<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
<HTML><HEAD>
<META content="text/html; charset=iso-8859-1" http-equiv=Content-Type>
<META name=GENERATOR content="MSHTML 8.00.6001.18876">
<STYLE></STYLE>
</HEAD>
<BODY bgColor=#ffffff>
<DIV><FONT face=Arial>
<H1 style="MARGIN: 0in 0in 0pt"><FONT color=#0000ff size=5>Special Session #8 –
Education continued - Mar. 26, 2010</FONT></H1>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B><SPAN
style="COLOR: blue; FONT-SIZE: 14pt; mso-bidi-font-size: 10.0pt"> <?xml:namespace
prefix = o ns = "urn:schemas-microsoft-com:office:office"
/><o:p></o:p></SPAN></B></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>Special Session #8</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>Teacher:<SPAN
style="mso-spacerun: yes"> </SPAN><B>Monjoronson</B></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>Topics:<SPAN
style="mso-spacerun: yes"> </SPAN><B><SPAN
style="COLOR: green">Education</SPAN></B></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Emotional Intelligence<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Enculturation of children<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Teaching history meaningfully<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Complacency and lack of backbone<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">The study of philosophy<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">The inefficiency of our educational
systems<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Preparation of children for the
workforce<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Temperament, predisposition and
proclivities<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Temperament and learning capabilities<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Brain function and learning<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Mental stimulation, activity, naps, cookies and
milk<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">“Mapping” temperaments, abilities & disabilities for
each individual<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Learning environments for handicapped
individuals<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">The busyness of children<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Providing a sustainable educational
environment<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Connections with nature<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">The necessity of direct experience<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Children and their electronic devices<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">How will computers fit into the future of
education?<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Reality and social ethics of using
computers<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Religious freedom vs. spiritual expression in
schools<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Segregation and compartmentalization in
education<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Bringing back the one-room
schoolhouse?<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Monjoronson’s Mission<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Future updates on Urantia’s progress<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal><SPAN
style="COLOR: green">Becoming involved in the mission</SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="COLOR: green"> <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>TR:<SPAN
style="mso-spacerun: yes"> </SPAN>Daniel Raphael</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>Moderator:<SPAN
style="mso-spacerun: yes"> </SPAN>Vicki Vanderheyden</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H3 style="MARGIN: 0in 0in 0pt"><FONT size=3>March 26, 2010</FONT></H3>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:<SPAN
style="mso-spacerun: yes"> </SPAN></B><I>Dear Father, as we gather today
in your presence and are surrounded by the energy you provide us, may you sense
our true intention to be of humble service to you, to our Sovereign, Christ
Michael, and to our Blessed Magisterial Son.<SPAN
style="mso-spacerun: yes"> </SPAN>We welcome Monjoronson’s presence today,
along with the presence of whomever else desires to assist us, in appreciating
and sustaining that which you have so generously bestowed upon us.<SPAN
style="mso-spacerun: yes"> </SPAN>May all who read these words choose to
serve our brothers and sisters in the spirit of loving cooperation.<SPAN
style="mso-spacerun: yes"> </SPAN>Amen.<o:p></o:p></I></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><I> <o:p></o:p></I></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>Emotional
Intelligence<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><I> <o:p></o:p></I></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Greetings, Monjoronson!<SPAN
style="mso-spacerun: yes"> </SPAN>(MONJORONSON:<SPAN
style="mso-spacerun: yes"> </SPAN>Good morning.)<SPAN
style="mso-spacerun: yes"> </SPAN>Today I’d like to continue our
conversation on education, in hopes that the responses you provide will help us
create a more sustainable future for our children.<SPAN
style="mso-spacerun: yes"> </SPAN>(MONJORONSON:<SPAN
style="mso-spacerun: yes"> </SPAN>As do we.)<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>My first question is a rather
general question, and I was how you would define someone with “emotional
intelligence?”</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>I would first refer you to the book,
<I>Emotional Intelligence,</I> by Daniel Goleman, which is an excellent piece of
work that would provide foundation to your educational endeavors, whether you
are teaching early infants or the elderly.<SPAN style="mso-spacerun: yes">
</SPAN>All those in-between are very emotionally responsive, though there are
individuals who have very little of this, which makes it difficult for them to
live in your society.<SPAN style="mso-spacerun: yes"> </SPAN>Emotional
intelligence is a term used for the wherewithal of living in an emotional
society, in a body that is run, many times, solely by emotional energy.<SPAN
style="mso-spacerun: yes"> </SPAN>It is a way of grasping your environment
in your hands, consciously, so that you become aware of your limitations as well
as your potentials, through your emotional energies.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>Emotional intelligence is primary
to your spiritual development, to consciously engage your emotional sphere
intelligently, compassionately and consciously.<SPAN
style="mso-spacerun: yes"> </SPAN>It is the first step towards growing
deliberately in the spiritual realm, that aspect of yourself.<SPAN
style="mso-spacerun: yes"> </SPAN>I would further state that this is
primary to the expansion of your capacity to engage the lower levels of
morontial mind, during this lifetime.<SPAN style="mso-spacerun: yes">
</SPAN>The morontial realm provides you with a great expanse of a virtual
entrance to a new realm of existence and thinking.<SPAN
style="mso-spacerun: yes"> </SPAN>We would recommend to you to read this
book—we are not promoting the book, though it may sound like that, but it
contains the basic information you would need to assist you in teaching
yourself, and teaching and working with others.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT
color=#008000>Enculturation of children<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="COLOR: green"> <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Thank you, and that is a book on my
shelf, and a book that I have referred to in the past.<SPAN
style="mso-spacerun: yes"> </SPAN>I have another question related to last
week’s session. <SPAN style="mso-spacerun: yes"> </SPAN>I’m not sure we
understand what you mean by the “inability of our educational institutions, to
enculturate our children into the fabric of our history and culture.”<SPAN
style="mso-spacerun: yes"> </SPAN>Could you expound upon this a bit so we
have a better understanding?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Most definitely.<SPAN
style="mso-spacerun: yes"> </SPAN>This is perhaps one of the most
important facets of your educational system.<SPAN
style="mso-spacerun: yes"> </SPAN>Just as the family is the moral school
for teaching children social morality and social ethics, so too are your
schools, and parents, the vehicles for passing on the culture of your
society.<SPAN style="mso-spacerun: yes"> </SPAN>This is essential to
teach, as otherwise you must reinvent the past every time you make a decision in
the present.<SPAN style="mso-spacerun: yes"> </SPAN>It is important to
teach the history of your civilization, of your culture, of your nation, the
reasons why it came into existence, why it had problems, and how it overcame
them.<SPAN style="mso-spacerun: yes"> </SPAN>It is important to teach the
wisdom of success, the wisdom of growth and development and social evolution, so
that these lessons of history do not have to be repeated.<SPAN
style="mso-spacerun: yes"> </SPAN>Your educational system in this country
does not do that very well.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>History is seen as—no pun
intended—an archaic subject to teach that appears to have little value.<SPAN
style="mso-spacerun: yes"> </SPAN>However, if the lessons of history do
not prove useful to the present, then you will make the same mistakes, and I
might add that your nation is on the cusp of making several very difficult
decisions about its existence.<SPAN style="mso-spacerun: yes"> </SPAN>Its
past is primary to guiding those decisions, which are made by individuals and by
