This is part of a series featuring my book Crystalline Consciousness: The Next Evolution in Human Energy. The Table of Contents will connect you to all posts in the series.
Chapter Two: My Journey to Crystalline Consciousness
Part Three
Much later when I was looking for solutions for helping my son, I came to understand how a system or organization could enhance or detract learning through its impact on the senses. My son had some serious challenges involving his senses and his ability to learn. My desire to support him provided the motivation to see and try things in a new way.
At the age of two, my son experienced a hearing loss from an antibiotic. The antibiotic also damaged his teeth so at the age of 3 he had major dental work, which was too traumatic for his sensitive energy self. He developed a touch disorder after that. He also turned out to be dyslexic. As I only found out after much research, all three levels of his senses were affected or impaired in some way at an early age.
With the antibiotic, my son’s sense of hearing was damaged. With the dental work, my son’s tactile and touch senses became defended and it would be years before I understood how to energetically heal them.
While dealing with all of that, it slowly became apparent that my son was also struggling with reading. At first I thought it was because of the delayed language development that accompanies hearing impairment. Later I looked into dyslexia as the cause. Children who have a very active higher sense of clairvoyance are often dyslexics. When my son’s ears lost some of their ability and his touch sense shut down, his clairvoyance and visual sense went into hyper drive.
Through the years, he’s seen vast improvement with many of these problems. Although my son has never taken any of my energy classes, he has become quite a budding energy master. I’ve taught him by communicating from my energy self to his. Some of the things that he is able to do through his energy self is retrieve energetic information from his teachers. This works best if the teacher’s energy self is consistent with what they are teaching. I’ve also shown his energy self how it can retrieve information from the group field, a trick especially useful when taking tests.
Although my son entered school with his own sensory challenges, many people, including myself, develop sensory challenges from school itself. In the years to come, I would work with many people to heal their senses so that their natural state of learning and joy could return. If learning environments simply knew how to nurture the senses, they would be well on their way to promoting joyful learning.
Besides the effect on the senses, there is another component that can make school environments conducive or not conducive to learning. After our families, school is the next major group dynamic we encounter. What occurs in the group dynamics at school has a powerful effect on us throughout our entire life. You probably can remember at least one wonderful teacher, who inspired you to become something more in your life, but very few of us have memories of an entire school doing the same.
I found the group atmosphere in school to be one of hierarchy, competitiveness, pettiness and disempowerment. In that type of group environment, my energy self became defended and my fight or flight mechanisms were always on full alert.
If we receive information in a friendly and safe environment, then the central nervous system can assimilate it, leading to learning and growth, the precursors of evolution. If that occurs in an unfriendly environment, and the flight or flight mechanisms are triggered, then we move into a stance of defense. We can learn and grow or we can defend, but we can’t do both at the same time.
