The following is an essay written on Mystical Children for an Early Childhood Development class at College of the Siskiyous, Weed, CA.
Many people who have children (if not all) have had an experience with a child where something transpired and they couldn’t logically explain, nor reason it away. The child may have said something that is considered too far beyond their years to understand, possibly they were/are able draw things or speak about things that have yet to be learned (i.e., about planets, religion, history, etc.). One might find that the child is highly sensitive to their surroundings, more emotional or highly intuitive, creative, clairvoyant, high energy, wisdom beyond years, conscious awareness, strong-willed, clear sense of purpose, a leader, empathetic, feelings of royalty, rebellious, challenging, sensitive to pollution, senses dishonesty or lack of integrity (2013). The child may have one, many or all of these attributes. As one comes from the standpoint of “not” knowing who a child is and where they come from; one may begin to see them in a way that hasn’t before: with fresh eyes. The effects of allowing children to Teach us reveals: There is nothing to learn to be who you are.
The question then arises: how does one get out of the way, to let these children Teach us? Simply begin watching them, listening to them when they share experiences or things that are not understood or clear. Don’t panic and fill in the space with what we “think” is known about something, instead ask for the child to explain more, ask more details, become interested. Begin to ask the child to draw what they know on a piece of paper, or share with them that there are things that you don’t know or have forgotten, and have the willingness to learn from them.
It is being discovered, through Pseudoscience research, that the increase in diagnosing our children with disorders and medicating them, stems from not understanding that the children that are being born into the world, can no longer “fit” into the old ways of being and learning. These are children of a completely new paradigm.
“In a fast-paced, modernist culture and classroom we often discourage contemplative absorption that may appear as daydreaming or idleness; it is inconvenient to curriculum agendas. We have an innate capacity and even a need for wonder, but our society, for a variety of reasons orbiting around fear and a desire for control, tends to misunderstand and therefore, represses wonder, even in children.” (Hart, 2004)
Children are often dampened down in what they have come here to share with us, because of fear of not knowing how to respond to them. The world is currently set up for conformity not for change. These children are coming into the world now to create radical change, in spite of whether or not one is ready. They come with many gifts for everyone they come in contact with. For these children, there is no hierarchy; they are consciously aware they are among equals.
An example of this is of a child who was approximately 3 or 4 years old, while getting a bath, he looked up and said to his mother, “Mom, I remember when everyone was Jesus, but I am starting to forget.” This was not a typical moment in time. In a sense, this was completely outside of time. He said it with such clarity and insight, that he seemed like a completely different person; he seemed like a grown up. It caught the mother off-guard and she didn’t know how to respond. She said to him “when did it stop?” He looked directly into her eyes and said, “never-mind.” It was as if she had completely disappointed him, that the moment to validate something for him had passed. There were years of her feeling completely inadequate as his mother. As if this bright light, had been gifted to darkness. He would make profound comments through the years, saying things like “Mom, isn’t it strange that we are in a TV, watching TV, with a TV in it?” And although the mother could grasp/grok what he was saying, it would still bring about an inadequacy in her that he was too Bright for her to be his mother. These are not uncommon occurrences, however it is uncommon to hear about them. In early childhood development it is considered the generativity-versus-stagnations stage of life. (Feldman, 2012)
One will begin to see that they are not inadequate for these children; that they are the perfect person for the child to show up for, or they wouldn’t show up. These children are the bringers of Light to darkness. Most do not know they are in darkness until the Light shows up. Often parents forget that they don’t know where children come from. So much has been learned and not always accurately so; that children are now coming to strip us of what we learned and help us to re-discover who we actually Are, prior to learning. There are very big assumptions made by adults that they have all answers to everything. All one need do to see that this is not so, is to look and see that one is floating on a giant marble in this vast amount/infinite amount of space with barely clue in regards to how one got here; naming the ball “Earth” doesn’t mean one has any idea what “Earth” is … how it got here or where it is going.
Many times in the ignorance of parenting; the Great Teachers we are gifted are overlooked. It is not intentional, however these children become dampened down by us, just like those who had been dampened down; dampened us down. It is a cycle and pattern of darkness.
