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CREATIVE-C
LEARNING
The Innovative Kindergarten
by Peter Fritz Walter
Published by Sirius-C Media Galaxy LLC
Set in Palatino
Scribd Edition
Publishing Categories
Education / Pre-School & Kindergarten
The authors profits from this book are being donated to charity.
Contents
Introduction! 11
The Systemliterate Child
Chapter One! 19
The Sane Child
Chapter Two! 33
Love, Needs, and Trust
Chapter Three! 49
Body, Mind, Emotions, and Music
Chapter Four! 73
Individual Child vs. Group
Chapter Five! 81
Get the Focus Right
Team Philosophy
A Value-Based Curriculum
Educational Goals
Critique
Suggestion
Argument Two
Education Needs to be Quality-Focused
Critique
Suggestion
Argument Three
Education Needs to Foster Intelligence, not Knowledge
Critique
Suggestion
Argument Four
Education Needs to be Holistic
Critique
Suggestion
Argument Five
Education Needs to be Private and Competitive
Critique
Suggestion
Glossary! 201
Contextual Terminology
Antipsychiatry
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CONTENTS
Brain Research
Complexity
Direct Perception
Emotional Flow
Inner Selves
Krishnamurti, J. (K)
Life Force
Lozanov, Georgi
Maharishi University
Montessori Education
Mythology
Pleasure Function
Psychodrama
Relaxation/Meditation
Perversion
Definition
What Emerson Said
Perversion is Fear
Religious Perversion
Television
Waldorf Education
BIBLIOGRAPHY! 227
Contextual Bibliography
9
Introduction
The Systemliterate Child
Note that the term ecology comes from the Greek oikos which
means household. Ecology thus deals with our household, the house-
hold of planet earth
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INTRODUCTION
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INTRODUCTION
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INTRODUCTION
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Chapter One
The Sane Child
cation that educates not along the lines of nature, but along
the fault lines of culture, and of tradition. When nature is
not bent in its bioenergetic essence, matter remains infi-
nitely supple, and flexible.
Children who grow without a moralistic roof structure
as a consciousness overlay move swiftly, and are agile, witty
and competent. Their breath is fresh and perfumed, the
breath of life.
The sane child is the child that has not been twisted
into dualism, the cultural split between emotions, on one
hand, and intellect, on the other. Life is a whole, a unity,
and the natural child lives in that original undivided state
of being, and not in the state of consume-trained innocence
that is a signal for a mutilated emotional setup. Emotional
balance is a state of inner peace, which is the natural result
of emotional wholeness.
The sane educational approach is functional, not moral-
istic. The sane educator is able to maintain a healthy bal-
ance between emotions and intellect.
He or she will be an observer rather than a manager, a
witness rather than a judge, a friend rather than a parent
replacement. He accompanies the child, as a guide, as a
tutor.
all, and the child, if ever, only in second instance; they are
intended to serve technological progress and therefore are
forged for bringing up the consumer child. As a result, the
natural child sadly is blacklisted because by nature a bad
consumer. Natural children dont need medication against
hyperactivity, the cultural disease of the consumer child;
they sleep in a trance-like state that is so deep that you can
throw them in the air or carry them around on your shoul-
der, yet they wont wake up. In addition, they heal them-
selves from most of their illnesses, and this without doc-
tors and pharmaceuticals. Their body possesses a naturally
strong immunitary response with the result that they do
not catch all those diseases consumer children today are
suffering from.
They are alert and witty, and agile. Their bodies are
gracious and well-proportioned; they move swiftly instead
of being clumsy and fat like consumer children. They are
naturally respectful instead of constantly molesting others.
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CHAPTER ONE
you touch a child, how you touch will be decisive for your
communication with the child. Touch can be degrading,
and it can be uplifting; tact and sensitivity are needed here,
and also some knowledge about the etiology of the childs
particular hangup or emotional distortionif there is any.
With many hyperactive children, the basic problem is a
mix of lacking touch and false and religiously tinted lan-
guage. Hypocrisy as it is practiced still today in fundamen-
talist churches and sects, and social circles that are politi-
cally on the right wing really distorts childrens perception
and deeply confuses their natural emotional balance.
But children from the opposite side of the political
spectrum, the left-wing intelligentsia, are often not better
off. Children who come from an atheist background and
have overly intellectual parents who reason everything out
without the slightest hint of an emotion, always emphasiz-
ing the logic and practicability of things, are starving emo-
tionally and sensually. After all, human beings, when in
growth, are first of all longing for sensation, and only there-
after, and when their sensual needs are fulfilled, do they agree
for being initiated into logic and reason.
