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The Influence Vedic Philosophy Had On Nikola Tesla’s Idea Of Free Energy

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The Properties of Space

Science works best when in harmony with nature. If we put these two together, we can discover great technologies that can only come about when the consciousness of the planet is ready to embrace them. One example is “free energy,” also known as “zero-point energy,” which utilizes the substance that exists all around us and converts it into usable energy. This would give us a limitless source of energy, and would practically wipe out all poverty on the planet. (more on this later in the article)

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The properties of space have been postulated by many, from ancient Vedic philosophy, Eastern Mystics, various ancient civilizations throughout human history all the way to Descartes, Einstein, Newton and more. Humans are curious beings, and our quest to discover “what is” will never end.

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“And they allowed Apollonius to ask questions; and he asked them of what they thought the cosmos was composed; but they replied; “Of elements.” “Are there then four?” he asked. “Not four,” said Larchas,  “but five.” “And how can there be a fifth,” said Apollonius, “alongside of water and air and earth and fire?” “There is the ether,” replied the other, “which we must regard as the stuff of which gods are made; for just as all mortal creatures inhale the wire, so do immortal and divine natures inhale the ether.” “Am I,” said Appollonius, “to regard the universe as a living creature?” “Yes,” said the other. – The Life of Apollonius of Tyana, Philostratus, 220AD (source)

Science now knows that a material universe as the foundation of what we perceive to be our physical material world isn’t quite the case. Today, physicists recognize that physical atoms are actually made up of vortices of energy that are constantly spinning and vibrating. At its smallest observable level, matter is energy, and this energy that exists all around us can be tapped into and possibly used to generate power.

Quantum physics has left many scientists baffled, again, the discovery that our physical material reality isn’t really physical at all can be quite confusing. Scientists began to explore the relationship between energy and the structure of matter at the turn of the 19th century, this is approximately the time when the idea of a Newtonian material universe was dropped from the heart of scientific knowing, and replaced by the fact that matter is nothing but an illusion, that everything in the universe is made out of energy.

“If quantum mechanics hasn’t profoundly shocked you, you haven’t understood it yet. Everything we call real is made of things that cannot be regarded as real.” – Niels Bohr, a Danish Physicist

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Again, if you observed the composition of an atom with a microscope, you would see a small, invisible tornado like vortex, with a number of infinitely small energy vortices called quarks and photons. These are what make up the structure of the atom. As you focused in closer and closer on the structure of the atom, you would see nothing, you would observe a physical void. The atom has no physical structure, we have no physical structure, physical things really don’t have any physical structure. Atoms are made out of invisible energy, not tangible matter.

“Despite the unrivalled empirical success of quantum theory, the very suggestion that it may be literally true as a description of nature is still greeted with cynicism, incomprehension and even anger.” (T. Folger, “Quantum Shmantum”; Discover 22:37-43, 2001)

“Get over it, and accept the inarguable conclusion. The universe is immaterial-mental and spiritual.” – R.C. Henry, Professor of physics and Astronomy at Johns Hopkins University. (source)

Tesla and Ancient Vedic Philosophy  and the Properties of Space

We’ve seen a very interesting trend (especially within the past decade) of modern-day science catching up to an ancient understanding about the true nature of reality, its make-up, how it functions and how we can work with it to bring about change on our planet. For anybody to label the merging of ‘spirituality’ and science as pseudoscience means they have not properly investigated it. Spiritual concepts of our ancient world are directly intertwined with modern-day science, more so quantum physics, and Nikola Tesla was well aware of this.

“All perceptible matter comes from a primary substance, or tenuity beyond conception, filling all space, the akasha or luminiferous ether, which is acted upon by the life giving Prana or creative force, calling into existence, in never-ending cycles all things and phenomena.”– Nikola Tesla, Man’s Greatest Achievement, 1907 (1)(2)

As you can see, Tesla was aware of ancient concepts and the correlation it had with the science he was working on -using sanskrit worlds like “akasha,” and “prana” to describe the force and matter that exists all around us. These words come from the Upanishads (a collection of Vedic texts)

“The aakaash is not destructible, it is the primordial absolute substratum that creates cosmic matter and hence the properties of aakaash are not found in the material properties that are in a sense relative. The aakaash is the eternally existent, superfluid reality, for which creation and destruction are inapplicable.” – (Idham thadhakshare parame vyoman. Parame vyoman) – Paramahamsa Tewari, Engineer, Physicist and Inventor. (source)

Nikola Tesla had correlations with Swami Vivekananda (1863-1902), who was one of the most famous and influential spiritual leaders of the philosophies of Vedanta (one of the six schools of Hindu philosophy, the term originally referred to the upanishads, a collection of philosophical texts in Hinduism) and Yoga. He was the chief disciple of Ramakrishna Paramahamsa and the founder of Ramakrishna Math and Ramakrishna Mission. He is a giant figure in the history of the hindu reform movements.

