Children are often seen ganging up against a child whose skin color or clothing is different, or whose manner is different, or whose body proportions are different.

Sometimes a child has a special interest which isn�t interesting to the other children. What brings a sparkle to the eyes of one child might not be interesting to the other children. And sometimes what is appealing to the other children has no appeal to the unusual child.

Sometimes a child is too aggressive, and this child intimidates the other children.

When some of the children are made to feel afraid, they will learn to gang up on the intimidating child and make war. They may learn to acquire weapons, so as to wage war all the better. When there is no wise counsel in the school or in the home neighborhood, all the children will learn that they have to wage war.

Wise counsel prepares each child to understand how this dynamic has worked in the past. Awareness makes a person know what to do to educate children so that they understand the past, and how children have been taught to wage war.

To create an age of less intimidation, less fear, and more self-realization even for the unusual children and adults, the wise neighborhood leaders and the wise school leaders will actually teach peace. This means that those children who are most at risk of being intimidated, and those children who are most aggressive, will be given more attention than they would have been given in the past. And there will be more awareness taught to children who are still young enough to learn better how to feel at peace and be constructive.

Attacking and intimidating, or attacking and getting the other person to attack back, are the old brute ways of teaching war. In the past, the competent, respectable, admirable boys and girls have been the physically strong ones who have been able to fight back and win respect from bestial, brutal children.

During the past millions of years, during human evolution to consciousness, the need was for humans to fight back, and fight fire with fire, as it were. But we have come to a new �Aquarian� age, in which fire is fought with water.

All metaphors and kidding aside, in reality, when an unusual or different child is attacked or just made to feel afraid, the talents and interests of this special child are apt to be less expressed. The child is forced to hide or withdraw, or the child is driven away physically. The interests and the talents of the rejected and intimidated child aren�t made accessible for the benefit of others. Thus the society of bestial, brutal humans is depriving itself of all possible benefits. The result of this bestiality is that some talented persons never are able to contribute to the common wealth.

Some people imagine that �human nature� cannot ever be changed. But the fact is, for nearly all of human evolution, in prehistoric times, humans didn�t speak as humans speak now. Humans didn�t wear shoes and carry umbrellas.

It�s not human nature to wear clothes and speak sophisticated. Children are trained to do these things.

Furthermore, in different societies, children are trained to drink different beverages and eat different plants and animals. It�s not �human nature� to eat snails any more than it�s �human nature� to eat pork chops. But it is a fact that humans have certain traits of wild animal beasts, and as humans become more aware of what is inferior in these ways, then humans can train their children to be more aware and more considerate.

It�s just a matter of training.

Psychologists know that training children is basically like training dogs, horses, and other domestic animals. The �good� child is rewarded consistently, and the �bad� child isn�t given the rewards which the �good� child gets.

So in teaching peace, the ways of peace are just rewarded. And the ways which make a child into a tough fighter and more aggressive, and not considered good. Instead, the children who are more peaceable, and more constructive receive the rewards.

When a child attacks, and fights, the result is destruction, breaking apart, or breaking down. The more advanced and more integrated activity is constructive.

The constructive child builds things and builds friendships. The aggressive, destructive child smashes things made by other children, or attacks other children, or attacks verbally by shouting, or by making aggressive remarks or gestures. The sensitive child understands these and reacts by feeling intimidated.

Something is missing in the aggressive child, but the missing knowledge and behavior can be learned. Humans have more capacity to learn than other animals.

The child�s creativity is what builds whole cities out of wooden blocks, and whole stories out of words.

As the child advances in knowledge and in creativity, he learns that taking apart his old city is a part of building future cities. He must dismantle his block city to make a new block city. With the help of more experienced creative teachers, the creative child learns to critique his own created works.

But creativity isn�t just remembering what the teacher says or writes on the blackboard. Creativity isn�t just remembering what is written in books. And past system of education have rewarded the children who had the finest memories. This is failing to teach peace. It is failing to teach peace because there are many other talents, and some very talented children are not good memorizers. When these children are made to feel intimidated, this teaches them to think, feel, and act more brutal. The old education system teaches war.

The basic peace process is the basic growth process which is the basic creative process.

To really learn how to teach peace, parents and educators need to study this basic growth process, and come to enjoy being more creative themselves and with their children!

