“Seth material” search engine (Jane Roberts)

Education in your culture is a mixed bag (with ironic and humorous emphasis) — and education comes not from schools alone, but from newspapers and television, magazines and books, from art and from culture’s own feedback. Generally speaking, for the purposes of this discussion, there are two kinds of education — one focused toward teaching the child to deal with the natural world, and one focused toward teaching the child how to deal with the cultural world. Obviously, these are usually combined. It is impossible to separate them.

Your educational systems, however, for all of their idealism, have largely ended up (pause) smothering the natural individual bents and leanings of children, and overemphasized instead the cultural organization. It became more important, then, for the child to conform to the culture rather than to follow its own individual natural leanings. Its own characteristic ways of dealing with nature were frowned upon, so that education does not work with the child’s abilities, but against them. Education then often goes against the grain of the natural person.

EDUCATION AND CULTURE. THE NATURAL PERSON.

(9:12.) This does not mean that some children do not do very well under your system. (Pause.) I do not mean to imply, either, that children do not need an education, or that some discipline and direction are not beneficial. Children, however, will concentrate for hours at a time on subject matters and questions that interest them. They are often taken from such pursuits, and their natural habits of concentration suffer as a result.

Yet to Ruburt’s mother, if you were a woman you either banked as she had on that femininity, and used it as a tool, or you became educated. Education meant that the feminine nature must be controlled. [...]

[...] The mother however also overstressed the importance of a formal education as a quite bloodthirsty method of surviving in a hostile world. [...]

Education was a practical tool. [...]

[...] You have, there, a concentration upon education as it is understood at that level.

[...] And there, too, you have a concentration upon education, in that the books are written to instruct.

[...] In its way Prentice is an educational institution. [...]

[...] He can indeed express great enthusiasm over work that is highly intuitional, while on the other hand he has a great respect, in his own way, for established learning and education.

[...] Help him to trust the spontaneous self, and as you shall see, these ideas are indeed directly opposite to those of your educations, so do not be impatient.

[...] (Long pause.) When you were a child you thought in a freer fashion, but little by little you were educated to use words in a certain way. [...]

(Long pause at 4:44.) What you are involved in then is really, of course, a completely new educational procedure, so that you are at least able to distinguish one style of thought from another, and therefore be freer to make choices.

[...] Any words of mine will always be spoken to quicken your own education for as I have said often, I am an educator and that is my main purpose and my purpose in this class. [...]

I am, and have indeed always been, an educator. However there are some circumstances where education becomes difficult, and the circumstances were not those of our choosing or of our liking.

[...] I’ve finished for publication Emir’s Education in the Proper Use of Magical Powers (the entire first chapter came in a dream), and The Further Education of Oversoul Seven. [...]

The implications of such statements for education are astonishing: Besides teaching rote information, our schools and universities should acquaint us with as many fields as possible; for these act as exterior triggers, bringing forth natural inner knowledge, sparking skills which are waiting for activation by suitable stimuli in the exterior world.

[...] These are only methods to educate you to the importance of thought for you can perform the same without the images. [...] And so later on you will not need the journeys, but now the journeys act as educational television. [...]

[...] It is to be educated. [...]

[...] All such concepts appear in one form or another at most official levels of thought and education. [...]

[...] Each child should be educated as early as possible by their parents, so that the youngsters are repeatedly reminded of the body’s natural resources and healing abilities.

[...] This evening however I am concerned with your education, and when I am concerned with your education I am apt to be rather dry. [...]

[...] The news article concerns the Feinberg Law, which spells out the intent of the New York State Legislature in the Education Law, concerning the removal of any school employees for treasonable or seditious acts. [...]

[...] The whole tone of the news story about the Feinberg law and the Education Law of New York State concerns the protection of civil rights, and protection by the Constitution; but without using the constitution as a hiding place for subversives, etc. [...]

[...] In the news article above, is a mention of section 3021 of the New York education law.

It seems almost heresy to suppose that such knowledge is available, for then what use is education? Yet education should serve to introduce a student to as many fields of endeavor as possible, so that he or she might recognize those that serve as natural triggers, opening skills or furthering development. [...]

[...] Yet any real education must take into consideration the learning processes within dreams, and no one can hope to glimpse the nature of the psyche without encouraging dream experience, recall, and the creative use of dream education in waking life.

[...] I want 10 minutes of simple exercises to re-educate the muscles. [...]

Four days after Sue’s visit we received an enthusiastic letter from an independent motion-picture producer and director in Hollywood, informing us that he’s finally succeeding in his quest for an option to the film rights to Jane’s novel, The Education of Oversoul Seven. [...]

[...] The story sprang out of the hilarious way she’s taken to addressing Mitzi in regard to that cat’s gifts from heaven; I’ve been telling her that the affair would make a great children’s book.³ In the several pages she wrote this evening Jane presented her material quite humorously, in a manner reminiscent of, yet different from, her second Seven novel, The Further Education of Oversoul Seven, and her Emir.⁴

[...] It’s also very ironic, I think, that the materialists spend years acquiring their specialized educations, and prestige, both of which they then use to inform us of the ultimate futility of all of our endeavors (including their own, of course). [...]

But beside this, as Seth was dictating this present book, I also found myself suddenly writing a novel, The Education of Oversoul 7, which was produced more or less automatically. [...]

The Sumari development, along with the experiences connected with The Education of Oversoul 7 and The Nature of Personal Reality, brought up so many questions that I was forced to seek a larger framework in which to understand what was happening. [...]

[...] This evening however I am concerned with your education, and when I am concerned with your education I am apt to be rather dry.

[...] (Pause.) We can use the situation, however, as an educational tool, so that he does indeed rise victoriously from these unfortunate medical beliefs.