For children, a multi-dimension is more powerful than concrete reality.

An example: A father, pretending to be very happy at the idea, may say to his son: “OK! Sure! I’ll play with you in 10 minutes’ time!” but his young son has memories where his Dad made the same promise at least 50 times in the last year but never kept them, something always came up that was more important; playing together had to be shelved. So the child reacts and keeps asking over and over again, becoming hyperactive, wanting, insisting on going to play immediately, right there and then, not in 10 minutes’ time, because he’s afraid it will never happen due to his memories of unkept promises. His insistence leads to his being reprimanded and sent to his room.

Who was right, the child or the parent?

At that moment, the child didn’t behave well because he had perceived in his father’s tone of voice and body language that he wasn’t going to play with him… that he didn’t want to… that, in actual fact, his parent was lying to him…

Did you know that arguments in couples are all based on memories, on the intention behind what is said, behind what is/was done… think about it!

For children, classes on multi-dimensions are like video-games… they love clicking on a file or folder, which opens a subfolder with another file and subfolder… until they find the key .

For any high potential young person, whose EQ is very open, reading a text without understanding with their heart, without traveling in their conscience, is of absolutely no interest to them. We need to place the text in a dimensional, emotional context. We need to explain what is going on in the world to children and young people… that Life is first and foremost a heart and soul adventure. We need to explain suffering, joy… we need to tell our children amazing stories, speaking to them in metaphors, in codes of conscience…

Yes, we all know the never-ending questions… children always want to get to the bottom of things, but today, more than ever before, in ever-increasing numbers, all over the world, children and young people want to go as far as they can… further… they want to push an idea to its limits and beyond if possible… Why? Because through a subject that interests them, they want to experience ideas, emotions, actions… they want to know and understand Life within themselves and all around them! That’s the new generations and with our avant-garde programs, we have the keys to teach them.

Listening to music to discern the ambiance… is it sad or happy… pleasant or aggressive… which musical instruments are used to create moods, soul-states? Did you know that a violin doesn’t create the same effect as a guitar or a harp… nor a saxophone, duduk or dijeridoo … nor a trumpet and drums, etc.? Did you know that the notes, the ambiances marry and fuse to create wonderfully happy or deeply sad emotions, positive, active energy or negative, aggressive tensions… Such predictive analysis is sometimes only understood in our late twenties – from approximately 26-30 years old – and sometimes never understood at all. Ask a 6-year-old whether aggressive heavy metal or plaintive lost-love, nostalgic blues is positive or negative energy… he won’t be able to tell you unless he’s been taught. Help us teach children to listen with discernment… to choose wisely…

Symbols interconnect both positively and negatively, hence creating soul-states, multiple moods and states of mind, heart and soul that create happiness or dysfunctional conscience. They form interactive networks and systems because, in the form of images or metaphors, they are representations of principles and values. Generally speaking, the positive or negative value of a symbol depends on the context it appears in as well as its relation to the other elements present. A symbol’s positive aspects are defined by criteria of qualities and virtues, such as beauty, order, harmony, etc., whereas the negative aspects are the representation of distortions and weaknesses, such as disharmony, disorganization, violence, etc. A child needs to study the source code of objects, atmospheres and ambiances to make his choices in life.