37 Consciousness-Based Education (CBE)

Our present education is a lump of ignorance, as it does not touch on the “only thing necessary”: how to enrich human life with divine inner power, health, wisdom, bliss; We are told, in Consciousness Based Education, that knowledge is structured in consciousness.

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New 2021 edition
FREE e-book on ISSUU – The Profundity of Edda – – Ný sýn á Eddu – Book 37 of 40
Consciousness-Based Education – Icelandic and English – side by side – in one and the same book
2021 edition

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-Can we have perfect schools and super-kids?
-Yes. You are right. Consciousness-based Education is the key to a perfect life for every child.

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Pitch for Consciousness-based Education (CBE) 1 min 28 sec:

The text for 1 minute pitch Consciousness-based Education (CBE) (above):
37 Consciousness-based Education (CBE)

Education is puny without its basis. What is its basis? We have not understood hitherto that we are studying ourselves. We are the knowledge. The student is the knowledge. Education has not been nourishing for students. It has drained them, and we know that stress is to be found in schools. It should not be so. Emphasis has been on the act of studying, and the material studies. What we forgot is, that the student himself is the divine knowledge. Within the student we find total knowledge. We dive into consciousness, which is easy as we are it. Here we scoop up into life the correlation. We make better use of our whole brain, our nervous system will be stress-free, our thinking becomes effortless and clear, our understanding of all things will be more profound, we enjoy greater creativity, initiative, and joy.
-Are you sure?
-Yes. This supreme ancient consciousness-based education has been scientifically studied for years. We have super-kids. Every child has the potentials to be a super-kid.

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English 2014 edition
The complete book Óðsmál – Consciousness-Based Education (37 of 40) on Youtube read by Guðrún Kristín Magnúsdóttir 35 min 34 sec
Note: 2014 edition

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Icelandic 2014 edition
The complete book Óðsmál – Consciousness-Based Education (37 of 40) on Youtube read by Guðrún Kristín Magnúsdóttir 44 min 02 sec
Note: 2014 edition

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More to ponder on:

* consciousness-based education, CBE, has the main emphasis on the student, his consciousness;
* know which is our most important trinity – Óðinn Vili Véi in connection to education
* unfortunately, old fashioned schools miss out this vital factor of consciousness, offering only the 2 last bits: learning and the learned
* the student is Óðinn, he who all knowledge possesses
–the student is the sphere of all knowingness
–knowledge is in consciousness, and we are consciousness
* Vili is the will to seek knowledge, to learn, to study
–Vili connects and processes, connects knowledge (the student) to the studied (our subjects of study)
–Vili is metabolism, he directs awareness to knowledge, and connects awareness and seeking to what we want to understand
–Vili is our own consciousness referring to itself
* Véi, then, is the tangible stuff we are studying, that which is known found in books and by listening to the teacher, doing research on it
* more about the role of Vili, so that we understand his role:
–in Yoga asana (in hathayoga) Vili connects body-and-mind to consciousness – yog means connection
–yoga asana and stretches mean connecting to That
–asana, a seat, means to sit firmly in That
(–it does not mean merely to sit on the floor in a certain position–)
* what Vili indicates is consciousness aware of consciousness looking for knowledge
* Véi then is knowledge found in consciousness as nothing else is — nothing else is to be found
* why do we only find knowledge here inside when we seek knowledge?
* what does þagall and hugall mean profoundly? (literally not talking, but thinking)
* can crude men do that profoundly by making a mood, or an outer appearance?
* what is research in consciousness?
* do empty barrels make the loudest noise? do those in shallow waters make the biggest splashes?
* what makes stress accumulate in students – in all grades of school?
* how do we get rid of all stresses in the physiology and in the nervous system?
* how do we get all students to be pure, and possessing clear thinking?
* which is more natural to us 1)accumulated stress or 2)being a perfectly pure individual?
* does school-environment in these old-fashioned, non CBE, schools create stress in pupils?
* can man’s IQ be heightened? or is it fixed from birth?
* what is so precious about the prefrontal cortex of our human brain?
* are understanding, rational thinking, contemplating some faculties only attributes of humans?
* where is total knowledge to be found?
* are school-books and teachers good to have there for us?
* is the only purpose of education to get a well-paid job later on?
* what is the supreme goal of all education?
* do the all-powerful Laws of Nature work effortlessly?
* can we learn to work effortlessly from the abyss of our human mind when it is expanded to infinite Glaðheimar?
* where do we find that which cannot be found in our worldly stuff?
* is it practical to find everything in our own consciousness?
* compare 1) the first part of Hávamál which asks us not to be greedy, and 2) the last part of Hávamál which tells us to imbibe all knowledge in consciousness, and so to make all things easy, all in the flow of Nature, all actions powerful and simultaneously right actions only
* what does is mean, in the wisdom part of Hávamál, that we gain fimbulrúnir, good charms, become wise and all-knowing?
* is good for young bairns, who are moulding their views, and evaluating their surroundings, “making their world”,
to enjoy a stress-free care and a positive environment?
* in CBE (consciousness-based education) schools where all learn a technique to transcend, TM, and practice it twice daily, no bullying exists, no animalistic pecking order is there;
* the best for ADHD is nýsa niður (transcend)

