children move through the process of self-discovery, their consciousness
begins to expand upwards. Children gain control of their own physical
body, their emotions, and their own mind, and integrate the three within
their personality. Individual consciousness begins to expand outwards,
exploring new aspects of human nature. These aspects can be described
in tenns of psychological elements, encompassing all potential human qualities
and abilities. Each of these psychological elements is a unique reflection
of the whole, and serves a valuable function within an individual's consciousness.
Every human being is shaped by a mixture of these elements, combined in
a unique formulation which gives everyone their own special set of qualities
One's psychological nature can be described in tenns of seven aspects,
or areas. Each area encompasses a particular set of strengths and weaknesses,
and has a special underlying theme.
This should be developed
to the point where life is governed by conscious spiritual purpose, and
the individual is correctly oriented towards reality.
Sense of purpose
Ability to direct, govern, and lead
Will power, self-discipline Independence
This is essentially
the unfolding of the consciousness of the whole. Love of self (self-consciousness)
and love of those around us (group-consciousness) eventually become love
of the whole (God-consciousness). Love leads to wisdom, which is love
in manifested activity.
compassion, empathy, sensitivity
Sense of responsibility
for the welfare of others
Reverence for life,
Dear perception and intelligence, intuitive comprehension
Tact, respect, interpersonal
Over-sensitivity, vulnerability, self-pity
Insufficient rapidity of action
Attempt to be too complete and thorough
of mental limitations in others
3. CREATIVE INTELLIGENCE
This concerns the
unfolding of the creative nature of the conscious, spiritual person. It
takes place through right use of the mind, with its power to intuit ideas,
to respond to impact, to translate, analyze, and construct.
Mental creativity, agility, versatility
Ability to handle complexity and deal with many contingencies
Wide views, openmindedness
Great activity and adaptability
Ability to plan and strategize .
Capacity to theorize, analyze, and reason
majority of thinking skills fit into these strengths.
pride, excessive criticism
Changeability, perplexity, confusion
Constant preoccupation, absentmindedness
carelessness, disorder, chaos
thinking without practical action
4. HARMONY, BEAUTY, ART
through conflict, is that innate urge or discontent which leads one to
struggle and progress. It is the consciousness of harmony and beauty which
drives mankind along the path of evolution.
Understanding of right relationships, promotion of cooperation
Facility for bringing harmony out of conflict, bringing about peace
Ability to validate opposing perspectives
Preservation of balance, equilibrium
Ability to create and express beauty
Artistic capabilities, musicality, ability to entertain
Sense of drama
conflict and turmoil, combativeness
activity patterns, procrastination
Moodiness, agitation, temperamentalism, unregulated passions
Lack of confidence and composure
Exaggeration, overly dramatic
5. CONCRETE KNOWLEDGE
This enables one to
concretize concepts, materialize visions and dreams, and bring ideas into
being. Individuals can then produce upon Earth that Which will be their
contribution to the whole.
Knowledge of scientific truth, factual details
Capacity for investigation, research, experimentation, verification
analysis, discrimination, calculation, observation
focused intellect, accuracy
Inventive application, mechanical ability
Factual knowledge, and the scientifically oriented thinking
skills fit into these strengths.
Excessive mentalism, over-analysis
Rigid thought patterns, narrowness
Lack of intuitive sensitivity
Lack of emotional responsiveness
This leads individuals
on from one realized goal to another. Each time, they demonstrate their
devotion to a desire, to a personality, to an ideal, and to a vision,
until they finally unify themselves with the ideal that is the highest
possible achievement mown to mankind.
High ideals and values, an urge to elevate
loyalty, passionate commitment
Power to arouse, inspire, and persuade
to the sacred
Blind faith, unreasoning devotion
Self-abasement, the martyr complex
A sense of order should
be developed, along with the innate faculty to function under directed
purpose and ritual. This instinct towards ordered rhythm should be creatively
constructive, thereby providing a field for the unfoldment of the powers
of the higher mind.