When this basic peace process is left out of clear consciousness, the process remains mysterious and mystical. Parents and teachers fail to define it clearly to children and many children fail to understand. Add this to the old emphasis upon fighting and memorization, and you see why older children and adults continue perpetuating the old ways of thinking, feeling, and acting. And finding the �key concept� is the starting point in bringing about a real change.

Each growing thing produces much more waste than it produces material to be incorporated into its body. Each creative person produces much more inferior product than product which is fit to be incorporated into the social coffers of created wealth. But when a child produces �mainly trash� the child won�t understand. It may take the child ten years of creativity to produce one fine song or one fine work of art or literature. And if the main talent in the person is to �get ideas�, the person will produce many inferior ideas before any good idea will be produced. This is what we expect, using the peace model.

Naturally, if a child is a �prodigy�, and produces only good ideas at a young age, this will be welcomed. But how many prodigies have you known?

And if a child is a prodigy, this person tends to obscure the reality, rather than bring the reality to light. Because creativity is a growth process, and in all creatures who grow, most of what they take in gets turned into waste.

And so when a child is a prodigy, one naturally would like to know what is being wasted in or of that child. And often one finds that the prodigy child develops mainly along one line of development, and remains retarded in many other ways. Society may reward the prodigious talent, but the person exploited in this way may sense that something is missing. And certainly it does no good over the long run, if a prodigious talent in mathematics and science is turned towards the creation of weapons. But this happened to Archimedes, and it happened also to Leonardo. And the genius of Einstein first became world renowned because his idea was useful in making thermonuclear devices.

It isn�t the ability in mathematics, or the ability in science that is evil. What is evil is the failure in society to change, and become more aware of what is real and true.

I show you the peace process which is the growth process and the creative process, as it produces mainly inferior products, or even products poisonous to the animal, so that the animal has to be rid of them.

The animal eats plants or other animals, and breaks down and disintegrates the living material. The body of the consumer breaks down and disintegrates the bodies of other plants and animals, before the body of the consumer reconstitutes the broken down ingredients into a new form, which can be integrated with its own growing body.

The key terms are Break it down, Disintegrate it, Reconstitute it into a new form and then Fuse the new form with the living body of the consumer or BDRFer.

So after reading this article, and consuming many hundreds of words, you should remember only a few key words, including the word BDRF.

BDRF is the peace process, the creative process and the growth process condensed down into four basic symbols.

In other words the word BDRF is a very condensed formula.

Now you start teaching peace to a baby as the baby suckles milk from your breast or from a bottle. This has always been the case.

You teach peace as you eat food and drink fluids with your children at the table. And you teach peace as you play at building things with your child, in the play nursery.

What parents haven�t had is consciousness of what teaches peace, creativity, and enjoyment of meals is the same process. And going potty is part of this same process. Going potty should be as happy a time as suckling at the breast.

The thing is, that traditionally, elders have thought of human waste as an evil substance. The odor is repulsive, and sanitation is important, but in terms of growth, and creativity, and peace, the wastes from the body are part of every child�s first lesson about creativity, growth, and peace. And if the child is taught to hate some aspect of himself or herself, then this is like inserting a wall between the child and the reality of BDRF, which is the reality of growth, and peace, and creativity.

We know how so many persons have come to regard their �toilette� as unpleasant. And we know how a child is supposed not to �waste� paper and art materials, and the teachers �time� and �talent�. So you see how screwed up the educators have been in their thinking about peace, and creativity, and growth!

The basic issue of growth, peace, and creativity has been confused. What is basically simple has become a great mystique.

But I say that even little children can enjoy learning about peace, growth, and creativity, as they watch how animals live and grow. They can weigh the food being eaten and they can weigh the wastes after they come out of the animal. In this way anyone can see how nearly all that the animal produces as it grows is waste.

Now very few new ideas are really new. If you look into the old teachings, you will find many modern ideas, just dressed in an old fashioned style of clothes.

But the new idea is basically that the mental and emotional life of humans is based on organic processes, and by understanding organic processes, humans can learn better how to survive and be happy, as cohabitors and as symbionts sharing a single planet.

The child can see how in nature it is predator and prey, and older children can study Darwin�s Theory of evolution by natural selection and survival of the fittest. By studying what really is going on in the world, one can see what is really true.

