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Soul-centred education for children

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The document discusses psychological development in children and teenagers. It summarizes findings from the Harvard Grant Study, a longitudinal study of adult development, which found that love early in life facilitates later success and healthy coping styles. Other research discussed found that a child's emotional health is more important to their adult satisfaction than academic success or wealth. The document argues that current education systems do not align with children's psychological development goals by not focusing on love, self-esteem, and emotional intelligence. It suggests this can lead to issues like reduced creativity and resilience in youth.

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Soul-centred Education for Children Richard Barrett
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 2 MY SPEECH TODAY UNDERSTANDING THE PSYCHOLOGICAL DEVELOPMENT OF CHILDREN, TEENAGERS AND YOUNG ADULTS.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 3 The Harvard Grant Study (1938-2005) The purpose of the Grant Study was to learn something about the conditions that promote optimum health by following the lives of 268 men, all Harvard graduates. This study is one of the longest running prospective longitudinal studies of adult male development that has ever been attempted.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 4 Key findings of the Grant Study “The seventy-five years and twenty million dollars expended on the Grant Study points, at least, to me, to a straightforward conclusion: Happiness is love. Love conquers all.” George E. Vaillant: Director of the Grant Study from 1972-2005
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 5 Key findings of the Grant Study “Love early in life facilitates not only love later on but also the other trappings of success, such as prestige and even high income. It also encourages the development of coping styles that facilitate intimacy, as opposed to ones that discourage it.” George E. Vaillant: Director of the Grant Study from 1972-2005
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 6 Key findings of the Grant Study “It is the quality of a child’s total experience, not any particular trauma or any particular relationship, that exerts the clearest influence on adult psychopathology.” George E. Vaillant: Director of the Grant Study from 1972-2005
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 7 Other research “The LSE research indicates that a child’s emotional health is far more important to their satisfaction levels as an adult than other factors, such as, whether they achieve academic success when young, or wealth when older.” Lord Richard Layard: London School of Economics
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 8 The impact of early love in our lives Love in the early stages of life literally shapes the brain and affects us for a lifetime. It determines how long we live and what illnesses we will fall prey to later in life. It is no exaggeration to say that very early lack of love already sets the limits on how long we will live and how happy our lives will be. Dr. Arthur Janov
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 9 My starting premise Current educational systems do not align with children’s and teenagers psychological development goals. They tend to focus intellectual competence. They tend NOT to focus on LOVE and SELF-ESTEEM or EMOTIONAL INTELLIGENCE. They do not fully equip children for work life
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 10 Emotional Intelligence In business, people with the highest levels of intelligence (IQ) out perform those with average IQs only 20% of the time, while people with average IQs outperform those with high IQs 70% of the time. The difference is emotional intelligence Source: Emotional Intelligence 2.0 by Bradberry and Greaves
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 11 Emotional intelligence is not taught in schools “We enter the workforce knowing how to read, write and report on bodies of knowledge, but too often, we lack the skills to manage our emotions in the heat of the challenging problems we face.” Bradberry & Greaves, Emotional Intelligence 2.0.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 12 Emotional Intelligence Source: Emotional Intelligience 2.0 by Bradberry and Greaves Self-awareness Self-management Social-awareness Relationship- management Personal competence Social competence
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 13 The Top People in Business are …  EMOTIONALLY INTELLIGENT  HIGHLY CREATIVE  HAVE INTELLECTUAL RIGOUR
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 14 School systems tend to destroy creativity 98% of children display genius level creativity at age 3-5 years. By the time they get to 20, only 2% display genius level creativity.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 15 Percentage of people with genius level creativity by age 98% 32% 10% 2% 0% 20% 40% 60% 80% 100% 5 10 15 25 Source: Land and Jarman, Break-point and Beyond Age Ego Development Social Conditioning Above the age of 25 only 2% of people have genius level creativity
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 16 What happens to our creativity? The (socialization) process restricts the natural creativity of our thinking potential by automatically assigning value judgements of good, bad, right, wrong, proper, improper, ugly, beautiful. Our children accept these judgements so they can fit into the culture.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 17 The abandonment of the soul I believe it is not the socialization experience, per se, that blocks our creativity it is the abandonment of our soul. What we do during the first twenty-four years of our lives is sacrifice the soul’s desire for self-expression to meet the ego’s needs for survival, safety and security. Only if you choose to individuate and explore the later stages of your psychological development, can you reconnect with your soul and its creativity.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 18 We start our lives in soul consciousness
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 19 We move into ego consciousness
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 20 Between the ages of 25 and 40 we attempt to individuate—to align our ego motivations with our soul motivations.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 21 If we learn to master upper stages of psychological development we finish our lives in soul consciousness