Vivekananda wrote a later to Tesla in the late 1800’s stating:

“Mr. Tesla thinks he can demonstrate mathematically that force and matter are reducible to potential energy. I am to go and see him next week to get this new mathematical demonstration. In that case the Vedantic cosmology will be placed on the surest of foundations. I am working a good deal now upon the cosmology and eschatology of the Vedanta. I clearly see their perfect union with modern science, and the elucidation of the one will be followed by that of the other.” – Swami Vivekananda (Complete Works, VOL. V, Fifth Edition, 1347, p. 77). (1)

Tesla began using the Sanskrit words after meeting with Swami, and after studying the Eastern view of the true nature of reality, about the mechanisms that drive the material world. Eventually, it led him to the basis for the wireless transmission of electrical power, what is known as the Tesla Coil Transformer. During this year he made the following comments during a speech before the American Institute of Electrical Engineers. (Given before he familiarized himself with the the Vedic sincere of the easter nations of India, Tibet, and Nepal.)

“Ere many generations pass, our machinery will be driven by a power obtainable at any point in the universe. This idea is not novel…We find it in the delightful myth of Antheus, who derives power from the earth; we find it among subtle speculations of one of your splendid mathematicians….Throughout space there is energy. Is this energy static, or kinetic? If static our hopes are in vain; if kinetic – and this we know it is, for certain – then it is a mere question of time when men will succeed in attaching their machinery to the very wheel work of nature.” – Nikola Tesla (source)

The Vedas are a group of writings that consist of hymns, prayers, myths, historical accounting, science and the nature of reality. They date back at least 5000 years, and are not so different from other ancient texts that dive into the same matters from all across the globe. The language used is Sanskrit and its origins are unknown.

“Swami Vivekananda was hopeful that Tesla would be able to show that what we call matter is simply potential energy because that would reconcile the teachings of the Vedas with modern science. The Swami realized that in that case, the Vedantic cosmology (would) be placed on the surest of foundations. Tesla understood the Sanskrit terminology and philosophy and found that it was a good means to describe the physical mechanisms of the universe as seen through his eyes. It would behoove those who would attempt to understand the science behind the inventions of Nikola Tesla to study Sanskrit and Vedic philosophy.”  – Toby Grotz, President, Wireless Engineering (source)

Apparently, Tesla was unable to show the identity of energy and matter, this did not come until Albert Einstein published his paper on relativity, which was known in the East for the last 5000 years.

“All the powers in the universe are already ours. It is we who have put our hands before our eyes and cry that it is dark.” – Swami Vivekananda

Tesla’s vision of the wireless transmission of electricity and free energy has been postponed for almost one hundred years now. Which brings us to our next topic.

What We Know Now (Today) About Free Energy

“These concepts have been proven in hundreds of laboratories throughout the world and yet they have not really seen the light of day. If these technologies were to be set free worldwide, the change would be profound, it would be applicable everywhere. These technologies are absolutely the most important thing that have happened in the history of the world.” – Brian O’leary, Former NASA Astronaut and Princeton Physics Professor. (source)

Here is a video of world renowned Physicist Harold E. Puthoff. An American physicist who earned his Ph.D from Stanford University. I am best familiar with his work through the declassification of the remote viewing program conducted by the CIA and NSA in conjunction with Stanford University. (source 1)(source 2)(source 3).  He is the director of the Institute for Advanced Studies at Austin, and has served various government agencies throughout his years.

“These are not just fringe scientists with science fiction ideas. They are mainstream ideas being published in mainstream physics journals and being taken seriously by mainstream military and NASA type funders. I’ve been taken out on aircraft carriers by the Navy and shown what it is we have to replace if we have new energy sources to provide new fuel methods.” – Dr. Harold E. Puthoff

“Back in about 1964 a researcher at the Hughes Laboratory by the name of Robert L. Forward showed that there was a particular effect, called the Casimir Effect, which demonstrated that this energy could be taped.” – Dr. Harold E. Puthoff

To see some actual research, a research paper and a visual demonstration of some machinery with plans for the device, click HERE

This is what Tesla was talking about when he said that man would “attach their machinery to the very wheel work of nature.”

It’s Time For  A Change

Our current methods for extracting energy are destroying Earth. It’s destroying the environment, its people and creates conflict. We are rapidly approaching a time (if not already in that time) where we need to implement systems to eliminate the use of fossil fuels. I hope that this article, and the ones linked within it, show you that this is possible. If you are further interested in this subject, you can check out Michael Faraday, Bruce DePalma, Paramahamsa Tewari and more.

