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CALL FOR EDUCATORS/Summary of the Educational Paradigm Project

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  • Karen Eck
    *****CALL FOR EDUCATORS***** The Educational Services Group of the Bridgewater Sisterhood is calling for volunteer educators to work with us to develop a
    Message 1 of 1 , Jul 6, 2006
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      *****CALL FOR EDUCATORS*****

      The Educational Services Group of the Bridgewater
      Sisterhood is calling for volunteer educators to
      work with us to develop a web-based system for
      the delivery of instruction and knowledge to
      Uniquely Perceptive Children (“indigo children”).

      United States, Canada , and World-Wide
      The Bridgewater Sisterhood is working to change
      the educational paradigm in the United States,
      Canada , and world-wide to include Uniquely
      Perceptive Students and others who do not learn
      by reading. Many of these children have been
      diagnosed with ADD/HD and are taking medications
      like Ritalin, Concerta, Provigil, and other
      medications that they might not need. A new
      system for the delivery of knowledge for these
      “learning-disabled” children and young adults is
      needed. Filling that need is one of the primary
      missions of the Bridgewater Sisterhood.

      Volunteers from all areas of education are
      needed, especially those familiar with the
      differences in learning between those children
      who are uniquely perceptive and those who are
      not. State certification, classroom time, a
      computer, and the desire to make a positive
      change in the educational system are
      needed. Educators who themselves are Uniquely
      Perceptive People will be especially useful in
      developing the new way of teaching and learning.

      For more information please e-mail
      Paula Koval, Chief Operating Officer of the
      Bridgewater Sisterhood at


      Experienced parents whose home-schooling curricula have been
      state-approved are welcome to keep us from “reinventing the wheel.”


      A Brief Summary of the Educational Paradigm Project

      The Bridgewater Sisterhood – Uniquely Perceptive People


      About 3.8 million school-age children and
      adolescents have been diagnosed as having
      Attention Deficit Disorder and Hyperactivity
      Disorder because of the behavior they exhibit in
      classrooms. They are sometimes called “learning
      disabled” because they have low grades and little
      interest in what it being taught in class. The
      medical “cure” for this condition is called
      Ritalin, Concerta, Provigil, and other prescription drugs.

      Many of these children possess a high degree of
      innate intelligence but cannot absorb knowledge
      in the usual classroom setting. They are often
      subjected to the negative reinforcements that
      they have seemingly earned, like poor grades,
      ridicule, ostracism, and “attitude”
      problems. Some turn to the escape of drugs or alcohol and drop out of school.

      Current Findings of the Bridgewater Sisterhood

      Many of these children are “indigo
      children.” This term has been so hackneyed and
      exploited as to have no real value in describing
      these children. It has also taken on an
      association with people whose livelihood is made
      using this term in literature and movies.

      We have found that these children prefer a term
      we derived to describe them: Uniquely Perceptive
      People. Their perceptions share some
      commonalities but they are as unique as anyone
      else’s. Children and teens feel comfortable
      using a term that describes them as people.

      Unique Perceptions in the Classrooms

      Many Uniquely Perceptive Children (“Up
      children?”) cannot derive any benefits from the
      current classroom paradigm: reading to learn.

      These students retain knowledge that is imparted
      to them through visual, verbal, and “hands-on”
      learning. It has been said that where the
      “average” student retains 10% of what they hear
      while the Up-student holds 50% or more.

      The big question that these students have is
      not “how” but “why?” Why is it spelled like
      that? Why is it done like that? Why do I need
      to learn to solve simultaneous equations? Why
      are they solved that way? Why is it pronounced like that? Why?

      Answering such questions may appear to be time
      consuming and can slow the progress of the rest
      of a class that understands the material
      presented. Taking time to answer “why?” often
      causes a hostile atmosphere between the
      Up-student and the educator and the Up-student
      and the rest of the class. The student who asked
      “why?” can be subjected to ostracism and ridicule from classmates.

      After enough negativity the Up-student will
      become withdrawn and silent and may seek escape
      in substance abuse and leave school as soon as
      they can, often years before graduation.

      Proposed Solution

      Any changes to the existing delivery system for
      education must originate with those who know
      education best: teachers and home-school
      parents. The Bridgewater Sisterhood doesn’t have
      the expertise needed to craft such a system.

      It seems that there are two types of
      systems: supplementary and primary, with primary
      systems being the major conduit for
      education. The supplementary system may be used
      as an adjunct to an existing classroom setting.

      The Bridgewater Sisterhood has searched for
      on-line facilities that may be most adaptable to
      a web-based solution and has found two.

      The first is a fee-based website (the fee is paid
      by the Sisterhood) that lends itself to the
      creation of multiple “classrooms” where one might
      post a text lesson and receive some questions,
      comments, or other postings. Within each
      classroom there is the ability to create several
      different lessons using the thread-keeping
      abilities of the classroom. The idea is to use a
      “blackboard” or “textbook” to stimulate a
      dialogue between the teacher and the student that starts in the classroom.

      The Sisterhood has licensed a chat facility that
      is secure because it is under the control of its
      chat administrator. It has a capacity of 500 persons logged-in.

      The chat administrator’s function is to keep the rooms secure from intruders.

      It is envisioned that the teacher can tell
      students to meet at this facility, in a chat room
      that can be opened, closed, and removed at the
      will of the teacher. The particular room can be
      password protected to assure privacy between the teacher and the students.

      Another layer of security will be provided by
      doing background checks for all members through a
      firm that specializes in background checks for
      non-profit organizations (the Sisterhood is
      surely non-profit!) including Little League
      Baseball, Pop Warner Football, and others.


      This is a first step towards changing learning to
      be more responsive to students whose needs cannot
      be met in the customary classroom setting. We
      are in uncharted waters here. Regardless, the
      Sisterhood believes that any attempt to help
      these students to learn what they need to be
      safe, productive, and comfortable in contemporary
      society is better than no change at all.

      Thank you.


      Paula Gershom Koval
      Vice president and COO
      Bridgewater Sisterhood – Uniquely Perceptive People

      Toxins Out = Improved Health = Simple Tasteless
      NCD Drops http://www.mywaiora.com/101981
      Books, Relaxation CDs, Resources for Indigo Children http://tinyurl.com/azehx
      Children of the New Earth Online http://tinyurl.com/asfgm
      PlanetLightworker Online http://tinyurl.com/7zyna

      [Non-text portions of this message have been removed]
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