Co-Creative Design Team Session Six Summary: February 16, 2024

Planetary Policy Development for Population Management

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Session Information ℹ️

• Spiritual Consultant/Facilitator: Machiventa Melchizedek, through T/R Daniel Raphael
• Attendee: Sherille Raphael
• Session Title: The Family
• Design Team Members: Juan Vicente Ramirez, David Hernandez, Marthe Muller, Bea Ngai, Geoff Thomas, Jacques Reverseau, Stephan Labonte

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1. Opening & Spiritual Grounding

Machiventa opens the session:

“Good day, this is Machiventa Melchizedek, your planetary manager. It is a pleasure to be with you. We will begin now with that one minute of Stillness, that you enjoy a time to set aside the conscious chatter of your conscious mind, so that you are in a position of Stillness and silence and on the inside, no thought, there’s no mind chatter, no lists, no doing, no going, no coming, no nothing to do, but just take one minute of Stillness, to be present with yourself and with the Spirit that is with you, thank you.

As your planetary manager, I have given you free access to conduct these Friday meeting sessions on your own guidance. I want to interject myself now, at the beginning of the session, rather than being the janitor at the end of the session, to clean up. It’s not that it is too humble for me to be on cleanup duty at the end of the session, to give you a summary, a final word, but it is important that you be guided in the beginning to make your time productive. You have discovered much about yourselves, yourselves as a team, and now we are very pleased to let you know that you are fully bonded, and bonded with us, so that we trust each other, and we know how to proceed.”

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2. Discussion: The Role of Family & Education

2.1 Family as the Primary Social Institution

• Machiventa: “We have been speaking about the family as the primary social institution, one that builds into clans, tribes and civilization. We have also begun to discuss education, and, as we said last time, the first 12 years or so are for the family to teach the child the rules of social conduct, how to be a part of the family, one, to learn patience and forbearance, and so on. This is the reason why families have siblings. It is important to have siblings, for children as they learn to be social and to give and take after age 12 and 13, until about in the mid-20s, it is time for the individual to leave the family, though returning every day, of course, and to begin to conduct themselves as independent individuals in society. This is a chore that family and education does together.

Education as a social institution has several purposes, the two main ones of course is to continue the support for the family, and inculturation and socialization, and the other is to prepare the child for entry into society. This one was reading today about a family learning specialist who cited the ages between 14 and 24, but we would like to include 13 up to 24, as the era of when the individual becomes a responsible participant in the larger society. Twelve and younger is usually prepubescent, though there are instances now today, with the chemicals that are involved in your climate, and your environment, that are bringing young children into pubescence at ages 8 and 10, and this is most unfortunate, as it puts upon them responsibilities that they had not had as a child, and there is so much more to childhood than being pubescent.”

2.2 Education: Designing a Planetary System

• Machiventa continues: “Childhood needs to last as long as possible, as individuals learn quickly, and slowly, and speedily, how to integrate themselves. One of the main factors that I have been striving to attend to, is teaching you to think in terms of being a member of a team and to find the pearls of wisdom and string them together, like so many dots and then having a string of those dots that are integral and related… Then you cast about and find some more loose dots and you string them together in another strand, and then you connect that strand to the other strand… What you will find, if you continue this process all through your life, and as you consider the planetary management, you’ll find that all of human life is interconnected, that all the dots are strung together… It is a matter of your thinking and your anticipation of how to integrate those strands into your life, and more importantly, how your life can contribute to the strands of connection with all others.”

“I am going to launch you on your own today to begin thinking of Education as a social institution. Your chore is to design education so that it contributes to the survivability into the millennia, and as it contributes to the larger scale of humanity, here you must leap out of the box, and think outside the box that you’ve been raised with, and trained in. One that you have experienced and thoroughly become socialized and enculturated with… Here you will begin to respond to each other. You need to think of Education as a responsible individual. This will help you encompass the duties and responsibility of Education as a social institution, and I will get you started.”

“Most of you know who Hippocrates is, okay, and he conceived of the Hippocratic oath. What was his first Mandate of Physicians. Anyone? Do no harm. That’s exactly right. Okay, so beyond that, and not beyond that, in fact, that is one of the main things that I ask you to discuss today, that will lead to other social institutions in the future.”