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 22 School systems do not prepare children for the differentiating, individuating and self- actualization stages of psychological development. The leading cause of death for 15-35 year olds in the Western world is suicide. We are not creating resilient young people.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 23 Number of suicides by age in the UK A FAILURE TO DIFFERENTIATE
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 24 Number of suicides by age in the UK A FAILURE TO INDIVIDUATE
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 25 Number of suicides by age in the UK A FAILURE TO SELF- ACTUALIZE
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 26 Number of suicides by age in the US 0 500 1000 1500 2000 2500 3000 3500 15-19 20-24 25-29 30-35 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85+ Males Females Self-actualizingIndividuating Integrating ServingDifferentiating
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 27 Let’s do an exercise
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 28 Who are you? EXERCISE I am going to make a series of statements. If the statement is true for you, please stand up. Otherwise remain seated.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 29 Who are you? EXERCISE (Practice run) I have a television
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 30 Who are you? EXERCISE (Practice run) I am a television
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 31 Who are you? EXERCISE (Now the real thing) I have a body
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 32 Who are you? EXERCISE (Now the real thing) I am a body
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 33 Who are you? EXERCISE I have an ego
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 34 Who are you? EXERCISE I am an ego
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 35 Who are you? EXERCISE I have a soul
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 36 Who are you? EXERCISE I am a soul
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 37 Who are you? EXERCISE 3 minutes Discuss with your neighbour 1. Are you primarily an ego or are you primarily a soul? 2. Do you have a soul or are you a soul?
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 38 Progression in Enlightenment 1. I have a soul 2. I am a soul 3. Your soul has you A fundamental shift in IDENTITY
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 39 What is an Ego? • Your ego is a field of conscious awareness that identifies with your physical body. Consequently, the ego believes it can die. • The ego is not who you are. It is the mask you wear to get your needs met in the cultural framework of your physical three- dimensional framework of existence. We can call this your False self.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 40 What is a Soul?  Your soul is a field of conscious awareness that identifies with your four-dimensional energy field. It is who you really are. You don’t have a soul; your soul has you.  Your soul is an individuated aspect of the universal energy field from which everything in our physical world derives its being.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 41 The reality of the Ego  Because the ego believes it inhabits a body and can die it believes it has needs.  Because it believes it has needs, the ego develops conscious and subconscious fears about not being able to meet its needs. The primary needs of the ego are survival, belonging (relationships) and self-esteem.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 42 The reality of the Soul  Because the soul identifies with your four- dimensional energy field and not with the body, the soul knows it cannot die.  The soul has no needs because at the level of reality at which it exists it instantaneously creates through its thoughts. Because the soul has no needs, it has no fears.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 43 The primary motivations of your soul are: SELF EXPRESSION CONNECTION CONTRIBUTION Why did my soul incarnate into a human body? What are the motivations of my soul?
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 44 WHAT HAS ALL THIS TO DO WITH TEACHING AND SCHOOLS? EVERYTHING
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 45 EDUCATION SHOULD EQUIP OUR CHILDREN FOR THEIR SOUL JOURNEY
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 46 Stages of Psychological Development Surviving
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 47 Stages of Psychological Development INFANCY 0-2 Years Old Staying alive! COMPETENCY Ability to meet basic physiological needs. Surviving Stage Motivation
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 48 Stages of Psychological Development Conforming
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 49 Stages of Psychological Development Conforming Stage Motivation CHILDHOOD 3-7 Years Old Keeping safe and secure! BEING LOVED Ability to feel accepted and sense of belonging.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 50 Stages of Psychological Development Differentiating
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 51 Stages of Psychological Development Differentiating Stage Motivation TEENAGER + 8-24Years Old Distinguishing yourself! CONFIDENCE Ability to feel respected and recognized by others.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 52 Stages of Psychological Development INDIVIDUATING
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 53 Stages of Psychological Development INDIVIDUATING Stage Motivation YOUNG ADULT 25-39 Years Old Releasing your fears! ACCOUNTABILITY Finding freedom and autonomy to understand who you really are.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 54 Stages of Psychological Development SELF-ACTUALIZING
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 55 Stages of Psychological Development SELF-ACTUALIZING Stage Motivation ADULTHOOD 40-49 Years Old Becoming who you are! SELF-EXPRESSION Ability to satisfy your desire for meaning and purpose.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 56 Stages of Psychological Development INTEGRATING
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 57 Stages of Psychological Development INTEGRATING Stage Motivation MATURE ADULT 50-59 Years Old Aligning with others! CONNECTION Ability to satisfy the desire to make a difference in your world.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 58 Stages of Psychological Development SERVING
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 59 Stages of Psychological Development SERVING Stage Motivation SENIOR 60+ Years Old Finding fulfilment! CONTRIBUTION Ability to satisfy your desire to serve the greater good.
