First, no pressure is brought to bear upon the child within as he/her starts to learn the new recovery language. There are no tests. There are no grades to be passed. And there is no standard that the child within must meet in order to be approved by his parents. Though the adult might feel pressure to help their child within develop his recovery language skills more rapidly, they cannot transfer this pressure to the child within as a motivating factor in the ten stage learning. Our Child Within just do not respond to this kind of old parental pressure.
Second, there is all the time that the child within needs to learn the ten stage course. There is no given period of time in which the child within must learn or fail. Rather, there is enough time even for the child within who takes a rather leisurely relaxed pace in learning.
Third, there is no possibility of escaping into a language that the child within already knows. We learn to identify our parental ancestral voice.It just cannot happen. Though he has no external pressure to study, there is no bell to let him out of class and no vacation when he can dissociate away from the new program of recovery.
These first three points relate a child's withins motivation to continue course work. Tests, grades and the pressure of time help to keep the adult self at a learning task, and when these motivating factors are removed, progress often comes to a halt. But a child within who does not have these pressures also has no way of escaping from a gentle compassionate recovery. The Child Within continues to learn if he is going to ever understand the ten stages.
Fourth, the language the child within hears is not sequenced by grammar or vocabulary and comes from different directions. No one decides when we are ready to hear a new word or a new construction. Children do not use a textbook or a word frequency study to help them decide how to speak to their child within.
Fifth, there is lots of repetition in the language around us. We do not go from one piece of coursework to the next, always having to deal with lots of new material. Rather because daily life contains lots of repetition, the language a child within hears reflects that repetition in a spirit of truth trust and consent.
Sixth, both the words and the world around the child within are new. Thus, our learning of the new ten stages coincides with our discovery of this world, and the curiosity that we have towards this new world becomes a powerful force in our ten stage learning.
These last three points deal with the order or sequence of working the ten stages and meditations. The INTULEXIA recovery environment provides two ways that course learning can be naturally ordered. The first comes from the natural repetition in our life lessons, and the second comes from the natural order of our history and interest in our historical world. In other words, though a child's within environment might seem too rich, too unstructured and too confusing, the environment does contain within itself the ability to tell the child within where to begin and how to proceed.
Seventh, all our coursework are spoken in the context of the world around us. The new ten stage course is not a translation of something he already understands in another place. And the new ten stages are not a secret code that must be translated into another program to reveal its hidden meaning. Rather, the course that we are learning is related directly to the world around us. It is always presented as a living meditation.
Eighth, the child has lots of opportunities to listen to the ten stages as it is spoken by native speakers. Here there is considerable variation. Some children within have more knowledge around them than others. But even those children within who spend relatively less time listening to the new methods of communication still get lots more listening opportunities than an adult studying from a textbook while living in a culture that does not speak the language that he/her is studying.
Ninth, the language environment of a child within gives him many opportunities to speak the new method of communication and be understood. Our parents and older brothers and sisters are speakers so that when we communicate, we can see immediately and get the reinforcement that our communications deserve.
And tenth, much of the course we hear are simplified especially for our child within. When we are is speaking to our child within, We do our best to get across our meaning in language that the child within can understand. Because the child within can communicate by his actions how much he understands, the stager needs to tailor language to the child withins level. This is quite different from listening to a radio or tape, and to a lesser degree, it is different from listening to a person speaking to a group. It is very personal, and the many small problems of communication can be quickly detected and solved before they become real hindrances to learning.
This finishes the list of the main elements of a child's within recovery environment. We can immediately see how rich a child's within environment really is. The Child Within has no pressure, and all the time in the world! We have truth trust and consent all around us, and our teachers are our communicants who surround us (and recover with us)! We do not have to study from a textbook in a classroom! Rather our private tutors use the world around us as our textbook! It is a situation that any child within should truly envy. But there is also a lot more to the magic of a child's withins learning ability than just our recovery environment.
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