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School – A Different Vision

Back in Victorian times children were educated from the age of 3 until they were put to work at the grand age of 8! These little children had to sit up straight all day with no back support, were totally at the mercy of the teacher, were caned, made to sit with a dunce hat on if they didn’t meet demands and all in freezing conditions in the winter with no heating. Hardly the kind of experience to cultivate self-worth, self esteem and a positive mindset!

Whilst many things improved over the years, a century later I vividly remember the torture of being out in the freezing cold on a hockey field, mud everywhere and not having a clue what I was supposed to be doing. That was after the humiliation of having the ‘best’ girls chosen by the teacher as team captains and then them choosing, in turn, the peers they wanted on their team. I was always the last one left, putting on a brave face and pretending I didn’t care when inside I was dying. Hardly the kind of experience to cultivate self-worth, self esteem and a positive mindset!

Things have improved again since then and there is a wider range of subjects and much more is understood and provided about well-being and emotional support and social education etc. Yet there is so much that’s exactly the same. My dyspraxic daughter finds the co-ordination of playing hockey challenging and has to endure the frustrations of her teammates each week as she fails to meet their expectations, feeling the same humiliation. Hardly the kind of experience to cultivate self-worth, self-esteem or positive mindset!

Perhaps you have, or had, similar feelings in Maths or Science or Art or some other subject.

We still have a class of students, each one individual, each one with their own gifts and talents, each from a different background and on their own journey through life, each with their own Enneagram personality and innate skills – all being taught and then examined with a ‘one size fits all’ system.

It’s like putting Albert Einstein, Usain Bolt, Richard Branson, Bruno Mars, Boris Johnson, J.K. Rowling, David Attenborough, Emma Watson and the Dalai Lama all together to be educated in the same classes in the same way with the same exams. How can they all naturally flourish?

If you’re one of the lucky ones for whom the current system suits, you are blessed. For many, it falls way short of enabling them to realise or embrace their true abilities, or allow them to fulfil their potential, let alone harness their self-worth, self-esteem, self-belief, self-confidence, etc.

Enneagram personalities

Students inevitably have different learning styles and teachers have different teaching styles. This will largely be based on their Enneagram personality. (Part One, chapter one).

With regard to the students, why do we put the rule-oriented, strive-to-improve ‘Ones’ in the same class as the ‘let’s wing it’ ‘Sevens’? Or the complex, creative, expressive ‘Fours’ in the same class as the geeky ‘Fives’ who just want to be in their own world of learning about what interests them? That’s without the elements of higher and lower selves showing up.

And the teacher has to do their job coming from their own Enneagram space, having to cope with all nine personalities in their one class – usually without even realising any of this! Depending on their Enneagram personality and whether they are more higher or lower self, this will also affect how they show up for you, coming from your number and consequent perspective .

Is it a wonder there is often so much discord, stress and limitation for all concerned?

Can you see the difference in your teachers and classmates in this way? How does this affect you?

Different intelligences

I also believe there is great merit in the theory of multiple intelligences developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. He suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, he concluded there are nine different intelligences to account for a broader range of human potential in children and adults. These intelligences, not in any particular order, are:

Naturalist intelligence (“Nature smart”) This is having the keen sensitivity to plants, animals and other features of the natural world such as clouds or rock configurations. These people could be farmers, botanists, chefs or geologists.

Musical intelligence (“Music smart”) This is having the keen ability to discern pitch, rhythm, tone and sound, or being able to play or create music. These people could be composers, conductors, musicians, or vocalists.

Interpersonal intelligence (“People smart”) This is having the keen ability to understand and interact effectively with other people, verbally and non-verbally, sensitive to them and their needs. These people could be teachers, social workers or actors.

Intrapersonal intelligence (“Self smart”) This is having the keen ability to understand yourself and your own thoughts and feelings as well as human nature. These people could be psychotherapists, spiritual leaders or philosophers.

Bodily-Kinesthetic intelligence (“Body smart”) This is having well-developed coordination skills between mind and body with a keen sense of timing. These people could be athletes, dancers, surgeons, or crafts people.

Logical intelligence (“Number/reasoning smart”) This is having the keen ability to readily understand and calculate the range of mathematical topics. These people could be mathematicians, scientists, or detectives.

Linguistic intelligence (“Word smart”) This is having a keen ability in the use of words and language. These people could be writers, poets, novelists, journalists, or effective public speakers.

Spatial (Space) intelligence (“Picture smart”) This is the keen ability to think in three dimensions, involving spatial awareness, mental imagery, graphic/artistic skills and imagination. These people could be HGV drivers, pilots, sculptors, painters, or architects.

Existential intelligence (“Spirit Smart”) This is the keen sensitivity and capacity to tackle deep questions about human existence and the meaning of life and the energy in the universe itself. These people could be pastors, meditation instructors, psychics, energy healers or yoga instructors.

Schools tend to focus most of the attention on three of these; linguistic intelligence, logical-mathematical intelligence and body-kinaesthetic intelligence in sports.