groups.<SPAN style="mso-spacerun: yes"> </SPAN>What is most deficient in
your culture is the group mind that is aware of the past.<SPAN
style="mso-spacerun: yes"> </SPAN>Great swaths of your population are
completely unaware of the history of your nation, even why it came into
existence, and why it fought the egregious demands and requirements of obedience
to a monarchy, which itself was long past overdue to be overthrown, to evolve
and to grow.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>I might go further in that, that
your people truly do not understand the right and the need for
self-determination, which brought your nation into existence, which gave you
your freedoms.<SPAN style="mso-spacerun: yes"> </SPAN>Even now, your
population is seeking an expansion of its right of self-determination, but does
not have the social mind or the wherewithal, the courage of a firm backbone of
knowledge of history to do so.<SPAN style="mso-spacerun: yes"> </SPAN>I
hope my metaphors have not confused you.<SPAN style="mso-spacerun: yes">
</SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>Teaching
history meaningfully<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>No, they haven’t confused me; what I’m
thinking about though, is how we have approached history in education, and from
what you are telling us, we are not engaging students in a meaningful way, that
really relates their history to their lives now.<SPAN
style="mso-spacerun: yes"> </SPAN>Is that correct?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>That is exactly correct.<SPAN
style="mso-spacerun: yes"> </SPAN>History, again, is as many of your
educational subjects are, taught in the linear manner—at this date, such and
such happened, and at the next date, such and such happened—those factors are
almost irrelevant in the social mind that must be educated to make conscious and
deliberate and <I>competent</I> decisions concerning contemporary issues and
problems.<SPAN style="mso-spacerun: yes"> </SPAN>The good history is
taught through playacting, through role taking, and imagining situations being
developed.<SPAN style="mso-spacerun: yes"> </SPAN>Your historians, your
teachers of history, are very deficient in this mode, and it comes from top-down
policies for teaching subjects of education, where thoughtful teachers who would
wish to teach it differently, are not allowed to do so.<SPAN
style="mso-spacerun: yes"> </SPAN>It is our wish that your teachers of
history would as diligently teach their subjects—students—the difficulties of
historic situations and how they were overcome, how there were failures, and why
those failures came into existence, and why successes came into existence.<SPAN
style="mso-spacerun: yes"> </SPAN>We wish they would teach as diligently
as your military leaders teach military history.<SPAN
style="mso-spacerun: yes"> </SPAN>The lessons of war are well known to
tacticians and strategists, and are held in the minds of current military
leaders as requirements for becoming those leaders, even of platoons.<SPAN
style="mso-spacerun: yes"> </SPAN>These lessons of military are exact and
they are deadly.<SPAN style="mso-spacerun: yes"> </SPAN>If you are the
victim or the conqueror, they are deadly.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>Your lessons of history are as
succinct and can be summarized as easily and as thoughtfully and as
philosophically as military tactics are taught.<SPAN
style="mso-spacerun: yes"> </SPAN>When you teach history this way, you
will surely learn the basic elements of a sustainable society and a basic
civilization.<SPAN style="mso-spacerun: yes"> </SPAN>You will find that
there are trends that are destructive to a society, and a civilization, which
come about through the slow, ponderous movement of time and the accretion of
ill-conceived decisions, faulty decisions, and this is the situation your
country and the world has gotten into at the present time.<SPAN
style="mso-spacerun: yes"> </SPAN>Someone must see through all of this
chaff, all of this fog of decision-making, to see clearly, how to weigh the
fundamental basic elements of survival, let alone existence and
sustainability.<SPAN style="mso-spacerun: yes"> </SPAN>History has an
eminent place in your education and every thoughtful, intelligent child should
be taught history in this manner.<SPAN style="mso-spacerun: yes">
</SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT
color=#008000>Complacency and lack of
backbone<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Thank you!<SPAN
style="mso-spacerun: yes"> </SPAN>That certainly gave us a lot to reflect
upon.<SPAN style="mso-spacerun: yes"> </SPAN>It brings to mind another
factor that is working against us from solving our own problems, and that is we
tend to not have that backbone to stand up and get involved.<SPAN
style="mso-spacerun: yes"> </SPAN>We seem to be too involved in our own
little lives.<SPAN style="mso-spacerun: yes"> </SPAN>Would you agree with
that?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><U><SPAN
style="COLOR: green"> <o:p></o:p></SPAN></U></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Most definitely.<SPAN
style="mso-spacerun: yes"> </SPAN>The slow pace of history begs the
complacent, the lazy mind, to become “cuddled in its lap,” and this is where the
demise of many civilizations and societies have fallen.<SPAN
style="mso-spacerun: yes"> </SPAN>It requires the thoughtfulness and
mindedness of a militarist to manage the slow, long development of an evolving
civilization.<SPAN style="mso-spacerun: yes"> </SPAN>Few have a mind,
[such] as this, and few are as diligent as [a] militarist in war, to pay
attention to the signposts of complacency, slothfulness in thinking and living,
to bring things into correction.<SPAN style="mso-spacerun: yes">
</SPAN>Thank you for the very good question.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>The study
of philosophy<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Something somewhat related to this, has
to do with philosophy:<SPAN style="mso-spacerun: yes"> </SPAN>In our
culture today, it appears that we have much more tolerance and respect for the
sciences, and less for the study of philosophy.<SPAN
style="mso-spacerun: yes"> </SPAN>I see philosophy as an avenue through
which the mind accesses or bridges the spirit.<SPAN
style="mso-spacerun: yes"> </SPAN>Is there a need to revive the study of
philosophy, in an effort to increase our social and spiritual growth?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Most definitely!<SPAN
style="mso-spacerun: yes"> </SPAN>Our discussions lately have been
philosophizing, if you take note.<SPAN style="mso-spacerun: yes">
</SPAN>The thinking of a philosophical mind is necessary to temper the hard
materialism that is going on in western cultures now.<SPAN
style="mso-spacerun: yes"> </SPAN>It is fine to have a materialistic life,
but it only provides a prop, a support, for the mindedness of a philosophically
oriented society, one that is evolving into a spiritized society.<SPAN
style="mso-spacerun: yes"> </SPAN>You would do well to begin teaching this
way of thinking, early in your schools.<SPAN style="mso-spacerun: yes">
</SPAN>Eight year olds are fully capable of engaging the rudiments of
philosophical discussions.<SPAN style="mso-spacerun: yes"> </SPAN>If you
were to eavesdrop in on them on the schoolyard, you would find some who are
actually philosophizing at a very deep level, about important topics of their
world.<SPAN style="mso-spacerun: yes"> </SPAN>These are usually held in
abeyance by these children as these are discussions which might be embarrassing
to them, to their other contemporaries and they would see themselves as
reflecting on adult topics, which they truly feel they know little about.<SPAN
style="mso-spacerun: yes"> </SPAN>Philosophical thinking does not have to
be the erudite type of discussions you might think of—men sitting on marble
steps in togas, with wreaths around their heads—certainly not, for this is an
idealized, actually demagogic way of thinking about philosophy, which is not
true.<SPAN style="mso-spacerun: yes"> </SPAN>A more casual, informal,
thoughtful approach to philosophy gives way to thinking, which allows a person
to be outside their cultural box more easily, than their peers may allow
materially.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H4 style="MARGIN: 0in 0in 0pt"><U><FONT color=#008000>The inefficiency of our
educational systems<SPAN style="COLOR: red"><o:p></o:p></SPAN></FONT></U></H4>
<P style="MARGIN: 0in 0in 0pt; tab-stops: .5in" class=MsoFooter><SPAN
style="COLOR: green"> <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Monjoronson, I’d also like to talk a bit
more about the inefficiency that you see in our educational systems, and I’d
like to bring up one thing that kind of ties to our current discussion
here.<SPAN style="mso-spacerun: yes"> </SPAN>Some of the holistic,
integrated, authentic-type activities that allow children to explore concepts of
history as well as philosophy in a living way, are considered by many people
running our school systems as an inefficient use of time, especially when
attempting to educate large numbers in our public schools.<SPAN
style="mso-spacerun: yes"> </SPAN>And so I’m thinking what they consider
as inefficient is almost directly in conflict with your feelings—or maybe it
means something different.<SPAN style="mso-spacerun: yes"> </SPAN>Could
you explain?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><U><SPAN
style="COLOR: green"> <o:p></o:p></SPAN></U></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Most definitely.<SPAN
style="mso-spacerun: yes"> </SPAN>First of all, ironically I would have to