Energy source transitions do not happen over night. It took us 100 years to transfer from wood to coal, and another 100 years to move from coal to oil. But the next energy transition must happen quicker than previous ones, and it must include free energy.

“No pessimist ever discovered the secret of the stars or sailed an uncharted land, or opened a new doorway from the human spirit.” – Helen Keller

“The day science begins to study non-physical phenomena, it will make more progress in one decade than in all the previous centuries of its existence.” – Nikola Tesla

Related CE Articles:

10 Scientific Studies That Prove Consciousness Can Alter Our Physical Material World

The Illusion of Matter: Our Physical Reality Isn’t Really Physical At All

Sources:

(1)http://www.teslasociety.com/tesla_and_swami.htm

(2) Hunt, Inez and Draper. Wanetta, W., Lightning In His Hand, The Life Story Of Nikola Tesla, Omni Publications, Hawthorne, CA, 1981.

(2) O’Neal, John, J., Prodigal Genius, The Life Of Nikola Tesla, Ives Washington, Inc., 1944. Anderson, Leland, personal communication. See also Anderson, L.I., and Ratzlaff, J.T., Dr. Nikola Tesla Bibliography, Ragusan Press, 936 Industrial Avenue, Palo Alto, CA 94303, 1979.

http://www.tewari.org/Books/SpititualFoundations/SF%20R12702.htm

Sources used from another article embedded in this article: All other sources are highlighted throughout the article.

 http://www.nature.com/nature/journal/v457/n7226/edsumm/e090108-01.html

http://link.springer.com/article/10.1023/A%3A1012369318404

http://www.disclosureproject.org/docs/pdf/OutsideTheBox-TedLoderPaper.pdf

http://pra.aps.org/abstract/PRA/v39/i5/p2333_1

http://www.scientificexploration.org/journal/jse_10_1_puthoff.pdf

http://pre.aps.org/abstract/PRE/v48/i2/p1562_1

http://pra.aps.org/abstract/PRA/v40/i9/p4857_1

http://www.scientificamerican.com/article.cfm?id=darpa-casimir-effect-research

http://physics.aps.org/story/v2/st28

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Consciousness

Extraordinary Children Who Can Do “Impossible” Things: A Documented Reality

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In Brief

  • The Facts:

    A document archived in the CIA's electronic reading room written by a University Professor details the reality of children, and adults, who have gifted abilities in the area of parapsychology.

  • Reflect On:

    Why has this kind of phenomena been ridiculed in the mainstream, yet vigorously and secretively studied at the highest levels of government?

Cassandra Vieten, PhD and current President/CEO at the Institute of Noetic Sciences (IONS), which was founded by astronaut Dr. Edgar Mitchell, could not have put it any better. She said, “There seems to be a deep concern that the whole field (science) will be tarnished by studying phenomenon that is tainted by its association with superstition, spiritualism and magic. Protecting against this possibility sometimes seems more important than encouraging scientific exploration or protecting academic freedom. But this may be changing.”

The statement above is true, for years discoveries have been rejected simply because they are big time paradigm busters. No matter how much truth, validity and scientific backing they have, the simple fact that they conflict with long held belief systems is enough to brush them off. It’s great to see this changing, because it’s important to expand human consciousness, which is done so by pushing the boundaries of what we think we know and discovering new concepts of our reality that we once thought held no validity, but actually do.

How much scientific validity do topics like psychokinesis, clairvoyance, telepathy and remote viewing (all fit under the umbrella of parapsychology) have? Here is a great quote from Dr. Jessica Utts, the Chair of the Department of Statistics at the University of California, Irvine and a professor there since 2008.

“What convinced me was just the evidence, the accumulating evidence as I worked in this field and I got to see more and more of the evidence. I visited the laboratories, even beyond where I was working to see what they were doing and I could see that they had really tight controls…And so I got convinced by the good science that I saw being done. And in fact I will say as a statistician I’ve consulted in a lot of different areas of science; the methodology and the controls on these experiments are tighter than any other area of science where I’ve worked.”  (source)

China’s Psychic Children

Are there psychic children in China? It’s hard to believe that there are not after one dives into the documentation that’s been made available through the long process of declassification, or by Freedom of Information Act (FIOA) requests. One can simply examine the science of parapsychology alone and come to the conclusion that yes, something significant is going on here when it comes to the phenomena within the realm of parapsychology.

Not only is this type of phenomenon being reported today, but it’s been throughout history and across many cultures, this is evident in ancient literature, from the Vedic texts and the yoga sutras, to Jesus, Moses, Milarepa, Mohammed and more. Again, modern day evidence is suggesting that these abilities are much more than folklore.