If you have spatial (space) intelligence or existential intelligence or intrapersonal intelligence, etc. how can the current system support you to feel good about yourself and your relevance and importance in society? Or help you explore these?

It has been said “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

It’s good to see that many schools are offering a much wider range of subjects, yet unfortunately, those students who have these different intelligence gifts where they don’t receive much reinforcement for them in the current system, often end up believing they are stupid. Many of them may even end up being labelled ‘learning disabled’, having ‘ADD’ (attention deficit disorder) or just seen as underachievers, when their unique ways of thinking and learning just aren’t addressed by a heavily linguistic or logical-mathematical classroom.

Even the most practical of subjects can have a large percentage of written element required in GCSEs. For what purpose? Does a budding David Beckham or Meryl Streep (hugely successful actress) need to write about what they do – or just have that innate gift that translates unconsciously into their performances?

Do they really need to study Science to GCSE level or understand simultaneous equations and error intervals? Would a better understanding of the useful basics and then focusing on their skill set and strengths be more helpful and create more self-worth and self-esteem too?

I know of students who don’t believe they have the necessary ability to pass exams so have already put away their desires and ambitions to have a certain occupation, such as being a midwife or vet, at which I’m sure they’d be superb. Who does that benefit? It’s the same in adulthood too; it is known that dyslexics make good dermatologists as they can more easily recognise the different patterns of skin conditions yet they are made to pass a written exam first – which is inevitably extremely challenging for dyslexics!

A different vision

Suppose there was a radical reform in education? Suppose those in charge of schools realised the scope in addressing the very core of modern schooling to equip young people to have best quality lives in this 24/7 global world of today? If you look at a telephone of 150 years ago, or transport of 150 years ago, they are almost unrecognisable from today’s world. What if this was applied to our education system too, to level that up to this era?

Suppose equal attention was given to individuals who show gifts in the other intelligences to help them become the artists, architects, musicians, well-being instructors, diplomats, philosophers, energy healers, interior designers, truck drivers, farmers, conservationists, geologists, vets, botanists, designers, dancers, therapists – and all the others who enrich the world in which we live?

(I would suggest there are even more intelligences, such a an entrepreneurial intelligence where someone has the innate ability to create and build a successful business).

Suppose exams suited these different ways of expressing intelligence? Suppose each Enneagram personality was able to truly flourish, understanding themselves and discovering their individual gifts and meaningful purpose as well as being able to respect and value others in this way?

Suppose the curriculum included lessons about how the mind works, how to grow self-worth and self-love, how to have positive relationships and cultivate our best selves? Suppose there were lessons on money management and other essential life skills? And education on human rights and animal welfare in industry and social skills? Suppose the school system focused on students being their best self to provide the genuine opportunity to live their best life?

I believe our education system could shift to a whole new trajectory for the benefit of students, the country as a whole and generations to come. Would that not be a fabulous legacy for those who instigated it?

Until radical reform happens

Until that glorious day, which I’m sure would still take time to iron out as the decision makers will inevitably come from their own Enneagram perspective (likely a ‘One’ or ‘Eight’ as natural leaders), our job is to accept things as they are and turn them into something good for ourselves! (Part One, chapter eight – i)

You have a choice:

~ turn your energy inwards and resist everything, resent it or feel overwhelmed etc. and be in your Rats’ Den mind (Part One, chapter three) and your lower self and gain little for yourself from your time at school (or get into trouble by missing school) or

~ turn your energy outwards and turn things to your advantage, be in your Palace mind and higher self so that you support yourself to be in the best space you can when you leave, for your own gain.

What do you want to choose?

If you want to choose the latter, remembering “Everything is energy” (Part One, chapter ten), here’s how:

