Readiness to Learn

 Ready… Set… Learn

Before a child begins to read, there are certain characteristics of readiness that indicate their ability to engage in the learning process. Things such as showing interest in reading or being able to retell stories and play with rhymes, being able to auditorily and/or visually discriminate between the letter shapes and sounds. And of course their name is usually their favorite first word to recognize. The list of indicators continue and basically it allows educators to recognize when a child is prepared for the next step of learning.

On a broader scale, readiness to learn any subject is demonstrated through similar competencies in a variety of areas (physical, emotional, experiential, & knowledge) where an educator can gauge whether the student is adequately prepared. However, if not, then stepping back a few steps to meet those foundational concepts/skills might be more beneficial for the student. Readiness might include things like a willingness to learn or capacity to perform a certain skill or possessing a base knowledge/vocabulary.

It is the same principle of line upon line – here a little and there a little. In order to do the big things, we have to master the little things that build up to that big thing.

I propose that there is even another element of readiness that needs to take place. Ironically, learning can occur without this factor, though the effectiveness and accuracy or level of truth are greatly diminished without it. It is simply the category of worthiness.

Now that may sound ridiculous to some. Moral preparation may not appear to have anything to do with readiness to learn nuclear physics or a history textbook. But think about it. The Holy Ghost cares a great deal about moral worthiness – so much so that he will not have anything to do with one who is unworthy  - and the Holy Ghost is a great facilitator for learning.

Look at this following list.

·         The Holy Ghost can bring all things to your remembrance. That could come in handy on a test or any type of application of knowledge.

·         The Holy Ghost testifies of truth. Having that witness kind of makes an imprint in our heart of the importance of that information.

·         The Holy Ghost edifies both the teacher and the learner. We know if you have not the spirit ye shall not teach. And when we attempt to learn without the aid of the Holy Spirit, we are more apt to undervalue the information – such as forget, misuse, or disregard.

·         The Holy Ghost helps us gain higher levels of understanding – further up and further in. The surface understanding of base academic learning is good, but the spirit can help us see that all things point to Christ and that all things are spiritual. Secular truths, such as the arts and sciences, can be seen as the subset that they are to saving or sacred truths.

·         If we are insufficiently pure, we shall not see the higher or holier knowledge that is available to us. Even Life Eternal – “This is life eternal that they might know thee the only God and Jesus Christ, whom thou hast sent.”

 

Yeah… Learning definitely needs to include the Holy Ghost as part of the equation. And in order to do that, the student needs to be worthy for His companionship. That worthiness is not perfection, but more of a willingness, desire, and striving to improve.

I love symbols.

Now I have to admit I am no symbology expert, but I love whenever the meaning of a symbol is pointed out, or better yet, when I ‘get it’ before it’s spelled out for me. There is something so fascinating in comparing two unlike things to bring a greater depth of understanding. For instance, the symbol of a number has the representation of the value (in counting), and it also has deeper significant meaning. One means wholeness, or united completely - such as one in purpose.  Two means divided (breaking away from wholeness) or relationships, etc.

Likewise, a color is a wavelength that is reflected back because all the other colors were absorbed by the object. The combination that is not absorbed is blended with the different hues and tints of the primary colors to make a distinct color. It is all very scientific and interesting. However, colors also have meaning associated with them, for instance – red means passion, strength, or valor. White represents purity, blue – peace and justice, etc. The colors of a flag are deeply symbolic and the colors of a brand is designed to produce a specific response in the consumer.

Sometimes I feel like I am back to the kindergarten curriculum learning about colors, shapes, numbers, letters, and patterns - only at a sensus plenior level. It opens the mind to make the search for meaning and understanding an exciting adventure.

When I learned that the Hebrew language had more than one way (Sensus Plenior) to read the written text, I was amazed by the concept. I still am. I don’t understand all the different ways, but I know it can be read phonetically (where the letters represent sounds and when blended together, those sounds have meaning), but it can also be read and understood numerically (where the alphanumeric symbols –letters that also operate as numbers, like Roman Numerals – place numeric value on words and those numbers along with the operations they can perform carry a meaning – commonly known as Geometria). It can also be read symbolically (the words are compared to or represent another object/idea). Like the ancient hieroglyphics, it can be read pictorially. And like musical notation, it can be read musically. It also can be read sefirot and praxic – which I don’t even know what that means. What is even more impressive is that all seven of these levels, though not identical in communication, compliment and deepen the understanding of the written message. They are not contradictory at all.

