When the Education of the Soul Dropped Out of the Discussion

Whereas up to approximately the 1900’s the purpose of education had been to educate the soul, with the turn of the century and the birth of scientific determinism[1] the education of the soul dropped out of the public discourse and was replaced with a “scientific” emphasis on the socialization of children; how to prepare model citizens; and how to measure learning.  Other brilliant educational theorists have emerged in the 20th century, but they do not write about educating the soul.   Separation of church and state has eliminated almost all mention of even the word God in public schools.  Prayer is banned at graduations and Christmas is now a winter holiday.  Concern about the education of the soul is entirely relegated to religious schools.   If Comenius, Pestalozzi, Froebel, or Montessori were to reincarnate today, they would probably consider mankind has taken a step backward in regard to soul development in spite of our modern technological advances.

Even so, women, children and education have come a long way.  Today, we can clearly see evidence of the three pivotal, life changing ideas about children introduced and reinforced by these early educators–childhood as a distinct time of life; the significant role of the mother (and now father); and universal education for all.   That childhood is an important time of development is not questioned.  Education is universal, although not always of high quality.   In the U.S. and in other countries as well, we now have universal public education for K-12 with complete separation of church and state.  In addition, many governments provide funding for the education of special needs children up to the age of emancipation.

In addition to “mothering”, mothers now have the added opportunity (and responsibility) of bringing income to the family as they pursue unlimited opportunities for career goals.  Because, in most industrialized societies, the education of our youngest children is now mostly in day care settings of some type and not in the home with their mothers, the role of first teacher, the mother, has been mostly taken over by others; often by poorly paid women with little professional respect working with high turnover in these child care facilities. Teachers of all grades, in general, are not well paid and the profession does not attract the best and the brightest. Time and change march on and not necessarily in the right direction. It remains to be seen where the next generation will go. (Excerpted from Educating the Reincarnated Child)

In my latest book, prior to this excerpt, I introduce to the reader the legacy of Comenius, Pestalozzi, Froebel and Montessori who were truly inspired educators.  I propose to you that their writings need to be dusted off and studied by serious students of education.  In Educating the Reincarnated Child, I give you a snapshot of their genius, and encourage you to delve further into their legacy.

Dr. Celeste A. Miller

 

[1] Scientific determinism:  Since every event in nature has a cause or causes that account for its occurrence, and since human beings exist in nature, human acts and choices are as determined as anything else in the world. Notes on Determinism and Indeterminism. Philosophy Department, Texas A & M

Happy Thanks Giving

Happy Thanks Giving

Contents of Educating the Reincarnated Child

Contents of Educating the Reincarnated Child

This was not an easy book to write.   To be honest, I wrote this book several times, each time trying to reorganize, simplify, and clarify.  The research and ideas that I share are the gleanings of my forty-plus years in education, as I immersed myself in the business of educating and being educated by others.

The book opens with a brief history of the origin of the concept of childhood, first developed during the Renaissance and the Reformation.  This all-important concept, defining a distinct time in the life of the child requiring specialized education, was primarily focused on soul development.  You will be introduced to Comenius, Pestalozzi, Froebel, and Montessori, revolutionary and, I believe, divinely inspired soul educators, who lived between 1600 and 1950.  In the succeeding chapters 2 – 5, I share with you their individual legacies.  We cannot discuss soul education in the present without remembering their rich contributions to education.

Although these early educators, and their disciples, were focused on the sacredness of the child, they did not profess to specifically believe in reincarnation.  Indeed, they would probably have considered this belief heretical.  That doesn’t matter because their teachings on the education of the soul are unprecedented, uplifting, and can still provide inspiration today.  They provide an opportunity to meditate on their writings and ponder the essence of what they wrote.