“We know the world is more than meets the eye. Much to our surprise, children often have a multi-dimensional awareness. My youngest daughter sees shapes and colors around people and objects. A boy tells us that an angel comforts him before he enters surgery. A young child says she remembers her “other family” from when she “lived before.” A boy falls unharmed from a three-story window and tells about being caught by “those guys dressed in gold.” (Hart, 2004)
Although not intentional, it is quite easy to inadvertently cover up a child’s Shine. They are innocent Bright Lights that are labeled with names and “likes and dislikes” and personalities. They are told who they are and what to do and they rarely get the opportunity to tell us who they are, before it is too late and they no longer remember. Then they are just another cookie-cutter of “us,” another clone of the personality and not the Brightness that was there, prior to.
All born with a Bright Aliveness, wonder and awe of the mystery of life. Unfortunately for most, instead of being in awe of the mystery, the time is spent putting everything in categories and boxes. There is nothing wrong with learning, in this world it is important to learn how to ride a bike, do math homework, fly a plane, drive a car, read a book. However, in the domain of who you and who your children actually ARE; learning is the cloak that hides the Light that shines from within. Anything that you say about yourself is a lie. This is so because words themselves are lies. Words are man-made and who you are; is not man-made. As one teaches a child(ren) that who they are comes before any word they can learn; then their attention will continue to be placed on who they actually are, not what we teach them to be. In doing this, they will begin to teach you, that you are not who you think you are, and that you are before thought as well.
“We could say that these experiences of children begin to reveal a “Spiritual intelligence.” And like intellectual capacity, spiritual capacity is diverse. It is something all of us possess to some degree. It can emerge at different times, and it may require cultivation in order to be brought to full bloom. Unfortunately, it has been neglected and even repressed in our consideration of children, and thus many of us are left developmentally delayed as adults. Having lost touch with inner wisdom and a sense of wonder with compassion and deep meaning, with the rich multi-dimensional perceptions, our lives may come to seem second-hand – removed from the vital directness of our own knowing and experience, too often organized by fear or fashion (intellectual or otherwise) rather than trust and relationship in the deepest currents of our lives.” (Hart, 2004)
The beginning of breaking the cycle of the lie of who you are; to the discovery of who you actually are, is revealed in the teaching, “Before Abraham was I Am.” (John 8:48-59, New King James Version (NKJV) Any name that is used … hides what is before the name, and the teaching is lost on the form (words, names, and bodies). Change “Abraham” to any name, use your name and discover what comes before the words “I AM.” That is what we have been hiding from each other throughout all history. The mystical child comes to tell you, it is time to stop hiding who you are. However, one must discover it for their self - not even your child can do it for you.
A boy of three years old used to tell his mother when she asked, “Where did you come from?” he would say, “Jupiter, Mom, I come from Jupiter.” There was no doubt for this child where he came from. One is wise to look when things like this are shared, whether they actually know the answer. How much does anyone know about Jupiter to tell a child that they are wrong, when they do not even know theirself, where they came from or what Jupiter even is? A child has the potential of waking up in you, what you have forgotten:
“We are ALL mystic children, working to wake up!” (Profound Institute Awareness, 2010).
Becoming Aware from a child’s view of the world and not “thinking” you see the same world as a child, begins to open doors in the mind. An example of this is one day, is of a boy who was approximately 14, said to his mother, “Mom, you do not see the same world that I do.” She asked him to explain more. He said, “When I look at the world, I see a giant skate park, the stairs are where I will “Ollie up” and every angle draws my eye to what trick I can perform. I see swimming pools empty not full. I see ramps and tunnels, everything that appears before my eyes, does so for me to skate. For you, you see the world as an obstacle, something you have to get through or overcome. For me, it is a playground.” This is so utterly profound. The assumption by the mother was that everyone saw the world the way she did. This young man shattered that false image in just a few brief words describing his world to her. It took 14 years of living with this young man before his mother could hear him and begin to see from his eyes. From this, the realization dawned in her; that they practically lived in separate universes, although under the same roof and sun.
Kahlil Gibran (1923) shares in “The Prophet” on children:
“And a woman who held a babe against her bosom said, "Speak to us of Children." And he said: Your children are not your children. They are the sons and daughters of Life's longing for itself.
These children are not our own. The more these children are seen and experienced this way; the more fully one will grasp how little is known about them. “Hildegard von Bingen who at age three, “saw so great a brightness that my soul trembled.” (Hart, 2004) Little is known about where they did come from and what they will do while they are here, yet simple watching reveals it all as it unfolds. These children are much more aware of where they come from, because they are closer to being born from it. Our children are bringers of that Light that brightness, which is in all.