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 60 Stages of Psychological Development Ego Development Ego-Soul Alignment Soul Emergence SURVIVING CONFORMING DIFFERENTIATING INDIVIDUATING SELF-ACTUALIZING INTEGRATING SERVING PSYCHOLOGICALDEVELOPMENT
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 61 Surviving prepares you for Self-actualizing Individuating Integrating Differentiating Conforming Surviving Stages of Development Serving Self-actualizing SOUL EGO Competence Self-expressionEGO-SOUL ALIGNMENT
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 62 Conforming prepares you for Integrating SOUL EGO Belonging Connecting Individuating Integrating Differentiating Conforming Surviving Stages of Development Serving Self-actualizing SOUL EGO EGO-SOUL ALIGNMENT
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 63 Differentiating prepares you for Serving SOUL EGO Recognition Contributing Individuating Integrating Differentiating Conforming Surviving Stages of Development Serving Self-actualizing SOUL EGO EGO-SOUL ALIGNMENT
A Values-driven School Culture Values-based Education Purpose-driven Life A Soul-focused Education
Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 65 Equipping Children for their Soul Journey SELF-EXPRESSION CONNECTION CONTRIBUTION LEADING A VALUES- DRIVEN LIFE LEADING A PURPOSE- DRIVEN LIFE EXPRESSING UNIQUE GIFTS AND TALENTS
How to Introduce Values-based Education into a School “A values-based school gives opportunities for children to find their meaning and purpose, and helps them to sense and shape their future.”
What a teacher says about Values-based Education
“The Impact on Behaviour was Dramatic” Teacher: Jo Brown Values-based schools promote responsibility
What children say about Values-based Education
Values-based schools promote Self-Expression
Values-based schools promote responsibility
"I am happy to come to school. It gives you the option to be yourself" Camilla, Year 11 "Values really makes a difference. It makes the people much nicer in the school, and the teachers too. Because we have values, we don't have many fall outs [in the playground]" Lucy, Year 5 "Sometimes we play Schools at home. It helps us get on better with our brothers and sisters, and our friends and our parents" Connor, Year 5 What children are saying:
"Before Values, the playground used to be a battleground and the teachers used to hate doing playground duty. They said so! Now it's much better. We sort out our problems and the teachers are more relaxed. They seem to like just talking to us now". Philip, Year 4 "I used to be in trouble a lot. But values make you think about what you're doing .. Now I hardly get told off at all. And I don't get told of so much at home either." James, Year 4 "Thank you for starting Values Education, it has changed my life. I used to always be in trouble. Now I am a much nicer person" Marcus, Year 4
Professor Terry Lovat Australia “As educational systems everywhere search for ways of improving academic achievement levels or all students, as will as preparing them with the personal, social, emotional and moral skills required for life in global societies, the credentials of values-based education are without peer. Evidence has shown that Values-based Education has the potential to achieve all these goals at one and the same time.”
For more information and to get a copy of this presentation go to: www.richardbarrett.net For information on Values-based Education go to: http://www.valuesbasededucation.com/

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Soul-centred education for children

  • 1. Soul-centred Education for Children Richard Barrett
  • 2. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 2 MY SPEECH TODAY UNDERSTANDING THE PSYCHOLOGICAL DEVELOPMENT OF CHILDREN, TEENAGERS AND YOUNG ADULTS.