agree that your schools are extremely inefficient when they teach these
topics.<SPAN style="mso-spacerun: yes"> </SPAN>However, efficiency is not
an effective element of educational measurement.<SPAN
style="mso-spacerun: yes"> </SPAN>Rather, the effectiveness of the
educational system is one which is of much more concern to us.<SPAN
style="mso-spacerun: yes"> </SPAN>Truly, who rocks the cradle forms
civilization, and your educators have gotten yards, miles, continents away from
the heart of education for a civilization.<SPAN style="mso-spacerun: yes">
</SPAN>They are far more concerned about test scores, about hard subjects,
rather than forming and building effective citizens for the future, who are
integral and supportive of a sustainable society.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>Education as it is taught now, by
the numbers for measurable “heart,” measurable outcomes, is not a significant
contributor to the effectiveness and sustainability of the longevity of a
society, let alone a civilization.<SPAN style="mso-spacerun: yes">
</SPAN>You have in any society the capacity to form the future leaders of your
nation, your culture.<SPAN style="mso-spacerun: yes"> </SPAN>Your
educational system truly has not measured this qualitative aspect of their
educational systems.<SPAN style="mso-spacerun: yes"> </SPAN>Yes, we know
that qualitative measurements are difficult to support and justify in budgetary
considerations, but that is short term, short lived.<SPAN
style="mso-spacerun: yes"> </SPAN>Truly effective educational systems do
both; they allow for the hard measurable progress of students as they grow in
mind and spirit, and in their educational acumen.<SPAN
style="mso-spacerun: yes"> </SPAN>It must as well allow individual
students the opportunity to explore the qualitative aspects of living that
contribute to a quality life for millions of others around them, as they grow
and become contributing members as adults in their society.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>If your educational system allows
for tremendous variation within individuals to explore their potential, as they
are guided from the inside, you will have a much more balanced and effective
society.<SPAN style="mso-spacerun: yes"> </SPAN>As your society and
education exists now, it is incredibly inefficient in that so many students drop
out from this staid, archaic crystalline form of education.<SPAN
style="mso-spacerun: yes"> </SPAN>It is simply too boring for them.<SPAN
style="mso-spacerun: yes"> </SPAN>It has no enhancements, no enchantment,
no mystery, no intrigue to whet their curiosity to look for more.<SPAN
style="mso-spacerun: yes"> </SPAN>The quality of life is surely what
sustainability is all about for a society, a culture, a civilization.<SPAN
style="mso-spacerun: yes"> </SPAN>Life is a quantitative aspect, which
your educational system is now trying to measure exactly, with a micrometer, and
this is vastly foolish; it is historically preparing for a future cataclysm
within your society.<SPAN style="mso-spacerun: yes"> </SPAN>The aspect of
societal cataclysm or disintegration is incredibly enhanced by the
ineffectiveness of your educational system.<SPAN
style="mso-spacerun: yes"> </SPAN>It may become highly efficient, but it
will remain highly ineffective as long as the quality of life is ignored in its
instructional materials.<SPAN style="mso-spacerun: yes"> </SPAN>These are
not very well measured by your society, or your educational system.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>You would rather teach everyone
to become an accountant or an engineer, and let those philosophers and artists
all waste to the side.<SPAN style="mso-spacerun: yes"> </SPAN>This is most
detrimental, for you have individuals with lop-sided behaviors and personalities
that are skewed towards that materialism, which is now at the very rotten core
of your society.<SPAN style="mso-spacerun: yes"> </SPAN>Yes, you have hit
on a nerve that we have been striving to tell you about.<SPAN
style="mso-spacerun: yes"> </SPAN>You have great pains and aches in your
society and your culture, which are <I>screaming</I> at you statistically in
your demographics, and you pay no attention to this.<SPAN
style="mso-spacerun: yes"> </SPAN>There are few of your leaders who truly
appreciate the state of cultural deterioration that has been augmented by an
inadequate, incapable educational system.<SPAN style="mso-spacerun: yes">
</SPAN>I have bashed your educational system tremendously today and in the
past.<SPAN style="mso-spacerun: yes"> </SPAN>I do appreciate the fact that
you do have an educational system, and what is needed is a more effective one,
one that teaches families how to become good educators themselves, and this is
the very heart of a sustainable educational system, a sustainable society and
eventually, a sustainable civilization.<SPAN style="mso-spacerun: yes">
</SPAN>Nations must look to this, to enhance their survivability.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT
color=#008000>Preparation of children for the
workforce<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="COLOR: green"> <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>This brings to mind another area I wish
to discuss today, and that has to do with segregation.<SPAN
style="mso-spacerun: yes"> </SPAN>We could discuss racial segregation, but
that’s not necessarily what I’m referring to right now—there’s a tremendous
amount of segregation and compartmentalization going on in our educational
system in other areas as well. One area is how we segregate our children from
the work world, where in generations past, children stood along side their
fathers and their mothers, as they worked and they learned.<SPAN
style="mso-spacerun: yes"> </SPAN>Now it seems that our methods are
somewhat artificial in exposing and bringing children into that
environment.<SPAN style="mso-spacerun: yes"> </SPAN>Can you talk about
that?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Most definitely.<SPAN
style="mso-spacerun: yes"> </SPAN>Your colleges and professional degree
programs already have internships that are required before a person goes on to
their last years, and before finishing their degree requirements.<SPAN
style="mso-spacerun: yes"> </SPAN>These practical experience assignments
are important reality checks for students.<SPAN style="mso-spacerun: yes">
</SPAN>It is definitely possible to have these practical experiences become more
prevalent at lower ages to expose children/young adults to the realities of the
continuity of living activities.<SPAN style="mso-spacerun: yes">
</SPAN>You are quite correct in stating that the learning experiences, the
learning environment within a family, that is also a cottage industry, fully
prepares individuals to be knowledgeable, to be good family members and
productive workers, as well as eventual managers and owners, who know
accounting, bookkeeping, supply/demand, inventory control and so on.<SPAN
style="mso-spacerun: yes"> </SPAN>It is not past the realm of possibility
that your educational system could do this.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>You could have, let us say,
pre-teen children work for a day once a month in a bakery or a tile factory, or
some other manual labor experience.<SPAN style="mso-spacerun: yes">
</SPAN>There is a need to expose children to the realities of life, whether it
is being a custodian in a hotel, or whether it is a chief chef.<SPAN
style="mso-spacerun: yes"> </SPAN>Most of your educational systems have
pointed to the enamored places and positions of esteem and high regard, whether
it is a chef in a hotel restaurant chain, or whether it is the chief financial
officer, or a corporate CEO.<SPAN style="mso-spacerun: yes"> </SPAN>Most
people do not begin at that level, and this reflects a tremendous unreality to
young individuals who will eventually enter the workforce.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>Reality of life is that most
people would begin flipping hamburgers at McDonald’s, as you would say, and that
they will learn to clean the restrooms, and sweep the floor and such.<SPAN
style="mso-spacerun: yes"> </SPAN>These chores may be reprehensible to
individuals of great social bearing and wealth, but for those without training,
without completion of high school and even primary educational standards, these
are primary to making a living.<SPAN style="mso-spacerun: yes">
</SPAN>They are a place to begin and then to move on; it gives these young
people something to know and to know well, so that they learn about not wanting
to return there, or they can discover that they truly do enjoy it, and they want
to remain at that level.<SPAN style="mso-spacerun: yes"> </SPAN>Someone
must wire, plumb, and build the homes; someone must dig the trenches to emplace
the lines for water, electricity, sewage and natural gas; someone must learn how
to do this.<SPAN style="mso-spacerun: yes"> </SPAN>For some, operating a
backhoe would be demeaning; for others it would be a wonderful experience to
play with “grownup toys.”<SPAN style="mso-spacerun: yes"> </SPAN>So these
practical experiences are wonderful, and should be more widespread in your
educational system.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<H2 style="MARGIN: 0in 0in 0pt"><U><FONT size=3><FONT
color=#008000> <o:p></o:p></FONT></FONT></U></H2>
<H2 style="MARGIN: 0in 0in 0pt"><U><FONT size=3><FONT color=#008000>Temperament,
predisposition and proclivities<o:p></o:p></FONT></FONT></U></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="COLOR: red"> <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>I’d like to discuss, if we can,