 

Think about that. How limited our understanding and our education is when we have only one ‘correct’ answer or only one understanding (Sensus Unum). It’s almost as if our society today has reversed the absolutes with the variables. There is only one correct moral standard and only one Salvation, but there are many different avenues to discover truths. I find that fascinating. Sadly our school system, with the concept of right and wrong answers, and placing value only when conforming to the predetermined correct answer and rubric demands, squelches that sense of discovery and fascination. It makes the journey of learning an unpleasant experience rather than a joyous one.

Literature is one of my favorite avenues to find a deeper meaning. Stories are dripping with parallels, shadows, types, symbols, representations, comparisons, illustrations, analogies, metaphors, and similes. Especially scriptural stories because they are designed to be understood at a sensus plenior level (He that has ears, let him hear). The comparisons between what is going on in the story and what is going on in my own life’s experience is sometimes a little disconcerting though often insightful and empowering. Questioning what something might depict has a mind expanding effect that cannot be attained by looking for the correct answer or what the teacher is expecting you to say. The openness to the possibilities is what engages the mind and peaks our curiosity about the world around us. It is what makes learning natural and worth it.

There is such a thing as taking an analogy too far - to the point where it no longer applies or misses the point, and when that happens, it seems to lose credibility and distrust of the insights gained. However, for the most part, the perspective gained by having a fuller understanding, a deeper look, and more possibilities, far outweighs any drawbacks to making the comparison.

Unified Solutions

Critical Race Theory (I like to call it Critical OF Race Theory) seems like such a backwards approach to social reform. Instead of focusing on what is desired and reaching for that goal, validating what steps have been taken in that direction, and holding fast to the vision or dream of what it could/will be - it focuses on being critical of what is currently wrong with a hand-slapping (let’s just say it for what it is – shame and complain) approach for ‘progress’.

Though I get it. That pattern has been a constant struggle in my vocation of parenting.  I seem to have no problem identifying where my children need to improve or make changes (that’s the critical part), though seeing what they do right and valuing the effort they have put into what they do or seeing it as a baby step in the right direction, is sadly not often what is voiced in our dialogue. That is something I have desire to change. Fault-finding is a very ineffective approach to making improvements.

It’s like saying “Don’t think pink”. 

Try as you can, the color green doesn’t pop into your head. Many shades of pink may have flooded your mind but not a spectrum of the rainbow.  When it is said “Don’t look at the different colors of skin - or race”, it brings about the same mental focus on the color differences, rather than the unifying qualities.

While attending my university studies, I recall the difficulty I was experiencing during the unit of diversity in children’s literature. It seemed so ridiculous to me that a piece of literature was merited on whether it included a variety of race, socio-economic factors, lifestyles, etc. rather than the quality of the message the story taught. When I read a story about a black child’s family or an Asian culture experience or a French orphanage or any other scenario, I automatically associate and compare/contrast their experience with my own. I don’t have to have a particular race or culture to validate my identity or feel a connection with the ideas. All the push to make sure inclusion was a component, literally drew my attention toward the differences instead of the commonalities.

The Savior taught us to love one another and love your enemies. He said to feed my sheep. And although he had a chosen people, they were chosen to do a work for him – not to be better than his other children.  I might note that he didn’t say love those who are different than you or less than you. He didn’t instruct his disciples to feed all the diverse dependent animals. The diversity is not the focus – the love is.

Where focus goes, energy flows, and that thing grows. When we focus on the differences or the injustices of something – we get more of it. When we focus on the faults or errors of another, our awareness of it becomes enhanced and we seem paralyzed due to that focus. Now I’m not suggesting that we put our head in the sand and avoid facing problems head on. That would be absurd and counterproductive. But what I am suggesting is align your focus with the desired end. In other words create a vision and an action plan, and when working with other people regarding the goal, approach it from a place of love – not correction.

In our family, we have recently initiated a family counsel with the purpose to problem solve in a united, supportive manner. It is our baby step to becoming one heart and one mind.  It is also producing a healing effect rather than a wounded one. This is an outline of the process.

