Psychic Development: Reflections On A Theme #3

By Phillip Hawkins

The duty of any educator is to enable and empower students to free their minds to such an extent they begin to take responsibility for their own learning. To think for themselves and question what they hold to be true. To do this requires an understanding of accepted academic principles and teaching practices, coupled with the ability and experience to deliver sometimes complex esoteric subjects in a way that makes them easy to understand. These subjects covered in this EBook can by their very nature be very difficult to comprehend, hard to accept and even harder to substantiate. A community of enquiry works on the premise that there are no definitive right or wrong answers just differing points of view and is an excellent teaching model. It can help stimulate discussions on subjects such as psychic ability, spirit and spirituality, the aura, reincarnation and life after death and their relevance of such subject matter to their own spiritual and personal development.
If we are serious about our desire to gain knowledge and understanding then we must be willing to go beyond the limitations set by our physical senses and challenge what we believe to be real. The scientist and spiritual teacher speak of the same realities and only their language is at odds. The physical world can’t be considered in isolation and we must be willing and able to discuss the physical and spiritual framework wherein life death, healing and dis-ease coexist, and their implications and the questions raised in the minds of the student of seeks enlightenment. We must be willing to examine all avenues of thought until we reach a place of objectivity from which our journey to seek out knowledge and understanding can begin

• Language: English
• Publisher: BadgerDesign
• Release date: Dec 4, 2015
• ISBN: 9781310755699

Phillip Hawkins

A little of my background: A skilled tutor and trainer with significant experience gained developing, delivering and managing training programmes for a wide range of organizations, and groups with complex training/educational/social needs. An effective manager of personnel and resources, with strong negotiating and interpersonal skills, organised and flexible in approach to work ensuring action taken to respond to changing circumstances. Excellent analytical and presentation skills with the ability to define and support the aims and needs of the individual and the organization, experienced at working under own initiative or as part of a team. Support Worker: Secure Psychiatric Unit Support worker in a private 26 bed female only rehabilitation psychiatric hospital. Working alongside medical personnel providing patients with around the clock care that includes supported interventions, one to one and two to one line of sight/arms length observations. Assisting the NIC with the administration of medication and controlled drugs. General duties: maintaining security within the unit and supporting patients whilst out in the community. Specialist Tutor: Learning Curve To advise in the setting up the role of in-house specialist tutor. The role would involve working with on-line learners who have learning disabilities and complex needs. To provide information and guidance to trainers and assessors, in addition to the teaching resources to help the learners complete their on-line qualification in an agreed timescale. Support Worker/Compliance Auditor Dimensions Initially working in a residential setting with adults who have Autism/Learning difficulties who live independently but because of their educational, social and emotional needs can exhibit challenging behavior that requires a high level of support, guidance and mentoring. Seconded to auditors role as part of a national compliance audit team with responsibility for 28 services in the Tyne/Tees region, ensuring the level of service provided within those services meets CQC and Dimensions standards of care and support. Trainer/ Tutor: TEAM Wearside As an employability tutor delivering NCFE/City and Guilds employability programmes to students/clients with complex needs. Programme content included H&S, equality and diversity, personal development and Safeguarding for Entry level/Level 1 & 2. Seconded to Castlegreen Special Educational and Social Needs Community School as part of their existing centre of excellence, liaising with SFL and Apprenticeship teams within TEAM Wearside and external agencies working towards achievement for the learners including further qualifications, whilst assisting them to gain self confidence, work experience, access to FE or employment and independent living status. Tutor: Bishop Auckland College Developing training programmes for accreditation by the Open College Network (T.R.O.C.N.) delivering courses / programmes on Personal Safety, Aggression Management, and Assertiveness as part of the college curriculum and also to the private sector. Working with Foundation Learning E2E, and groups with learning and social difficulties, basic skills, numeracy and literacy based portfolio building and Skills for Life and NCFE employability programmes. Tutor: New College Durham Part of the Summer School team; delivering Reiki/personal development training to the high risk and vulnerable inmates with educational and social needs at Frankland Maximum Security Prison. Tutor: Education in the Community Developing Reiki training programmes to accreditation standards (T.R.O.C.N.). Developing and delivering Personal Development and Skills for Life courses as part of the A.C.L. Education in the Community Programme. Care Worker: Agency work Working in a wide range of care environments, care homes, nursing homes, EMI units, hospitals/hospice, and in the clients own homes. Duties included personal care, cooking and cleaning, supervising social days out, client health and safety, administering medication and liaising with nursing/medial personnel. Lecturer University of Sunderland Training Connexions personal advisers; responsible for delivering and presenting Connexion’s Programme, preparing training courses, assessing students.

Book preview

Chapter 1 - History Of Psychic Development

Early Historical Accounts Of Prophetic Abilities

Psychic traditions in their many forms can be traced back to the beginning of recorded history and by the innate nature of psychic ability must predate our ability to write and keep documented records. Ancient cultures throughout the world have used prophetic divination to seek guidance how best to live their lives, forecast the outcome and implications of their actions, and as a means of forewarning of natural disasters such as drought and floods.

Ancient Chinese: Were adepts in the art of astrology and astronomy, diviners at the Emperors court would also cast bones and yarrow sticks (I Ching) and interpreted the way they fell. Whilst the rewards, status and influence of the diviners were considerable, their position and usefulness was always tenuous as their reputation was only as good as their last reading or prophecy.

Middle East: Psychic powers were practiced by ancient prophets such as Abraham, Moses and Samuel (to name but three from an extensive list) as described in the Old Testament of the Bible.

Africa: Ancient tribes such as the southern Africa Bushmen of Dobe Botswana used trance states, achieved through the use of hallucinogenic plants as well as dancing, singing, and chanting, to contact the spirit world.

Egypt: The Egyptians communicated with their dead, forecast future events, and aligned their pyramids with star formations. The Greek teacher and philosopher Aristotle discovered the Egyptian technique of palmistry, which is still practiced today.

Greece: The Greeks used oracles at sacred locations to give prophecies of the future.

Romans: The Romans sacrificed animals and studied their entrails for events yet to come. They also looked to the stars for messages from beyond.

The America’s:  The Aztecs in Mexico used astrology and oracles, while the Incas in Peru received their information from patterns they saw in grains of corn and coca leaves. Native Americans from what is now the United States and Canada followed many practices similar to those of the Africans,including singing, dancing, chanting, and using hallucinogenic substances to connect with the Great Spirit. When males reached puberty, they would enter the wilderness to meet the Great Spirit, who would be there at the end of their lives to help them move on to the next world. Shamans, priests, priestesses, and medicine men, as well as others trained in their culture's mystical traditions set out through their minds on sacred journeys to other realms in order to retrieve revealing information for the future. The key to these journeys was the ability of the travellers to be induced into a deep trance state.

Does Everyone Have Psychic Abilities?

The dictionary defines innate as ‘existing in one from birth; inborn; native, inherent in the essential character of our being’ and so by its very nature ‘psychic ability’ is innate in us individually and collectively as a species. Although everyone has the ability and the potential for its use and development, they way that ability is expressed may vary from person to person. Some are born with their ability fully functioning; with others traumatic life events can trigger psychic episodes, whilst some discover their abilities through ‘spiritual’ self development. There are those who believe that psychic ability is the stuff of myth and fairytales and see no point in searching within them for something that can’t and doesn’t exist, many more that follow certain religious teachings believe that all things psychic are ‘evil’ and must be avoided at all costs. History is littered with those who have paid the ultimate price for possessing psychic skills and abilities in a time of ignorance