Detail from the German Room in the Cathedral of Learning, University of Pittsburgh

Aedgar's speech is written this way.

Nel's voice is written like this.

 

Some people are meant to be on a scientific path. Some people are meant to be on a creative path. There are all these different pathways. But all these people have to find their own path. You can’t follow someone else’s path. That’s wrong. If you follow someone else's path you have to find a way out of it, to re-start again, which delays the gaining of wisdom and expanding the energy.
There are easier ways to do it.
All these little humans, you know, they need guidance, they need examples, so they they can each make up their own mind about which path to follow. It’s not about telling them, “Yes, go off and do whatever you like”. They need some basic, very basic actually, knowledge, to start building up their own knowledge.
 Tanzanian students in class. Photo by  Seemannaufland

Tanzanian students in class. Photo by Seemannaufland

They can then more easily follow their path and go in the direction they are supposed to go. You have to give them some examples. Tell them, “If you go in this way, there might some results that could go in this and this other direction. If you do it the other way, [indicates a different path with the hands] you know, there might still be parts you don’t like, but that’s the kind of pathways others have gone to from that one.” You have to show them a variety of pathways. That’s the kind of knowledge they should be given in the educational system, so they can choose a way or a base they can build on.

Is it useful for children to know people from a variety of roles as a way of helping them express themselves?

It would be useful. If you think about people who are out there to educate these young humans, these people tend to teach things they’ve learned from their own experience and their own pathway. Say they tried a different path when they were younger and they had a bad experience with it. They went back to the path they were supposed to be on. But they might block out that other path (with their bad experience) from other young humans, who could learn from it.
They won’t offer this possibility anymore, because they think it’s wrong. But just because it was wrong for them, doesn’t mean it is wrong for everybody. These people are driven by personal experience and having, somehow — you know, you have these little pupils or students sitting there, I don’t know, twenty, thirty or forty of them — and one teacher with one pathway. It should be the other way around.
Like, there are all these teachers and every little human being goes to this one for a while, to that one for a while, [indicates different directions with Claudia's hands] over there for a while — so they get a broad variety of pathways. And then, they can figure out for themselves, “Well, this is the way I wanna go”. And then, at a later point when they’ve had all these ideas of pathways, they can go back to the one they were resonating the most with.
So it’s not one teacher, forty students, it’s forty teachers for one student. That’s the way it should work.

I like that. It’s great to see you speaking with the hands so well, too, I must say.

I can do it.

You’re becoming fluent.

I am holding on to these ones [the crystals Claudia holds in her hands to channel sometimes]. I like the touch of them.

Good.

Anything else, besides education? I could go on for a long time. It’s about keeping the variety open. I could go on about education for years.

[Laughing] Good. I expect you will.

That should be part of our plan — education, science, medicine.

They’re all important things. Different approaches on one hand, but the same approach on the other hand. Many teachers, one student.

4 Comments