What does it mean to be a bringer of Light? The less you understand about it, the brighter you will be. However, Near Death Experiences (NDEs) often come close to describing, what cannot be described. A person who has experienced an NDE, typically sees a Light that they feel drawn too. Dannion Brinkley gives an amazing depiction of how dramatically his life shifted from one of being an assigned assassin in the military, to a work of Light after being struck two times by lightening:
“You are a Great, Mighty and Powerful Being,
with Dignity, Direction and Purpose.”
~ Dannion Brinkley (2013).
Children can be raised so that they don’t have to be struck by lightening to remember, re-discover who they are. This will progress naturally, if one restrains from covering over what is there from birth; the natural Birth Right of all beings. The Brightness. “In a survey of recalled childhood spiritual experiences, 90% responded affirmatively to at least one of several questions that addressed in-ordinary perception (e.g., telepathy, clairvoyance, and pre/post-cognition, near-death or out-of-body experience). Sixty-five percent claimed these experiences were a frequent occurrence; more than 85% said this occurred before the age of 18, with 52% indicating that their first occurrence was between the ages of 12 and 17, and 31% between 6 and before 12 years old.” (Hart, 2004)
Children are immerging from the Light (birth) and all are in the process of dissolving back into it (which is not an it). Although parents, teachers and guardians unknowingly cover it over (as was done to them by those that learned the same), the Light is always there to be re-discovered no matter how old or heavy the coat of personality is. That Brightness is in you right now, permeating your life and everyone else’s. It maybe covered over by the personality, but it is not gone. Children don’t yet have the covering, and the closer they are to birth; the brighter they Shine.
“According to “The Zohar,” both the individual and the universe as a whole are composed of ten dimensions, the ten Sfirot, meaning “ten emanations” of light. Think of waves of light emanating out from a concentrated center – “a never-to-be-exhausted fountain of light.” Each of these waves represents a different dimension or level of consciousness or reality.” (Hart, 2004)
The more one practices restraint in placing children in categories and boxes (which includes a box called “mystical”), the less one needs to “think outside of the box” … for there will be no box to begin with! Then that box, which was a protective shell, will reveal what has been hidden.
Very few are wiling to live with no box. Very few look to see what is being hidden/protected. However, as one works in letting go of placing children in them (to not to categorize or label), one begins to dissolve their own. Children, who are naturally unboxed and out of categories from the beginning, will teach us more as it is more welcomed to do so. In effect, they will quite literally Lighten the load.
When one does not discredit a child, the door to endless possibilities opens. In a study, it was discovered that nearly 80% of young adults said they sometimes feel a sense of awe and wonderment inspired by the immediate world around them and of those, 85% reported that their first occurrence was before the age of eighteen with 12% indicating their first occurrence prior to 6 years old, 27% between 6 and 12 years old and 46% between 12 and less than 18 years old. In addition, 39% indicated that they had had a moment of unitive connection (“Have you ever had an experience in which you perceived that all was really connected together as One?”) and of those, 70% said it occurred at least once in childhood or youth. (Hart, 2004). When we do not discredit these experiences in a child, the boundaries of time and space evaporate, because these children are outside of time and space. Until a child is taught what time and space are (an imaginary grid placed upon the nothingness/vast empty spaciousness that all are in), they are only aware of That, which the grid of time and space is placed on.
Leave a window of opportunity open for a child to teach. One is forever that child (innocent and innocence), no matter how coated over with bodily age and life. Currently the window, for most children to Teach, begins to slowly close after the age of three as memories begin to form and the present moment (which memory appears in), is clouded over with beliefs, thoughts, ideas, opinions, etc. The window doesn’t ever fully close, however, it can come awfully close. What are the effects of allowing our children to Teach us: there is nothing to learn to be who you are? The effects will alter one’s life in ways that cannot be known until experienced. Be the window that a child, any child, comes to open and be the gift of that opening for you both, then share that experience’s effects with those that come to you to be en-Lightened.
Feldman, R., S. (2012). Child development. (7th ed.). New York: Pearson Education, Inc.
Circle of Children. (2013). Who are Indigo Children. Retrieved May 1, 2014 from: