SEEDS THAT GROW, TREES THAT BECOME

If one were to take a step back and look at the global system we currently endure, one could clearly see that a change must be made in order to bring unity and harmony back to the world. Even in the corporate world we can see the same patterns of toxicity and unfairness playing out as what seems to be the only way to achieve is to climb to the top only after one advances through gatekeepers which often requires less than noble actions and strategies. This system disempowers us under the guise of false power that money and worldly status offers. We as humans have become so used to the way the system is to the point to where we just simply say this is how the world works. We may cannot right away change the very system that disempowers us so greatly, but we can plant seeds now in children that will grow and become strong powerful trees of wisdom, unconditional love, and tolerance embodying truth and ethos without the desire to oppress and control others. These trees will bear golden fruit that will lead to a more prosperous future for all. Children now are the future, so what kind of seeds do we want to plant?

We as do not need to change the entire system, however, a new perspective is needed in order to ensure that our young children and their children will not have to be subjected to the same barriers that we had to face and are facing. I propose 7 new perspectives to be exact that can be implemented in any school curriculum with little to challenge to the teachers. These new perspectives can totally change the way that students, teachers, and parents see themselves and others. Going from disempowerment and disconnection to true empowerment, stable identities, motivation, and growth.

1. KNOWLEDGE and INTELLIGENCE

First of all, I do not condemn the current education system; rather, I believe that a new perspective can enrich the systems already in place. Commonly, we hold the view that children are sent to school in order to become intelligent—which is true—or to learn skills, which is also true. However,what if we added one simple word: more, and another word: worldly? In doing so, we open a broader understanding that every soul arrives already membered—divinely put together by Source or the Creator—with knowledge, wisdom, and intelligence inherently present. From this perspective, education is not the origin of intelligence, but a space in which what is already membered can be remembered, expanded, and expressed within.

2. CONFIDENCE

Confidence is inherent within us. In early childhood, the inner child expresses this naturally—children play confidently and authentically, believing their dreams are real and trusting in the magic of creation and imagination. At this stage, they feel free to do whatever they wish and to be whoever they choose to be. As they grow older, however, they are taught that in order to be successful they must become “more realistic,” and that the world is filled with limitations—and so, too, are they. In this way, confidence is gradually dismembered, not through a lack within the child, but through learned beliefs that narrow what once felt possible.

3. POWER

Our power of co-creation with the universe has largely been forgotten, or dismembered, both unintentionally and intentionally through the structures of worldly mass education. Learners are taught—often implicitly—that power comes from external sources such as money, worldly success, grades and scores, popularity, and rank. Over time, this reframes power as something to be granted, achieved, or validated from outside the self, rather than recognized as an inherent capacity already present within.

4. WORTH and VALUE

As carriers of divine source energy and as divine beings, we have forgotten that our divinity is not something to be earned, but something we already are. Our worth and value are inherent, and alignment—not achievement—is what allows this truth to be lived. We are deeply valuable beings who cannot be bought; rather, we continuously exchange energy in order to operate and relate within the world.

When we remember that we are infinite, constantly expanding and growing—especially through infinite, unconditional love for ourselves and others—our sense of worth naturally strengthens. This remembering is reflected in what we tell ourselves, how we care for ourselves, and how we project this inner knowing into the outer world. From this place, we become masters of our peace and joy and are able to co-create unity within the world. We are more precious than gold; we are divine.

The current education system, however, often teaches learners that their value and worth must be earned through external measures. In doing so, it both empowers and disempowers at the same time, creating separation and fragmentation within the learner rather than reinforcing their inherent wholeness.

5. CONNECTION

The current education system often teaches—directly or indirectly—that Source or the Creator is separate from ourselves. Unfortunately, this separation is reinforced even within schools where traditional religion is taught. In doing so, education propagates the illusion of separation, rather than supporting the understanding that Source exists within us all and can be accessed at any time without the need to seek a third party.

When this inner connection is acknowledged, it brings not only meaning but clarity—clarity of self, purpose, values, and direction. We are in the universe, and the universe is within us. God is everywhere, and the source energy reflected throughout the world around us is the same source energy that exists within every student. This connection can be accessed both in the inner world and the outer world, allowing learners to move through life with greater coherence, insight, and understanding. When education overlooks or denies this inner access to source, clarity, and unity,learners are disempowered under the guise of empowerment, as they are taught to look outward for truth, authority, and validation rather than inward for connection, clarity, and wholeness.

6. INNATE HUMAN DESIGN

The current education system often teaches—directly or indirectly—that Source or the Creator is separate from ourselves. Unfortunately, this separation is reinforced even within schools where traditional religion is taught. In doing so, education propagates the illusion of separation, rather than supporting the understanding that Source exists within us all and can be accessed at any time without the need to seek a third party.

When this inner connection is acknowledged, it brings not only meaning but clarity—clarity of self, purpose, values, and direction. We are in the universe, and the universe is within us. God is everywhere, and the source energy reflected throughout the world around us is the same source energy that exists within every student.

This connection can be accessed both in the inner world and the outer world, allowing learners to move through life with greater coherence, insight, and understanding. When education overlooks or denies this inner access to source, clarity, and unity, learners are disempowered under the guise of empowerment, as they are taught to look outward for truth, authority, and validation rather than inward for connection, clarity, and wholeness.

7. LIMITLESSNESS

Students are in school to grow and to increase their knowledge and skills; however, this growth often comes with imposed limitations. Learners who move at a faster pace are frequently rewarded more than those who take longer, often with fewer opportunities for recognition. Over time, this can create limiting and disempowering beliefs within the subconscious mind.

Within schools, figures of great importance, brilliance, and achievement—such as founders of theories or celebrated heroes—are often emphasized without sufficient attention given to the processes, experimentation, and uncertainty that led to their discoveries. These established truths can unintentionally place limits on what is perceived as possible, conditioning students to believe that most knowledge has already been defined, leaving little room for growth, exploration, or expansion.

Furthermore, students are not always rewarded for original thought or unique perspectives. Instead, they are often taught that certain outcomes are possible while others are impossible, rather than being guided to understand that the world and the universe are continuously growing and expanding in every divine moment. The illusion of time further reinforces limitation, as learners are rarely taught the difference between man-made time and divine timing. As a result, education can unintentionally shape fixed beliefs about potential, rather than supporting the remembering of inherent limitlessness.

How teachers communicate with themselves and their students can massively impact the future in a positive way as we enter a new golden age of empowerment, peace, and prosperity for all to enjoy. If only we open our minds to other perspectives, there is almost nothing as humans that we cannot achieve. Thank you for taking time to read.