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Til umhugsunar:

* vitundarþroskamenntun leggur aðaláherzlu á vitund nemandans
* skiljið hver veigamesta þríeindin okkar er: Óðinn Vili Véi í sambandi við menntun
–hér yfirsést skólunum/menntakerfinu okkar hrapalega–:
* nemandinn er Óðinn, sá sem er þekking, hefur alla þekkingu,
— nemandinn er svið allrar þekkingar,
— þekking er í vitund, vitund er þekking, við erum vitund —
* Vili er það að nemandinn lærir, nemur (hugur, lestur, skilningarvit)
— Vili tengir og umbreytir, tengir þekkinguna (/nemandann) við það sem við erum að nema (/námsefnið)
Vili er umbreyting, melting atvika, það að beina athyglinni að
Vili er manns eigin vitund að vísa til sjálfrar sín
* Véi er svo námsefnið (bókin, fræðsuþusið í kennaranum, upplýsingar, þetta sem vitað er)
* meira um Vila, til að við skiljum hlutverk Vila:
* í Yoga asana (í hathayoga) er Vili að tengja líkama-og-huga við vitund – yog þýðir sameining
* tenging í vitund er tilgangur yoga asana
* í þessu sambandi stöður og yoga-teygjur til að tengja okkur vitund
— vitund, ginnungagap, er hið eina sem er —
* asana (sæti) þýðir að sitja fullkomlega í eind (ekki það sitja á gólfinu)
* það sem Vili vísar til er vitund sem upplifir vitund leitandi þekkingarinnar
* og Véi er það að finna aðeins vitund fyrir við þekkingarleit innan vitundar
* hvers vegna finnst ekkert annað en þekking í þekkingarleitinni miklu? Hér er aðeins þekking
* hvað þýðir þagall og hugall? er sá í þykjustu og ytra útlit? þykjast, yfirborðslega, vera þögull og hugsandi?
* hvað er rannsókn innan vitundar?
* gleymist botninn suðrí Borgarfirði? bylur hátt í botnlausri tunnu? og tómri tunnu?
* gusa þeir mest sem grynnst vaða?
* hvað veldur því að streita safnast upp í nemendum á öllum skólastigum?
* hvernig vinnum við á streitu og gerum nemandann altæran og skýrt hugsandi?
* hvort er eðlilegra og æskilegra:1) uppsöfnuð streita eða 2) altær skýrt hugsandi nemandi?
* veldur skólaumhverfi stressi í nemendum í þessum venjulegu gamaldags skólum okkar?
* er hægt að hækka greindarvísitölu manns?
* hvað er svona dýrmætt við framheila mannsins?
* eru skilningur og rökhugsun sérmannlegir eiginleikar?
* hvar er alla þekkingu sem við leitum að finna?
* eru skólabækur og kennarar nauðsyn/æskilegt
* er einasti tilgangur menntunar að við getum grætt peninga?
* hver er æðsti tilgangur menntunar?
* vinna ægikröftug náttúrulögmálin áreynzlulaust?
* getum við lært að vinna áreynzlulaust útfrá dýpstu sviðum hugans?
* hvar finnum við það sem við finnum ekki í veraldlega fusinu okkar?
* hverju breytir að við finnum að allt er okkar eigin vitund?
* tengið saman fyrsta hluta Hávamála sem varar við græðgi og síðasta hluta Hávamála sem kennir að maður nemur upp þekkinguna í vitund til að allt gangi snurðulaust, og allar gjörðir séu fimbulkraftmiklar og í sátt við náttúruna okkar
* hvað táknar, í 3ja hluta Hávamála að við nemum upp, frævumst, verðum fróð, öðlumst stinna stafi og ljóðin?
* er gott að ung börn sem eru að móta skoðun sína á umheiminum (–þ.e. ákveða hvort hér er vinveitt viðmót eða fjandsamlegt, mótun til lífstíðar–) lifi í streitulausu umhyggju- og þroskavænlegu umhverfi?
* í skólum sem innleiða samsviðstæknina handa handa öllum nemendum, þrífst ekki einelti, því engin
dýrastigs-goggunarröð er
* og það að nýsa niður er hið bezta handa ADHD-krökkum (ofvirkum með athyglibrest)