  • 3. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 3 The Harvard Grant Study (1938-2005) The purpose of the Grant Study was to learn something about the conditions that promote optimum health by following the lives of 268 men, all Harvard graduates. This study is one of the longest running prospective longitudinal studies of adult male development that has ever been attempted.
  • 4. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 4 Key findings of the Grant Study “The seventy-five years and twenty million dollars expended on the Grant Study points, at least, to me, to a straightforward conclusion: Happiness is love. Love conquers all.” George E. Vaillant: Director of the Grant Study from 1972-2005
  • 5. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 5 Key findings of the Grant Study “Love early in life facilitates not only love later on but also the other trappings of success, such as prestige and even high income. It also encourages the development of coping styles that facilitate intimacy, as opposed to ones that discourage it.” George E. Vaillant: Director of the Grant Study from 1972-2005
  • 6. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 6 Key findings of the Grant Study “It is the quality of a child’s total experience, not any particular trauma or any particular relationship, that exerts the clearest influence on adult psychopathology.” George E. Vaillant: Director of the Grant Study from 1972-2005
  • 7. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 7 Other research “The LSE research indicates that a child’s emotional health is far more important to their satisfaction levels as an adult than other factors, such as, whether they achieve academic success when young, or wealth when older.” Lord Richard Layard: London School of Economics
  • 8. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 8 The impact of early love in our lives Love in the early stages of life literally shapes the brain and affects us for a lifetime. It determines how long we live and what illnesses we will fall prey to later in life. It is no exaggeration to say that very early lack of love already sets the limits on how long we will live and how happy our lives will be. Dr. Arthur Janov
  • 9. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 9 My starting premise Current educational systems do not align with children’s and teenagers psychological development goals. They tend to focus intellectual competence. They tend NOT to focus on LOVE and SELF-ESTEEM or EMOTIONAL INTELLIGENCE. They do not fully equip children for work life
  • 10. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 10 Emotional Intelligence In business, people with the highest levels of intelligence (IQ) out perform those with average IQs only 20% of the time, while people with average IQs outperform those with high IQs 70% of the time. The difference is emotional intelligence Source: Emotional Intelligence 2.0 by Bradberry and Greaves
  • 11. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 11 Emotional intelligence is not taught in schools “We enter the workforce knowing how to read, write and report on bodies of knowledge, but too often, we lack the skills to manage our emotions in the heat of the challenging problems we face.” Bradberry & Greaves, Emotional Intelligence 2.0.
  • 12. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 12 Emotional Intelligence Source: Emotional Intelligience 2.0 by Bradberry and Greaves Self-awareness Self-management Social-awareness Relationship- management Personal competence Social competence
  • 13. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 13 The Top People in Business are …  EMOTIONALLY INTELLIGENT  HIGHLY CREATIVE  HAVE INTELLECTUAL RIGOUR
  • 14. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 14 School systems tend to destroy creativity 98% of children display genius level creativity at age 3-5 years. By the time they get to 20, only 2% display genius level creativity.
  • 15. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 15 Percentage of people with genius level creativity by age 98% 32% 10% 2% 0% 20% 40% 60% 80% 100% 5 10 15 25 Source: Land and Jarman, Break-point and Beyond Age Ego Development Social Conditioning Above the age of 25 only 2% of people have genius level creativity
  • 16. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 16 What happens to our creativity? The (socialization) process restricts the natural creativity of our thinking potential by automatically assigning value judgements of good, bad, right, wrong, proper, improper, ugly, beautiful. Our children accept these judgements so they can fit into the culture.
  • 17. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 17 The abandonment of the soul I believe it is not the socialization experience, per se, that blocks our creativity it is the abandonment of our soul. What we do during the first twenty-four years of our lives is sacrifice the soul’s desire for self-expression to meet the ego’s needs for survival, safety and security. Only if you choose to individuate and explore the later stages of your psychological development, can you reconnect with your soul and its creativity.
  • 18. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 18 We start our lives in soul consciousness
  • 19. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 19 We move into ego consciousness
  • 20. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 20 Between the ages of 25 and 40 we attempt to individuate—to align our ego motivations with our soul motivations.
