I Think, Therefore I Create

It is interesting that it seems more and more that education continues to be a process of filling up the metaphorical cup of knowledge within a student, see how much they can hold before an spill or leaks out, and then ask them to walk the length of a football field on a tightrope hovering over alligators as fast as possible so they can dump it out and then return the process back the other direction.  As much as it is discussed how education supports and scaffolds to help students cross this treacherous ravine, the basic concept of tapping off the student in hopes they can hold the last drop of fluid (knowledge) is still the lasting model within the system.  Even though many strategies and pedagogies exist and are still innovated to allow for students to interact and reveal what they know and learn, this model continually pushes its way back into the present.

No matter how many new philosophies and theories creep into the educational field, it seems as though many legislators and stakeholders rather follow the model of stuffing in useless facts in order to regurgitate them on high-stakes exams in order to justify dollars and cents.  Those who continue to argue say they rather follow a leading out educational model in which students can apply what they know, ask questions for clarification and clarify what they have learned in order to show mastery.  The destruction of thought within the youth is leading to the demise of our educational system because students now lack to problem solve and produce analytical reasoning that in the long run would then lead to federal mandated exam success.

The power of thought and to reason only magnifies the minds creative powers.  The mind is an abstract that is a living connective tissue to not just the human body it is attached to, but also the universal consciousness of humanity.  The idea that spawn out of the mind evolve into growth and ascension as one can then not just get in touch with their true self, but also communicate with the divine for inspiration and answers to questions that have capsulated one’s soul.  When it is encouraged and taught to engage and push out the internal creative energy and knowledge, the dendrites in the brain fire and liven, therefore leading to the ease and flow of innovation and ease into the receptive knowledge of manifestation.  The influence of intellectual connectiveness in relation to evolution only allows for growth and ascension within the individual.

The vibration of energy and the creative vortex is a real thing which allows creation and manifestation.  When it is encouraged to process and manipulate what is learned through higher order thinking skills and application, the mind then opens itself to the wonders of the universe.  When the mind is opened, time does not exist, the wisdom of the Akashic field and all of its information is downloaded as if you are in The Matrix and it is easy to flow downstream and catch the frequency of manifestation.  Furthermore, it is easy to not be weighed down from all of the 3-D knowledge that is compounded as doctrine within a false ideological perspective that does not serve the highest good.

In contrast, the arbitrary and rule-based dominant hegemonic paradigm that has infused itself within the educational system only stagnates the mind’s growth and takes one out of balance.  The function of this methodology creates robotic thinking and results.  This system resembles that of the factory assembly line process the produces institutional supportive individuals whom are discouraged to use the creative and expansive practice within the mind.  In fact, this concept seems to be so supported by politicians and even media outlets everywhere; the only people whom appear to not be listened to in any educational argument are both teachers and students.  Throughout our society, an ideological paradox exists in which it is told that free thinking and originality is supported to flourish, but seems to be thought of as a disruption and nuisance when it stirs fear and trepidation to the elite decision-makers. 

A true constant is the birth of originality and connectivity to the real – that of the divine and the higher order level thinking skills that have been bestowed upon us through creative powers and spirituality.  When thought is resisted, it drops one into a lower vibrational reality in which the inability to create and manifest what it is truly wanted is encompassed by manipulation and doubt.  Additionally, when the encouragement of thinking and application is stymied, it destroys growth and evolution for the individual.  It leads to a lack of emotional maturity and along the ascension process which can lead to a repetition of destructive patterns and cycles disabling the path to enlightenment.  Educators are stuck between two worlds because deep down, they love the “aha” moments their students achieve within the educational atmosphere, yet also have to bow down to the policy makers whom control their innovative direction. 

The mind is such a powerful tool, and yet during the formative years of growth, a judgment has been made to inhibit creative thought.  As we move further into the Age of Aquarius, the sparking of innovative thinking will only unite our educational system and the students within it.  We must invigorate our students to access the tools that lie within their minds.  Allow them to question, to act and make mistakes.  It is vital to not just support their thinking, but a willingness to challenge and spark inquiry to what they find important and that is “fed” to them in the academic setting.  The acquisition of the use of the mind opens the individual up to so much more that is out there and that is beyond the classroom, and even to the realms of possibility within the powers of creation itself.  Foster growth, encourage manifestation, develop creative expression; it is the most powerful tool that all individuals have, and harder to regather once it has been buried.  The mind is truly not a thing to waste.