What limits are placed upon a soul at the time of birth?
Can we be taught how to THINK like Leonardo da Vinci or William Shakespeare or Marie Curie?
Might we teach our children to FEEL like St. Francies of Assisi or English-born Beatrice Webb or Texan John Howard Griffin?

Should we encourage children to live like Mohandas K. Gandhi or Mother Teresa or Malala Yousafzai, the youngest recipient of the Nobel Peace Prize?

How does one become a compassionate leader of Self and others?  A mental gymnast, fluid in thought and expression?  Living with an open mind and open heart?

Is it possible for intelligence to be developed?  Intuition to be taught?


The 20th century began with the genius of Sigmund Freud. Freud brought awareness into a new light. Through his way of thinking and the work it spawned, consciousness became the individual’s domain. Self analysis was easily borne from psycho-analysis and great keys for Self discovery were found.

Primary among these was symbolic language, the language spoken by great minds throughout history and until now heard by few. By the end of the 1900’s, technology connected humanity globally. We had the opportunity to move our thinking from me to family to community to country to planet. More people want the freedom to learn. This opens the door for the Indigo who wants to be responsible for learning; who wants to teach.

In the mid-1950’s, Americans taught their children to identify life by segmented, fragmented desires for physical things. This is more than materialism, although certainly as the world’s largest consumers the people of the United States can claim this label. I was raised in the household of an evangelical preacher. Spiritual matters were ever-present, from praying before every meal to Bible reading to miraculous faith healings. I learned spirit from the time I was born.

I learned materialism at school.

“What do you want to be when you grow up?” takes on new meaning in the 21st century. The answers move beyond doctor, lawyer, fireman, chief.  Indigos have values that differ from their parents. What is less important to them than Who.


When I was a teenager, facing the need to choose what I would do with my life, my desires changed daily. It was years before I understood my inner desire for leadership was the seed of the outward claim that I wanted to be the first female president of the U.S. From entertainer to U.N. interpreter to Olympic skater, they were all activities I wanted to pursue. I wanted it all. So do Indigos.

As the years passed, I fought the idea that I would have to choose one thing that I would do the rest of my life. I could not fathom it. I realized even at fifteen how boring, limiting, frustrating such a life would be. By 17, I was poised to go to college, the great American dream of my parent’s generation. I felt pressured to choose a field. I knew to do well, to use all resources to their fullest (time, money, scholarships, etc.), I had to choose a single area of concentration, an area where I could get my degree. My major, journalism, was my second choice. Psychology was my first.

I wanted to understand people. I wanted to understand myself. I wanted to understand why we think as we do, why sometimes we agree and other times we don’t. I thought psychology was an avenue to find those answers. Erroneously or not, I believed it would take eight years and more money than I had to become a psychiatrist. This restriction became part of my greatest fortune for it meant I pursued psychology as a sideline, a minor area of study. It also meant I had to go further in my thinking because I still had to determine a major.



Upon further reflection I figured out that what I wanted was not a “what”, it was a “how.” I wanted to continue learning, to continue meeting new people. I believed journalism could satisfy that. So, I might never be president, but I could meet one, or two, or a hundred. I could interview a U.N. interpreter, a teacher, an astronaut, a Nobel prize winner, the butcher, the baker, the candlestick maker – for a while sharing their lives, their perspectives. I could live a creative life.

At the time I didn’t realize the construction of my thinking was mystical. Classical Indigos need more than desire to unite, to understand Self and others and the connection between the two. This need would, in time, be the driving force in me that would get me to the School of Metaphysics. The study of consciousness was not so much a conscious desire, as a subconscious edict.

I had to know.

I had to change.

I had to learn how to become that change.

I was here to build a bridge, and to build it I needed to learn how.


Being alive was always more than what I wanted to be when I grew up. It has always been about how I can be everything I am to be. Now.  So it is with Indigos. They live fully in the present. They resist being physicalized with rules of order that defy creative thought. They are here to bring something to the world. They may not know what that is, but there is no denying the willful presence that ties them to their ethereal, spiritual destiny.

Indigos are predecessors to full spectrum children. For this reason, Indigos, like the talented and gifted who preceded them, desire to function as a whole Self. They do not settle for remaining unconscious and so as infants they are not prone to sleep, and when they do they talk and walk and emote as if awake.

I remember asking an endless chain of “whys?” – that to this day continue – only to be thwarted by loving but frustrated parents and grandparents who cared enough to want me to get what they believed was a good education. I pleased them with my grades and scholarships and proofs of appreciation, but what I found was that existing public education fed my brain while frustrating my soul. Through my young years, I also drew to me some exceptional teachers who fed my starving soul, often outside of the confines of the 8-4 p.m. curriculum. I learned from an early age, life is about people, about souls, about whole Selves.

We all enter this life as mystical children. We are all full spectrum beings. We begin physical life knowing we are all the same, alike. Some of us never let go of this awareness, even when life’s lessons are tough. Indigos are like this. The awareness is always present. Omnipresence. You and I must find ways to foster and empower that awareness to reach its full potential.

This book is about the Essential Life Skills that every soul wants to learn. It is told by people who are dedicated to living and teaching the how’s of human consciousness so our souls can flourish and prosper.

Learning the Essential Life Skills from Day One

People are waking up, realizing that maturity, wisdom, and self mastery are worthy goals in life. They are redefining life experience beyond the cars they drive, the money they make, and the people they know. In greater numbers they are viewing life as a spiritual journey for Self mastery.