  • 21. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 21 If we learn to master upper stages of psychological development we finish our lives in soul consciousness
  • 22. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 22 School systems do not prepare children for the differentiating, individuating and self- actualization stages of psychological development. The leading cause of death for 15-35 year olds in the Western world is suicide. We are not creating resilient young people.
  • 23. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 23 Number of suicides by age in the UK A FAILURE TO DIFFERENTIATE
  • 24. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 24 Number of suicides by age in the UK A FAILURE TO INDIVIDUATE
  • 25. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 25 Number of suicides by age in the UK A FAILURE TO SELF- ACTUALIZE
  • 26. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 26 Number of suicides by age in the US 0 500 1000 1500 2000 2500 3000 3500 15-19 20-24 25-29 30-35 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85+ Males Females Self-actualizingIndividuating Integrating ServingDifferentiating
  • 27. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 27 Let’s do an exercise
  • 28. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 28 Who are you? EXERCISE I am going to make a series of statements. If the statement is true for you, please stand up. Otherwise remain seated.
  • 29. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 29 Who are you? EXERCISE (Practice run) I have a television
  • 30. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 30 Who are you? EXERCISE (Practice run) I am a television
  • 31. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 31 Who are you? EXERCISE (Now the real thing) I have a body
  • 32. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 32 Who are you? EXERCISE (Now the real thing) I am a body
  • 33. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 33 Who are you? EXERCISE I have an ego
  • 34. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 34 Who are you? EXERCISE I am an ego
  • 35. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 35 Who are you? EXERCISE I have a soul
  • 36. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 36 Who are you? EXERCISE I am a soul
  • 37. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 37 Who are you? EXERCISE 3 minutes Discuss with your neighbour 1. Are you primarily an ego or are you primarily a soul? 2. Do you have a soul or are you a soul?
  • 38. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 38 Progression in Enlightenment 1. I have a soul 2. I am a soul 3. Your soul has you A fundamental shift in IDENTITY
  • 39. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 39 What is an Ego? • Your ego is a field of conscious awareness that identifies with your physical body. Consequently, the ego believes it can die. • The ego is not who you are. It is the mask you wear to get your needs met in the cultural framework of your physical three- dimensional framework of existence. We can call this your False self.
  • 40. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 40 What is a Soul?  Your soul is a field of conscious awareness that identifies with your four-dimensional energy field. It is who you really are. You don’t have a soul; your soul has you.  Your soul is an individuated aspect of the universal energy field from which everything in our physical world derives its being.
  • 41. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 41 The reality of the Ego  Because the ego believes it inhabits a body and can die it believes it has needs.  Because it believes it has needs, the ego develops conscious and subconscious fears about not being able to meet its needs. The primary needs of the ego are survival, belonging (relationships) and self-esteem.
  • 42. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 42 The reality of the Soul  Because the soul identifies with your four- dimensional energy field and not with the body, the soul knows it cannot die.  The soul has no needs because at the level of reality at which it exists it instantaneously creates through its thoughts. Because the soul has no needs, it has no fears.
  • 43. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 43 The primary motivations of your soul are: SELF EXPRESSION CONNECTION CONTRIBUTION Why did my soul incarnate into a human body? What are the motivations of my soul?
  • 44. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 44 WHAT HAS ALL THIS TO DO WITH TEACHING AND SCHOOLS? EVERYTHING
  • 45. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 45 EDUCATION SHOULD EQUIP OUR CHILDREN FOR THEIR SOUL JOURNEY
  • 46. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 46 Stages of Psychological Development Surviving
  • 47. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 47 Stages of Psychological Development INFANCY 0-2 Years Old Staying alive! COMPETENCY Ability to meet basic physiological needs. Surviving Stage Motivation
  • 48. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 48 Stages of Psychological Development Conforming
  • 49. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 49 Stages of Psychological Development Conforming Stage Motivation CHILDHOOD 3-7 Years Old Keeping safe and secure! BEING LOVED Ability to feel accepted and sense of belonging.
  • 50. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 50 Stages of Psychological Development Differentiating
  • 51. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 51 Stages of Psychological Development Differentiating Stage Motivation TEENAGER + 8-24Years Old Distinguishing yourself! CONFIDENCE Ability to feel respected and recognized by others.
