a clear idea of the scope of this vision. If this is the kind of education system you want to see for the future generations, then let’s hit the reset button together!

“A New Education Model for Humanity” by Will Stanton, June 13, 2015 at http://wakeup-world.com/2015/06/13/a-new-education-model-for-humanity-six-dimensions/

(Concluded from Part 2.)

Leadership is Stewardship

New models of leadership are needed, Jesus tells us. He suggests that the new paradigm for our age be stewardship.

“Leadership is stewardship. And, yes, I still go back to the examples that I have used of being the shepherd. Because sometimes you lead from behind, and sometimes you lead from the front. But it is through the quality of your being.

“The time is over and it was over in my time when you try and tell someone what to do. You have seen – and now I speak to the populace – that this does not work. Leadership is assuming the mantle of responsibility. And you lead by example.” (1)

Jesus tells us that leadership doesn’t involve sacrifice:

“Now, there is a misunderstanding that leadership means sacrifice. It is not sacrifice when you are doing what you have come to do. It is not sacrifice when you do what you wish to do and what you intend to do. And what we suggest to you is that humanity – particularly every single person on the planet at this time – is fulfilling a different leadership role. Now, are some in the limelight in that bright white light? Yes. Are some more subtly leading? Yes.” (2)

It also doesn’t involve pushiness or aggression.

“What it means is not being aggressive, but being very determined and clear about speaking and living and declaring your truth. And to not be fearful of the public arena. Because the fear will freeze you. Will there be naysayers at this juncture, will there be those who want to shroud you in doubt? Yes. But that is their issue, not yours. Leadership in this time and in this occasion is about stepping forward.” (3)

That’s very clear. The leader is the good steward, not afraid to step forward.

The new leadership, the Divine Mother says, must be free of old Third-Dimensional notions like control. She tells us:

“If the love is not present, if the commitment, the demonstration of that commitment is not present in physicality, then how is it Nova Earth? How are you Nova Beings? How does that reflect the anchoring of heart consciousness? …

“There are some wisps here of the old Third, of control, because you think, ‘This is my project.’ It may be your inspiration, [but] there are, guaranteed, many, a multitude, of beings upon the planet who, give or take a little, have been given the same inspiration.

“So the first thing you [need to] do [is] not relinquish leadership but relinquish control. It is not your project. It is a collective project.” (4)

Archangel Michael emphasizes the need for gentleness and kindness in the new leaders:

“What you as peaceful warriors, as central administrators, as healers, as teachers are learning is that gentleness, first and foremost to yourself is a reflection of the Mother’s love. If you cannot be kind and gentle and sweet to yourself then you cannot be gentle in relationship.

“Gentleness carries a sense and an energy of such love-force that the resistance disappears. So this is resistance that the humans have had, and rightfully so, of being told what to do. That is why we always say we suggest, we guide. We will never tell you what to do unless it is to save your life, and even then we may not say a word.

“Gentleness is the key. Kindness is the key.” (5)

These then are some of the available descriptions of the new leaders and new leadership.

Many have been born or are being born whose destiny is to lead the new society, according to Matthew Ward.

“During the past decade or two some souls have come in with the advanced spiritual clarity and ancient wisdom that will naturally put them in leadership roles.” (6)

The people will need to awaken to the power that they possess, SaLuSa tells us, to fully bring in the new society.

“People power is becoming more evident, and we can assure you that politicians are treading more carefully because of it. The consciousness of the people is changing, and it is awakening them to their true potential. They are also beginning to realize that they have power beyond their understanding. They are projecting their visions of the future, with the realization that it will help them manifest, and are speeding up their upliftment.” (7)

Will all of us play large and important roles in the new society? No, Matthew Ward says. We’re needed at all levels of society, in all areas of human endeavor.

“Regarding soul contract ‘missions,’ you can see the ‘big picture’ but not your specific part of the design, so we tell you again, EVERY ONE of you is important or you wouldn’t be where you are!

“Only a relatively few are needed in primary leadership positions and some are becoming apparent, but many millions will be in support roles that aren’t yet evident because the need is on the horizon, not at the threshold. If you will remember that not only did you choose to live during this unprecedented time on Earth, but you were selected because of your collective lifetime experience, wisdom and spiritual strength that will be needed, you can be patient in the knowledge that when that moment comes, you will intuitively know how to proceed.

“However, since most missions do not come in one AHA! moment, we want you to know that simply by following your heart, the seat of the soul, you are serving the light and fulfilling the lifetime purpose you signed up for!” (8)

The Process of Change

Now a final word about the process of leadership change. Change itself is born of chaos.

At times of chaos, innovators feel the courage to put forth ideas that they may have worried would be ridiculed if put forth at earlier times. People in society may feel more inclined to consider and accept these new ideas, as Archangel Michael explains.

“Out of a situation that looks like chaos come the new ideas, the new approaches. So, what looks like crisis, and ultimate confusion, and power struggle in the worst sense of the word, births the new.

“Does that new simply come from what you think of as the leadership involved? All who are playing their roles beautifully know: It also comes from the heart of each of you sending the gift of clarity, expanding it, loving more freely, more openly, and allowing your inspiration for the new to be implanted in the leadership as well as them being open to the divine partnership and the inspiration that is being implanted within each and every one of them.” (9)

When will all this happen? Archangel Michael has given us one sign: When quietness falls on the planet.

“Look to the changes that all of a sudden things get terribly quiet. That is your sign. Now, in that quietness, we are also joining with you.” (10)

I complained to him in my reading of June 7, 2015, that things were so quiet, it was challenging to be a writer. He promised me that he would have some exciting things to write about (wait for it) “soon.”

Footnotes

(1) “Transcript: Yeshua Discusses False Grids, Part 2/2″ channeled by Linda Dillon, August 6, 2013, athttp://goldenageofgaia.com/2013/08/transcript-yeshua-discusses-false-grids-august-6-2013-part-22/.

(2) Loc. cit.

(3) Loc. cit.

(4) “An Hour With An Angel – The Divine Mother: Welcome To ‘New Time’, http://goldenageofgaia.com/2015/01/27/divine-mother-welcome-new-time/.

(5) Archangel Michael in “The Divine Mother and Archangel Michael: Work with and Expand This Energy of Clarity,” channeled by Linda Dillon, October 14, 2013, athttp://goldenageofgaia.com/2013/10/the-divine-mother-and-archangel-michael-work-with-and-expand-this-energy-of-clarity/.

(6) Matthew, “Essay on 2012,” Dec. 31, 2007, athttp://www.matthewbooks.com/mattsmessage.htm.

(7) SaLuSa, Feb. 23, 2009, athttp://www.treeofthegoldenlight.com/First_Contact/Channeled_Messages_by_Mike_Quinsey.htm.

(8) Matthew’s Message, May 21, 2008, athttp://www.matthewbooks.com/mattsmessage.htm.

(9) Archangel Michael in “The Divine Mother and Archangel Michael: Work with and Expand This Energy of Clarity,” ibid.