something that affects what children choose for their professions, and that is
their temperament.<SPAN style="mso-spacerun: yes"> </SPAN>The temperament
of an individual influences not only how one learns, but how one interfaces with
others in the social environment.<SPAN style="mso-spacerun: yes"> </SPAN>I
noticed that in <I>the Urantia Book</I>, much effort has been taken to describe
the temperaments of each of Christ Michael’s Disciples, and interestingly
enough, they were very different.<SPAN style="mso-spacerun: yes">
</SPAN>Knowing that we as individuals have a unique blend that forms our
temperament, are there still some general prototypes within our populations that
we should study or understand?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Yes, most definitely.<SPAN
style="mso-spacerun: yes"> </SPAN>This whole topic of temperament and
predisposition is sufficiently important as to become a realm of study and of
counseling for children and for young adults, as they grow up and look towards
placement in their society, whether it is a job or a social setting.<SPAN
style="mso-spacerun: yes"> </SPAN>Understanding and having this wisdom for
each individual is important for their quality of life, for their happiness, for
their right placement.<SPAN style="mso-spacerun: yes"> </SPAN>It is
important to the point where it helps prevent misplacement of individuals, to
prevent alienation from a social group, from rejection, from being
isolated.<SPAN style="mso-spacerun: yes"> </SPAN>It is important to assist
the individual to become successful earlier than later, through personal
experience.<SPAN style="mso-spacerun: yes"> </SPAN>Yes, there are
temperament prototypes and stereotypes, which are accurate, and there are at
least a dozen to two dozens of these typical temperaments of your species.<SPAN
style="mso-spacerun: yes"> </SPAN>There are many variations, however.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>Training and temperament is a
general category, within that category are personal preferences, proclivities
and predispositions.<SPAN style="mso-spacerun: yes"> </SPAN>It does not
make much difference where these come from, but these do accompany each
individual as they come into adulthood, and are usually evidenced early on in
their life, sometimes as early as two or three months of age.<SPAN
style="mso-spacerun: yes"> </SPAN>It is important that this be a part of
the qualitative measurement process for each individual.<SPAN
style="mso-spacerun: yes"> </SPAN>You educate your children much as a
farmer raises thousands of eggs, into chicks, into pullets,<SPAN
style="COLOR: red"> </SPAN>and then into fryers and egg laying hens and
roosters.<SPAN style="mso-spacerun: yes"> </SPAN>You give as much thought
to this process as you would for raising a particular variety of bovine.<SPAN
style="mso-spacerun: yes"> </SPAN>Education is far more sophisticated than
this, and for a successful sustainable society, culture and nation, it is
extremely important to spend far more resources on understanding the individual,
who will eventually become the adult, the parent and leaders of your nation and
your societies.<SPAN style="mso-spacerun: yes"> </SPAN>You must begin
investing in your educational system, as though you were going to build
microprocessors for various computers.<SPAN style="mso-spacerun: yes">
</SPAN>The same thoughtful input will give you thoughtful, careful, historically
relevant and successful output.<SPAN style="mso-spacerun: yes">
</SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT
color=#008000>Temperament and learning
capabilities<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B> <o:p></o:p></B></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:<SPAN
style="mso-spacerun: yes"> </SPAN></B>Thank you.<SPAN
style="mso-spacerun: yes"> </SPAN>So basically, when I look at this as an
educator, I say well, we not only need to identify and understand one’s
temperament, but then we need to understand how one of that temperament learns
best.<SPAN style="mso-spacerun: yes"> </SPAN>Would you agree?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Most definitely.<SPAN
style="mso-spacerun: yes"> </SPAN>Just as there are certain temperaments
of individuals, there are certain particular learning capabilities, and these
too, must be known.<SPAN style="mso-spacerun: yes"> </SPAN>You will
eventually follow the progress of your children as carefully as you have
followed the pedigrees of your purebred horses and dogs.<SPAN
style="mso-spacerun: yes"> </SPAN>Each individual will have these
qualitative and quantitative measurements encoded in their records, which will
be easily read by anyone, much as your medical records are now becoming
digitized and standardized.<SPAN style="mso-spacerun: yes"> </SPAN>So too
will the learning capabilities, temperaments of children be given the same
attention.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoBodyTextIndent><SPAN
style="COLOR: red"> <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoBodyTextIndent><B><U><SPAN
style="COLOR: green">Brain function and learning<o:p></o:p></SPAN></U></B></P>
<P style="MARGIN: 0in 0in 0pt 0.5in" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Monjoronson, I’d like to talk a little
bit about a function of our physical mechanism, the brain, here and how it
relates to learning, and get some validation from you in this area.<SPAN
style="mso-spacerun: yes"> </SPAN>Psychologists are saying nowadays that
when learning, our brains require periods of active engagement, alternating with
quieter periods of diffusion, so that we can absorb information and our
experiences properly.<SPAN style="mso-spacerun: yes"> </SPAN>Do you agree
with this?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Most definitely.<SPAN
style="mso-spacerun: yes"> </SPAN>Your psychologists are learning the
wonderful facets of an eager mind.<SPAN style="mso-spacerun: yes">
</SPAN>I might explore this with you further, that the temperaments are related
to various capacities within the human mind.<SPAN
style="mso-spacerun: yes"> </SPAN>These will become more and more mapped
and there will eventually become a synapse, a workable junction developing
between education and learning psychologists.<SPAN
style="mso-spacerun: yes"> </SPAN>It has existed in the past, it will
develop even more, and you will find more psychological and physiological links
between these areas.<SPAN style="mso-spacerun: yes"> </SPAN>It is
important that the “maps” of the student’s individual mind be known.<SPAN
style="mso-spacerun: yes"> </SPAN>Children who have Down Syndrome are well
known for their capabilities and deficiencies.<SPAN
style="mso-spacerun: yes"> </SPAN>Their areas of expertise within these
little people are well known and used to their great advantage.<SPAN
style="mso-spacerun: yes"> </SPAN>Were your psychologists and educators
able to give the same attention to the broader capability of normal and enhanced
mind function, your educational system would expand tremendously in its
capability to become more effective.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>Mental
stimulation, activity, naps, cookies and
milk<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>I asked this question because I think it
informs us in how we plan activity for children.<SPAN
style="mso-spacerun: yes"> </SPAN>If they need a period of active
engagement, and then a period following it where a diffusing activity allows
them to absorb, then that is something that we can plan for, and so I considered
this a rather important question.<SPAN style="mso-spacerun: yes">
</SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>You might also consider that the
thoughtful curriculum or day-planning for young children below public school age
has a wonderful regimen of mental stimulation, physical activity, naps, cookies
and milk.<SPAN style="mso-spacerun: yes"> </SPAN>It is recommended for
adults as well.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Ahh… how interesting!<SPAN
style="mso-spacerun: yes"> </SPAN>And thank you for that.<SPAN
style="mso-spacerun: yes"> </SPAN>I think many older children and adults
will appreciate that one.<SPAN style="mso-spacerun: yes">
</SPAN>(Monjoronson laughing.)</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H3 style="MARGIN: 0in 0in 0pt"><U><SPAN style="COLOR: green"><FONT
size=3>“Mapping” temperament, abilities and disabilities for each
individual<o:p></o:p></FONT></SPAN></U></H3>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>I’d also like to touch on the
“handicap” that you expressed of our children not being able to read at an early
age.<SPAN style="mso-spacerun: yes"> </SPAN>I understand that this really
has environmental implications, in that these children need to be engaged in a
print rich environment, with lots of pre-reading activities.<SPAN
style="mso-spacerun: yes"> </SPAN>But then, I’m also thinking about those
other children that we are finding have a genetic predisposition to a reading
disability.<SPAN style="mso-spacerun: yes"> </SPAN>In our society we often
call this dyslexia.<SPAN style="mso-spacerun: yes"> </SPAN>What are your
impressions of this disorder called dyslexia?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>We have discussed this in the past, and
I refer you to those past transcripts. <SPAN
style="mso-spacerun: yes"> </SPAN>Rayson has spoken of this in the past as
well.<SPAN style="mso-spacerun: yes"> </SPAN>This reading disability is
one of several, and this will become part of the “map” of each individual who is
a student.<SPAN style="mso-spacerun: yes"> </SPAN>As I said, it is
important that this map of each child be explored, noted, recorded and tested
