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TIME
Most mornings Ki and I spend together, greeting the new day, talking and learning together. We may read a chapter from Abe Lincoln’s biography or clean the aquarium or do a mudra and sing a song. On this particular morning, Kiah was waiting for Carrie, one of his teachers, to arrive at 10:30 a.m. Needing to ask me about a flyer for Dr. Laurel Clark’s new book Karmic Healing, it was Paul Blosser who came upstairs.
Paul had been away, and when Ki saw him he decided he wanted to be with him. Hezekiah was five at the time, and when he had his head set on something you could reason with him, but when his heart was set reason would not sway him. His heart was set on being with Paul.
Ki was generous about it. He said, “I can play with Paul and Carrie!” His bright smile reflected his pleasure in figuring this out.
Paul said, “Can we play a little later?”
Living in the eternal now, Ki said adamantly, “No, now!”
Many thoughts flooded through my mind–calming Ki, wanting him to be interested in what others do thus grow compassion, the need to respond so Paul would be more at ease, also the desire to resolve the reaction before Carrie came. First, I said, “Carrie is probably on her way right now. She’s planning to play with you. Paul told you he will play later.”
Ki wasn’t budging. “Hezekiah, Paul came up to show mommy something.”
He could stretch to realize the truth of this. “Okay,” he replied in that Indigo royal tone. “Half an hour.” I had to smile because this was a new development. The idea of physical time was relatively new to Hezekiah. I had been very conscious about how I thought about time and how I taught it to Ki. I had learned early that he only respected the present. For him there was no yesterday or tomorrow, only now. I relished the reality of that consciousness, refining my own ability to experience its depth with each experience we shared.
The richness of being fully present connected us in ways I had experienced with students of all ages many times. The dimension Ki added for me was the immediate awareness of when my mind would wander. Every time I found myself out of time and space, more often thinking about things I wanted to do - books to write, sessions to plan, classes to teach, conversations to have - than things that had already happened, Ki would reflect it back to me. Sometimes through constant questioning, at others through insistence, often through emotional displays of frustration or anger.
Over time I sifted through my every reaction from “I should be able to soothe my child” to “You’re making my head hurt” to “Others will think I’m a bad mother” and everything in between. Past all the busy mindedness of a brain full of television plots and very old memories, both fodder for an overactive imagination, I found the reward of countless practices in concentration: the still mind. When my mind was fully in the present, Ki and I had a great time exploring what was at hand. Whether reading, singing, investigating a rotten log or building a tunnel, doors opened to learning for Ki and me as long as mommy was present.
My understanding of the separation of past, present, and future was multiplied. And what I would now consciously, intentionally teach this child would be very different because of it. I was now in less of a rush to teach him to wait, to put things off until another time. I could see why insistence of this kind is often met with resistance from any child. Why? Because it denies the natural movement of consciousness. It interrupts the complete expression of thought. That’s why Hezekiah, and me and just about every young child I have ever seen, rejects the out-of-sync ideas adults advocate. Adults live in a fragmented world of separation. This counters the workings of the inner mind. It is unnatural.
Scattered attention is taught and reinforced throughout our lives. We continue to do what we have seen and learned from others throughout our lives. We try to think of three, four, five things at the same time, even value and boast of our ability to do so, until we wake up!
In large part undivided attention is the experience of the Indigo. Their concentration powers far exceed most of the adults in their world. Their laser attention is so quick, so incisive, so pure, that a scattered mind can only reach it by altering it. The means to alter is often mind-controlling drugs. No one likes to think about this, much less talk about it, but ignoring it, being unconscious about it, does not change the truth.
We must learn new ways of responding to these children, our own children and grandchildren, better ways than putting them to sleep.
I want to be an awake parent. I want to help my child remain awake, using every day to become more Self aware. I want to aid others to do the same. That is why I teach adults the principles of Universal Law and how to apply them through life. This is why I have written this book, to share the experiences of teachers of metaphysics, for the enrichment of your own. Hopefully what we are learning and how we are responding to the children around us will be valuable to a child in your life.