1. Vision/Obligation – For most problems, the vision is to support and encourage the family member to find a solution to their current challenges. This is where we focus on the love rather than being critical. It also is important to note that when the personal/family issue is discussed, the problem needs to be stated in the context of personal responsibility. I call it being 100% Responsible and acknowledging the mirror effect.
2. Validation – Often times, outside of family counsel, I skip over these foundational steps and go right to fixing the problem, but it is imperative for the vision of unity to really understand the other person’s perspective. Recognize (and verify) the other person’s feelings/thoughts. Walk in their shoes & understand where they are coming from.
3. Appreciation - Empathize and share examples of similar feelings/experiences. This little step does volumes at uniting hearts.
4. Perception - State contrasting feelings/perspective. Many times others haven’t even seen a different perspective and simply raising their awareness to another way of looking at things solves a great deal of difficulties.
5. Solutions – Brainstorm possible problem solve options or simply discuss the situation for heightened awareness and appreciation.

When we blame and complain and desire to give shame and pain to others – we are divided and get defensive. We become critical of others. BUT when we instead focus on vision and personal obligation, express validation and appreciation, and recognize varied perceptions – then we can find solutions to our problems and then we can unitedly work together to fix what is broken.  

The Framework for Building Zion

 

ZION. I simply love that word. It represents so much of the ideal and desired direction, as well as the complete opposite of what we understand in our everyday experiences. Living in a society of one heart and one mind in righteousness - What else could anyone want? If I were to identify my personal dream or desired mission for life, it would be to contribute, even in ever so small a way, to the building up of this glorious standard.

Building Zion doesn’t necessarily entail erecting a structure. It isn’t really something that requires monetary investment, at least not at this point. And it isn’t entirely my doing my part of aligning with Christ and hoping that others will do the same in order to become united. Building Zion requires something even more. It requires influence - and that influence comes in the form of teaching.

Think about that. Teaching. Teaching is what calibrates the many into one. Being a disciple of Christ includes being a teacher for him. Teaching is required to bring about God’s city on earth. Teaching is what has to take place so that when Christ comes again, he will have a dwelling place here on earth. Not only is education the battleground for freedom (that continues the war that began in heaven), but teaching is the format that brings about Christ’s return (pending, of course, on the Lord’s timing). Talk about having a good ‘why’ for pursuing a life’s work in education.

Not the type of teaching that is a presentation in a classroom setting. Not because the teachers have had extensive professional training and certifications that qualify them as experts at their science. And certainly not because the student passes a fabricated test and is now a member of a Zion community.

No. Real teaching involves being a light or example that illustrates the elements of truth that penetrate into the heart of the learner. Teaching that has the sanction and power of the spirit. Teaching that impacts the student to make changes to their very nature.  Of course, that rarely happens in just one lesson. It is going to require a lot of little drops of oil to fill our lamps of readiness.

 When I was attending my university studies, I was introduced to the Danielson Framework for teaching. It was a powerful visual that seemed to identify and arrange the components of teaching in a very organized and foundational manner. I was almost persuaded to have it become my personal model. But the system in which it is utilized is lacking the very source of what could be its strength. A Godless institution can never produce effective teachers. We need an entirely different framework in order to produce the type of teaching that will bring about a Zion people.

So, of course, I attempted my hand at creating a new framework that would not only include the gospel message but also have a heavy reliance on the Spirit. “If ye have not the spirit, ye cannot teach”, right? But, as is often the case, the church already had a framework for teaching, called ‘Teaching in the Savior’s Way’, and it was beautifully done. The Danielson Framework focuses on professionalism and management of the student. The church’s framework focuses on Love - love for the Savior and love for the student.

I long to bring about the establishment of Zion. I yearn to be instrumental in that process. My influence may be minimal in the grand scheme of things. But if it helps the cause and joins the mighty wave of persuasion, then lets get building.

We the People - Individually Organized for Freedom

 

Things seem to have mellowed down a bit politically, at least temporarily. The election is over and most feel that nothing will really happen about the injustices that occurred. Covid-19 policies seem to be finally loosening and life is beginning to feel a little more normal. I am even able to go to church and walk into a store without a mask (or maybe I should say that more people are also not wearing masks). . And even though the news is still filled with one absurdity after another, it doesn’t seem as personal as it once did. I know another tragedy is just around the corner, but for the moment there is a little season of rest.

So now what?

When we were in the thick of it, I was waiting for my marching orders. Listening intently to try to stay on top of what was happening. Searching my soul if I was to be a leader and when not feeling it, longing for the true leader to rise and organize the masses of freedom lovers behind the just cause. I’m still looking for effective ways to practice civil disobedience. Sadly, it never really came. At least not in any form that I was able to identify or felt called to engage.  And now I’m feeling a little let down to think that corruptness may have won yet again.