But humans are different from the other animals, in that humans grow in consciousness and in intelligence, so that cultures change over the centuries. Humans can become wiser, and change their habits of thinking, feeling, and acting. And the fact is, little children hunger to be guided! Little children hunger to be taught what is right!

It is just that the most basic lessons are taught at home, before the child goes to school. And so at home the child needs to learn to enjoy being wasteful in the sense that the child learns to enjoy being free with his or her expressions of creativity. This will enable the mind of the child to grow rapidly. Because without waste there is no growth.

Perhaps some children learn to �always get the right answer�. But that isn�t creativity. That�s just memory.

Creativity enables humans to make a new system of thinking. Memory only enables humans to perpetuate some old system of thinking.

So in 1946 when Albert Einstein remarked that �A new way of thinking must be found!� after seeing the destruction wrought by nuclear weapons, he was really just projecting this need through the media to all the people of the world who were paying attention.

The new way of thinking is organic, that is, is directing the attention of all young children towards the living world, and the living world is. This makes BDRF a key concept in this future social order, in which children learn the value of waste, and waste is recycled.

Farmers have recycled waste for thousands of years. But certain waste is hazardous to human health. So ways have to be found to recycle those wastes which are hazardous to human health. This is itself an exercise in creativity, in growth, and in peace.

When a person feels at peace, his creative mind is better able to function. The amount of waste he produces will be greater and greater as he produces more valuable ideas. But at present, the schools don�t encourage the top students to be so wasteful and so creative with their time, and with their talent, and with their scholarship money.

Schools select out a few poor students for special scholarship support. But do the educators yet understand where progress in society comes from? If the educators don�t understand where progress in society has come from, then the educators will reward students who themselves do not understand this concept, and who aren�t likely to be wasteful in their creativity and in their growth. Because such students don�t produce only the best work.

Do you see the error? It is a glaring error.

As more and more humans crowd the continents, and as more and more weapons are produced and made ready for use, the need for a new teaching increases faster and faster. The new teaching needs to be simple enough for most every parent and teacher to understand it clearly. And if elementary school children can understand growth as growth is in plants, in animals, and in humans, then the next step is for humans to understand that creativity is very much like growth, and that peace is very much like creativity. This growth in awareness is what enables humans to become more intelligent than brutal humans who still think, feel, and act brutally like beasts.

In most any large school there is an unusual child. In most any neighborhood there is an unusual family, or an unusual person.

The old way has been to try and ignore, and keep distant from the unusual person. Either that, or attack the odd family or the odd person. In the ancient times, one nation even enslaved persons who were from some distant nation or tribe. If enslavement of strangers wasn�t the goal, then the goal was annihilation.

This was the old way. The new way is organic symbiotic, cooperation, creativity, and peace.

Teaching peace can�t be just platitudes, parables, and prayers. Teaching has to be consciousness of growth, consciousness of waste, consciousness of creativity, and consciousness of the way a child thinks, acts, and feels during moments of joy and sorrow.

Since humans use symbols, and since humans are observant and reasonable, humans need to use words and other symbols to hang their thoughts on and be attentive to. If there are wrong ideas, rather than correct ideas, then humans are lost without a guide. This is why it is so important for some creative persons to be working out the basic forms which will be taught to children growing up in the new social order.

As cities become more crowded, and the nations fill up with more and more people, there will be more and more cases of odd children and odd families being mixed in with more ordinary children and more ordinary families. Tensions will increase and suffering will increase, until the new paradigm is taught in more neighborhoods and in more schools and in more homes.

Call it the paradigm of growth. Call it the paradigm of creativity. Call it the paradigm of peace.

These are vague terms, which adults have an intuitive idea of.

But children have none of these erudite concepts. And young brains learn fastest before the age of four.

So what has to teach the young children has to lead them to the higher understanding, which not even Jesus Christ was able to teach.

This might be why the inspired Prophet wrote that �The high shall be made low and the low shall be made high.�

After the warlike ways of brutal, bestial, bully parents and children is seen clearly for what it has been, children will learn from crickets, grasshoppers, caterpillars and other small animals, about the way of growth, creativity, waste, and peace, and BDRF.

By encouraging their children to pay more attention to the �dumb� animals, cognizant adults around the world will help make the Messianic age begin.

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