Language is not verbal. Verbal communication is a result
of culture. Natural language, as Gregory Bateson and other
systems thinkers have shown, is touch, telepathy, and emo-
tion. Bateson writes in Steps to an Ecology of Mind (1972/
2000) that when a kitten wants to communicate that it
wants to drink milk, it says: Dependency, dependency!
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Chapter Two
Love, Needs, and Trust
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See, for example, Michelle Cassou, Life, Paint and Passion (1996),
Andrew Flack, Art & Soul (1991), Pam Grout, Art & Soul (2000), Shaun
McNiff, Trust The Process (1998), Tony Pearce Myers (Ed.), The Soul of
Creativity (1999)
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streaming that fills the heart, and that expands the thorax,
and the mind.
People stuck in egotism can be pitied because they live
only half; they are unhappy and often they have simply
not learnt the gift of sharing in childhood; this may not
have been their fault. It is not excluded that even the hard-
est egoist may change one day, after a spontaneous act of
sharing, and the unknown feelings they learn through the
experience.
I think sharing is a visceral need for humans and when
its thwarted, psychic pathologies are not far to occur. This
may sound idealistic, but I am not talking here about a so-
cial ideal but something as natural as breathing and sleep-
ing. We are all egoists through ignorance, and only through
ignorance, the ignorance of real joy, which always is con-
nected with sharing!
A wise educator will never talk about virtue, and will not
push the child to share, for he knows that this will render
the child hypocrite.
The only way to teach sharing is to share, and to do it as
a natural movement, spontaneously; then the child will
adopt that faculty, through observation.
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Chapter Three
Body, Mind, Emotions, and Music
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ing easy learning. That is why nudity forms part of all non-
authoritarian educational approaches, not because its a
fancy or a fashion of the day. It has manifest psychoso-
matic reasons.
The collective fear in conservative circles that defends
children from being nude, especially when in a group, and
even more so when girls and boys are mixed, starts from
the idea that nudity will quite automatically lead to sexual
play. But this assumption, while its very widespread, is wrong.
It is the result of a split conditioning that assumes that all
natural nudity and touch is somehow sexual, but it isnt.
For natural children, nudity has no connotation at all
with sexual expression, with masturbation or any kind of
sexual or even sensual activity. It is what it is, the absence
of clothes, the state in which we were born.
If educators have such connotations, its their problem,
not the childrens. That is why I believe educators should
receive special professional training for practicing a con-
sciousness based educational approach.
Let me also comment on the notion of sport, as its of-
ten misunderstood. Sport, when rightly practiced, enhances
mind-body coordination and intuition, and it also teaches re-
spect for the body. This means also that sport should never
be something that even remotely damages the body, as its
for example the case with body building, which slowly but
surely degrades and erodes the muscular joints in the an-
kles and knees. What is valid for adults here is even more
important to observe in the education of children.
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restlessness;
anxiety;
sudden claustrophobia.
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was hitting your mind. And when that happens, its not a
coincidence, for sure! Our whole consumer society runs on
creating needs, not just meeting existing needs, which it
also intends, but the peak of surplus profit it creates, it cre-
ates it not by fulfilling our latent needs for shelter, clothing,
food and transport, but by creating new, industrial and ar-
tificial needs.
Now, why did I tell you all of this? I told you because
responsible educators know these things and protect children
in certain ways from being brainwashed with publicity. For
you need to know that with children, the input received
through advertising in television and at public places is
even more indelibly carved in their subconscious minds as
this is the case with adults. It is for this reason that psy-
chologists advice parents to not let children sleep in front
of television.
And there is another reason. Research also found that
children naturally are more often in the alpha state, and
even the theta state, than this is the case with adults; thus
in these moments their minds are easily accessed by, and
imprinted with, outside stimuli. Hence, in those moments,
children are easily influenced and manipulated with pub-
licity. This fact is one of the main reasons why medical doc-
tors, psychologists and parent organizations increasingly
resort to activism and public awareness building against the
dangers of violence in our television programs. This is not
an exaggerated concern, because patterns of violence have
been assessed in children, in controlled research, after hav-
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Chapter Four
Individual Child vs. Group
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children sad, while they tend to smile all the time, but that
smile only hides their inner despair and hopeless vision of
the future.
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Chapter Five
Get the Focus Right
ing the channels of your cable television, and you will see,
perhaps with some surprise, that every country focuses
upon news of their own nation and regarding their own
people, and there is not even ten percent to be seen that
could be called international news; and when interna-
tional news are reported, they are reported only because they
have any kind of link with the nation; if not, they are simply
left out.
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Children are real mirrors for us; they very easily tear
our clothes down, to contemplate us naked, some of them
even do it physically, but all of them do it metaphorically. I
would say that in your quality of an educator, this is about
the best you can experience in your daily life with the chil-
dren in your care, for it will purify your relation with your-
self, and your relation with the child, of all hypocrisy and
of all fear.
When you can develop a sense of humor in your daily
dealings with children, your task as an educator will feel
so much lighter, so much more joyful and smooth, and
once you are at this point, you wont want to go back to
your all-serious attitude that you may have carried from
the time of your professional training.
Children to a certain extent mirror your nature, thereby
building their character by integrating what they admire in
your into their own nature.
Nature, and natural life, has undoubtedly a special at-
traction for children; while its also healthy and good for
adults to be outdoors and enjoy nature, the importance
natural life has for children cannot be overestimated.
I have found that disturbed and difficult children
calm down and improve spontaneously after having spent
a few hours in open air, enjoying the wind and the sun,
and moving their bodies as much as they can.
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When children are violent, there are reasons why they are
violent; they may have learnt violence from their parents,
or their educators, or they may be stuck in an emotional im-
passe that came about through repressing certain emotions.
Or they may have pent-up negative feelings toward specific
other children in school, and these children, in turn may
harbor similarly negative feelings against them. When you
see this variety of possible factors in the etiology of vio-
lence, in one single case, you are becoming perhaps aware
that to find a way out of the violence trap is not a simplis-
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shout. And have you observed those who get hit, or hit
back, when they fall down, how quickly, how energetically
they jump up again? I think its important to realize that
violence, when its exchanged between children, doesnt
lead to depression but to energizing the other organism. And
now look at the Gestalt of a scene where you see an educa-
tor hit a child and the child falls down from the force of the
blow.
Have you ever seen that? If you have seen it, you know
the child will not jump up energetically, but remain a mo-
ment in that position; in most cases the child will take a
fetal position, and cry. The Gestalt shows depression, and
humiliation.
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love with the educator, but where the violent response did
not take place. Or it may happen with a parent who finds
out about the problem and reacts appropriately, or with a
child psychologist.
In the second alternative, there may be anger against the
violent child, but there is hardly depression let alone hu-
miliation. (The latter may well be the case when the vio-
lence was inflicted upon the child by an adolescent the
child looks up to). Anger is always temporary, depression
is longer-lasting than anger, but humiliation is not time-
bound and will endure on the level of the unconscious. It
will be repressed and projected, thus the child who has
been humiliated will later try to humiliate other, often
smaller, children.
As a general rule, to open the way for understanding
children who are violent at times, who are mad at times,
who are out of their mind sometimes, any kind of morality
scheme is to be discarded. This is the starting point. With
any kind of ideology in the back of your head, be it relig-
ious or political, you wont be able to see whats really go-
ing on because your perception will be veiled and dis-
torted by your belief system. To get there entails already
some work you should have done prior to begin working
with children; it should be part of your professional educa-
tion and is in some countries. In France, for example, the
national constitution bans all and every religious tint in the
whole of the school system; there must not be crosses on
the walls, and Muslim girls cant wear their traditional hi-
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with the children, only above their heads, among the edu-
cators, and the parents. For me, having witnessed the two
boys boxing that little girl in her underbelly and kicking
her between her legs was clear enough to tell me the whole
story. These children were repressed, and the parents glo-
rified themselves with being open and progressive.
The parents had cherished an idea that they compli-
mented each other for, but this idea was neither put to
practice, nor was it in any way communicated to the chil-
dren.
In my observation perverse behavior never is a direct
outflow of natural behavior patterns; there always was a
moment in the life of the child when something happened
that disturbed his or her normal psychosexual growth; so
we have a discontinuity, a split, a crack, a regression in the
childs growth history when we see perverse behavior dis-
played by a child. In such a case, we know that the natural
emotional flow was disrupted at a particular point in time,
in the past of that child.
With punishing nothing positive can be reached in
such a constellation; in the contrary would I suggest the
child needs help to understand the pattern, to see the dis-
tortion, without a need for doing something about it. Once
the pattern is conscious, the perverse behavior will vanish by
itself. To be against something doesnt help to change it.