As I’m finishing up the details of this past school year and in the back of my mind, thinking what to repeat or what to do differently next year, I can’t help but wonder if what I’ve been looking for has been in front of me the entire time.

Of course, I already knew that the freedom doesn’t actually take place in D.C. That is simply a decoy from where the real power lies. The constant mudslinging, agenda and money driven votes, track record of lies (though done very professionally in appearance) and constant source of conflict and surrender -illustrates the lack of moral maturity of this nation's ‘leaders’. It’s like those spoofs that show children or babies having the responsibilities of adults. They simply don’t have developed moral maturity to govern themselves, let alone a free nation. And the idea of hoping that our ‘elected representatives’ will win the day through legislation indicates our immaturity as well as irresponsibility. No… Washington isn’t the battleground that will allow freedom win.  

The constitution begins with "We the People", not 'We the government of the people'. It is going to take all of "We the People" to win back our nation. Not everyone is a politician (thank goodness) or politically minded. However, everyone has a life's purpose or mission.  If each individual would look at their life's interests and their circle of influence and fight to preserve freedom within those specific areas, eventually it would make its way to back Washington. 

And since my love and focus is education, that is where my freedom fighting begins. For someone else, it could be through the arts or sciences or entertainment or business or economics or simply labor services, etc, etc, etc. In a sense, I feel the real battleground of freedom for everyone takes place in the classroom, or more accurately, it takes place in instilling the principles of freedom into the hearts and minds of our youth. After all, it is for them that I am anxious about the condition of this nation. And it is through them that our greatest hope of saving this nation begins.

Abraham Lincoln said,

That would be my generation, or close to it, that is leading this corrupt philosophy of a socialistic government. I don’t really recall my schooling experience to be all that bad. Yes, it was boring. It was mandated. We were all gamers as we played the grade game. But I don’t recall it inciting an insurrection against the constitution. It also did not penetrate a moral obligation on the student’s heart. Basically our schools have failed us - with the watered down version of civics and its secular and humanistic definition of morals. It has failed in teaching us our responsibility to preserve our freedom goes beyond one day a year in the voting booth. The 1% of the nation that was educated to embrace socialism by using the governmental system to bring about their desired change is making life miserable for the vast majority of Americans.

What we need is deeply passionate freedom lovers and freedom fighters to inspire the youth to value the constitution and to want desperately to understand the 20 powers the federal government is limited to use. To grasp the checks and balances that are on those powers so that when one branch or program usurps powers, the proper check is being implemented. To cherish the principles of freedom and its associated responsibilities. To look at what is going on in current events and be able to identify exactly where the discrepancy lies from what is expressly outlined in the constitution. We need youth to not only memorize the Declaration of Independence, but also have the ideals contained therein written in their hearts. We need to vote for representatives that do not compromise… ever, because compromise doesn’t silence the conflict, it only brings the next step of chipping away our foundational law and weaken our ability to preserve freedom.  

As we invest in a child, we build a stronger family, which builds a stronger community, which builds a stronger nation. 

The school room of the last generation is causing grief for the government of this generation. It is time to reverse that agenda by taking back our children's education and teach what will preserve the constitution. (However, I don't think we'll find that as an option in a government funded schooling system.)  It is time for the majority of my generation to be those freedom lovers that are actively teaching our youth for the next generation’s government.

It is time that 'We the People' use our individual passions to become unitedly organized to fight for freedom. 

A Tale of School Pedagogies

Imagine, if you will, a King, named Eli, who rules a great kingdom.  He has the responsibility of preparing his children to inherit both the responsibilities and the privileges of his kingdom. They need to be great leaders and thinkers, well versed in diplomacy and etiquette, and be filled with compassion, patience, and justice. Only the best education will do for the heirs to the throne. He searched out the best leadership institutions throughout his kingdom and sent his children to the various boarding schools to see which approach prepared the heirs best for what he offered them.

One of his sons, named Romeo, attended the ever prestigious ‘Latin University’. He learned basic literacy from credentialed teachers who had been highly trained in how to systematically move a child through the predetermined educational standards.   Each lesson was given with implicit instruction and frequent power point lectures. Each assignment had detailed rubrics which determined the student’s proficiency of the skill as well as a passing grade. The curriculum had all been summarized by education experts into an authoritative source called a textbook. And only credible sources were utilized, if a textbook was not used. Worksheets identified specifically what the teacher was to grade and frequent assessments targeted the weak points as well as determined whether he was internalizing the expert’s ‘Right’ answer. At one point in his education, Romeo was falling behind schedule and was put on an intervention plan to raise his abilities to the desired level of competency. When Romeo graduated his major, he received his diploma and was now considered an expert. He had learned to analyze a document, an idea, or an object in his field of expertise and could determine if it was a credible source of knowledge. He also could counsel others because of his training. His educational experience was very effective at increasing his power and influence.