Indigos are predecessors to children of Light – what we at the School of Metaphysics call intuitive, Spiritual Man.
The 20th century began with the genius of Sigmund Freud. Freud brought awareness into a new light. Through his way of thinking and the work it spawned, consciousness became the individual’s domain. Self analysis was easily borne from psycho-analysis and great keys for Self discovery were found.
Primary among these was symbolic language, the language spoken by great minds throughout history and until now heard by few. By the end of the 1900’s, technology connected humanity globally. We had the opportunity to move our thinking from me to family to community to country to planet. More people want the freedom to learn. This opens the door for the Indigo who wants to be responsible for learning; who wants to teach.
In the mid-1950’s, Americans taught their children to identify life by segmented, fragmented desires for physical things. This is more than materialism, although certainly as the world’s largest consumers the people of the United States can claim this label. I was raised in the household of an evangelical preacher. Spiritual matters were ever-present, from praying before every meal to Bible reading to miraculous faith healings. I learned spirit from the time I was born.
I learned materialism at school.
“What do you want to be when you grow up?” takes on new meaning in the 21st century. The answers move beyond doctor, lawyer, fireman, chief. Indigos have values that differ from their parents. What is less important to them than who.
When I was a teenager, facing the need to choose what I would do with my life, my desires changed daily. It was years before I understood my inner desire for leadership was the seed of the outward claim that I wanted to be the first female president of the U.S. From entertainer to U.N. interpreter to Olympic skater, they were all activities I wanted to pursue. I wanted it all. So do Indigos.
As the years passed, I fought the idea that I would have to choose one thing that I would do the rest of my life. I could not fathom it. I realized even at fifteen how boring, limiting, frustrating such a life would be. By 17, I was poised to go to college, the great American dream of my parent’s generation. I felt pressured to choose a field. I knew to do well, to use all resources to their fullest (time, money, scholarships, etc.), I had to choose a single area of concentration, an area where I could get my degree. My major, journalism, was my second choice. Psychology was my first.
I wanted to understand people. I wanted to understand myself. I wanted to understand why we think as we do, why sometimes we agree and other times we don’t. I thought psychology was an avenue to find those answers. Erroneously or not, I believed it would take eight years and more money than I had to become a psychiatrist. This restriction became part of my greatest fortune for it meant I pursued psychology as a sideline, a minor area of study. It also meant I had to go further in my thinking because I still had to determine a major.
Upon further reflection I figured out that what I wanted was not a “what”, it was a “how.” I wanted to continue learning, to continue meeting new people. I believed journalism could satisfy that. So, I might never be president, but I could meet one, or two, or a hundred. I could interview a U.N. interpreter, a teacher, an astronaut, a Nobel prize winner, the butcher, the baker, the candlestick maker – for a while sharing their lives, their perspectives. I could live a creative life.
At the time I didn’t realize the construction of my thinking was mystical. Classical Indigos need more than desire to unite, to understand Self and others and the connection between the two. This need would, in time, be the driving force in me that would get me to the School of Metaphysics. The study of consciousness was not so much a conscious desire, as a subconscious edict.
I had to know.
I had to change.
I had to learn how to become that change.
I was here to build a bridge, and to build it I needed to learn how.
Being alive was always more than what I wanted to be when I grew up. It has always been about how I can be everything I am to be. Now.
So it is with Indigos. They live fully in the present. They resist being physicalized with rules of order that defy creative thought. They are here to bring something to the world. They may not know what that is, but there is no denying the willful presence that ties them to their ethereal, spiritual destiny.
Indigos are predecessors to full spectrum children. For this reason, Indigos, like the talented and gifted who preceded them, desire to function as a whole Self. They do not settle for remaining unconscious and so as infants they are not prone to sleep, and when they do they talk and walk and emote as if awake.