“But now to discuss education. What would you do to make, to create, to design education as a contributing individual to the longevity and survival of humanity and your matrix of civilization? Now I will step aside and then this one will be here to assist you in the process. He’s not going to act as your prompter, you’re not on a stage, there is no prompter here, you are independent, and you are thinkers. His role is to act as a process manager, so that you don’t get yourselves stuck into rabbit holes of thought and thinking that are unproductive. And I will not receive your questions at this time. I will now leave you and you are now in charge of how you proceed with designing education as contributing to humanity in the centuries ahead. Thank you.”

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3. Roundtable Dialogue & Policy Proposals

3.1 Questions, Comments & Clarifications

• Jack: “Yeah, we have already said this, this is a prerequisite, that education starts before the child is born. It means we have to train the parent at when stand by the parenting and before preconception. This is a point we have already mentioned of course, but I suppose it’s valuable to repeat in this setting.”
• Bea: “I am not a participant, okay, But I have a question. I guess it’s a very big question, and loaded. Where exactly are we going to start in this discussion, and I mean, are we just going to limit ourselves to the education? Like I’m assuming he’s speaking about schools and how to design a curriculum, did I get that correct?”
• Machiventa: “You’re thinking too much of minutia, this is grand scale. Design for a planetary educational system, worldwide, and this is an impromptu theatre. You react to each other, and you respond to each other.”
• Bea (clarifying): “Okay, well, I am speaking about what Jacques just said. If the parents need to be trained how to be good parents, that can happen in one of two or both settings in my mind, and that would be in the community, as part of a Family Learning Center that we’ve been discussing, or it can be discussed at some level in education in a social institution. Let me provide a limit. Or both education would be post family and it would be post-Family Learning Center. I’m sorry, can you clarify after the family has attended the classes at the Family Learning Center, then education would be the main social institution that would work with the family so when would, at what age would the child be when they finish classes at the Family Learning Center?”
• Machiventa responds: “No, no, darling, you’re asking questions. I want to hear statements out of you. Okay, all right so well okay, let’s abandon that thought, and say something else. Let me go ahead with… David, oh, sorry, I didn’t see that I have to change my screens.”
• Marthe interjects: “David was just saying that Machiventa had told us to think out of the box and that we must have the same point of view that we have to propose public and family policies with a difference because it will have to be focused on the sustainability of the civilization because we will be thinking in a post-apocalyptic situation, but David has already clapped us to think about the sustainability of the civilization, right, that’s what you were looking for. How does education participate effectively in that? He was just saying that we should think of it from a post-apocalyptic perspective, both the family policies and policies of public institutions.”
• Machiventa: “Exactly, so, and when we do that now we are preparing to rebuild using those designs, so this is very good thinking. Bea, did you have a contribution to make earlier?”
• Bea: “Actually, it’s just been answered. It was reframed to post-apocalyptic, which is helpful, so my comment no longer applies.”
• Machiventa asks further: “Okay. Thank you, may I say something? I just want to ask then if part of David’s idea is the sustainability of the civilization can only come about through the family so education has to focus itself on the sustainability of the human family as well, correct?”
• “The education is not to take the place of family in the early years of the child. This is where education in America has gone Haywire; they have confused their role and have shied away from it because we know that educators suffer from obfuscation. They complicate things beyond what’s reasonable. Families need to express love, kindness, and genuine treatment of the child—no form of abuse. Now remember, Mavent gave you some guidance here. I do know harm, so that is something to relate to your curriculum and so on at various levels. Remember we’re not thinking of sixth graders now—we’re thinking of sixth graders to postgraduate levels. What kind of education and culturation and socialization should education give those people? I call them all children because we need to keep our role intact as parents. Remember, parents are Educators and so, Bea is correct and so is David that we need to teach children how to be responsible, capable, competent adults in the making.”
• Marthe adds: “Thank you. I’m just thinking if we have an economy and an educational system at this point that encourages children out of their families from the time they are two to go into preschools—oops, we lost you dear. Yeah, grade R in South Africa—can you hear me now? Yes.”
• Marthe continues with her observation: “I have not yet read carefully what they did—what they do in F land—but basically, the idea they have is to mix the children together at a young age so that they understand their diversity; each power they have and each limit some of them have already, which is not a problem because they live together, but they realize that they have differences and they also have uniqueness. Now, listen to Jacques. He presented a topic here that will have a lasting effect on the individual, the family, society, and the civilization into the millennia. He said, to paraphrase Ishaka, that you begin by mixing children of various races, ethnicities, and cultures so that they are acquainted with each other and that children learn early that they’re all equal—there’s no specialness about any race or ethnic group, correct?”
• Jacques confirms: “Yes.”