One interesting article/document I cam across is titled “China’s Psychic Savants.” I accessed it from the CIA’s electronic reading room. It’s a document that was written by Marcel Truzzi, a former professor at Eastern Michigan University and founding co-chairman of the Committee for the Scientific Investigation of Claims of the Paranormal (CSICOP), and a founder of the Society for Scientific Exploration.

The introduction provides a good background of the lore from China regarding this phenomenon,

Eleven-year-old Tang Yu and his friend Chen Xioming were on their way home from school in the remote mountain village of Dazhu County when they began to wrestle. Tang brushed against Chen’s coat pocket, the story goes, and had the sudden vision of two Chinese symbols. He described the vivid symbols to Chen, who pulled a package of Flying Wild Goose cigarettes from his pocket. The label on the side of the package, the boys reported, consisted of the two symbols Tan Yu had “seen.”

Tang Yu was reluctant to share his discovery with Tang Keming, his fifty-year-old peasant father. He knew his claim would sound like a lie. Instead, he began to play guessing games with the villagers. He asked them to write random characters on pieces of paper, crumple the paper into balls, and let him hold each ball in turn next to his ear. Tang then guessed the message within, his guesses, it was said, always proved right. Word of the boy spread beyond his small town to all the Sichuan province in central China.

Soon the region’s science commission and its bureau of education and culture had asked to examine Tang, and researchers there confirmed his ability to identify words and colours on small wads of paper held to his ear. News reporters and awe-struck officials of the Sichuan Provincial Party Committee quickly backed those results, and on March 11, 1979, this remarkable tale was published in Sichuan Daily.

Truzzi goes on,

Reports began coming in about children with powers of telepathy, clairvoyance, X-ray vision, and psychokinesis. The typical child was between the ages of nine and fourteen, but a few were as young as four or as old as twenty-five; and it was estimated by Feng Hua, a traditional Chinese physician, that there were about 2,000 such gifted children within the Chinese population of 1 billion.

By early 1980 these remarkable children had made their way to the pages of China’s prestigious Nature Journal. And that February the surge of interest prompted Nature Journal to sponsor a huge conference – the First Science Symposium on the Extraordinary Function of the Human Body – for participants from more than 20 colleges and medical schools. The proceedings were filmed by the Shanghai Science and Education Studio, and the film, called Do You Believe It? was shown over national television to millions of Chinese.

He then goes on to describe a number of cases and examples, it’s quite interesting, but there are many to choose from beyond this specific document that provide great examples. The facts Truzzi write about here were were also outlined in a declassified US Air Force report on teleportation, which was made available through the Federation of American Scientists. That document also touches upon China’s psychic children, mentioning, in this case, the ones that were able to teleport full objects from one location to another without touching them.

Another one, titled “Research into Paranormal Ability To Break Through Spatial Barriers”  touches upon the same thing, and also provides multiple examples of children and people being video tapped and documented, under double blind conditions, being able to do the same thing. This particular document, which was declassified through a Freedom of Information Act request (FOIA), outlines specific people with very special abilities and how they’ve been studied by thousands of scientists and governments around the world for a very long time.

Pretty intriguing, isn’t it?

The Takeaway

It’s very interesting that studies regarding parapsychological phenomenon have been conducted at the highest levels of government, particularly within the defense department of multiple countries, with successful results. A great example from the United States was the remote viewing program, remote viewing refers to the ability to perceive a remote location other that the one the individual is located in, regardless of distance.

The success of this program is  outlined in a statement made by Dr. Hal Puthoff from a paper published after the program’s declassification in 1995:

“To summarize, over the years, the back-and-forth criticism of protocols, refinement of methods, and successful replication of this type of remote viewing in independent laboratories has yielded considerable scientific evidence for the reality of the [remote viewing] phenomenon. Adding to the strength of these results was the discovery that a growing number of individuals could be found to demonstrate high-quality remote viewing, often to their own surprise. . . . The development of this capability at SRI has evolved to the point where visiting CIA personnel with no previous exposure to such concepts have performed well under controlled laboratory conditions.” (source)(source)

Parapsychology is truly a consciousness expanding field that can really open up our minds to aspects of our reality that have, and continue to go largely ignored. There is much more to us as human beings than we’ve been made to believe, and if we stop, think, and do some research, it’s not hard to see how something significant has been overlooked.

