The specifics of a particular area of study may well be related to an ancestral
connection to that area. In 1970-71, I was involved in a study on success of
students in our community. The study was part of a PhD thesis for an Education
professor in my alma mater, the University of Calgary. I was part of the
community group that he studied. Later, I tabulated the results of his
research. In 1971 this was still done manually so it was my summer employment.
The study revealed a direct correlation between success and family values. The
ancestral values of the family had the biggest impact on success. I was at
that time very surprised to see an overwhelming number of families who attached
no value to academics. Of course, the children were loyal to these unseen
values and success was not an option for these children.
I hope to work in schools this coming year to follow up on the theme of
student success and teacher awareness. One must of course look to the family.
But one thing that also emerges is the unseen ability of the teacher to be
unconsciously aware of the children's ancestral connection. In seeing the
child, there is an innate ability to see the ancestral family connection to the
field of study. I believe if we can bring teachers to a greater awareness of
their own unconscious loyalties to the integrity of the family system, we can
begin to shift the way in which the child is "allowed" by his or her own family
system to learn.
These are complex issues. My suggestion is to include the family systems with
the teacher to see if the teacher is able to find the thread of success from
the ancestors that allows the children the freedom to thrive.
Yours, Anni Mukkala-Stinn
http://www.systemicvariables.com/ http://www.systemicvariables.com/