I remember asking an endless chain of “whys?” – that to this day continue – only to be thwarted by loving but frustrated parents and grandparents who cared enough to want me to get what they believed was a good education. I pleased them with my grades and scholarships and proofs of appreciation, but what I found was that existing public education fed my brain while frustrating my soul. Through my young years, I also drew to me some exceptional teachers who fed my starving soul, often outside of the confines of the 8-4 p.m. curriculum. I learned from an early age, life is about people, about souls, about whole Selves.
We all enter this life as mystical children. We are all full spectrum beings. We begin physical life knowing we are all the same, alike. Some of us never let go of this awareness, even when life’s lessons are tough. Indigos are like this. The awareness is always present. Omnipresence. You and I must find ways to foster and empower that awareness to reach its full potential.
This book is about the Essential Life Skills that every soul wants to learn. It is told by people who are dedicated to living and teaching the how’s of human consciousness so our souls can flourish and prosper.
The Self Aware Parent & Schooling
I met Terri Pope in 1992. We had talked on the phone several times, and we became fast friends. Terri’s connection with the School of Metaphysics was through our Intuitive Reports, particularly the Intuitive Health Analyses she regularly requested for herself and her family.
Terri is one of those rare people who have an incredible acumen for understanding humanity. In Multiple Intelligences she would be an interpersonal type, yet that limits her. Terri can possess laser accuracy in understanding and responding to people. That’s part of her success in the hair design business and more importantly as a mother.
Several years before I actually met Terri and before Daniel and I were married, Terri requested an Intuitive Analysis on her son, Beau. The following story is from conversations Terri and I had about her experiences and why she appreciates the Intuitive Reports so much. Through the years we have had numerous conversations about the depth and breadth of wisdom gleaned from the Akashic Records. Terri can readily connect the information given in a Family Profile, for instance, to the dynamics of the people today. In fact, how she did this with one of her own Family Profiles, which centered on the women in her family, is recorded in the book Work of the Soul.
I wanted to share Terri’s experiences with you in this book because I have learned so much by watching how Terri’s mind works, through her fierce loyalty and love for her son and husband, and how that all translates into one family’s living the American dream. The way Terri puts together the information from a health analysis which is mental, emotional, and physical information, and the physical facts and impressions she has from knowing the person, is an example of just how far intuitively-accessed information can take you. Through our conversations, she gives accounts of doing just this with herself, her son, and her marriage.
We started talking about a health analysis that was done for Beau on October 3, 1989.
“Beau was just 6 years and one month,” Terri began. “By now he knew about the (intuitive) reports and he was listening. He wanted to know what happened to him.
“When I read about him having difficulty in distinguishing ‘this one’s own self identity from the identity of people around this one’ I just explained that he was a unique individual and no one else was like him and that’s what made him special. That all of us were special because we are all unique and individual and there is not another person on this planet like us. I believe at the same time I was having similar issues with that. Explaining what the report said helped me to clarify my thoughts.
“I began working with him on taking in information and listening to the full instructions before starting to do something. I believed he would half listen, and I thought what was going on at school and what was going on at home were two different things. He had some conflicting information going between the two.
“At Montessori school they taught that when you take something out and play with it, you put it back up and that is follow through. If another child leaves something out, it’s not for you to pick up. It’s for them to pick up. You want to ideally begin a project, get to the middle point, finish it, put it away. It’s one of the great things about Montessori.
“This is fine when you are at school, but when you are in the household, we all work together. There are household chores like dishes that have to be done. When you finish, put your dishes up. Help out with things. This was a concept that was beginning to be introduced to him that he had problems with because he felt “’I didn’t do it, so I don’t need to pick it up.’ ”
Terri’s willingness to know what Beau’s school life was like was an enormous help in understanding her son then and has been a contributing factor to his healthy growth throughout the years. It also made it easier for her to understand some of the information in his health analysis. For instance, about halfway into the mental part of the reading this report said Beau disdains weakness. It referred to a type of self-hate that I found troubling and I asked Terri about it. This is what was described in Beau’s report.
This one wants to be able to handle things but feels inadequate and we see that this one does not like to consider these things for he sees it as weakness and this one disdains weakness. We see that there is almost a type of self hate because of this and we see that there is great difficulty in this one refusing to admit who this one is, where this one has come from, and where this one wants to go. (10389BGO)
Six is very early for such strong attitudes and I wondered if this attitude was brewing from what Terri had told me about Beau getting in kindergarten too early. I knew from my own schooling experience that kids go to school and bring home a host of thoughts and attitudes, some of which are unhealthy.
Terri answered, “I chose a Montessori School because I believed it moves at the child’s pace. This is not what occurred for Beau. The teacher moved him up into kindergarten with the rest of his ‘peers’ and one boy was a year and a half older than Beau. At that age six months makes such a difference. The cut off date is September 1 which means if you are a certain age by September 1st then you move on into kindergarten. His birthday was August 30th and so the teacher moved him in. He was more of a four year old than a five year old.”
Hearing her own assessment, Terri began thinking about Beau’s situation on a new level. “It could have been brewing,” she paused and I could hear the wheels turning as the images came up one by one from her memory. “My gut feeling is it had a lot to do with it because it was a major ordeal (having him wait). We had to really talk with him about it because he took it as he wasn’t smart enough. I explained to him that it had nothing to do with whether or not he was smart. He is not of age yet, that six months at his age made a huge difference in your development and that in the long term I wanted him to be ready.”
Terri’s depth of respect for her son is clear in her willingness to assert her parental rights. Indigos need loving, disciplined adults who know their own minds and who will go to bat for them when the time comes. Terri is one of these.
In addition to Terri’s clear headedness and foresight, she had a great deal of heart-centered hindsight in the way she communicated with her son. “I knew what it could be like because what happened with me was I was put into school as one of the youngest. Usually seventh grade is when it (the difference in ages) hits and at seventh grade for me I had problems. And not that Beau would or wouldn’t, that was part of my thinking and I shared that with him.”
Separating your experience and memories from your child’s current experience is a milestone for effective parenting. It is one of the mental skills parents of Indigos have the opportunity to learn. The quicker study we are, the easier and more rewarding our interactions. Terri has a great ability to discern emotions. The way she put it, “The bottom line was, Beau showed signs of a child that was stressed. He was urinating in the trash can on the playground. It’s a classic symptom of being ‘POed.’
“I had no idea, the school did not tell me this. After two weeks, I met with the teacher because Beau had become a problem; I mean very difficult to deal with. She said, ‘Well, now that he is in kindergarten...’
“I said, ‘Wait a minute, he’s in kindergarten! He’s not ready for kindergarten. Do you think this might have something to do with it? Why don’t we try moving him back.’ And she told me her reasons for putting him there is he deserved to be with his peers. And I didn’t challenge her on it, but one of the things I felt real strong about was I didn’t care about if he deserved to be with his peers or not. What he deserved to be was in a situation appropriate for his age which he was not at that point.”
Beau’s health analysis substantiated this very clearly and Terri saw it. “The report states, underneath this facade is the actuality of what this one lives in in his own thinking. And we see that in this regard this one does not want to take things seriously but does. This one wants to be able to handle things but feels inadequate, and we see that this one does not like to consider these things for he sees it as weakness and this one disdains weakness.
“At this point Beau is six. He is well into kindergarten and he is trying to act older, bigger, than he is in the only way he knows how. He’s not a bully so his stress shows in other ways and the teacher didn’t know why or how to help. Her blindness to pushing Beau beyond his capabilities became apparent in more than the socialization field, it also manifested in what and how he was learning.
“At this particular time Beau would memorize books and when the kids would read, the teacher realized Beau couldn’t read. He wasn’t reading, he was memorizing. He tested on a fourth grade level for environmental and below his age group for reading and writing and math.” Something more and more common for Indigos. The old educational structures and their testing methods are inadequate. “So we go into this. They are on me after this point for him to get testing, that there is something ‘not right with him.’ He has got a ‘learning disability’.”
The effect of all this on Beau shows very clearly in what his health analysis said about his emotional system.