This is where your willingness to excel begins. Indigo energy brings an incredible opportunity for reuniting the soul. With guidance from those who are already doing so they can excel. The energies are present for all of us to use. How we interpret our experiences, like the 9/11/01 tragedy in New York City, dictates individual progression. The degree to which we accelerate our own growth in awareness is the degree to which we can expect global change.

We may doubt our individual importance. Indigos never do. They have an inner link that connects them with the whole. They have a strong inner sense that goes beyond the fears that may have held you and me back. And, free of mind control drugs, they will continue to embrace experience completely, moving beyond the polarizing world of light/dark, good/bad, right/wrong inherent in those who think with the brain instead of the mind.


The TEN Essential Life Skills

The School of Metaphysics teaches the structure of the mind which makes understanding polarity easier. The ability for the mind to separate, identify, and admit its place in the scheme of creation can be taught and it can be learned. This produces respect for self and others. Attention, the sense of the mind, can be unified. Like a light focused into a laser, undivided attention enables us to completely absorb and give, mentally and emotionally, for greatest learning. Concentration can be taught as an art and as a science through the daily development of the individual will.

Memory, listening, imagination, breathing, reasoning, and intuition round out the essential life skills that every school can and should be teaching. For the parent, these are essential tools for raising an Indigo child. As we know how to raise the consciousness of ourselves, we know what guidance to offer the Indigo soul. …

Applying metaphysical principles and practices in your own life prepares you for parenting. I now know it from direct experience as well as observation. When you know what causes the mind to function, you can teach this to a child. When you understand the basics of disciplining the mind, you can teach these to a child. Concentration, remembering, listening, imagining, reasoning and intuitive skills are basic essential living skills. Your demonstration of these abilities gives your child an example of living ideals. Teaching them the skills gives them the best start in life because it sustains connection with the Soul, and this is the single most important factor in bringing balance and success into your life.

Self respect, the first essential life skill, brings personal responsibility, integrity, wisdom, and a love for Truth. Imagine what you might be able to accomplish throughout an entire lifetime when spiritual principles are learned and practiced from a very young age! Imagine what kind of world we will create.

Multiple Intelligences

There are three objectives of Multiple Intelligences. The first is matching whose goal is to increase academic success. Second is stretching, the goal being increasing the development of all intelligences. The third is celebrating whose goal is increasing understanding of our own uniqueness and that of others.

The first objective (matching) centers on a principle I have learned by teaching adults in the School of Metaphysics. We describe it as keeping the individual’s best interest in mind first. This means responding to the student’s need for learning, a freeing concept for the talented and gifted of today. This is accomplished by becoming knowledgeable in the different ways intelligence expresses itself.

As a result of his research, Dr. Gardner brought forth a new definition of intelligence as sensitivity to and skill with certain kinds of stimuli. This is most exciting because it leaves open the possibility that educators may begin to value the sense of attention as readily as they do the five physical senses associated with the body. What we perceive with the mind through clairvoyance (clear seeing) for instance is of equal value to what we see with our eyes. Gardner’s ideas are bringing a new respect to what makes us who we are, and expecting it to be honored and employed in educational settings.


Eight Ways We are Intelligent

The ways we are sensitive to the world around us and within us. These are:

1. Verbal/Linguisitic (word)
2. Logical/Mathematical (math)
3. Visual/Spatial (art)
4. Musical/Rhythmic (music)
5. Body/Kinesthetic (body)
6. Nature/Creation (science)
7. Interpersonal (people)
8. Intrapersonal (self)

The most exciting aspect of Gardner’s work here is his effort to distinguish how thinking occurs from the content of thought, from what we think about. It’s like separating the scientist from his experiment, or in Zen terms the thinker from the thought, in Taoist, the knower from the known. This is the beginning of respecting the Real Self, and to think this is being introduced into some school systems in our country is so encouraging for our youth!

I have learned that by exploring these areas the ways to identify the talents and gifts – the understandings in the soul – become apparent. One child learns multiplication tables through the rap rhythm of a song, while another learns by counting beans. One child learns alone while another learns with peers. One child draws his ideas, while another acts them out or writes stories. The affinity for particular ways of expressing are open doorways in the soul of the child. They are natural ways of experiencing. Encouraging these innate ways of experiencing and learning brings about the entrainment of the inner and outer minds of the child. The connections with the Real Self are realized and reinforced even when the teacher might be unaware of the magnitude of the endeavor!



Acting together these intelligences enable us to survive, to perceive information, to acquire knowledge and skills, to create solutions, to communicate, and to make wise choices.

One of the first ways I incorporated Dr. Gardner’s ideas into my thinking was through creating a Mind Map (see diagram page 96) of how I wanted to help Hezekiah develop his intelligences. Working with other metaphysics teachers we endeavor to bring out each intelligence each day in the children who live on campus. In order to teach it we must first be it, and so the entire community grows spiritually from the effort.

Why Don’t Kids Come with a Manual?

Now they do!

ReTHINK the way you FEEL about kids 🙂

21st century children are incredibly bright and quick. 

Their minds move from one thing to another at lightning speed and they love multitasking between head, heart, and gut instincts.  This landmark book captures multicultural experiences of kids, and the parents and teachers who care for them.

Journalist Barbara O’Guinn Condron merges the objectivity of the reporter with the subjective experience of a mother to illustrate ways to think, feel, and live.  How to Raise an Indigo Child takes us into a world where honesty and learning, wisdom and self-mastery are worthwhile goals in life – starting from day 1.