You know that when you see people smoking. Many
smokers are against the habit of smoking; they say I do
not like smoking. I do not like when people smoke. But I
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building trust with children you care for. So try to get be-
yond the paradigm of idealism, as its really not useful in
education.
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Chapter Six
The Value of Silence
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Chapter Seven
Love, Self-Love, and the Heart
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take the finger that points to the moon, for the moon, and
they worry about the specific precepts of their particular re-
ligion, the little critter, while they overlook that the details
are of minor importance compared to the ultimate goal they
contribute to realize.
Now, how to realize this in education, without losing
the regard on the whole of the question, without arro-
gantly trumpeting one should give children a spiritual
education, and without getting stuck in the little critter of
religious dogma and ritual? Honestly, there is not much we
can do about it, but quite a lot we can stop doing about it.
First of all, educators who are not complete humans be-
cause they have not responded to their spiritual longing,
cannot do the job. Its similar with shamanic healing; our
doctors give us medicaments for healing us, but the sha-
man takes himself the medicine that is going to heal the
patient. When the educator is a complete human, they
dont really need to do anything to bring spiritual values
over to the children they are around day by day. That hap-
pens automatically, as a matter of personal charisma or te-
lepathy or morphic resonance, however you want to ex-
plain it.
But as I said earlier, there is much that educators can
stop doing for not negatively interfering with the spiritual
quest that is dormant in every single child. The most dam-
aging kind of interference, in this context, is to establish a
religion class or even to call the whole of the educational
method a religious education.
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Chapter Eight
Spontaneity and Freedom
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Chapter Nine
An Integral Approach to Education
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and the marginal group of those who are pushed into re-
volt and defeatregularly to be seen standing in the cor-
ner, crying often and developing rather asocial behavior
patterns.
In order to avoid this mistake that I have seen to be
rampant in many pre-schools around the world, we have
to develop group activities that are peaceful and that do
not trigger emotional stress. This means first of all that the
teachers themselves are as stress-free and relaxed as possi-
ble and that the relations teacher-children are as harmoni-
ous as possible.
In general, children should not be segregated into dif-
ferent age groups, but play together while the older ones
naturally take care of the younger ones. The ideal balance
is a small group setting where children can work together
in creative units and individually still receive the nurtur-
ing attention of educators who have the time and the de-
sire to lift each child to his or her full potential.
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visual activities
auditory activities
physical/sensory activities
literary-poetic activities
mental-analytical activities
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Team Philosophy
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A Value-Based Curriculum
Experts developed the values that are essential for par-
ents in the situation of seeing themselves unable to pro-
vide the necessary care of their children, for various pro-
fessional and career reasons. I have pondered long about
these values and needs and found that communication
with parents is a major issue in taking care responsibly of
their children. It is for this purpose that I find it of high
importance to maintain a constant and fruitful dialogue
with the parents to ensure the following values:
Continuity and non-friction in providing for each
child an education that is from the start in accordance with
the deepest-felt values of their parents;
Openness and transparence in the daily running of
the school for parents being empowered to have a direct
impact upon the education of their child through a system
of proactive communication.
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Educational Goals
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Chapter Ten
5 Arguments for a New Education
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Argument One
Education Needs to Be Individualized
Critique
Institutional education does not serve the child since it
does not recognize the existence of individual, and indi-
vidually gifted, children. For mass education, there is a
mass, a herd, a quantity of humans to be educated, and not a
variety of unique individuals. This is the reason why mass
education is destructive and leads to devolution, not to
evolution. It does not serve cultural, but if ever, military
needs. It destroys what is human in us. It suffocates sensitiv-
ity, and cancels out the individual differences and particu-
larities of children so that they fit into a standard scheme of
thinking and acting.
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Suggestion
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Argument Two
Education Needs to be Quality-Focused
Critique
Standard education focuses on a quantity of children to
be educated, and it measures educational success by look-
ing at groups of students, on a school, regional or even na-
tional level. Measuring is done using statistical methods,
without looking at the quality of the individual educational
success or failure.
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Suggestion
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Argument Three
Education Needs to Foster Intelligence, not Knowledge
Critique
Standard education is focused upon the accumulation
of knowledge, while it does not really understand what is
intelligence. Most people confuse intelligence with knowl-
edge and intellectualism without understanding that the
accumulation of knowledge is merely mechanical and not a
sign of intelligence. Knowledge had value in the past when
careers were such that one could make it through life with
basically one education, refreshing lacunas through profes-
sional training and seminars.