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Consciousness

Extraordinary Cases of Children Remembering Their Past Lives & Proving It

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Reincarnation is a fascinating subject that has remained on the fringe of scientific study for too long. Fortunately, it has recently begun to attract serious interest from the scientific community. Decades ago, American astronomer and astrobiologist Carl Sagan stated that “there are three claims in the [parapsychology] field which, in my opinion, deserve serious study,” with one being “that young children sometimes report details of a previous life, which upon checking turn out to be accurate and which they could not have known about in any other way than reincarnation.” Fast forward to today, and amazing discoveries have been made, as multiple researchers have taken it upon themselves to study this intriguing and inexplicable — at least from a materialist scientific worldview — phenomenon. Subjects like reincarnation belong to the non-material sciences, an area of research that deserves more attention. As Nikola Tesla himself said, “the day science begins to study non-physical phenomena, it will make more progress in one decade than in all the previous centuries of its existence.”

University of Virginia psychiatrist Jim Tucker is arguably the world’s leading researcher on this topic, and in 2008, he published a review of cases that were suggestive of reincarnation in the journal Explore.

A typical reincarnation case, described by Jim, includes subjects reporting a past life experience. The interesting thing is that 100 percent of subjects who report past life remembrance are children. The average age when they start remembering their past life is at 35 months, and their descriptions of events and experiences from their past life are often extensive and remarkably detailed. Tucker has pointed out that these children show very strong emotional involvement when they speak about their experiences; some actually cry and beg their parents to be taken to what they say is their previous family.

According to Tucker:

The subjects usually stop making their past-life statements by the age of six to seven, and most seem to lose the purported memories. This is the age when children start school and begin having more experiences in the current life, as well as when they tend to lose their early childhood memories.

Anonymous

Eli Lasch, a prominent physician in Israel who served as a senior consultant in the coordination of health services in the Gaza Strip. He passed away in 2009, but before he did, he was investigating a supposed reincarnation case in which a three-year old boy claimed to have remembered a past life. In this life, he remembered being struck by a big blow to the head with an axe, and having a long, red birthmark on his head.

The present-day boy, whose name remained confidential throughout the entire study, also had a birthmark in the exact same spot, which is interesting because multiple studies, like the one published in Explorepoint out how shared birthmarks are common to children who remember their past lives.

The boy’s father and a number of other relatives in the village decided to visit neighbouring communities to see if his past life identity could be established and Dr. Lasch was invited to join. On this journey, they visited multiple villages until the boy remembered the right one. He remembered his own first and last name, as well as the first and last name of his murderer.

According to the Institute for the Integration of Science, Intuition, and Spirit:

A member of this community, who had heard the boy’s story, said that he had known the man that the boy said that he was in the past lifetime. This man had disappeared 4 years earlier and was never found. It was assumed that this person must have come to some misfortune as it was known that individuals were killed or taken prisoner in the border areas between Israel and Syria for being suspected of being spies.

The group went through the village and at one point the boy pointed out this past life house. Curious bystanders gathered around and suddenly the boy walked up to a man and called him by name. The man acknowledged that the boy correctly named him and the boy then said:

“I used to be your neighbor. We had a fight and you killed me with an ax.”

Dr. Lasch then observed that this man’s face suddenly became white as a sheet.  The 3-year-old than stated:

“I even know where he buried my body.”

The boy then led the group, which included the accused murderer, into fields that were located nearby. The boy stopped in front of a pile of stones and reported:

“He buried my body under these stones and the ax over there.”

Sam Taylor

Sam Taylor is one child Tucker studied and wrote about. Born 18 months after his paternal grandfather died, he first began recalling details of a past life when he was just over a year old:

When he was 1.5 years old, he looked up as his father was changing his diaper and said, “When I was your age, I used to change your diapers.” He began talking more about having been his grandfather. He eventually told details of his grandfather’s life that his parents felt certain he could not have learned through normal means, such as the fact that his grandfather’s sister had been murdered and that his grandmother had used a food processor to make milkshakes for his grandfather every day at the end of his life. (source)

Pretty remarkable, isn’t it?

Ryan – A Boy From The Midwest

Ryan’s story began when he was 4 years old, when he was experiencing frequent, horrible nightmares. Once he turned five, he made an announcement to his mother. He told her, “I used to be somebody else.”

He would often talk about “going home” to Hollywood and would beg his mother to take him there. He told her detailed stories about meeting stars like Rita Hayworth, dancing in Broadway productions, and working for an agency where people would frequently change their names. He even remembered that the name of the street he used to live on had the word “rock” in it.

Ryan’s mother Cyndi said that “his stories were so detailed and they were so extensive, that it just wasn’t like a child could have made it up.”

Cyndi decided to check out some books about Hollywood from her local library, thinking that maybe something inside would catch her son’s attention, and it did. Cyndi said that once she found the below picture — of the man Ryan claims to have been in his past life — everything changed.

They decided to seek Tucker’s help, who took on the case and started his research. After only approximately two weeks, a Hollywood film archivist was able to confirm the identity of the man in the photo. The picture was from a film titled “Night After Night,” and the man was Marty Martyn, who had been a movie extra and then later became a powerful Hollywood agent before passing away in 1964.

Martyn had in fact danced on Broadway, worked at an agency where stage names were often created for new clients, traveled overseas to Paris, and lived at 825 North Roxbury Drive in Beverly Hills. These were all details that Ryan was able to communicate to Tucker before they learned the identity of who he described; for example, Ryan knew that the address had “Rox” in it. Ryan was also able to recall how many children Martyn had and how many times he was married. More remarkable still is the fact that Ryan knew Martyn had two sisters, but Martyn’s own daughter did not. Ryan also remembers an African-American maid; Marty and his wife employed several. These are just a few of 55 incredible facts that Ryan can remember from his previous life as Marty Martyn, though as he ages, his memories become increasingly dim.

Chanai Choomalaiwong

Chanai is a boy from Thailand, who, when he was three years old, began saying that he had been a teacher named Bua Kai who had been shot and killed as he rode his bike to school. He pleaded and begged to be taken to Bua Kai’s parents, who he felt were his own parents. He knew the village where they lived, and eventually convinced his grandmother to take him there. According to the research:

His grandmother reported that after they got off the bus, Chanai led her to a house where an older couple lived. Chanai appeared to recognize the couple, who were the parents of Bua Kai Lawnak, a teacher who had been shot and killed on the way to school five years before Chanai was born.

The fascinating thing is that Kai and Chanai had something in common. Kai, who was shot from behind, had small, round wounds on the back of his head, typical of an entry wound, and larger exit wounds on his forehead; Chanai was born with two birthmarks, a small, round birthmark on the back of his head, and a larger, irregularly shaped one towards the front.

The Case of P.M

P.M was a boy whose half brother had died from neuroblastoma 12 years before his birth. The half brother was diagnosed after he began limping, and then suffered a pathological fracture on his left tibia. He underwent a biopsy of a nodule on his scalp, just above his right ear, and received chemotherapy through a central line in his right external jugular vein. At the time of his death he was two years old, and blind in his left eye.

P.M was born with three birthmarks that match the lesions on his half brother, as well as with a swelling 1cm in diameter above his right ear and a dark, slanting mark on the lower right anterior surface of his neck. He also had what’s known as a ‘corneal leukoma,’ which caused him to be virtually blind in his left eye. As soon as P.M. started to walk, he did so with a limp, sparing his left side, and at around the age of 4.5 years he spoke to his mother about wanting to return to the family’s previous home, describing it with great accuracy. He also spoke of his brother’s scalp surgery even though he had never been told of it before.

Kendra Carter 

When Kendra began swimming lessons at the age of 4, she immediately developed an emotional attachment to her coach. Shortly after she started her lessons, she began saying that the coach’s baby had died and that the coach had been sick and pushed her baby out. Kendra’s mother was always at her lessons, and when she asked Kendra how she knew these things, her reply was, “I’m the baby that was in her tummy.” Kendra went on to describe an abortion, and her mother later found out that the coach had indeed had an abortion 9 years before Kendra was even born:

Kendra became happy and bubbly when she was with the coach but quiet otherwise, and her mother let her spend more and more time with the coach until she was staying with her three nights a week. Eventually, the coach had a falling out with Kendra’s mother and cut off contact with the family. Kendra then went into a depression and did not speak for 4.5 months. The coach reestablished more limited contact at that point, and Kendra slowly began talking again and participating in activities. (source)

James Leininger

At the time of this case, James was a 4 year old boy from Louisiana. And he believed he was once a World War II pilot who had been shot down over Iwo Jima, an island that the United States fought to capture in 1945.

His parents first realized this when James started to have nightmares, waking up and screaming “airplane crash” and “plane on fire.” He knew details about the WWII aircraft that would be impossible for a youngster to know. For example, when his mother referred to an object on the bottom of a model plane as a bomb, she was corrected by James, who informed her that it was a ‘drop tank.’ In anther instance, he and his parents were watching a documentary, and the narrator called a Japanese plane a Zero, when James insisted that it was Tony. In both cases, James turned out to be right.

James also insisted that in his previous life, he had flown off a ship named the Natoma, which, as the Leiningers discovered, was a WW11 aircraft carrier (USS Natoma Bay). James said that his previous name was also James, and shockingly, in the USS Natoma Bay squadron, there was a pilot names James Huston who had been killed in action over the Pacific ocean.

Dr. Tucker obtained additional documents for several of James Leininger’s statements, and they were made before anyone in the family had even heard of James Huston or the USS Natoma Baby.

Ask yourself, how could a two-year-old in Louisiana remember being a World War II pilot shot down over the Pacific?

The biggest skeptic of this case was the boy’s father, who remarked that he was “the original skeptic, but the information James gave us was so striking and unusual. If someone wants to look at the facts and challenge them, they’re welcome to examine everything we have.” (source)

An Explanation?

My Take On Reincarnation

I personally, wholeheartedly believe that reincarnation is real, but I don’t think it’s the only option for what takes place after death. I believe some souls can reincarnate, as we’ve seen above, into another life. I also believe some can reincarnate onto other planets, as beings we would consider to be alien. Furthermore, I believe reincarnation is just one option for a soul; perhaps they have the option to travel to other dimensions and experience a life there, or to completely forgo reincarnation and experience life in the non-physical realm, free from a physical body. Perhaps a soul must continue to reincarnate until certain lessons are learned to move to another ‘level?’ I also believe that there is a common place where all souls come from, so perhaps some of us go there. I believe, as Plato did, that when the soul enters into a physical body, it forgets where it came from, and has no recollection of that previous experience. I don’t believe this material world is the only one in existence; there are worlds out there that are beyond our physical senses. Perhaps we come to know them in the afterlife?

I can only speculate, of  course, but I truly don’t think reincarnation is the only option for a soul leaving its body. Perhaps the soul has a choice to reincarnate? Perhaps there are other options as well.

Sources:

https://med.virginia.edu/perceptual-studies/wp-content/uploads/sites/267/2015/11/REI37.pdf

http://www.rd.com/health/conditions/chilling-reincarnation-stories/

http://uvamagazine.org/articles/the_science_of_reincarnation

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Consciousness

It’s Time Children & Teachers Learn About The Power of Emotional Intelligence

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In Brief

  • The Facts:

    Human emotions effect our physiology, state of mind as well as others around us. Modern day education does not teach children about the importance of emotion and how to regulate and deal with it.

  • Reflect On:

    How are children supposed to be mentally 'fit' as adults if they are not taught how to deal with the various emotions they experience throughout childhood?

What exactly is education? Today, many view it as an opportunity to learn, thrive, and excel in the world. Others see it as a necessary step toward obtaining a piece of paper that ensures one’s entrance into the professional world. Regardless of your take on it, however, one thing is certain: From a very early age we are forced into a system that demands our presence and attention for hours a day and for years of our life. Each child is required to learn an accepted version of reality in order to fit into the specific mould desired by the elite. Just like television, a large part of school is simply programming, and we don’t really learn much about the world — or ourselves.

Perhaps this is why Mark Twain said, “I have never let me education interfere with my intelligence,” or why Einstein told the world to “never confuse education with intelligence,” and that “education is what remains after one has forgotten one has learned in school.” 

School these days seems less about learning and more about rote memorization. Are we critically thinking enough, or questioning enough? Or are we simply being bred to become robots, all of us entering into the same human experience, “educating” ourselves in order to further perpetuate a broken system? We learn concepts and ideas that fit within the current paradigm and structure of society, but not about how to care for ourselves and become well-adjusted adults. Are we really being educated? Or simply groomed to become ‘good’ consumers?

“I don’t want a nation of thinkers, I want a nation of workers.”

– John D. Rockefeller

Another problem with the current education model, as pointed out by world renowned education and creativity expert Sir Ken Robinson, is that it was designed and conceived for a different age. Today, new information and discoveries are constantly emerging in all fields, questioning what we once thought we knew, and that includes how people learn. Unfortunately, unless you have an amazing teacher who is passionate about our world and new information, children suffer in this system.

In fact, prior to the late 1800s, education was a private practice that took place in private institutions or through home schooling. That all changed in 1902 when John D. Rockefeller created the General Education Board in conjunction with Frederick T. Gates, a close friend and business and personal advisor. The General Education Board was responsible for funding the American public school system, and provided over 100 million dollars in 1902 while continuing their support beyond 1902. If we follow the money, it becomes clear the general education board was responsible for the creation of the American public school system. Does education not play a large role in manipulating the consciousness of human beings?

“Knowledge has to come from somewhere, and that can’t be a classroom.”

Edward Snowden

Emotions in School

School is an experience primarily comprised of learning information — rarely questioning it, but rather taking it in as fact. While we learn about many subjects, very few of them have any real impact on our lives. There are absolutely no classes dealing with human emotions, for instance.

