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DEFINITIONS:
Belief:
The internal structure we apply, and constantly
modify, to understand who we are and the
advancement of ourselves.
Connector:
The intermediate factors that we pull from
to help set the structure of our beliefs.
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4) Truth Belief:
A personal state of being where
universal truth aligns with personal
truth in whatever it can be applied to.
4) Emotion Connector:
An energy of pure heart based feeling
that enhances what logic cannot
provide.
4) Intuition Belief:
The fusion of mind logic and heart
feeling into a strong inner knowing.
4) Light Connector:
The spiritual symbol of truth and love.
The electric representation of spirit.
5) Faith Belief:
The product of how one applies their
truth into their own spiritual framework.
5) Balance Connector:
Bringing all physical, emotional,
mental and spiritual influences into a
state of harmony.
5) Insight Belief:
Moments when one is able to
permanently expand their
understandings.
5) Guidance Connector:
Tapping into a higher wisdom to
expand upon personal beliefs.
6) Desire Belief:
The internal driving force that impels
us to create a more satisfying
outcomes in our life.
6) Expression Connector:
The outward manifestation of our
inner understandings.
6) Strength Belief:
The force of personal will given the
level of developed experience.
6) Transformation Connector: The
function of continually redefining
oneself towards ultimate
enlightenment.
7) Strength Belief:
The force of personal will given the
level of developed experience.
7) Courage Connector:
The ability to use conviction and force
to overcome obstacles and achieve
goals.
7) Power Belief:
The total sum of one's force of will.
7) Integration Connector:
The ability to merge internal and
external factors into the development
of self.
8) Freedom Belief:
The state of unrestricted thought and
expression.
8) Passion Connector:
The fuel of interest that creates a
momentum into further realms of
understanding.
8) Conviction Belief:
Being the resounding essence of
one's accumulated truths.
8) Inspiration Connector:
Harmonizing with a higher force to
spark new levels of thinking.
9) Conviction Belief:
Being the resounding essence of
one's accumulated truths. .
9) Creation Connector:
Manifesting uniqueness and originality
through the individual form.
9) Wealth Belief:
The attainment of tangible and
intangible tools that aid in one's
protection and enhances a state of
well being.
9) Talent Connector:
Harnessing special individual gifts and
resources to aid in achieving a set of
personal goals.
10) Abundance Belief:
An internal understanding and
external gauge used to measure
one's well being.
10) Fulfillment Connector:
The ability of setting, striving for and
obtaining set goals.
10) Purpose Belief:
How one benefits others and
themselves through the application of
their internal abilities.
10) Reflection Connector:
The need to periodically reflect and
contemplate, with objectivity and
intelligence.
11) Purpose Belief:
How one benefits others and
themselves through the application of
their internal abilities.
11) Pride Connector:
The ability to recognize individual
strengths and gifts without the need of
external validation.
11) Conscience Belief:
How one uses ethics and morals to
uphold their strong inner vision.
11) Sensitivity Connector:
A sense of developed compassion
and openness to impressions from a
variety of different sources.
12) Devotion Belief:
Joining one's personal wishes to
blend with the higher will of a unified
consciousness.
12) Prayer Connector:
Opening of an interactive channel with
a higher creative force to manifest
constructive change.
12) Source Belief:
A unified intelligent Creator
12) Meditation Connector:
The ability to develop a personal
connection with source within the
silence of our individual being.
13) Unity Connector:
The living expression of one
consciousness.
13) Source Belief:
A unified intelligent Creator
13) Ascension Connector:
The advancement of life forms
through successive densities of space
and time.
13) Truth Belief:
A personal state of being where
universal truth aligns with personal
truth in whatever it is applied to.
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Mission Statement: Lifestreaming is a source for living water teachings. Its aim and purpose is to provide a spiritual focus through intuitive,
emotional, and ethical guidance. Children and teenagers will experience self directed insights and understandings as they specifically relate to the
individual. The curriculum format has been carefully developed as an adult directed tool that brings parents and children into a healthy whole. The
vision of this project is to empower youth towards a brighter future of inner peace, stability and goodwill. This teaching strategy acknowledges that
children are inherently smart, gifted, and require a reflection of their pure potential to succeed in their lives and benefit humanity as a whole.
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ALL RIGHTS RESERVED, TRISTAN LYBAEK 2010 (Pictures contained on this website have been licensed to the owner through dreamstime.com)
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CURRICULUM
Curriculum
View full sized pictures of the lifestream
star by clicking on the numbers below:
* 1 * 2 * 3 * 4 * 5 *
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AGE 4
AGE 5
~ Notes for those implementing the curriculum. ~
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These notes are designed to introduce interested parents or teachers to the
structure behind each year. The pacing of the curriculum, given its 10 year
term, is very slow and gradual. Therefore there is a lot of time to approach
aspects when and where you see fit. The longer the time spent however,
naturally the more each concept will gravitate in the mind of the child. The
first number of years, while the child is learning to speak, count, read, etc,
will require the most amount of one on one work. The distinction between
'beliefs' and 'connectors' is not a critical component to master right away.