We see the emotions for the most part to be ignored. We see that this one has a particular set emotional pattern that this one allows the self to indulge in and this one, although experiencing other emotions, does not admit them. Therefore, these are suppressed and we see that they do cause difficulties in the body at times. Would suggest that this one become more honest with the emotions as well and begin to realize that admitting what exists is not having to admit weakness. It is not a matter of whether this one is weak or strong.
“Well Beau had a great pattern to emulate because at that point Bob (Terri’s husband) only had one way – I don’t think he was aware of emotions or what they were. And of course, I was just perfect with everything,” Terri said in her tongue-in-cheek manner. The comment reflects her willingness to see herself honestly and from the self awareness to open a door for change. The report went on:
It is a matter of this one’s willingness to admit what exists and to face facts and to learn how to use facts productively. Would suggest that this is part of the ability of a reasoner and that as long as this one is not doing this, this one is not reasoning but is relying very heavily upon habitual, compulsive patterns and emotional reactions. In this way this one is being weak, being what this one most does not want. (10389BGO)
Terri and Bob now had a window into their son’s mental and emotional state which validated their influence as parents and empowered them by understanding the cause of his situation. Far from being slow or disabled, Beau had a phenomenal memory that was being taken for granted and dismissed. No one expects someone the first time they touch piano keys to play like Mozart, nor palm a ball like Jordan, nor sing like Streisand. In time, with practice, such genius can come to maturation.
So it is with Indigos. One of their strongest abilities is the potential for photographic memory. When the adults surrounding the child value the mental faculty of recall, wielding it themselves, they provide both example and the greater experience the Indigo seeks. For above all the Indigo wants to learn. Now. Completely. Through experience.
“When I first received this report, I was confused. I really didn’t understand. This is one of the reasons I point out to parents if there is information in a report you don’t understand, talk to an alternative health care practitioner. Ask them what they know. If they don’t know, find somebody else who does.
“What I didn’t understand is ‘some difficulty in the heart and circulatory system...arrhythmia... and the need to relax.’ When you are putting on a facade at school that you can read when you can’t...”
Terri was doing one of the most important things a parent can ever do. She was putting herself in her son’s position, seeing the world through his eyes. In the ten essential living skills this is number one: respect.
Respect is such a powerful attitude. It is the ability to see again. Sometimes this is recalling a long past experience, or imagining a future outcome, or standing in someone else’s shoes. The result is an opening of the mind, a warming of the heart, a sparking of the will, and a connectedness with others. Through respect, Terri was bringing understanding into her consciousness. “You know something is wrong with you,” she explained, “but you don’t know what it is.
“The difficulty in the liver was also puzzling. Chemical residue? Beau was having stomach pains at that time period and the report spoke of light ulcerations there. When it was asked, What would be the cause of these ulcerations? The response was: Once again the type of self-hatred that has been described, this is where it manifests and is in a worry that this one is going to be caught. It made so much sense to me. This was Beau’s fear of being found out. He was fearing he was going to get caught.
“So there is difficulty in the colon, respiratory, also when the respiratory, the colon and the stomach were all toxic, toxins would attempt to rid itself through the skin glands of waste and to a certain extent the kidneys. Beau had little bitty bumps on his skin, and now I knew why.”
What the report said about Beau grinding his teeth when he would sleep helped put all of this together for Terri and Bob. When asked the cause, the reporter replied, We see that this is a hold over of the attention into the day. The suggestion for relaxation mentally and emotionally would aid this one greatly.
“We started reading with him, just to relax. Actually at first the reading wasn’t relaxing to him, probably because it was a tense situation for him. We started doing tapes, like the healing waterfall and guided imagery tapes, which even today if he’s not feeling his best he’ll listen to those tapes. Or he’ll listen to them at night to go to sleep.” Terri and Bob were learning about undivided attention as well as Beau.