Power to design and build perfect forms
Ability to renovate and transform
Capacity for management, coordination of groups
of rhythm and timing
Understanding of rules and laws
Courteous, appropriate behavior
Regular systemic practice of disciplines and exercises
and recall skills fit into these strengths.
Rigid orderliness, formalism
Overconcern with rules and regulations
Intolerance of individuality, excessive conformity
Lack of originality,
intolerance of anything new
Within the context of these elements, children can begin to understand
themselves and others in a new way. They are able to appreciate the fact
that every individual has intrinsic worth. They can recognize that, regardless
of differences, everyone is connected by a common bond and is part of
the same family - the human race.
Depending upon the culture in which a child is raised, different qualities
are looked upon as more valuable than others. In the West, ambition, drive,
and mental prowess are greatly valued. In the East, patience, devotion,
and a serene temperament are considered to be important Unfortunately,
the fact that a child lives in a culture which values certain qualities
does not mean that the child necessarily has those qualities in abundance.
A situation is set up in which children who possess the "right"
set of qualities will be praised and rewarded, and will develop a sense
of self-worth, while those who do not will be ignored, and will grow up
with the impression that they are not as worthwhile as others. If it could
be taught that all human qualities are equally valuable, and that every
child deserves respect because of the strengths each one has, then no
child would be deprived of a sense of self-worth.
It could be very helpful for children to understand their individual strengths
and weaknesses. Being aware of one's strengths would enable one to make
wise decisions regarding future life goals. By understanding one's weaknesses,
chances of overcoming them are increased. One's strengths could be used
as a means of transforming weaknesses, thus showing each child that positive
change is always possible.
As children becomes increasingly aware of the similarities and differences
between themselves and others, they wonder why such differences exist,
and look for ways to understand their own individuality in relation to
others. At first, everyone concludes that their own perspective is naturally
the most valid, and that they can see the truth more clearly than anyone
else. Gradually, one's perspective expands to include the viewpoints of
family, friends, and other significant people in one's life. One becomes
a member of a small group of people who share similar ideas. Ideally,
one's thinking would continue to expand indefinitely. If it does not,
then part of the world remains excluded from one's group. this leads to
the problem of one group thinking that it has the right to impose its
values and ideas upon another group. If children could be lead to understand
that people express their individuality in different ways, and that all
those ways are valid, then they might learn to be more tolerant and inclusive
in their thinking. this would lead naturally to a sense of brotherhood,
goodwill among people, and peace upon the planet Earth.
Educators have both the opportunity and the responsibility to help children
understand the nature of being human. By considering these seven aspects
as they relate to teachers and students, groundwork can be laid for a
more balanced and inclusive learning environment As teachers examine their
own psychological make-up, they can see which aspects they personally
have a strong tendency to emphasize. At the same time, the teachers will
become aware of those aspects which are not emphasized, and which might
be missing in the classroom environment. Teachers can then adjust their
personal teaching methods to be more inclusive, and reach students that
they might not have been able to reach otherwise. Teachers can be a shining
example of understanding different points of view, and of finding
the strengths in every individual, no matter how similar or different
others might be from them. Thus students will experience first-hand that
every human being is uniquely valuable.
The seven psychological
aspects can be presented as a topic for discussion in the classroom, and
students will then become more aware of these aspects in themselves and
others. Students can be guided by the teacher to recognize each other's
strengths, and to accept and work with each other's weaknesses. As the
the students, and the ways in which they work, a picture of each child's
individual tendencies begins to take form within the teacher's mind. These
observations should be included as a part of the evaluation process. By
giving students this feedback, they could come to know themselves better,
and thus be better equipped to deal with life. These evaluations should
not be thought of as "good" or "bad", but merely as
reflections of individuality.
Teachers can offer children constant opportunities to explore their own
natures by setting up activities which are geared to each of the seven
aspects, or areas. These activities can take place within the context
of many different subjects and situations. The following are some examples
of activities in each of the seven areas:
To develop the ability to have a sense of purpose and direction, to exhibit
self-control, and- to cultivate leadership abilities.
Ask for ideas about the purpose of the lesson
Provide each student an opportunity to be a leader.
