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