  “So, see, that is a major educational policy, and that would continue up through all the prestigious universities—Harvard, Yale, Princeton—all of those that this policy would be international whether you went to university in Paris, or whether you went to Buenos Aires University or Mexico City or the United States. It’s all the same policy. See, as a planetary manager, you get to think outside of all societies: what would be good for all people, for humanity, and for the longevity of your civilization? That’s pretty empowering.”
• Marthe: “So, he was just saying that it’s something that’s in Mexico and in many other places of the world, that mothers often stay at home and are at home, and he was suggesting that the parents go to school two or three times a week to be taught the family learning syllabus, with their children at the same time.”
  “That’s exactly what the Family Learning Centers would do—together, okay, father and child’s good progress group.”
• Marthe questions further: “I have a question and that is because our economic system thrives on separating families—taking the parents away and then sending children to Early Childhood Development Centers. Wouldn’t we want children to be able to stay at home with their parents rather than be separated at those early five, six, seven years?”
• Machiventa responds: “Make that into a statement that counts, that we encourage families to bring up their children at home and educate them during these first seven years in whatever their home environment is rather than being isolated at school with other children.”
• Jacques: “Marthe, I don’t think it’s what we have said. We cannot isolate children at home. We have said we must mix children and learn from experience with others.”
• Machiventa adds: “I’d like to make a comment, and that is that what you, Marthe, propose, is already being done in the United States, and what we are seeing is the transference of incest to the children, and that, whether it’s alcoholism, drunkenness, or sexual abuse—or whether it is verbal abuse—these things are learned immediately by the child. So that may work nicely in a mature democratic nation that is socially and psychologically mature, but I think too many bad habits of future adulthood are learned in early life right now by children.”
• Geoff: “I would agree with that, but aren’t we looking at a situation where that status quo is already broken down, and so, clearly all of these things have to take place simultaneously? It’s not a matter of one or the other. So if you haven’t got a balanced situation in the family, if you don’t have unity and mutual respect in the family, then obviously there are going to be problems developing there. That’s something that Family Learning Centers could address, but also, it’s a responsibility of society to the rights of the child. Children are not owned by parents—they’re a part of society from as soon as they’re born, so society has a responsibility, I think, to promote that right at the outset.”
• Bea: “Well, okay, so I have sort of a question and/or maybe a comment right now. I’m under the impression that we’re discussing these policies in a post-apocalyptic situation now—even in a post-apocalyptic situation I’m assuming society isn’t going to be perfect. Are we talking about it when society is perfect? No. And I think society—even in today’s sustainability—will always be an evolution. So I think we’ll have to consider multiple things at once. For example, you can develop policies for education, but you also have to take into account that not everything will be in place or functioning perfectly. So you could be educating children in schools, but not all your parents are ideal parents. There’s always going to be a mix of different people at different levels. I think even in a post-apocalyptic state, am I correct? Yes, there’s going to be a mix. Different families will have different abilities—some might be more functional like they are now and some might be less so. We may need to consider that mix of participants in our policies, and remember that these Family Learning Clinics are voluntary. People will decide whether to attend or not.”
• Jeff: “Yeah, I mean, I think it’s, I mean if we’re thinking about the United States, for instance, there are so many different approaches to education, and it’s not really that well organized or standardized. I also checked out the Finnish education policy, and this is not about saying to everybody you can all decide whether you want to have successful families or not. It’s a matter of the state being there with that support at a very early age—where they are contacting the parents. So Early Childhood Education and Care is considered on a national level immediately. There’s pre-primary education up to six-year-olds that are available to parents, and then they have a basic education where they cover all of the arts as well as certain scientific subjects—music, architecture, and so on. Then, only after these people become 17 years old—hopefully socially conscious—do they make decisions about whether they’re going to go into vocational training or academia. So I think it’s reasonable to set that out as a state policy whether or not the parents comply. I like that system very much.”
• Bea (asking for clarification): “I just wanted to ask—am I to understand that the state is always a better educator of children than families? Because I would imagine if Jeff had children in his home they would be learning about growing food, a whole variety of things that some schools might not be able to teach them. So I want to get clarity: if we want to see an economy and an education system and politics that support the family, are we saying that schools will ever always teach families better up to the age of six than families would?”
• Marthe answers: “I don’t think that’s what we’re saying—not clear to me. I think, and if you ask me, I think what Jeff means is that the state can be involved in supporting the system—supporting, not directing—but having support in terms of policy and funding. I completely agree that in current society the state does not take enough responsibility in parenting. It needs to be a better facilitator, and I think it’s a great idea to involve the state at that level.”
• Jeff and others add their perspectives on state involvement, the Erasmus program, and the need to standardize certain educational policies.