Another child, named Hellen, attended the distinguished ‘Transcendent Institute’. The premise of this school was on the self-evident understanding that the road to education lay through great books. From her youth, she was allowed to explore the world around her as well as had brief lessons on basic
literacy. She worked through the four levels of learning how to read a book.  She was exposed to and later studied ‘The Great Books’. The Great Books were classics that had endured the test of time and were commonly considered the finest creations available. They addressed literature, philosophy, history and science and included such authors as Homer, Aristotle, Euclid, Plutarch, Chaucer, Shakespeare, Galileo, Newton, Austen, Hugo and many, many more. Her study included reading, discussing, and writing about the great ideas found within those pages. As she became a scholar and pondered deeply what the author meant when writing the content, she considered what was right or wrong about the ideas and learned to summarize the details to answer the underlying question – ‘What is Truth?’. In doing so, she became a true scholar who knew truth.

One child, named Con, was sent to the famed Orient Seminary. Here his master introduced him to all that was beautiful in the world. He was mentored in identifying what resonated to him and to become aware of the symmetry in nature, as well as in human nature. He also learned to sense the synergy and light that was around him.  As he increased his mindfulness and appreciation for all that the world had to offer, he was guided to his particular art. Con chose to become a healer and through constant practice, he advanced from level to level. Eventually he learned to feel and act, sense and respond. His master coached him through the development of much strength and balance in the field of healing.

Another son, named Isaiah, attended the respected ‘Tore Academy’. Here he was taught to determine what is right as guided by his inner voice. There was no set curriculum or predetermined outcomes. No levels of progress or identifying the author’s intent. It was a customized curriculum with personalized classics and specific application, as he felt driven to pursue. He had a specific mission to fulfill to benefit mankind, and so his education had to be tailored in order to discover and do it.  Isaiah was introduced to and encouraged to study everything and view everything as a lesson. As he read a book, he looked for thoughts and insights that were powerful to him. As he sat in nature, he observed and pondered the significance of whatever he had become aware of around him. During conversations, he listened intently or contributed greatly, depending on what he felt impressed to do at that particular moment. He picked his studies, his entertainment, his political opinion, his worldview, etc. as he was mentored by his inner guide. And while doing it, he was always looking for more insight, more understanding, more vision, and ultimately, more wisdom. Soon, he was having epiphanies regularly and because he was able to think, he was able to lead.

One son, named Joseph, aligned with the teachings of ‘Covenant Crossings’. The primary goal of this academy was to seek learning by study and by faith.  Joseph chose to subject himself to become a disciple of the master teacher known as The Word. He was to develop a servant’s heart rather than simply a superior intellect. His study was similar to Isaiah in that his mentor taught him through the inner world and it was due to diligent submission and realignment to His promptings that Joseph became a worthy disciple. His study was based upon the standard works that contained all that was necessary to meet this objective. As each verse was studied and the principles identified and internalized, Joseph disciplined himself to become a true disciple leader. Joseph also observed and performed the necessary covenants as outlined by The Word. He was encouraged to study and identify the principles (found within the holy writ) in all things that were virtuous or beautiful or of good report and so all of nature and all that was good became his curriculum as he stood in holy places. Although (and because) the focus of the study was based on principles, all other virtues that were attained from the other schools were also acquired – knowledge, wisdom, power, strength, as well as the essential service to mankind. At the end of his formal education, Joseph had learned to qualify for, receive, and act on the impressions given him. He became what his Master Teacher was and therefore was ready to inherit the throne.

King Eli was well pleased with the accomplishments of all his children. All the schools had something valuable to offer his kingdom. When considering all the methods and premises of all these schools, he decided to set the standard for the heirship and allow his children to choose which school they would attend to best meet the criteria.

And so now I ask you, considering the kingdom is what's at stake (and not simply job training)…Which educational approach would you choose for your child?