Today, knowledge is even more important, but for the
most part doesnt need to be memorized because its available
everywhere, through computer networks, databanks and the
Internet. Hence, standard education is out of sync with re-
ality since quite some decades, because it is out of sync
with the nature of our network society and therefore more
or less totally ineffective.
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Suggestion
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Argument Four
Education Needs to be Holistic
Critique
Intellectual capacities and skills that have no connec-
tion with the emotional life of the person and that are dis-
connected from the right brain as well as the heart are truly
dangerous. They make for humans to become ruthless and
cold-blooded functionaries that are able to lead concentra-
tion camps or will click out bomb rains on forest children if
those actions only fit in their thought concepts.
Only sensitivity acts counter to cruelty, not the cultiva-
tion of thought systems, ideals or religions. The danger of
the Cartesian approach to science is that it more or less
completely disregards nature, imposing concepts upon na-
ture, and thus projecting truth upon nature, instead of trying
to understand the truth inherent in nature.
This is the simple reason why Cartesian science de-
stroys nature. The same is of course true for education.
When education is reductionist and disregards soul values,
and is not imbedded in emotional integrity, it is destructive,
producing fears, depression, and even suicide.
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Suggestion
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Argument Five
Education Needs to be Private and Competitive
Critique
In Europe and most countries except the United States,
most of the educational cycle is in the hands of govern-
ments, be this service free of charge, be it, as in most Asian
countries, subject to a fee. Experience has shown that gov-
ernments use to work rather slowly and ineffectively, that
they waste resources rather than using them economically,
that they follow ideological rather than functional man-
agement principles and that they are often years behind
the general standard of social development. In addition,
when all is offered for free, students tend to take it all for
granted and learning motivation drops.
Suggestion
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Chapter Eleven
A Brainsmart Learning Approach
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See also Peter Fritz Walter, Coaching Your Inner Child (2014)
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Chapter Twelve
Are the Teachers Adequate?
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Glossary
Contextual Terminology
Antipsychiatry
Antipsychiatry is a movement founded by the psychia-
trists Thomas Szasz and Ronald David Laing. Antipsychia-
try claims that what we call normal is a product of re-
pression, denial, splitting, projection, introjection and other
forms of destructive action on experience. It is radically
estranged from the structure of being.
Brain Research
Latest consciousness research suggests that the brain is
something like an interface for the mind, and that mind is
the larger notion, as it bears an essential connectedness
with the whole of the universe and creation. This holistic
view of the brain-mind replaces the former view that saw
mind and brain as separated, thereby granting an undue
importance and exclusiveness to the human brain in ex-
plaining cognition. Typically, this scientific residue concept
was unable to explain extrasensorial perception (ESP) and
psychic phenomena.
What is the relationship between the mind and the
brain? This question was still some years ago controversial,
but today we know that neural networks transmit vast
amounts of motor and sensory data, and that mind is not a
thing but a process; the process of cognition, which is iden-
tified with the process of life. The brain is a specific struc-
ture through which this process operates. Thus the rela-
tionship between mind and brain is one between process
and structure.
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GLOSSARY
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Complexity
Direct Perception
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Emotional Flow
While todays mainstream psychology has to some ex-
tent admitted the cognitive nature of emotions, it has re-
lated emotions to thought and perception only and located
them in the brain, while the overwhelming number of per-
ennial science traditions and newest research on the hu-
man energy field shows that emotions are located in the
human aura and possess an inherent quality of flow, as
well as their own intrinsic intelligence. Thought and emo-
tions are vibrations that flow through our etheric or lumi-
nous body. In this sense, also animals and plants do have
emotions, which was something discarded or overlooked
by traditional psychology, while Wilhelm Reich, as early as
in the 1930s, was on the right track with his bioelectric
evaluation of emotions, writing that emotions are specific
functions of the protoplasm.
Emotions are manifestations of the Life Force in the
living organism. They are to be found as biogenetic and
bioenergetic vibrations in the cell plasma. In this sense,
emotions are functional, and they are directly related to all
visceral life functions. An indication that an organism has
died is the absence of emotional flow. This is valid also for
human beings and in the sense that while people may
physically be well alive, they may be emotionally dead
since many years.