That can become evident over time at the students own pace. Also the issue
of whether beliefs influence connectors or are strong enough to be
considered "manipulators" is not of primary concern here. The main plan at
this stage is that the child begin to understand that this stage is part of a
larger integrated system. The definitions to the left are intended as a
general guideline only and are free to be enhanced by your own terminology.
A full parent / teacher guidebook will be available in the future as a
comprehensive source material. The sequence listed under each age on the
right hand column of the home page gives a beginning idea of the
progressions from each of the connected beliefs and connectors.
One year after the initial groundwork has been laid, the student will start to
build upon their truths and perceptions with the year 5 program that is
meant as the next level upwards on their journey. There will likely be a
greater degree of acceptance and ability to interact with the key concepts. A
contrast between the old and new will now be apparent. Especially as the
drawing assignment on the Lifestream Poster is completed for the second
time. During this time a child is usually finding more playmates and
venturing out more socially. The beliefs and connectors here are designed to
assist children in a more external sense than the year 4 work. For instance
the Guidance connector will allow a child to access the right way of dealing
with a friend that might have conflicting energy or intentions. It is important
to stress however how much personal one on one tuition is still required
during this period. It is equivalent to a new plant that needs a lot of
attention at the early stages for it to flourish and grow properly. The
emphasis as always though is in creating a fun environment for the child to
continue to accept the overall message of the curriculum. With this in place
there is a firm guarantee that their own input will start to influence what
they feel they are getting out of the curriculum and this is key.
AGE 6
AGE 7
This year introduces some big concepts into the mind of the six year old.
The Desire belief reflects the materialistic influence which is now setting in
and seeks to balance that aspect with the internal conditions looked at
during age four. This is an exciting time for the child with new outlets of
expression and developing friendships and bonds. The basis of the
curriculum will have established more ground in the mind, and hopefully
actions, of the child. The child will be able to spend more time on this stage
as the concepts carry more weight. Even if the student is just spending time
absorbing the images of the poster or the words without doing a lot of
internalization, the familiarity that is building and overall acceptance will go
a long way. Most likely when you as a teacher approach them about some
aspect of the work you will receive faster, more well thought out answers if
the child has spent that kind of quality time with the curriculum. This is
where the poster can really be a strong influencing factor. Having daily
exposure to its presence is equal to the benefit of flash cards to aid in
critical retention of important information. The transformation connector
may be a complex concept at this stage but is an important seed idea that
will have a major payoff with the concepts that are to follow in later years.
AGE 9
For the first time in the teaching process we encounter a repeated circle. In
this case this year it is the Strength Belief. There is almost no other better
circle to be repeated as who suffers from too much internal strength? Due to
the way the circles are structured there will be three other repeated circles,
including: Conviction, Purpose, and Source. While the point here does not need
to be taught to a child in your mind you can conceptualize that these four
concepts are points in square. The square being the raw foundation of the
curriculum itself. An added exercise for you, the teacher, is to draw these
circles and label them on a piece of paper. Draw diagonals between each circle
to create an X. Then justify how each are connected with a few brief notes.
The purpose here is that you can strip anything down into its root form, and
this "foundation" is the root of the curriculum. As you re-approach the Strength
Belief in the following year you will be able to cast a different slant on the word
to provide the student with a fresh perspective on a second look at it.
Re-examining Strength is also important when pursuing the aspect of Power. As
a proper interpretation of Strength will lead to a positive internalization on the
notion of using personal Power.
AGE 8
The work on this year opens the child up to new creative avenues. The
concepts here that kick in have their basis in year six's "Expression" and
"Transformation." This introduces an interesting idea for teachers to explore,
which is how the concepts between even years and odd years differ, if at all. Or
if there is only a subtle, underlying truth to this. Once again, it is up to you to
decide. For a child who is extremely creative, they will benefit the most from
work done at this stage. This is a year where perhaps you are able to take the
most about of liberties with the curriculum. Stretch the mind and expression of
the child with whatever you can do artistically to expose them to new ways to
create. Life is about constant evolving creation, whether it be emotionally or
externally. What children are looking for is a key or trigger that allows them to
get off and running with new ways to see themselves. In a way this is a self
contained year in that both of these Connectors and Beliefs cycle back around
to feed and elevate themselves continually. Inspiration needs freedom to
expand. Freedom breeds Passion and Conviction is the regulating force that
justifies the outcome of actions taken. Overall this is a very productive and
fruitful time for both the teacher and student.