When it came to the final suggestions for the parents, the report had timeless wisdom that is useful to every parent at any age:
Would suggest that these ones become much more invested in discovering who this one is, in stimulating this one to think and encouraging the expression of his ideas rather than attempting to mold this one in a certain way which is not this one’s way, which is not in alignment with what this one thinks. We see that in the ways that these ones express many times there is the judgmentalness of right or wrong which this one has learned to take into the self and misuse in the ways that have already been described. Would suggest that rather than right or wrong, punishment or reward, this one be taught responsibility. This is all. (10389BGO)
Candidly, Terri said, “I do believe at that point we were telling Beau who he was supposed to be, what he was supposed to be, even though he was supposed to be special. He’s supposed to be special in a certain way. We were definitely into what’s right, wrong, punishment, reward, and responsibility. I can’t think of an example of punishment or reward right off the top of my head but I’m sure we were dealing with that. Oh yes, Beau was biting kids at school and at that age they don’t usually do that, and I bribed him with M&Ms. It worked.”
Patterns are challenging. I think of my own experience with Hezekiah biting. We each figure out how to respond. Energy always seeks the least line of resistance. Like a river moving to the sea, in time its course can change. Or sometimes an earthquake comes and carves a new channel for that energy to flow through. Indigos are like those earthquakes.
The Girl at the Health Food Store
It had been some time since we’d visited the health food store in Springfield. Before going in, I told Daniel, “They’ve expanded!” You could see through the window they had doubled their size. When we entered the proprietor apologized because they were still clearing and moving products.
A pretty blond girl of 6 or 7 with a green feather duster was whisking bottles on the shelf. I smiled thinking how proud her parents must be and said, “You’re quite a helper!”
I expected a smile of pride or perhaps a blush of embarrassment. What I got set me back. Flashing eyes stared me down, daring me to say anything else. I’d seen the look before on Ki’s face and knew I had met a strong-willed Indigo just like him. As I walked past her I caught her mother’s eye. She smiled a bit chagrined, a bit grateful. I made eye contact with the girl again and said, “Your mom and dad must be proud of you.”
She almost growled at me!
I thought about the girl as I went around the store.
A while later, Hezekiah met a younger blond probably 3 or so whose speech was slurred and difficult to understand. Ki told her his name and she said she wasn’t supposed to talk to strangers. Then she proceeded to follow him, eventually dancing with him, something new for him!
There was no mistaking, this was the younger sister of the first girl. Where the first girl had separated herself, not wanting contact, this girl was forward, reaching for Ki. He was enthralled by her feminine charms.
I continued shopping, keeping the dancing pair in the reach of my attention. I rounded the corner just in time to hear the older girl harshly say, “Get back in your cage” to the younger girl who was on the floor under a wire rack. The words shocked me less than what came next. The older girl then kicked her younger sister.
When the elder looked around to see if anyone had seen her, my questions about her intentions were answered. She knew what she was doing. She knew it was wrong in some way.
The girl saw me looking back.
I stood there holding a level gaze on the girl. I was shocked by what I had seen, and saddened, knowing I must respond. Quickly thoughts about interference, “it’s none of your business”, and “what right do you have” filtered through my mind. These were the thoughts that had so often kept me from doing what I believe and know from experience is the right thing. These are the kind of thoughts that we have all been taught, somewhere by someone probably with good intention. These are the kind of thoughts that may have been true at one time yet now stand as a mountain between us and our power to make a difference in the present.
Concentration freed me from these distracting thoughts, freeing me to reason in the moment and respond. I came near the girls and offering my hand to the small one I looked the older one in the eyes and said, “You want to be good to your sister. Kindness comes back to you and you may need her help someday.” Then I went on to look for Ki, who gratefully had not witnessed this.
I purposefully kept my attention on the girls as I walked around the corner. I was able to see over the display counter and when she thought I was gone the older child started to do it again. Before kicking she looked around, and stopped this time.
I used the time I had left in the store to think of what action I should take. Should I say something to the parents? Both were close by in the store and could be aware of what was happening in the same manner I had learned. It was obvious this was not new behavior on either girl’s part. Remembering the way some strangers had influenced my life when I was young, I decided upon the direct approach.