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4. Personal Insights & Community Experiences

Kona shares her observations:

“Yeah, sure, thank you so much. What I’ve been doing since I have been observing is looking in my community for quality examples of people who have lived experiences that can benefit others. I had the most remarkable encounter with my banker this week who’s from St Croy, and we spent an hour and a half together. He described his life as a child on St Croy—being raised in a community and then, as he was being raised, finding out the relationship he had with everybody. For instance, his parents had horses; his aunt or uncle had a farm; another had chickens; another had bread. It was my job—my dad would say, ‘Take this to so and so,’ and I would get there and they would say, ‘Okay, now take this to so and so.’ Two hours before school, he was delivering goods through the neighborhood to family members who shared, with no money exchanged. He was raised in an environment of cooperation and sharing from a very young age. They even had responsibilities like grooming horses, feeding cows, and so on. I thought, ‘What a tremendously fabulous experience!’ And on weekends or afternoons, they would go spear fishing and cook meals with what they gathered in nature. I am taking note of these experiences to interview people for my doctoral program as references of ways of being and doing that can contribute to our future.”

Kona emphasizes the importance of community-based learning and the way in which such experiences nurture independence, social skills, and practical knowledge.

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5. Reflections on Spirituality & the Growth of the Soul ✨

• Spiritual Dimensions:
  Several participants discuss the need for education to address not only intellectual, physical, and social development but also the spiritual growth of the individual.
• Key Points Raised:
  • The integration of practices such as meditation, silence, and Stillness into daily learning.
  • The idea that the quality of souls graduating from this planet is crucial to the future, and that spirituality must be taught in parallel to practical and academic subjects.
  • Proposals such as writing a “hypocritic oath” at the governmental level for social sustainability or a declaration of independence document that outlines the rights of individuals in society.
• David and Marthe discuss: “We need to start by having conscious contact with young children so that they can have contact with the spirit through meditation, silence, or Stillness. These practices should be part of both state/school programs and Family Learning Centers. Silence and Stillness are paramount to reflection, which in turn brings wisdom.”

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6. Closing Remarks & Session Conclusion

Machiventa Melchizedek (Planetary Manager) closes the session:

“This is Machiventa Melchizedek, your planetary manager. Congratulations, dear friends, you have accomplished a great deal today, and were you to translate these discussions into one-paragraph policies, you would find that you have two or three excellent policies. Henceforth, in other meetings, I will open them as I have today. We’ll have the Stillness time, I’ll give you directions, and then you’ll have your discussion as you had today. I will not ask questions at your closing—the facilitator will ask one person to give a summation and close the session. Thank you and good day.”

Final Goodbyes:
Participants exchange thanks, with acknowledgments to David for hosting, to Juan for his support, and to Kona for recording the session. Plans for the next Friday meeting are mentioned.