According to sociologist Thomas Scheff, a big supporter of emotional education from the University of California, many Western societies simply view emotions as an indulgence or a distraction, and less important than other things. And he’s right — we are often taught to bury our emotions so we can be more productive, and we are made to feel as though our emotions are not as relevant or important; they always seem to come secondary, if at all, especially within an educational setting. Scheff, among many others, believes that emotions provide valuable information, and yet we are taught not to listen to them. “Just as dangerous,” Scheff said, “is the practice of hiding one emotion behind another.” He has found that “men, in particular, tend to hide feelings of shame under anger, aggression and, far too often, violence.”

Many of the issues and problems that arise in our lives stem from the fact that we really have no idea how to process or address our emotions. As a result of this lack in our education, a child who has not paid any attention to their emotional body develops bad habits and behaviours to compensate, until they learn how to properly process their emotions, if they ever do.

How Do We Go About Doing This?

The good thing about teaching emotions is, they can be implemented into any class and any grade. For example, if you were trying to teach emotions in a class with a number of kids who are about to graduate high school, a great starting point might be to illustrate just how much of an effect emotions can have, not just on a mental level, where unresolved emotions lead to negative action, but on a physical level as well.  The Institute of Noetic Sciences is doing some great work in this area, creating more awareness about non-material science and how our thoughts/emotions have an observable effect on physical material reality. The mind-body connection is truly powerful, and we should be teaching people how to harness that power.

An internationally recognized nonprofit research and education organization, the Institute of HeartMath dedicates itself to helping people reduce stress, self-regulate emotions, and build energy and resilience for healthy, happy lives. HeartMath tools, technology, and training teach people to rely on the intelligence of their hearts in concert with that of their minds at home, school, work, and play. They’ve discovered that emotional information is “actually coded and modulated” into the magnetic field that surrounds all living things.

As HeartMath Director of Research Dr. Rolin McCratey tells us, “By learning to shift our emotions, we are changing the information coded into the magnetic fields that are radiated by the heart, and that can impact those around us. We are fundamentally and deeply connected with each other and the planet itself.”

All of these facts, published researched papers, and more can be accessed at heartmath.org.

Related CE Article: What Science is Telling us About The Heart’s Intuitive Intelligence

One the most popular programs to begin teaching emotions was developed in 2005 by Marc Brackett, David Caruso, and Robin Stern of the Yale Center for Emotional Intelligence.

It’s called RULER.

“The Yale Center for Emotional Intelligence uses the power of emotions to create a more effective and compassionate society. The Center conducts research and teaches people of all ages how to develop their emotional intelligence.” 

It’s currently being used in more than 1,000 schools in the U.S., implemented for grades k-8.

The name, RULER, is an acronym for its five goals: recognizing emotions in oneself and others; understanding the causes and consequences of emotions; labelling emotional experiences with an accurate and diverse vocabulary; and expressing and regulating emotions in ways that promote growth.

What Exactly Are the Kids Taught? 

RULER teachers kids to to focus on the underlying theme of an emotion they are experiencing rather than wasting energy trying to define it precisely. Grace Rubenstein from Ted.Ideas reports:

When an emotion grips you, explains Stern, understanding its thematic contours can help “name it to tame it.” Even though anger is experienced differently by different people, she explains, “the theme underlying anger is the same. It’s injustice or unfairness. The theme that underlies disappointment is an unmet expectation. The theme that underlies frustration is feeling blocked on your way to a goal. Pinning down the theme can “help a person be seen and understood and met where she is,” says Stern.

Just taking the time to contemplate an emotion when you feel it, and think about why it might be arising, is critical for emotional health. Typing these words here and now, I still find it unbelievable that we have chosen not to deal with such an important aspect of what it means to be a human being. Emotions are something all of us experience, yet we have no guidelines or advice on what we’re supposed to do with them.

Rubenstein offers an example of how RULER functions in the classroom:

RULER’s lessons are woven into all classes and subjects. So, for example, if “elated’ is the emotional vocabulary word under discussion, a teacher would ask students in an American history class to link “elated” to the voyage of Lewis and Clark. Instruction reaches beyond the classroom, too; kids are prompted to talk with their parents or caregivers about when they last felt elated. Researchers at the Yale Center for Emotional Intelligence has found RULER schools tend to see less-frequent bullying, lower anxiety and depression, more student leadership and higher grades. So why isn’t emotional education the norm rather than the exception?

Emotions are something all of us experience, all the time, every single day. They can be confusing, and hard to navigate, especially when they’re negative. By including emotional education into the school system, I believe future generations would be far less depressed, angry, and confused. They would be better equipped to handle difficult situations in their lives, and find it much easier to express their feelings in a healthy, productive way.

There’s still a long way to go when it comes to understanding human emotions, and how to teach/discuss them in the classroom at different grade levels, but RULER is an amazing step in the right direction and I hope we see more programs like this being developed in the future.

 

 

 

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