As Daniel, Ki, and I walked out of the store we passed the girl standing next to a frozen food freezer. She watched, but I walked on by. Then over my shoulder I whispered loud enough for her ears, “Bye sweetie, remember someone’s always watching.” Then we were gone.
What do Indigos Dream?
I have taught many parents how to interpret their children’s dreams. Knowing the language of mind gives you an invaluable window into your child’s consciousness. When Briana was eleven I asked her parents, who are both dream interpreters, how often she remembered her dreams. Her mother, Teresa, said she remembered about four every week. Teresa also thought Bri had an idea of what her dreams meant. I encouraged her to listen to Briana’s ideas and build upon them. When Teresa said sometimes it was like “pulling teeth to get her to express her thoughts,” I suggested she encourage Bri to draw or even act out her dreams.
Description can be expressed in many ways. It doesn’t always have to be in words. By being a character in your child’s dream, s/he needs to tell you which dream-character you are and what you are doing and even thinking in the dream. This can be great fun for you both, and very enlightening. For the parent or teacher, whatever you have to offer a child about the meaning of dreams will be better remembered when given in this fashion. It teaches the young conscious mind to value the inner subconscious voice. In time, the dream language can be taught and used as an extraordinary means for Self awareness and Self reflection.
The School of Metaphysics has been researching mind for over three decades. In that time we have come upon profound Truths that are both universally and personally applicable. With a worldwide base, the conclusions about the purpose and meaning of dreams is well substantiated. The art and science of dream interpretation is taught in our classes, through correspondence study, lectures and courses at universities, and in books like Interpreting Dreams for Self Discovery and The Dreamer’s Dictionary. We even sponsor an annual National Dream Hotline® the last weekend in April for those who have questions about their dreams.
What we have learned and are learning is described on the internet at two sites: www.som.org and www.dreamschool.org. Here the person who desires to learn will find hundreds of dreams and their interpretations in the language of mind. Articles, book excerpts, and personal accounts of the meaning of dreams in our lives are available at dreamschool.
Five years after talking with Briana’s mom and dad, Briana is one of the people who help make dreamschool happen. One of the avenues of her education here at the College of Metaphysics is apprenticing in the receiving and responding to dream questions mailed to us from all over the world.
The internet gives us a means for worldwide communication, it has accelerated our research in all manner of inner level mind experiences, dreaming being by far the most common. Since the site went up in 1998, we have seen an increase in dreams from teenagers. Many of these reflect the evolution of consciousness taking place that is producing the Indigo child. Here is a taste of what you will find when you attend dreamschool. We called this email dream “Driving Mom’s Car.”
hi my name is s*.
i had this weird dream that i was driving my moms car around a track that is around the barn on the farm where she lives. i am 15 and i have driven the car around the track before for practise. anyways i was driving in the dark i had to fumble to put the headlights on ,then i reached one of the horses paddocks and i was scared thinking i would spook them, when i got past them i couldn’t see anything and i knew the turn was coming up , i panicked and turned the wheel from left to right over and over again but i could see the trees that were there but everything was dark and i couldn’t see where i was going .
Can you help me figure out what’s this mean please?
thank you
S Female
Our dreamschool response is as follows:
It is very helpful that you let us know your age and in a moment you will see why. This dream focuses on your thoughts and feelings about your physical body. There is some sense that you shouldn’t have freedoms or opportunities, while at the same time there is an awareness that the control you desire is revealing itself in a natural fashion. There is also the sense that the control is reckless, lacking information and experience perhaps, and there is a recognition that the will needs to be involved in order for you to have the direction of your body that you desire.
During the teenage years, the years of physical adolescence, more is changing than just the physical body. Your dream gives you insight into that more. The thoughts that your dream highlights are all natural and can give you deeper insight into your experience. There are many things that you have yet to experience physically and therefore understand concerning the many chemical and electrical changes causing your body to act and react as it does. Endeavor to be attentive to the changes, even to the point of writing.
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