206
GLOSSARY
Inner Selves
207
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208
GLOSSARY
Krishnamurti, J. (K)
209
CREATIVE-C LEARNING
210
GLOSSARY
211
CREATIVE-C LEARNING
212
GLOSSARY
Life Force
213
CREATIVE-C LEARNING
Lozanov, Georgi
Maharishi University
214
GLOSSARY
Montessori Education
Mythology
215
CREATIVE-C LEARNING
Pleasure Function
216
GLOSSARY
Psychodrama
217
CREATIVE-C LEARNING
Relaxation/Meditation
218
GLOSSARY
you will indeed feel a little heat in your arm. The body
feedback reinforces what the minds tends to do, that is to
relax. That way, a self-reinforcing cycle is put in motion
that gradually leads to the relaxed state. Its a fantastic
technique because it is simple and effective. Its effective-
ness comes from the fact that our body possesses its own
intrinsic intelligence.
Perversion
Definition
Perversion, in a general, and non-moralistic sense, is to
put nature upside-down and to replace natural healthy
organismic processes by artificial unhealthy mechanical
processes. In a metaphorical sense, perversion is the image
of the dethroned, ravished and reversed goddess, or the
reversed lunar bull as her traditional consort. The quintes-
sential example of a perversion is the repression of natural
desires because they are judged unwanted under a certain
ideology or contrary to well-defined norms of conduct.
What then happens is namely that the vital bioener-
getic continuum and equilibrium that is part of all natural
desires is disturbed or disrupted and the result is a reversal
of energy polarity that brings about a retrogradation of the
original impulse. This retrogradation is the actual perver-
sion of the impulse. The result is violent sadism.
219
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220
GLOSSARY
Perversion is Fear
Perversion is paranoid, it is avaricious and takes only,
unable to give, utterly narcissistic. Love is sharing, and
shared pleasure, while perversity is egotistic and lonely
enjoyment at the cost of another, even at the cost of his or
her life. Thus, while in love there is always natural care,
perversity typically is little or not caring about another.
Religious Perversion
Calvinism was an atrocious extremist perversion of the
Christian dogma in its Protestant vintage. It was brought
up by the French Swiss Jean Calvin (1509-1564), a lawyer
and fanatic Protestant Reformer. Calvinism is best known
from the tortures it has inflicted upon children and even
infants, to withhold them from masturbating, thus attach-
ing their tiny hands to the beds wooden frame, which
caused in some cases long-term paralysis and even death
of the infant. The horror of these tortures is described in
many studies, that were carefully reviewed by the Swiss
psychoanalyst Alice Miller, in her books Thou Shalt Not Be
Aware (1998) and For Your Own Good (1983) as well as the
American psychoanalyst Lloyd DeMause, in his book His-
221
CREATIVE-C LEARNING
222
GLOSSARY
223
CREATIVE-C LEARNING
Television
224
GLOSSARY
Waldorf Education
Waldorf Education, also known as Steiner Education or
Steiner-Waldorf Education, is a pedagogy based upon the
educational philosophy of Rudolf Steiner, the founder of
anthroposophy. Learning is interdisciplinary, integrates
practical, artistic, and intellectual elements, and is coordi-
nated with natural rhythms of everyday life.
225
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Chaplin, Charles
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Chopra, Deepak
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Powerful Lessons in Personal Change
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230
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The Otherworldly in the World and the Path to Maturity
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Edmunds, Francis
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234
BIBLIOGRAPHY
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Krishnamurti's Notebook
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Beyond Violence
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On God
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235
CREATIVE-C LEARNING
Dreams
What they Are and How they are Caused
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Leboyer, Frederick
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The Traditional Art of Baby Massage
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Liedloff, Jean
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In Search of Happiness Lost
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The Surrender to the Body and to Life
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A Step-By-Step Guide to Starting and Completing
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Whole-Body Healing Through the Mind-Body-Spirit Connection
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Art as Therapy
Creating a Therapy of the Imagination
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Hidden Cruelty in Child-Rearing and the Roots of Violence
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Care of the Soul
A Guide for Cultivating Depth and Sacredness in Everyday Life
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Explorations into the Further Evolution of Human Nature
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The Emotional, Psychological, and Spiritual Responses that Promote
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239
CREATIVE-C LEARNING
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Unlocking the Power of Your Intuition
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A Radical Approach to Child Rearing
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A New View of Childhood
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What Childbirth Should Be
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Understanding the Critical Period Between Conception
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241
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Fifty Visualizations That Promote Relaxation, Problem-Solving,
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244
The only valuable thing is intuition.
Albert Einstein