In the sixth chapter, as we move from the past into the present, I combine their ideas with my own into a suggested list for activities that would enhance soul development.  Then, in chapters seven through ten, we shift gears and move to discussing the vehicles that the soul uses for expression: the mind, the heart, and the body. In these chapters, I highlight recommended modern educational methods which support soul development.  Chapter seven shares brain research that should inform educators.  I also discuss the mind/brain debate.  Chapter eight promotes ideas about developing the heart qualities of morality and emotional control (E.Q).  Chapter nine deals with strengthening the physical bodies of children and the importance of good health and nutrition.  The book concludes with a final chapter sharing my personal agenda for the future of education—in a time when we will recognize the value of educating the “whole” person.

Table of Contents

Foreword

Chapter One –A Time of Life Called Childhood

Chapter Two – Comenius

Chapter Three – Pestalozzi

Chapter Four – Froebel

Chapter Five – Montessori

Chapter Six – Educating the Soul/Spirit

Chapter Seven – Educating the Mind/Brain

Chapter Eight –Educating the Heart

Chapter Nine – Educating the Body

Chapter Ten – My Dreams for the Future of Education

Notes

References

192 pages

 

Celeste A. Miller

A reviewer called this book ” a gem”.  I hope you will take the time to read it and share your thoughts.

Educating the Reincarnated Child by Celeste A. Miller, PhD

Book #4 in the Reincarnated Child Series

 

Educating the Reincarnated Child is published!!!

Excited to announce the newly published Educating the Reincarnated Child

Educating the Reincarnated Child by Celeste A. Miller, PhD

Book #4 in the Reincarnated Child Series

Having already shared my basic argument for the significance

of soul development in my free eBook, The Reincarnated Child,

I move on to discuss in this book essential ideas about expanding

education, as we practice it today, to include once again the

intersection of education and soul development. This requires that the

vehicles for the soul’s expression – the mind, the heart, and the body

– all be developed together. Adding to a belief in soul development,

a belief in reincarnation introduces another layer of complexity, that

of the potential of educational and learning opportunities to impact

future lifetimes as well as this one.

 

Once upon a time, education was dedicated to soul development.

This was during the Renaissance and the Reformation.

During those hundreds of years, soul expansion was the main goal of

public and private education. As a society, we have long since moved

on. Fascination with technology and science has us in its grip and is

rapidly molding our lifestyles and choices. Our new technology-given

freedoms are mostly outer-directed. Soul connection seems incidental.

Compared to previous generations, our soul senses now lie mostly

dormant within us.

 

We spend our lives trying to figure out who we

really are, and yet we leave out what our souls can tell us in that basic

search for life’s meaning. To find the soul reality of ourselves is more

than a religious concept. I believe it arises out of the basic intrinsic

design of life itself and thus is universal, and the search should be

above the clash of ideologies and mindsets.

 

Here are four reasons why I believe soul education is vital.

• First of all, attunement with ones’ own soul is the most

important source of information for our life’s experience

because our soul was created with a specific ideational

blueprint of purpose and destiny. It is our own internal

crystal ball so to speak. Thus, I believe that it is ultimately

important for education to reorient children to their

internal states by developing the soul senses. These allow

for the quiet messages coming from our inner- most

reality to be heard, and for those messages to provide a

compass for the soul throughout life.

• Secondly, because the soul, with its own senses, is

experienced through the physical, emotional, and mental

bodies, they need to be in tip-top condition.

• Thirdly, the soul is also our tie to past experiences in other

lifetimes which we need to learn from, and in some cases,

overcome.

• Fourthly, the soul continues on its learning path after

death, beyond the life of the physical body, and so is the

tie to our future as well.

 

Therefore, in addition to the traditional areas of curriculum, I

believe that what truly elevates and endures is any learning that causes

the soul to express itself, now, and into the future. Getting to that

how is the subject of this book.

 

The Ideal Child

 

What should the goal of education for the soul be? Sometimes

it is easier to see the beginning if we look at the end result we want

to achieve. Let’s start with the ideal child and reverse engineer. What

would be your idea of an ideal child? My ideal child would be one

who can lead and follow. He/she would have grit and be creative,

discriminating, diligent, and respectful of self, others, and nature.