  • 52. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 52 Stages of Psychological Development INDIVIDUATING
  • 53. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 53 Stages of Psychological Development INDIVIDUATING Stage Motivation YOUNG ADULT 25-39 Years Old Releasing your fears! ACCOUNTABILITY Finding freedom and autonomy to understand who you really are.
  • 54. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 54 Stages of Psychological Development SELF-ACTUALIZING
  • 55. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 55 Stages of Psychological Development SELF-ACTUALIZING Stage Motivation ADULTHOOD 40-49 Years Old Becoming who you are! SELF-EXPRESSION Ability to satisfy your desire for meaning and purpose.
  • 56. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 56 Stages of Psychological Development INTEGRATING
  • 57. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 57 Stages of Psychological Development INTEGRATING Stage Motivation MATURE ADULT 50-59 Years Old Aligning with others! CONNECTION Ability to satisfy the desire to make a difference in your world.
  • 58. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 58 Stages of Psychological Development SERVING
  • 59. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 59 Stages of Psychological Development SERVING Stage Motivation SENIOR 60+ Years Old Finding fulfilment! CONTRIBUTION Ability to satisfy your desire to serve the greater good.
  • 60. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 60 Stages of Psychological Development Ego Development Ego-Soul Alignment Soul Emergence SURVIVING CONFORMING DIFFERENTIATING INDIVIDUATING SELF-ACTUALIZING INTEGRATING SERVING PSYCHOLOGICALDEVELOPMENT
  • 61. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 61 Surviving prepares you for Self-actualizing Individuating Integrating Differentiating Conforming Surviving Stages of Development Serving Self-actualizing SOUL EGO Competence Self-expressionEGO-SOUL ALIGNMENT
  • 62. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 62 Conforming prepares you for Integrating SOUL EGO Belonging Connecting Individuating Integrating Differentiating Conforming Surviving Stages of Development Serving Self-actualizing SOUL EGO EGO-SOUL ALIGNMENT
  • 63. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 63 Differentiating prepares you for Serving SOUL EGO Recognition Contributing Individuating Integrating Differentiating Conforming Surviving Stages of Development Serving Self-actualizing SOUL EGO EGO-SOUL ALIGNMENT
  • 64. A Values-driven School Culture Values-based Education Purpose-driven Life A Soul-focused Education
  • 65. Powerful metrics that enable leaders to measure and manage cultures. www.valuescentre.com 65 Equipping Children for their Soul Journey SELF-EXPRESSION CONNECTION CONTRIBUTION LEADING A VALUES- DRIVEN LIFE LEADING A PURPOSE- DRIVEN LIFE EXPRESSING UNIQUE GIFTS AND TALENTS
  • 66. How to Introduce Values-based Education into a School “A values-based school gives opportunities for children to find their meaning and purpose, and helps them to sense and shape their future.”
  • 67. What a teacher says about Values-based Education
  • 68. “The Impact on Behaviour was Dramatic” Teacher: Jo Brown Values-based schools promote responsibility
  • 69. What children say about Values-based Education
  • 70. Values-based schools promote Self-Expression
  • 72. "I am happy to come to school. It gives you the option to be yourself" Camilla, Year 11 "Values really makes a difference. It makes the people much nicer in the school, and the teachers too. Because we have values, we don't have many fall outs [in the playground]" Lucy, Year 5 "Sometimes we play Schools at home. It helps us get on better with our brothers and sisters, and our friends and our parents" Connor, Year 5 What children are saying:
  • 73. "Before Values, the playground used to be a battleground and the teachers used to hate doing playground duty. They said so! Now it's much better. We sort out our problems and the teachers are more relaxed. They seem to like just talking to us now". Philip, Year 4 "I used to be in trouble a lot. But values make you think about what you're doing .. Now I hardly get told off at all. And I don't get told of so much at home either." James, Year 4 "Thank you for starting Values Education, it has changed my life. I used to always be in trouble. Now I am a much nicer person" Marcus, Year 4
  • 74. Professor Terry Lovat Australia “As educational systems everywhere search for ways of improving academic achievement levels or all students, as will as preparing them with the personal, social, emotional and moral skills required for life in global societies, the credentials of values-based education are without peer. Evidence has shown that Values-based Education has the potential to achieve all these goals at one and the same time.”
  • 75. For more information and to get a copy of this presentation go to: www.richardbarrett.net For information on Values-based Education go to: http://www.valuesbasededucation.com/