 

 

 

*The majority of content was taken from an address given by Dr. Oliver DeMille on March 25, 2006 entitled, “Lessons from Four Types of Leadership Education” during the Thomas Jefferson Forum in Salt Lake City, Utah.

Peaceful Abandonment

 

I know this may be a crappy subject, but one day I was sitting on the toilet, pondering about President Nelson’s invitation to remove unnecessary debris from our lives, I considered how our bodies are very efficient with that process. As food enters the body, the nutrients and energy they provide are utilized and then the excess components are quickly removed from the body. There is no conscious or separate action that takes place. Aside from toxins or negative beliefs/emotions or excess inputs (or whatever disrupts the natural function of the body) that cause blockage or storage within the system, it is a highly effective removal machine.  The body truly is a remarkable system when you think about it.

Unlike the body, however, my house does not have an automatic trash removal. When society first shutdown from Covid, I had been in the process of accumulating a pile of no-longer used clothing, books, furniture, and other items to give to good will. However, since I was unable to do that, I put a screen in front of the mounting mass in a corner we seldom used. Even without the visual reminder, when I finally got around to hauling it off a year later, it was emotionally liberating to free up that space. In her book, my professional organizer (who happens to be my sister) identified the step of hauling off unwanted items as an independent and necessary step to organizing your life. Who knew?

I am experiencing a similar feeling as I am going through the sorting process and deciding which educational philosophies to hold onto and which to maybe haul out of my life. I have been like a pendulum, swinging from one extreme to the other (pending which argument was most recently heard, reasoned through, and began being adopted).  This swaying motion, back and forth, back and forth, back and forth, has not felt calming or lulling as a rocking chair or swing. Instead it has been discouraging that I am being knocked about by every wind or doctrine. The problem has been that the components of the differing approaches to education are still necessary components to living life. Job training is a necessary preparation. Practical and effective methods that work is an indispensible asset. Identifying what is truth is a crucial and desired objective. Learning what is right from wrong is fundamental to a good education. And incorporating the good and the beautiful, the symmetrical and the balanced is significant to focus on. And so the pendulum continues, back and forth, back and forth, back and forth. Trying to integrate these essential components without feeling there is a definitive firm focus.

The problem is... the educational systems or focuses that sway to these varying objectives does not produce the effect of an eye single to His glory that is needed for a Zion people.  And by having only one main and firm objective will require the removal of ideas, habits, traditions, etc. that don’t align with that vision. However, it is not like the body which naturally and habitually removes unneeded waste products, nor the house which has tangible items that can manually be removed from the environment. It has been more of an inner world battle of ideas and searching for what elements to hang on to and what to abandon. The arguments and reasoning and even the results of certain philosophies may have served me well in their time of need and for their objective, however, preparation for the second coming and the millennium will require a different type of preparation. 

In my personal battle, I have to consider that God is my companion. I am not alone or without his guidance.  I felt very strongly that I needed to go into the workplace in order to be a full-tithe payer and set personal boundaries, and then to go back to school and get my bachelor’s degree. I suppose there is the remote possibility that I may have  misunderstood the guidance, though, I firmly believe He can/will make right what goes wrong, especially when we are trying to move forward in Him. And so for this past year, I have been home wondering why or what I was to do with that experience now that I have completed it. I was exposed to public classrooms and received teacher education training and even experienced the demands of the student to aspire to the ‘grade’. I was saturated with the logic and system of public education and in my broken state, I was not sure whether to abandon my years of attempted leadership education, try to find a marriage between the two philosophies, or something else altogether.  Add to the equation… children with specific challenges that make my applying any type of educational philosophy almost a moot point, as well as personal anxiety issues that complicate their learning - I’ve had a very successful formula for confusion.          

Fortunately, brokenness is Christ’s strongpoint. As I consistently come unto him and seek his guidance, he will bless me with the educational philosophy that brings peace as well as prosperity in Him. At this point, I am learning to abandon the regimented schedules and instead flow through the activities of the day. I no longer feel the need to stalwartly follow every word out of the curriculum and instead am dolloping a little here, a little there. In short, for the past year, I have been slowly sifting out what I had acquired in my three years of public education experience. And it feels so good to experience peace instead of pressure.  Until now, I have been confused about why I went through the process of public education experience because I wasn’t really using it for any particular purpose. I have, however, gained perspective and can empathize with other moms/students. Now I can see this detoxing period has been a season of removing the unnecessary debris. And I am feeling peaceful about abandoning those philosophies where the focus is on something other than my Savior and His objectives.