He/she would have curiosity and the ability to concentrate. He/she

would be open-minded and fair-minded, honorable, courageous, and

loving. He/she would also be hard-working and goal-oriented with

the ability to rise above mistakes, just for starters. Most importantly,

the child would be connected to his/her internal states – know he/

she has a greater self, a reason for being, developed soul senses, and

a connection with the universe that empowers love for oneself and

humanity.

 

To develop this kind of consciousness would require

supportive and loving parents and teachers and some specificity in

educational approaches. This book is written for those interested in

pursuing this bent of educating the whole person: heart, mind, and

soul.

Celeste A. Miller

 

 

 

Educating the Reincarnated Child is published!!!

Having already shared my basic argument for the significance

of soul development in my free eBook, The Reincarnated Child,

I move on to discuss in this book essential ideas about expanding

education, as we practice it today, to include once again the

intersection of education and soul development. This requires that the

vehicles for the soul’s expression – the mind, the heart, and the body

– all be developed together. Adding to a belief in soul development,

a belief in reincarnation introduces another layer of complexity, that

of the potential of educational and learning opportunities to impact

future lifetimes as well as this one.

 

Once upon a time, education was dedicated to soul development.

This was during the Renaissance and the Reformation.

During those hundreds of years, soul expansion was the main goal of

public and private education. As a society, we have long since moved on.

Fascination with technology and science has us in its grip and is

rapidly molding our lifestyles and choices. Our new technology-given

freedoms are mostly outer-directed. Soul connection seems incidental.

Compared to previous generations, our soul senses now lie mostly

dormant within us.

 

We spend our lives trying to figure out who we

really are, and yet we leave out what our souls can tell us in that basic

search for life’s meaning. To find the soul reality of ourselves is more

than a religious concept. I believe it arises out of the basic intrinsic

design of life itself and thus is universal, and the search should be

above the clash of ideologies and mindsets.

 

Here are four reasons why I believe soul education is vital.

  • First of all, attunement with ones’ own soul is the most

important source of information for our life’s experience

because our soul was created with a specific ideational

blueprint of purpose and destiny. It is our own internal

crystal ball so to speak. Thus, I believe that it is ultimately

important for education to reorient children to their

internal states by developing the soul senses. These allow

for the quiet messages coming from our inner- most

reality to be heard, and for those messages to provide a

compass for the soul throughout life.

  • Secondly, because the soul, with its own senses, is

experienced through the physical, emotional, and mental

bodies, they need to be in tip-top condition.

  • Thirdly, the soul is also our tie to past experiences in other

lifetimes which we need to learn from, and in some cases,

overcome.

  • Fourthly, the soul continues on its learning path after

death, beyond the life of the physical body, and so is the

tie to our future as well.

 

Therefore, in addition to the traditional areas of curriculum, I

believe that what truly elevates and endures is any learning that causes

the soul to express itself, now, and into the future. Getting to that

how is the subject of this book.

 

The Ideal Child

 

What should the goal of education for the soul be? Sometimes

it is easier to see the beginning if we look at the end result we want

to achieve. Let’s start with the ideal child and reverse engineer. What

would be your idea of an ideal child? My ideal child would be one

who can lead and follow. He/she would have grit and be creative,

discriminating, diligent, and respectful of self, others, and nature.

He/she would have curiosity and the ability to concentrate. He/she

would be open-minded and fair-minded, honorable, courageous, and

loving. He/she would also be hard-working and goal-oriented with

the ability to rise above mistakes, just for starters. Most importantly,

the child would be connected to his/her internal states – know he/

she has a greater self, a reason for being, developed soul senses, and

a connection with the universe that empowers love for oneself and

humanity.

 

To develop this kind of consciousness would require

supportive and loving parents and teachers and some specificity in

educational approaches. This book is written for those interested in

pursuing this bent of educating the whole person: heart, mind, and

soul.

Dr. Celeste A. Miller

Butterfly Galaxy

Butterfly Galaxy