frequently, as some of these disabilities disappear, and sometimes disabilities
do come into existence later.<SPAN style="mso-spacerun: yes"> </SPAN>It
is—I will not address this particular disability, but refer to it as one among
many, which need to be known, so that the individual student can meet with
success among their peers, and if they are not able to meet with success, they
can learn to accept the fact of their disability, and do a “work around”
situation/program in their education.<SPAN style="mso-spacerun: yes">
</SPAN>The vast majority of your students are “normal” and there are many
exceptions.<SPAN style="mso-spacerun: yes"> </SPAN>You will find
similarities within the exceptions.<SPAN style="mso-spacerun: yes">
</SPAN>It is as well important to treat children as accepted and appreciated,
acknowledging their disabilities from the norm, and to group them only in groups
where it is necessary to teach them effectively.<SPAN
style="mso-spacerun: yes"> </SPAN>In some circumstances grouping
individuals with these disabilities only causes havoc and greatly distresses the
larger groups, and this should be warded against.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>Learning
environments for handicapped individuals<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Thank you, and I think that that
somewhat addressed another question that I have, and that had to do with those
handicapped children that we are attempting to “main stream,” into regular
classrooms, or “general education classrooms.”<SPAN
style="mso-spacerun: yes"> </SPAN>It’s a challenge, and I think the reason
for it is that we do not want to isolate handicapped children, from the rest of
their peers, and vice versa.<SPAN style="mso-spacerun: yes"> </SPAN>They
need each other for growth and development, and yet it is quite challenging, and
at times very interruptive, to the learning environment.<SPAN
style="mso-spacerun: yes"> </SPAN>Do you have anything more to share about
this?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Yes, most certainly.<SPAN
style="mso-spacerun: yes"> </SPAN>It is important for the self-worth of
these children, to appreciate that they are socially equal to others, that they
are accepted, that they are a part of the larger group.<SPAN
style="mso-spacerun: yes"> </SPAN>However, there is a necessary function
to segregation, one from a learning standpoint, and the other from a position of
disruption of the learning environment.<SPAN style="mso-spacerun: yes">
</SPAN>We want them to learn that they are socially worthy to be with others,
but that their disability in some instances requires them to be within their own
group, so that the others can learn adequately too.<SPAN
style="mso-spacerun: yes"> </SPAN>When those who are disabled disrupt the
larger group, then it becomes a counter-productive activity.<SPAN
style="mso-spacerun: yes"> </SPAN>Do you understand?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>The
busyness of children<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Yes, very much so, and thank you for
sharing that.<SPAN style="mso-spacerun: yes"> </SPAN>That might give us a
little bit better direction.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>I want to move on to the
“busyness” of children, and talk about some of the things I see parents doing,
and how things have changed from when I was a child.<SPAN
style="mso-spacerun: yes"> </SPAN>When I was a child, I lived in a
neighborhood that was surrounded by other children, and we spent a lot of our
time playing out our own fantasies and creating games with our own sets of
rules.<SPAN style="mso-spacerun: yes"> </SPAN>Nowadays, this is almost
non-existent for many children.<SPAN style="mso-spacerun: yes">
</SPAN>Instead, they are often engaged in more of adult-directed
activities.<SPAN style="mso-spacerun: yes"> </SPAN>How does this impact
their growth?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Negatively!<SPAN
style="mso-spacerun: yes"> </SPAN>It is important that children practice
role-playing in their early years.<SPAN style="mso-spacerun: yes">
</SPAN>What you experience is much like the philosophical training, which we
spoke about earlier, that children do need time away to pretend that they are
adults, to practice their role-playing to learn how to cope with the problems of
being an adult, even before they are an adult.<SPAN
style="mso-spacerun: yes"> </SPAN>These are necessary for the individual
to shortstop many adult problems that will occur in their older age as
adults.<SPAN style="mso-spacerun: yes"> </SPAN>Preventing this, or
throwing children into activities that are too advanced<SPAN style="COLOR: red">
</SPAN>for them, is very detrimental to the emotional and social stability and
integration of that individual.<SPAN style="mso-spacerun: yes">
</SPAN>When you have many adults who have been deprived of this, you end up with
adults who, I would say, have generalized infantile social difficulties or
disabilities, that had they been given the opportunity to fantasize, to pretend,
to practice at role playing, that these problems would have disappeared long
ago.<SPAN style="mso-spacerun: yes"> </SPAN>These always remain latent,
just as you know that crawling and pulling one’s self up to chairs is
prerequisite for walking, and that skipping is prerequisite to learning
advancement, you would know that these social requirements need to be completed
early on in life, rather than deferred.<SPAN style="mso-spacerun: yes">
</SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>The trouble with becoming an
adult is that you are too old, you are in your peer group, you are already
raising your own children, and therefore you do not go through these early
social learning situations, and furthermore, your own children are often
deprived of those experiences as well.<SPAN style="mso-spacerun: yes">
</SPAN>So you have a redundant cycling problem within your society.<SPAN
style="mso-spacerun: yes"> </SPAN>There is much to be learned from simple
societies, whether it is in the aborigines in the hinterlands of continents, or
whether it is in the early social groups such as the Quakers and the Amish.<SPAN
style="mso-spacerun: yes"> </SPAN>These cultures see the benefit of simple
living, that they allow children to be children, and children learn through
imitating and if they are not able to imitate or observe exactly, they will
invent solutions themselves, in their own little work groups and little social
groups.<SPAN style="mso-spacerun: yes"> </SPAN>This is very important to a
sustainable society.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>I do not feel badly about
mentioning sustainability over and over again, as this truly is the topic of my
mission, to help bring this world and all its societies into the era of light
and life, an era when my work will be complete, and I can return once more to my
brethren in Paradise and Havona.<SPAN style="mso-spacerun: yes"> </SPAN>I
am enjoying my stay while I am here, and my goal is to assist your world in to
reaching the days of light and life —<SPAN style="mso-spacerun: yes">
</SPAN>the other way of stating this era is an era of sustainable peace,
sustainable economies, a sustainable global society, and so on.<SPAN
style="mso-spacerun: yes"> </SPAN>To attend to and reach the days of light
and life is a topic I will hearken to repeatedly, for it sets the standards for
all the work that we do.<SPAN style="mso-spacerun: yes"> </SPAN>Of course,
your evolving spirituality is connected to your evolving emotionality, and your
evolving social-self as a social organism.<SPAN style="mso-spacerun: yes">
</SPAN>So, I hope you do not get tired of the refrain that I will give you
continually.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>Providing
a sustainable educational environment<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Thank you, and to be quite honest, I
think that’s the purpose of these questions, is to inform us in ways that we can
create and co-create a sustainable environment here, so I am always appreciative
of these references.<SPAN style="mso-spacerun: yes">
</SPAN>(MONJORONSON:<SPAN style="mso-spacerun: yes"> </SPAN>Thank
you.)</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>We’ve talked about the busyness
of our culture again, and I guess I’m concerned about engaging children in too
much activity.<SPAN style="mso-spacerun: yes"> </SPAN>This not only
relates back to the need for self-directed activity, but it also relates back to
my question about periods of activity, alternating with periods of quiet
diffusion.<SPAN style="mso-spacerun: yes"> </SPAN>What I’m seeing is that
in our society, we tend to overload children with activity after activity after
activity, and of course this is my opinion, but I’m wondering how you feel about
this busyness we impose upon children?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>It is an artificial evidence of living,
of being alive.<SPAN style="mso-spacerun: yes"> </SPAN>Living is the times
when you are sleeping; living is the time when you are reflecting; living is the
time when you are in repose, and even when you are in groups, sometimes very
stable groups are at peace and at ease among themselves, saying nothing.<SPAN
style="mso-spacerun: yes"> </SPAN>But there is an enjoyment among the
group actually doing nothing, but enjoying each other’s presence.<SPAN
style="mso-spacerun: yes"> </SPAN>Busyness goes along with your linearity
of your society and the materialism.<SPAN style="mso-spacerun: yes">
</SPAN>Everything is connected to doing something, to producing something that