1. Realise that what you get out of education is only relevant to you. Be willing to block out all comparison, all the ‘forecast grades’ teachers are obliged to give you, everything that ‘the system’ makes you believe about your self, your worth and your potential, etc. See that as the current way others have decided to gauge things; you don’t have to.
2. Decide on your own gauge. What can you get out of it that will serve you? Stop giving your power to the teachers or system or your peers and feeling the discomfort and frustration of ‘the problem’. Choose to take back your power, know you were born with plenty of good stuff in you (your higher self – besides any talents!) and decide how you can best utilise school and education to your own advantage. No – it’s not selfish, it’s selfless. The more you are focused this way the more you gain – and the more you gain and then have to give, the more the world and others can benefit too.
3. Decide what’s important to you. Being a nice person and contributing to the world positively (even in simplest things) is a whole lot more worthwhile than having a string of degrees and being lower self and bringing that negativity into the world. Be in your own power and decide – what’s important to you? When you leave any stage of your education, on that last day, what would you want to look back on, for your own gain? What would that picture look like? For example, even as a free-spirited ‘Seven’, would you have:~ joined, or even initiated, a school club that is aligned with your particular Intelligence?
   ~ learnt to read and write well enough to read signs and menus or to have the value of this book?
   ~ have read this book and grown your self-worth to tackle your bully?
   ~ learnt some basic maths so that you can work out if you’ve been overcharged on a bill or can cope with managing your money without it turning into sleepless nights of anxiety?
   ~ sussed a teacher’s Enneagram to understand why they are the way they are?
   ~ faced the dreaded P.E. lesson and actually managed to complete a circuit or throw a javelin?
   ~ managed to write a good essay even if you’re dyslexic?
   ~ put in some effort and learnt some French or German words?
   ~ consciously chosen to let go of some friends that weren’t a reflection of how you want to be? Or made quality friends to show you can do this anywhere?
   ~ attended detentions and respectfully so? Any of these random examples will actually have taught you so much more that’s 100% gain to you as valuable life skills. Taking each of these in turn, you will actually have learnt: ~ your ability to consciously choose who you mix with, understanding why, with experience in relating to them!
   ~ to be one of the literate people in the world rather than the two billion who can’t read or write and have little or no opportunity to improve themselves or their lives!
   ~ to realise you can take back your power and stand up for yourself!
   ~ to feel in command of what money you’re paying out and what’s coming in!
   ~ to know that you can suss other people’s Enneagrams and keep in your power through understanding where they’re coming from instead of giving your power away to them!
   ~ to know that you can face daunting tasks and come through them – and that you coped with new things!
   ~ to know that you can overcome adversity and still achieve!
   ~ to know that you can be completely out of your comfort zone yet surprise yourself in what your effort can produce!
   ~ to know that you do have the courage to be self-honouring and make positive choices for yourself, even if it is hard.
   ~ to know that you do have self-discipline, self-respect and the ability to respect others! (Especially if you’re a ‘Seven’ that’s a hugely valuable higher self state to show yourself you can achieve).
   These things have enormous impact on your brain and your patterns for life! If you choose to be willing to shift your mindset into the big picture of all that you can consciously gain and all that, actually, school gives, way beyond the intended education, you will really be taking back your power.
   Why choose to sabotage yourself, by believing you’re ‘less-than’ because the school system doesn’t suit you, or acting out your own lower self Rats’ Den frustrations, or giving your power away to others, or all that’s happened to you or anything else that detracts from you being your best self with your best life?
   That’s like you drinking poison and expecting the ‘other thing’ to die or suffer.
   If you believe being your best self or having your best life isn’t possible for you, think again! Read Part One of this book and know you were born whole and perfect, worthy and deserving, loving and lovable, perfectly good enough and with many good things in you (your higher self and all that has to offer the world)! Anything different you’ve learnt is just false – guaranteed.
   It’s just whether you allow yourself to leave that behind and cultivate new ways of being – or keep giving your power to the misery and perpetuating it.
   Even if you don’t pass your GCSE in a subject you’ll have learnt something of value, even if it’s just a few sentences of a language to have shown yourself you are capable of this. How else can you use this capability?
   Can you already identify your intelligence(s) from Dr. Gardner’s list earlier in this topic? You may resonate with two or three or more shown there or perhaps be predominantly one. How can you use this information to help gain what’s most useful for you?
   I am aware that there are grammatical errors in this book, because I have chosen to convey in the best way I feel I can the message I want to share, prioritising my Existential intelligence and Intrapersonal intelligence over and above concerning myself with strictly ‘proper’ English language in this instance. Yet I am grateful for my education to have been able to have read and learnt all I have so that I can be as I am now – and to be able to write this book to share it with you.
   Did I hate some lessons? Absolutely. Did school damage me as well as giving me the good it did for me? Absolutely. Is it all part of the rich tapestry of my life that has made me who I am today and shown me my true path? Absolutely.
   When we stop judging things as ‘good’ or ‘bad’ and just accept everything is just an experience at that time, we create the space to learn from things and move forward.
   School and education is so much more than the classroom, exams, teachers, peers, and all the limitations, confinements and irritations of these. You can use it to gain valuable life skills for your higher good that last a whole lot longer and have far more impact for your future than the relatively few years at school. By the time we’re 20 – 25 most of our life has been about school and education so it seems huge, but if you’re blessed enough to live a long time, it will be less and less of a proportion.
4. If you were going to be willing to shift your mindset, grow your self-worth and allow yourself to gain from education on this level:~ what would you need to let go of?
   ~ what belief or fear would you need to overcome?
   ~ what influence(s) would you need to distance yourself from (mentally, emotionally or physically)?
   ~ what first step would show you that you were taking back your own power?
   ~ what’s the first thing you could do towards supporting yourself in this? (Maybe saying “I can do this!” over and over? (Part One, chapter six – point 2, Use Palace language).
   ~ if you were in your own power and shifting your mindset into deciding your own gauge, your own sense of gain, your own sense of desire to be your higher self rather than anything less, what would that be? What sort of things might you be thinking about?
   ~ if you were making the system work for you, what could you allow yourself to start in just a tiny way? What does that picture look like?
   ~ if you were taking the next step, what would that look like?

Choose to come at this from light-feeling energy and make it fun. Splat those Rats that get in your way and keep focused on why you want to shift your mindset – i.e. all the benefits it brings you. (Part One, chapters ten and five). Read all of Part One and use The Recipe; it will change everything.

You might even like to start your own campaign to change education! That’s really turning things into something good!