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Can we know what children’s full potential looks like?

April 18, 2015

If we agree that the list of skills and/or capacities I defined in my previous posts are what children need to practise and build in order to thrive in the twenty first century, is this also the list of all the skills and/or capacities that children need to have in order to reach their full potential as human beings?


Can we really know what children’s “full potential” is? I would suggest that we actually have no clue what our true full potential as human beings looks like. Most of us have been so limited by our social, emotional and cultural programming that we cannot imagine what ‘unlimitedness’ actually looks like. Even the Hollywood movie titled “Limitless” was, I thought, a rather limited perspective on all human possibility.


Many of us have heard stories about so-called extraordinary human functioning – like mothers being able to lift cars in the moment in order to rescue their babies, for example. Then there are all the examples of multi-sensory or psychic experiences that so many people have had in the course of their lives – experiences that cannot be explained if we believe that the reality of our five senses is all that there is to our world. My sister explains that the spectrum of visible light (what our eyes can actually see) as a proportion of the entire light spectrum on our planet is minute, so just imagine what exists on our planet that our eyes simply cannot see. This is just one of our senses – we know that certain animals hear and smell much better than we do. Is it possible that we could use all of our senses better than we currently do? For some time I was particularly interested in the phenomenon of the Chinese super-psychic children who illustrated extraordinary multisensory capacities in multiple fields (levitation, telekinesis, telepathy, materialisation, instant healing, time travel, etcetera).


I know that many people are frightened away by thinking beyond the box of our consensus reality on what humans are capable of. I do not wish to frighten people off with this perspective, so I merely mention it as a note that I believe that humans are capable of so much more than we actually give ourselves credit for. I am intrigued how much further children can go if we do not set such low bars for them regarding what is possible. I believe that we need to be open to the possibility of extraordinary human capacity, and I believe that we could even encourage extraordinary human capacity if we expose children to a range of activities that expand awareness as part of the natural course of their lives. I will discuss one of these activities later, called ‘Awareness Through the Body’ (ATB) which encourages children to develop multi-sensory awareness and use their whole bodies in learning.


I believe that children should be enabled to explore to the limits of their abilities without being pre-empted by being told something is ‘impossible’ just because it hasn’t been done before, or is not done often. This can only be achieved if the system does not specify actual outcomes and rather enables learning processes to evolve as far as they can go, even beyond “the known”. In nature organic processes unfold infinitely. An organic education system, by its very nature, should do the same. It should focus on enabling unlimited processes rather than specifying outcomes and in this way the upside in terms of children’s full potential is unlimited.



We cannot definitively know what full human potential looks like, so to support children to reach their full potential means to support them to follow unlimited learning processes as far as they would like to take them rather than specifying limits and/or outcomes.


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