is evident, and you can hold in your hands, or see on a paper or measure.<SPAN
style="mso-spacerun: yes"> </SPAN>The quality of life oftentimes is not
measurable; I wouldn’t say it is immeasurable, but it is usually not
measured.<SPAN style="mso-spacerun: yes"> </SPAN>And these quiet times are
necessary for the augmentation of the growth of mind, and the growth of your
social capability.<SPAN style="mso-spacerun: yes"> </SPAN>There have been
many, many studies of college students, as you know, where they measure the
learning experience of these individuals under stress, under lack of sleep and
under times of repose, as opposed to those times when they are so active and so
busy and so driven.<SPAN style="mso-spacerun: yes"> </SPAN>They have found
that, in fact, the individual who does study when they are rested and quits when
they need rest, is far more prepared for the tests, for writing essays, and so
on, than those who work feverishly through the night.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>Yes, there is a need for a
balance, just as we were speaking of the young children in learning situations,
where they pretend, there is a time for reflecting, a time to actively,
consciously reflect on what has been done, and what has been not done, and how
might that be different.<SPAN style="mso-spacerun: yes"> </SPAN>Times of
reflection are needed as a “conscious activity”—put that in quotes—for your
curriculum, during the day, beginning in early times for young children, and
into pre-adolescent eras, and later on as a formal time of that activity.<SPAN
style="mso-spacerun: yes"> </SPAN>This truly is simply acknowledging that
which individuals do already, but authorizing this time of inactivity, this time
of reflection, as a time for productive thinking.<SPAN
style="mso-spacerun: yes"> </SPAN>Sometimes individuals will come away
from a time of reflective thinking with just a yawn, as they have not been busy
thinking, or reflecting on their experiences, whereas others will be very
productive and so there is allowance for this as well.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT
color=#008000>Connections with nature<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>I’m going to change the direction here a
bit.<SPAN style="mso-spacerun: yes"> </SPAN>I’d like to talk about
children, of course, but in a different perspective.<SPAN
style="mso-spacerun: yes"> </SPAN>It appears that many children,
especially those living in the inner cities today, have become disengaged with
nature, and I’ve observed where they have actually expressed fear when placed in
a natural setting, such as walking in the woods.<SPAN
style="mso-spacerun: yes"> </SPAN>My concern is that they are not
developing an appreciation, or a connection with the natural surroundings of
beings and animals that is necessary for us to sustain our whole planet.<SPAN
style="mso-spacerun: yes"> </SPAN>Can you address this?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Yes.<SPAN
style="mso-spacerun: yes"> </SPAN>Walking in parks and going to zoos are
adequate to educate children that these places of forests and animals exist, but
it does not fully prepare them for living as one among many, in a natural
setting.<SPAN style="mso-spacerun: yes"> </SPAN>The true, thoughtful
naturalist would be another Henry David Thoreau, finding themselves among
nature, as just one of hundreds of species in a local area, and appreciate the
fact that they are not alone, even without other people around them.<SPAN
style="mso-spacerun: yes"> </SPAN>What you are speaking about really has
to do with the awareness of connection; connection to the earth, connection to
other animals, connection to the biosphere as a contributor or a detrimental
element of that biosphere.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>This is an important facet of
learning to be a whole person.<SPAN style="mso-spacerun: yes"> </SPAN>It
is an aspect of being a holistic student of life, one who is aware of all that
is around them, and is curious about that which they do not see, and which is
not apparent.<SPAN style="mso-spacerun: yes"> </SPAN>Unfortunately, there
are literally millions of children in inner cities around the world who have no
idea that they are part of a biosphere, and that they contribute to it in one
way or another.<SPAN style="mso-spacerun: yes"> </SPAN>This assists in
teaching individuals that they are truly connected as one among many, and many
who are connected to the one.<SPAN style="mso-spacerun: yes"> </SPAN>This
is important spiritual experience as well as a natural one that they need to
have in their repertoire of memories and experiences.<SPAN
style="mso-spacerun: yes"> </SPAN>This tells you, as you have described
it, gives you evidence of the imbalance of your world, your world population and
how people are so tremendously unprepared to become a conscious part of the
whole, of the one, and be responsible in that regard.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>The
necessity of direct experience<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>And my own comment would be that we can
teach this in schools in the inner cities, but unless children <I>experience</I>
it in a natural setting, that it really has little meaning to them.<SPAN
style="mso-spacerun: yes"> </SPAN>Would you agree with that?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Most definitely.<SPAN
style="mso-spacerun: yes"> </SPAN>Talking about something is much
different than actually experiencing it.<SPAN style="mso-spacerun: yes">
</SPAN>It is the experience that is primary to learning; otherwise it is just
another academic experience.<SPAN style="mso-spacerun: yes"> </SPAN>It is
one thing to talk about the birth of a zebra; it is another thing to watch
it.<SPAN style="mso-spacerun: yes"> </SPAN>It is one thing to talk about
the birth of a calf; it is quite another to attend to the birth of a calf or
another animal.<SPAN style="mso-spacerun: yes"> </SPAN>It is an experience
that you will never forget.<SPAN style="mso-spacerun: yes"> </SPAN>And
living on your world is one that you will never forget through the duration of
your future life.<SPAN style="mso-spacerun: yes"> </SPAN>The more you
experience reality on your world, the more that you will have to take with you
into the afterlife and reflect on as learning experiences for that era.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>Children
and their electronic devices<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Thank you.<SPAN
style="mso-spacerun: yes"> </SPAN>It really speaks to how I view
education, and that is experiential; not the pouring of information into the
minds of children, but allowing them, what I call holistic, authentic
experiences, where they engage.<SPAN style="mso-spacerun: yes">
</SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>I’m going to move on to another
topic, related to children, and this has to do with all of their electronic
devices; these include computers, cell phones, sound systems and gaming
toys.<SPAN style="mso-spacerun: yes"> </SPAN>Our scientists are beginning
to measure both positive and negative effects in the use of these devices,
because our children are attracted to these, and often are using these
continuously.<SPAN style="mso-spacerun: yes"> </SPAN>I do understand that
it is our role as parents and adults, to monitor the amount of use of these
devices, but I guess what I’m wondering is just what is the degree of safety
here, so I’m asking you, from the standpoint of health, could you offer us some
advice on the safety of these devices for our children?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Yes, I would be most glad to.<SPAN
style="mso-spacerun: yes"> </SPAN>Aside from the effects of electronic
radiation, the most detrimental aspect of these devices is the development of
obsessive/compulsive behaviors, where the individual becomes just one more
transistor in the regimen of this device, where they repeat and experience over
and over and over again, as though this repetition would make them part of the
machine, and the machine part of them.<SPAN style="mso-spacerun: yes">
</SPAN>It is an artificial way of living and experiencing.<SPAN
style="mso-spacerun: yes"> </SPAN>It is not altogether detrimental to
these children as long as it is known when the learning curve has been
maximized, and the child is withdrawn from that activity.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>You will find in the elderly,
that these games are in fact, very helpful to train the mind and keep it active,
that it acts as a preventative to dementia in the elderly.<SPAN
style="mso-spacerun: yes"> </SPAN>For children, however, these devices
often form habitual patterns of repetition, which are detrimental, and which
takes the child away from the reality of their biosphere, as we were just
discussing.<SPAN style="mso-spacerun: yes"> </SPAN>This is an unreality of
life and it is artificial.<SPAN style="mso-spacerun: yes"> </SPAN>It keeps
the individual from experiencing real life that they will need to know and go
through.<SPAN style="mso-spacerun: yes"> </SPAN>Again, the harmfulness
occurs when the learning curve has been maximized and where it becomes habitual
or obsessive/compulsive.<SPAN style="mso-spacerun: yes"> </SPAN>The child
needs to be withdrawn from that, when that evidence occurs.<SPAN
style="mso-spacerun: yes"> </SPAN>Thank you.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>How will
computers fit into the future of
education?<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>I’d like to talk a bit more about
computers.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>I see computers really opening