Give each student independent work. .
Give each student a task which requires self-discipline.
student's self-control in the classroom
To develop the ability to have compassion and a sense of responsibility
for all living things, and to demonstrate understanding and patience.
Ask for students' ideas about compassion and understanding. Ask
how one would demonstrate it in a particular situation. 11ris could be
done with open-ended stories or role-playing, as well as in written form.
Give each student someone or something for which to take responsibility.
Give students a task which requires patience.
Give the students experience in feeling calmness and serenity,
by asking each one to relax their body, emotions, and mind while listening
to meditative music.
Observe each student's demonstration of caring, helpfulness, harmlessness,
and sense of responsibility in the classroom
To develop the ability to grasp ideas, to manipulate them, and to put
them into action.
Give each student a task in which creativity is required.
Ask each student
for a list of ideas on how to solve a particular problem, and then ask
them to arrange those ideas, make some decisions, and then put those ideas
Give each student a task which involves setting a goal, making
a plan, organizing it into parts, determining the materials needed, collaborating
with classmates, estimating time and effort required, and after reaching
the goal, ask each student for a self-evaluation
a task in which they must hypothesize, deduce, infer, or interpret
Give students a task in which they must compare, contrast, and evaluate
Observe each student's adaptability and versatility in the classroom
4. Harmony, Beauty
To develop the ability to bring harmony out of conflict, to have right
relationships with all living things, to preserve balance, and to express
Ask students for their ideas about right relationships, harmony,
and peace. Ask each student how one would demonstrate these. qualities
in a particular situation. Give two or more students a task which involves
each one taking an opposing viewpoint and then resolving the conflict
Give two or more students a task which requires cooperation.
Give students an opportunity to be spontaneous.
Give students a task which involves recognizing or creating beauty.
Give students a task in which they must use their imagination.
Give students an experience in guided imagery.
student's ability to have harmonious relationships and balance in the
5. Concrete Knowledge
To develop the ability to discriminate wisely, to search for and discover
factual information, and to practically apply it.
Present a set of facts, and give students a task that requires
knowledge and application of those facts.
Give students a task which involves investigating, experimenting,
and discovering something.
Give students a task which requires close observation or listening,
discrimination, and accuracy.
Give students a task which involves inventing something. Give students
a task which requires an understanding of the relationship between cause
Observe each student's ability to use focused, concentrated thinking
in the classroom.
To develop the ability to have high ideals, and to strive towards them
with enthusiastic commitment.
Ask students about their ideals and values. Ask how they demonstrate
ideals and values in daily life.
Help students think of ways that they could put those
ideals and values into action in the classroom, the family, the community,
the country, or the world.
Give students a task which requires commitment and persistence.
Ask students for his ideas about faith, devotion, and goodness.
Ask each student how one would demonstrate these qualities in a particular
Observe each student's enthusiasm and commitment in the classroom.
To develop the ability to have a sense of rhythmic order, to design and
build' perfect forms, and to understand and work with rules, laws, and
Give students a task which involves designing and building a "perfect"
Give students a task which requires organizing something in accordance
with certain rules and laws.
Give students a task in which they have to coordinate and regulate
Give students a task which involves making a schedule, or outlining
Give students a task which requires recognition of patterns and
Give students a task which requires regular systemic practice of
definite disciplines and exercises.
Give students a task which requires understanding of rhythm, timing,
Observe each student's sense of order and understanding of rules
in the classroom.
Another idea for exploring these seven aspects might be to discuss famous
people who were a shining example of each aspect. Examples could be:
1. Great leaders, explorers
2. People of great compassion and wisdom
3. Great thinkers, philosophers
4. Great conflict-resolvers and great artists
5. Great scientists
6. Great idealists
7. People who have designed and built great things or worked with great
systems or laws.
By exploring these areas within the classroom, educators can help children
understand what it means to be human. Thus children will begin to see
each individual as a unique and valuable reflection of the whole. This
understanding will lead to right relationships, which is the key to the
future of this planet and of the human race.