AGE 10
Here is where a child gets to analyze the labors that came out of the prior
work done at age 8. The link between Conviction and Creation is examined
and which influences the other can be explored and debated. The Wealth &
Talent portions of this year will likely be where the majority of your time will
be spend. Both of these circles hold major significance, especially for the 9
year old who is investing more time in hobbies and activities of interest.
The Wealth Belief is introduced at a time where the child is starting to
spend more money on themselves. However the philosophy behind this word
is meant to convey the metaphysical interpretation of wealth just as much
as the tangible, worldly meaning behind it. It is important from a teaching
perspective that this notion be conveyed properly. Naturally a proper
understanding of this specific concept enhances the Talent Connector. As a
teacher you may want to run an inventory with a child of their inherent gifts
and abilities to draw aspects out of them that they previously had not
considered actual talents. This will facilitate the confidence they need to
create and express their new found talent. This can be a major turning point
where the work done up until now finally "kicks in" and provides a self
sustaining momentum. The payoff of wealth is here or just around the
corner leading imminently to Abundance.
AGE 11
The emphasis at this stage is on analysing outcomes coming directly from
the previous year which was heavily result orientated. Now the topic is one
of harmony with what has been achieved. Inner Fulfillment, Inner Purpose,
Inner Reflection combine to create an overall sense of meaning that a child
can apply to their life. By falling back to this inner place, we make sure that
the effects of outer success do not have a chance to act as a catalyst
towards a deviation from self. Motivations and intentions here can be
scrutinised with the assistance of a teacher. It is important to keep in mind
though that this is a delicate balancing act with a child and one not to be
heavy handed with. This stage is a good one to introduce some light
meditation, prayer, or quiet time which will play an important role in the
years to come. This year marks a point where there is steadily less
emphasis on the outer experience of life. Outer movement will be driven
more from a conscious internal understanding. This can be a difficult aspect
as a teacher to convey. That is why an inward perspective from a teachers
point of view will start to really benefit a child here. As stated previously, it
is critical that things here do not get bogged down in a serious manner. It is
always important to maintain a fun balance to keep interest high.
AGE 12
AGE 13
In this year we are making our slow movement towards Year 13 which is
heavily weighed in terms of meditation and inner contemplation. Purpose is
justified by analysing the individuals conscience and sensibilities. A healthy
sense of purpose should facilitate personal pride and these aspects are
essentially inseparable. Equally a sense of developed conscience relies on a
certain degree of sensitivity to others and self. At this stage the child will
explore their motivations and how they have evolved in terms of their
behaviors and motivations with their peers. Although not limited to that,
facilitators can find a wide degree of options when it comes to exploring this
years curriculum with a child in their care. At this stage the child will be
required to do more inner thinking than in previous years. A journal or Diary
will be great additions to precipitate inner contemplation in the student.
Many teenagers use these as expressive outlets and introducing this option
at this age may contribute to greater stability as the teenage years
approach. As with other years, but particularly because we are getting into a
very intensive period, the element of fun and humour is important. For an
added point of interest the facilitator may want to explain the significance
behind the number 11 from a numerology standpoint. This can involve
related exercises or stories revolving synchronicity and coincidences.
In year 12 the most intensive phase to date comes in the form of
complete inner self work. This is a fairly radical shift in that
conventional thinking would have the student pushing outwards. The
further the curriculum goes the further we are pushing inward. This is
a necessary and essential part in shaping the inner perceptions of the
child. However at this stage the facilitator must step back enough to
let the child shape their own learning experience. The steps
throughout this year are completely integrated from the onset and
there is less need to separate the curriculum here into stages. If the
facilitator wishes this stage is ideal for a comprehensive recap of what
has already been learnt. The concepts that the child brings up on their
own will naturally be the ones that mean the most to them. Enhance
those concepts with further expansion and watch the child internalize
their deeper meanings as they meditate. It is important here as well
that a proper grounding of meditation be given. One that the child is
comfortable with and can easily implement on a regular basis.
This stage at the end of the curriculum is all about conclusions and creating
the capacity to perceive what a return to source is all about. In observing the
value of endings the child will understand the purpose of the curriculum as a
whole from the beginning. Unity, Ascension and Truth are three corners on
the last point in the lifestream star which deal with a return to source. What
is the child's interpretation of source? What ever it is honor it, and expand
the idea for them. How is their perception of source reflected in themselves?
If they are indeed a reflection of source how would they use that energy to
help others? - These are the questions that come directly out of this phase.
And it is these questions that act as a growth mechanism as the child enters
their teenage years and into adulthood. The foundation has been laid. The
structure is ready to be built on. Thank the student for taking this journey
with you, and thank yourself for opening up a child to a multitude of new
ideas and ways of thinking about self. Any child that contains greater levels
of inner peace and wisdom is a potential adult able to foster greater levels of
community involvement and spiritual recognition.
The
Curriculum