opportunity for us in terms of where and when learning actually occurs. My
question would be, how do you see computers affecting how and where we educate
in the future?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>I would be most glad to.<SPAN
style="mso-spacerun: yes"> </SPAN>You will find computers offer a
multi-cultural venue for education, where children in remote areas of remote
continents, can be connected through satellites and have electricity through
photovoltaic devices for charging batteries.<SPAN
style="mso-spacerun: yes"> </SPAN>This actually will raise the education
level of your global population very rapidly, particularly to those remote areas
where indigenous people live.<SPAN style="mso-spacerun: yes"> </SPAN>It
aids these groups in becoming enculturated to a global culture; it assists in
individual’s learning skills and attaining levels of achievement through degree
earning, and so on, where they would not otherwise be able to do so.<SPAN
style="mso-spacerun: yes"> </SPAN>They become accredited members of a
professional society.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>You have what is called FaceBook,
and this provides a wonderful arena of social interaction, that is a new form of
social behaving and ethics.<SPAN style="mso-spacerun: yes">
</SPAN>However, it is just another venue, but it will assist in some ways in
your face-to-face social interaction with others, individuals and groups, but is
no substitute.<SPAN style="mso-spacerun: yes"> </SPAN>You will find these
computer learning environments wonderful adjuncts to learning, but no substitute
for face-to-face experiences.<SPAN style="mso-spacerun: yes"> </SPAN>You
will soon learn that these devices have limitations, and it is important that
you understand these limitations for learning, quickly and rapidly so that you
do not expose large numbers of your population to unproductive or ineffective
learning situations that do not augment or reflect the reality of your social
life, and social ethics and social morality.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> </P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> </P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>Reality
and social ethics of using computers<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="COLOR: green"> <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>It is important as well, that the
violence that your race and your nation has an infatuation with, not be
supported or assisted to spread.<SPAN style="mso-spacerun: yes">
</SPAN>This is very debilitating to young people and those who are susceptible
to anti-social behavior and psychotic developments will find this venue
fascinating, but highly detrimental to your larger society.<SPAN
style="mso-spacerun: yes"> </SPAN>So beware of the benefits and the
hazards of these learning environments.<SPAN style="mso-spacerun: yes">
</SPAN>Thank you.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>Religious
freedom vs. spiritual expression in
schools<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>That was very informative.<SPAN
style="mso-spacerun: yes"> </SPAN>Monjoronson, this next question is a
personal one, and it is something I struggle with:<SPAN
style="mso-spacerun: yes"> </SPAN>as spirituality becomes more a part of
my life, I struggle with this.<SPAN style="mso-spacerun: yes"> </SPAN>And
so I’m going to begin here:<SPAN style="mso-spacerun: yes">
</SPAN>Individuals running our public sector, have become quite rigid about
allowing any kind of spiritual expression.<SPAN style="mso-spacerun: yes">
</SPAN>I understand that the intent is to protect religious freedom, and I
support that.<SPAN style="mso-spacerun: yes"> </SPAN>However, when I look
at children, who we are attempting to raise more spiritually, and who will want
to express their spirituality, I find a tremendous struggle with this, a
disparity, since a large part of their life is spent in school.<SPAN
style="mso-spacerun: yes"> </SPAN>Could you help me reconcile this?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>I will strive to do so.<SPAN
style="mso-spacerun: yes"> </SPAN>What you are seeing is another bit of
evidence about the naiveté, the innocence, the youthfulness and lack of maturity
and social evolution in your society, your nation and your global culture.<SPAN
style="mso-spacerun: yes"> </SPAN>You see what is needed, but your
culture, which is reflected in your educational system, has not really gotten
there yet.<SPAN style="mso-spacerun: yes"> </SPAN>It is only now
struggling to overcome the differences of church and state, whereas it is
talking about church as religion; you are talking about <I>competing
authorities</I>, which have no place in education.<SPAN
style="mso-spacerun: yes"> </SPAN>Religion is a personal choice for a
religious authority, when one adopts that is their choice.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>To foster religious education in
public schools is not a positive or productive thing to pursue, as it causes a
conflict of authority.<SPAN style="mso-spacerun: yes"> </SPAN>However, it
has not begun to sift and sort the more mature and evolved level of recognizing
that there is an esprit, a spirit to the universe, which does not speak to
religion, but that there is science, and there spirit; that there is something
about the universe which is unreal, which is unscientific, which is not
measurable, but yet seems to under gird the whole operation of all that
exists.<SPAN style="mso-spacerun: yes"> </SPAN>This spiritual enterprise
of the universe is a reality that no matter how many decades and centuries pass
cannot be washed away or ignored, or stated that it does not exist.<SPAN
style="mso-spacerun: yes"> </SPAN>You can state that religions do not
exist, that they do go away, that they do not have any authority, but you cannot
do so for the spiritual element of the universe.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>This, dear one, is a matter of
time and evolving maturity and thoughtfulness, for a troubled educational system
in this country and other countries.<SPAN style="mso-spacerun: yes">
</SPAN>Your educational system will not become holistic and effective until it
recognizes that there are some aspects of the universe which are unknowable,
mysterious and which causes you great curiosity, and of course this is a
wonderful facet that must not be swept away from your educational forum.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT
color=#008000>Segregation and compartmentalization in
education<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B> <o:p></o:p></B></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Thank you.<SPAN
style="mso-spacerun: yes"> </SPAN>That was helpful, because it really did
delineate between religion and spirituality for me, and its role.<SPAN
style="mso-spacerun: yes"> </SPAN>I see the beginning of some
reconciliation here in my thoughts.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>I’d like to go back; I missed one
area of discussion that I wanted to talk about.<SPAN
style="mso-spacerun: yes"> </SPAN>It has to do with segregation and
compartmentalization of our educational system, and as I said before, I see that
we do this in many areas.<SPAN style="mso-spacerun: yes"> </SPAN>One area
that I’d like to talk about is gender.<SPAN style="mso-spacerun: yes">
</SPAN>I see that oftentimes we segregate in certain activities, and even in
certain schools.<SPAN style="mso-spacerun: yes"> </SPAN>So my question
is:<SPAN style="mso-spacerun: yes"> </SPAN>How do you view this practice,
whether it’s an all-boy, or all-girl school, or all-boy or all-girl
activities?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>There are of course, positive aspects to
teaching only boys at one time, and only girls at one time, but there are
certain behaviors and ways of behaving where they need to be separated.<SPAN
style="mso-spacerun: yes"> </SPAN>However, the compartmentalizing that you
have and segregating that you have spoken about, is another aspect of the
linearity of education and of thinking.<SPAN style="mso-spacerun: yes">
</SPAN>Compartmentalizing and using logic are very, very immediately productive,
but they do not always reflect the reality that you live in.<SPAN
style="mso-spacerun: yes"> </SPAN>Life truly is a continuum.<SPAN
style="mso-spacerun: yes"> </SPAN>If you were to segregate, you would see
that there are little boys and little girls, and that there are adult men and
adult women—and some are in-between for teens, which is very confusing to
everybody!<SPAN style="mso-spacerun: yes"> </SPAN>You would find that in
actuality there is a continuum as these children grow into adulthood, and this
reflects the reality that you live in.<SPAN style="mso-spacerun: yes">
</SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>Both of these ways of viewing the
universe, the world, the social sphere that individuals live in, both need to be
taught; that simply using this compartmentalization, this linearity, lends
itself to judgment, to inaccurate discernment, leads to thinking in ways which
do not reflect reality of where you live.<SPAN style="mso-spacerun: yes">
</SPAN>Extreme cases of this are prejudice and bigotry, that you are not one of
us, because of your skin color; that you are not one of us because you come from
a different clan or tribe, that therefore we can kill you, and it is
justifiable; or we can segregate you, or we can capture you and use you as a
slave.<SPAN style="mso-spacerun: yes"> </SPAN>These are old, archaic ways
of behaving, but they are still used in people’s thinking and treatment of
