Psychic Children. Susan Gale

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СКАЧАТЬ came to mind. Of course! Dave should come for a visit and communicate with James.

      The next day, 6'6"-tall Dave, with ebony muscles rippling beneath his short-sleeved shirt, squatted down at eye level with James and began to speak to the three year old telepathically. James looked stunned and began gingerly touching Dave’s face and throat. Dave smiled and explained to his mother that James was wondering where the words were coming from. Once James understood how Dave was communicating, he began to pour out a remarkable story.

      He was an engineer in an army, James explained, with a specialty in designing catapults. He was also a practical joker (hence, the interest in building and throwing, and the “jokes” on his classmates, guided by the “wisdom” of a three year old).

      James also complained about people using their mouths to communicate—a very clumsy and slow way to talk, he felt. Dave explained that not many people in James’s environment could hear words that were sent telepathically and that if James wanted to make his thoughts known to those around him, he would have to learn to speak aloud. The two young men continued to communicate for about fifteen minutes.

      Not long after this conversation, James responded to his speech therapy by starting to use a few audible words.

      An isolated and unusual event? Not any more. Children and young people with telepathic and other paranormal gifts are surfacing frequently everywhere around the globe.

      These highly aware and talented individuals have been called Indigo Children (Carroll and Tober), Children of the Blue Ray (Scallion), Children of Oz (Twyman), The Golden Ones (Chapman), Crystal Children (Rother), and various other names that have set them apart from preceding generations. Children with amazingly developed intuitive powers are turning up, individually and in groups, at schools in China and Japan, at a monastery in Bulgaria, at a teacher’s home in Mexico, at a camp and a school in the eastern U.S., and in homes around the world.

      Who are they and what have they come to do here on earth? World literature, current researchers, and the children themselves all suggest some interesting answers.

      Various researchers have placed the incoming children and their abilities in a larger historical and developmental context that encompasses all of humanity. Psychologist Ken Wilber has offered one excellent presentation of this wider view in his detailed outline of the “great chain of being” as it relates to humankind’s gradual rise from one global consciousness to another. The Maharishi Mahesh Yogi, founder of the practice of Transcendental Meditation, has given another one that is similar to Wilber’s but is based entirely in spiritual rather than psychological concepts. Sociologist Riane Eisler has brought into focus another facet of the potential new consciousness on a societal level—a culture that she calls a “pragmatopia.”

      During his lifetime, Edgar Cayce indicated that waves of unusual individuals were beginning to incarnate on earth—groups characterized by their ability to utilize deeply ingrained memories and powers of consciousness from former lives in Atlantis and Lemuria. The purpose and cumulative effect of these incoming individuals, said Cayce, would be the evolvement of an entirely new level of human consciousness—a new “root race” of humanity.

      Lee Carroll and Jan Tober, in their groundbreaking book The Indigo Children, listed characteristics of various groups of uniquely gifted children being born today in larger and larger numbers. One of these types, called “humanist” by Carroll and Tober, seems to describe especially well the entire group of highly psychic children that singer James Twyman has met all over the globe, individuals whom Twyman calls the Children of Oz. Similar children have also been seen in China by writer Paul Dong and in Mexico by Flower of Life founder Drunvalo Melchizedek.

      Specific stories of some of the incoming children’s real lives can shed light on the breadth and intensity of their gifts and experiences. These genuine pioneers of the new consciousness have corroborated in their everyday living what previous writers have only speculated about. Yet life has seldom been easy for them.

      As the new consciousness has begun to emerge across the globe, support groups have also sprung up to nurture, mentor, and sustain the children who embody it. These organizations have taken many forms—from special schools and programs to cyberspace networks and even physical communities of like-minded supporters. Likewise, a number of specialized therapeutic modalities, both old and new, have come to light just as these children are arriving, bringing in innovative possibilities for their healing and for the building of health and balance in body, mind, and spirit.

      In addition, information has been forthcoming as to how best to nurture these children and their gifts. Advice given by Edgar Cayce over fifty years ago is as relevant today as it was when he first gave it. Not only did he suggest principles and actions that are still appropriate for children universally, but he also gave specific advice for helping highly intuitive children claim and use their gifts for the world’s spiritual uplift. He also gave suggestions that can help parents hone their own intuition for nurturing their children.

      In organizing the material related to the new consciousness, chapters on similar subjects have been grouped together for the sake of presentation, although in reality all of the information is very much interconnected and intertwined. The groupings follow a general order that includes (1) general images of the new consciousness, including examples of real children who exemplify it, (2) real-life communities that provide nurture and support to the families and children of the new consciousness, (3) tools for healing, nurturing, and guiding children in the new consciousness, and (4) the place of the new consciousness within the broader scope of history, philosophy, and the future of the world.

      2

      Indigo, Psychic, or Crystal?

      In 1999 Lee Carroll and Jan Tober introduced to the world a growing phenomenon observed by numerous professionals who worked with children: an unusual group of youngsters they called Indigo Children. The members of this group were described by social workers and health care facilitators alike as extremely self-confident, independent, and self-motivated—strong-willed yet responsible, highly assertive yet unusually compassionate, exceptionally intelligent yet nonconforming.

      Many parents could find, within Carroll and Tober’s descriptions, characteristics that fit their own children. There was the bluish tone found in the skin between the eyes or elsewhere on the child’s face. It was also suggested that many children who had been labeled as having learning disabilities, ADD, or ADHD were probably Indigo Children. The children were described as exceptionally bright, highly creative, and aware of what they wanted to do in the world. There were descriptions of three categories of Indigo Children: conceptual, humanistic, and artistic. The conceptuals were usually technologically oriented and were often unwilling to accept any authority other than their own inner sense of rightness. The humanists were described as compassionate and concerned for the welfare of others almost from birth. The artistic children were far beyond their years in the development of their artistic abilities in any of a number of fields.

      Suggestions for raising Indigo Children included always giving choices and explanations, avoiding acting as an authority, being honest and keeping one’s word, never hitting or abusing in any way, always talking things over, showing respect, and letting love show in many ways.

      Certain educational paradigms were suggested to the parents of Indigo Children when looking for or evaluating a potential school or classroom for their child. Some of the elements thought to be helpful or supportive for Indigos were: positive atmosphere, respect for all students, involvement of students in decision-making processes, interesting and appropriate materials, explained purposefulness of all work done, clear and consistent expectations, ways for dealing positively with СКАЧАТЬ