Adam’s Story

Adam’s Story (written by a former student of mine)

Adam was a happy baby and toddler who developed seemingly normal.  Upon entering kindergarten, his parents were asked at the conclusion of the first day of school for their consent to have Adam tested for social and behavioral problems.  Apparently, his first day had not gone well and his teacher seemed stressed and upset.  His parents were immediately confused, concerned, and afraid their child would be “labeled”, and needed to respond to a crisis without a lot of time to process what was happening.  Adam’s parents consented to testing, and within a few months, he was diagnosed with Asperger’s Syndrome.  Being from a rural area, the school had not provided services in the past for a child with this particular diagnosis.  Every decision to come would be an experiment, which set this family on a path that served as a test of love’s foundation within their home and among school personnel.

Adam’s parents had many discussions about their love for their son, and how they wanted to advocate for his best interests, while trying to support the school psychologist, social worker, and other specialists.  The process was painful at times, as his parents often had to listen to staff detail hurtful information about Adam’s negative behaviors at school.  Adding to the stress and confusion was the fact that Adam did not exhibit the behaviors at home when he was in an environment that was predictable and safe.   Throughout countless meetings and communications between the parents and school, numerous changes were implemented and altered between kindergarten and third grade.

The parents chose to acknowledge the work school staff was doing on Adam’s behalf even when they did not agree with all the decisions.  They made choices to build upon anything positive, while letting go of things out of their control.  They purposefully wrote letters of gratitude and appreciation to teachers, personal aides, and other staff to let them know they were valuable people to this family.  The more the parents positively engaged school workers, the more responsive they became to Adam and his needs.  The family’s love for one another, their commitment to acknowledge the strengths of others, and their willingness to remain hopeful in the midst of dismal circumstances transformed the ways school staff approached their work with Adam.

In the three years since his diagnosis, Adam, his family, and those who work with him have gone through some extraordinary changes, which include tons of tears, laughter, heartache, and most importantly, the transforming power of love.  Adam is a child who goes to school with joy and anticipation knowing that those around him think he is special.  When love is put into practice, it has the potential to literally change how others think, feel, and behave.

Adam is my child and he has taught me how to get up and keep moving when others do not understand.  He has challenged our family to educate ourselves, to forgive others when they lack knowledge, and to hug someone else just because.  Without the bond of love that binds each one of us together, we would have missed out on the opportunity to open the door to future parents and their children who will on day follow in Adam’s footsteps at school.  The relationships formed in the process are grounded in love and we consider each teacher, social worker, and educator an important and intricate part of our lives.  Simply stated, we love them.  The family truly is love’s crucible for transformation.  May we all be willing to accept the call to love (Anonymous student, 2010).

Surely, the example of this family is a statement of the living truth that the family is love’s transformation.  And this is the way I believe God intends it to be.  The family is called upon to learn about selflessness, sacrifice and service to one another in myriad ways while living out their lives together.  This requirement for love’s expression will challenge and pummel us.  There are many roles love plays in multi-generational family configurations.  All of these present opportunities to be of service to others and to grow in love.

Excerpt from The Reincarnated Child’s Family

Dr. Celeste A. Miller

Art by Tom Miller

Art by Tom Miller

How Do We Tell Our Children?

This morning I was asked to take my grandchildren to the park while their parents were hard at work remodelling their kitchen.  On the way we stopped at the mailbox to pick up the Sunday morning paper.  It was raining lightly when my grandson, aged 5, jumped out of the car to get the paper, but he grabbed the wrong paper and while we were getting that situation straightened around, a car pulled up beside me with an older grey hair woman at the wheel who yelled at me that I shouldn’t have my children doing the work.  She repeated this several times and I answered her that they enjoyed it, thinking she was really mistaken about not giving children some responsibilities.  At this point the “wrong” newspaper was being stuffed back into its box and the “right” newspaper was being pulled out of our box.   I reflected on why she had wagged her finger at me in criticism, and I realized that she thought my grandchildren were delivering papers for me and doing my “adult work”.  There wasn’t any way I could correct her false impression as she had already roared off down the road, but I reflected as we drove on that often in life people just plain misunderstand each other and for apparently good reasons on both sides.

The paper was flopped onto the front seat and the headlines blared out, “129 people killed in Paris shootouts”.  My 8 year old granddaughter, catching sight of the headline, asked me about the shootings.  I had to explain what had happened without explaining anything and made some vague comment like “there was a shooting” and hoped she would not ask any more questions, which she didn’t. I don’t want to burden her childhood with what will someday be the inevitable realization that some people are really “bad guys”, beyond belief.

This day has been surreal, mourning for those families who lost loved ones, concerned for the state of our planet, concerned about how good will triumph over evil, and what kind of world these grandchildren of mine are having to grow up in, reflecting on my own safe childhood where violence was so minimal after the end of World War II when all returned seemingly to normalcy.  It didn’t matter that I didn’t personally know the American exchange student, she was somebody’s daughter and now their lives would be irrevocably changed and I could just imagine the awful pain they were experiencing.

Someone said on the news today that this violence is the “new normal”.  What will come of this generation of children who are exposed to so much violence?  Will we lose a whole generation of people in the Middle East, Europe and other countries who will have their lives redefined by the mass exodus of people moving around the planet seeking safety, and finding that even in so called safe countries there is still only more violence?  Today, my husband reminded a Christian friend that Jesus cast out the demons in people and that there was such a thing as demon possession.  His friend couldn’t really relate to the concept.  I believe true safety is really only available in higher states of consciousness.  The human experience is obviously fraught with danger as we and the people of Paris have witnessed this weekend.

Dr. Celeste A. Miller

Wings of Light

Wings of Light

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