others.<SPAN style="mso-spacerun: yes"> </SPAN>This compartmentalization
and linearity lends to inaccurate thinking, that there is separation from
others, whereas in reality, there is no separation at all, but continuity and
ultimately oneness.<SPAN style="mso-spacerun: yes"> </SPAN>Your question
is soundly based as it leads one into a larger way of thinking about your world,
your culture, and your place in it.<SPAN style="mso-spacerun: yes">
</SPAN>Anything that causes separation is artificial and does not reflect the
true continuum of humanity, of which you are one and among.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>Bringing
back the one-room schoolhouse?<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>It brings to mind when there was a time
in our history, where we had one-room schoolhouses, where children of all ages
and abilities and genders were taught in one-room, usually by one teacher, and
though at that time that was pretty limiting, children did have the experience
of teaching one another.<SPAN style="mso-spacerun: yes"> </SPAN>Nowadays,
maybe with more immediate access to resources and to people, I’m wondering if
this is a viable option again.<SPAN style="mso-spacerun: yes"> </SPAN>Do
you see this as a possible application in the future for education?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Most definitely.<SPAN
style="mso-spacerun: yes"> </SPAN>This is truly an extension of the family
learning environment, or multi-family, extended family learning
environment.<SPAN style="mso-spacerun: yes"> </SPAN>What has happened in
your culture, your educational system is the extreme segmentation and
compartmentalization of specialties.<SPAN style="mso-spacerun: yes">
</SPAN>And you are now trying to get back to the integrated base, where children
who are disabled become a part of the larger group.<SPAN
style="mso-spacerun: yes"> </SPAN>In the one-room schoolhouse situation
you described, everyone in the room becomes acquainted with those who are
disabled, and those who are brilliant; those who are crippled physically and
mentally, and those who have exceptional skills, mentally, physically and
socially, and so these one-room schoolhouses reflect the reality of your larger
society, and this is where your educational system is trying to get back
to.<SPAN style="mso-spacerun: yes"> </SPAN>Having older children, who are
experienced and capable, teach those who are younger and less capable.<SPAN
style="mso-spacerun: yes"> </SPAN>This resembles the educational system
that you will experience in the afterlife as a morontial being, going through
hundreds and hundreds of levels of education.<SPAN
style="mso-spacerun: yes"> </SPAN>Those who know, teach.<SPAN
style="mso-spacerun: yes"> </SPAN>Those who do not know are taught, and so
on, so that always you are the student, become the teacher, who is still the
student.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>There is so much to learn in the
universe, and in your society.<SPAN style="mso-spacerun: yes"> </SPAN>The
one-room schoolhouse provides an environment where you learn to cooperate,
coordinate, get along, produce, become effective, or become disengaged,
disenchanted and disenfranchised and sometimes in the worst cases, you are
exiled by the group.<SPAN style="mso-spacerun: yes"> </SPAN>This is a
rarity in those larger one-room schoolhouse situations, though it seems to be an
extension that is accepted in your current compartmentalized, linear educational
system.<SPAN style="mso-spacerun: yes"> </SPAN>You want to use the very
best of the one-room schoolhouse as a continuing educational situation, and
sending the children apart for specialized training that they need.<SPAN
style="mso-spacerun: yes"> </SPAN>They learn the wholeness of their
society, and they learn to overcome their handicaps, and they also learn how to
fully develop their potentials with other individuals, who can create
competition for them, which is a positive aspect on occasion.<SPAN
style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Thank you.<SPAN
style="mso-spacerun: yes"> </SPAN>With that question, I would like to end
this session and <I>truly</I> thank you, Monjoronson, because I feel we have
covered some ground here that will direct us toward a much more sustainable
educational institution.<SPAN style="mso-spacerun: yes"> </SPAN>We’ve
covered many, many areas today.<SPAN style="mso-spacerun: yes"> </SPAN>The
depth of your answers and the wisdom behind them, is going to help all of us,
tremendously, as we map this out.</P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT
color=#008000>Monjoronson’s Mission<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="COLOR: green"> <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>You can appreciate my own excitement for
the decades and centuries ahead, as I am with your children, grandchildren and
ultimately your many, many grandchildren in generations in the future.<SPAN
style="mso-spacerun: yes"> </SPAN>I will be here, providing the same kind
of wisdom, guidance and practical assistance that you are receiving today, but I
will be able to enjoy seeing the fruits of my efforts and those of our—yours and
my—seraphic assistants.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>Future
updates on Urantia’s progress<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>And can I ask, will we be able to get a
little window into this situation, once we leave earth?</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Most definitely.<SPAN
style="mso-spacerun: yes"> </SPAN>You will be tuned into the universe
broadcasts, which will have a byline from this planet, speaking about the
progress that is there.<SPAN style="mso-spacerun: yes"> </SPAN>This is a
broadcast of different proportions than you are used to, it is a multi-channel,
interactive sort of broadcast, where you can see what is going on from where you
came from.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>Vicki:</B><SPAN
style="mso-spacerun: yes"> </SPAN>Okay, that’s something to look forward
to; that’s comforting—thank you.<SPAN style="mso-spacerun: yes">
</SPAN>And I think that concludes my questions at this time.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<H2 style="MARGIN: 0in 0in 0pt"><B><U><FONT size=3><FONT color=#008000>Becoming
involved in the mission<o:p></o:p></FONT></FONT></U></B></H2>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="COLOR: green"> <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><B>MONJORONSON:</B><SPAN
style="mso-spacerun: yes"> </SPAN>I look forward to the coming weeks and
months.<SPAN style="mso-spacerun: yes"> </SPAN>As you have seen, we have a
huge canvas in front of us, and we have used our pencil to outline the vistas,
horizons and those topics, which are near by.<SPAN
style="mso-spacerun: yes"> </SPAN>As we move forward in our work together,
we will begin to actually fill in the blanks of this outline that we have
sketched.<SPAN style="mso-spacerun: yes"> </SPAN>As this one was for
education, we will as well have one for peace, for economies, for healthcare,
for family design and dynamics, and so on.<SPAN style="mso-spacerun: yes">
</SPAN>These are the fundamentals of a sustainable civilization, and we have
need to cover them all.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>What I am speaking about is
actually “doing” something in your society, together.<SPAN
style="mso-spacerun: yes"> </SPAN>Now we must, in ways, go forward, though
we will continue here.<SPAN style="mso-spacerun: yes"> </SPAN>We must go
forward in other venues, to begin the work of designing a sustainable society,
beginning at the local level, with an eye on the grand level as well.<SPAN
style="mso-spacerun: yes"> </SPAN>I will guide you through this, as will
our attending Melchizedeks, who are most adept at teaching, administering to
these programs.<SPAN style="mso-spacerun: yes"> </SPAN>Each of you who
hear this and who read this, will in some way in the future of your life be
contacted by us, and be used by us if you are willing, to participate in this
work.<SPAN style="mso-spacerun: yes"> </SPAN>There is literally no end to
the positions that need to be filled, and the work that needs to be done.<SPAN
style="mso-spacerun: yes"> </SPAN>The practicality of managing an evolving
civilization is tremendous, and of course we have tremendous resources to assist
you.<SPAN style="mso-spacerun: yes"> </SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>I give you thanks for attending
to these sessions, to listening, to reading, to contemplating, to reflecting on
what we have told and shared with you, and we ask you to be thoughtful and
supportive of these programs, to the capacity that you are able.<SPAN
style="mso-spacerun: yes"> </SPAN>Nothing less and nothing more is
expected than that, which you are fully capable of.<SPAN
style="mso-spacerun: yes"> </SPAN>Know that in addition to this, that you
are loved!<SPAN style="mso-spacerun: yes"> </SPAN>That you are appreciated
and accepted where you are, that you truly are a member of a larger society, one
which has bounds far past this planet.<SPAN style="mso-spacerun: yes">
</SPAN>That you are in a family who supports you and cares for you, that there
are literally millions and billions of beings who are unseen to you, who assist
you in coming into the new era of your personal life, and the era of your
planet.<SPAN style="mso-spacerun: yes"> </SPAN>And we give thanks for
that, and we give thanks for your attention.<SPAN
style="mso-spacerun: yes"> </SPAN>Good day.</P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal> <o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt"
class=MsoNormal>END</P></FONT></DIV></BODY></HTML>