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Teaching ESL with Classic Literature: A Case Study

Research Question: How can I prepare and conduct a lesson on English literature with Dick Whittington in a Danish secondary school setting that promotes language acquisition and foreign language communication? In a broader context, how can I incorporate literature study into language learning?

Teaching ESL with Classic Literature: A Case Study


English has always held a special place in my heart. My passion for the subject fuels my desire to pursue both a bachelor’s and master’s degree in English so that I can impart the richness of English-speaking culture and literature to students of all ages. I am particularly drawn to the Waldorf school model, which fosters a seamless educational journey from preschool to high school.

As I delve into the research on teaching English through literature, I am eager to explore the theoretical underpinnings that support my practical experiences. My successful implementation of a lesson on Dick Whittington in a 5th-grade classroom has convinced me of the transformative potential of using classic stories to captivate young learners. This essay aims to provide a solid foundation for my own understanding and act as a valuable resource for other educators who believe in the enduring power of English literature to inspire and educate.

Research area, introduction and background

This essay investigates the effectiveness of utilizing classic English literature as a tool for teaching English as a Second Language (ESL) to 5th-grade students in a Danish school setting. My pedagogical approach in this case study is based on the idea of using engaging and thought-provoking texts that relate to children of their age group, depicting how these characters overcome challenges and achieve success.

This exploration is grounded in the theoretical frameworks proposed by Gibbons (2015), Long (2015), and several handbooks on language teaching published by Routledge. The lesson on Dick Whittington, adapted for Waldorf schools, serves as a case study.

Literature Review: Pauline Gibbons (2015)

Pauline Gibbons is a highly creative teacher. By studying her examples, supported by theoretical research in the field, we can learn a lot about how to practically support language learning and help students to develop their learning strategies. The scaffolding strategies that the teacher uses are gradually internalized by the students, becoming a resource for their own thinking. The students’ external interaction with the teacher or co-student, who is helping them with the language, later becomes an inner personal resource for the development of thinking and problem solving. Eventually, the students can do without the need for external scaffolding. This is the main theme in the book “Scaffolding Language, Scaffolding Learning” (Gibbons, 2015)

The chapter on Reading in a Second Language argues that students need access to a linguistically and culturally rich reading environment, and to a range of reading strategies to bring to the process of reading. They need adequate already assimilated knowledge, both about the genre and the content of the text, to access the meaning of the text. Therefore, the activities before reading the text impact on how effectively students are able to understand the meaning. Meaning does not reside simply in the words, but involves a thinking and interactive process between the reader and the text. Effective readers take on four roles simultaneously as they read: as text decoder, text participant, text user, and text analyst. To support learners in these roles, teachers need to plan teaching and learning activities for using before, during, and after reading. Explicit teaching has to be drawn from familiar and meaningful texts. Wide reading of engaging and authentic material has to be an ongoing part of a literacy program at all levels and for all learners.

The chapter on Classroom Talk discusses the nature of classroom talk, focusing on teacher talk and teachers’ interactions with students. It is important is it for all English teachers to be familiar with second language development principles Learners need comprehensible input and models of new language across the curriculum, as well as opportunities for language production, stretched language, and using the resources of their other languages. A classroom where there is an overuse of the IRE pattern (a pattern where the teacher initiates a task or discussion, the student responds and the teacher evaluates) cannot provide for these conditions. Using a dialogic approach, including making some adaptations to teacher-led talk, gives EL learners increased opportunities for understanding subject content in tandem with the development of English. Message abundancy, where the same information is given in a variety of ways, increases comprehensibility of input for EL learners.

Literature Review: Vivian Cook (2016)

The core aspects of these classrooms are then texts, traditional grammar and translation. Conscious understanding of grammar and awareness of the links between the first and the second language are seen as vital to learning. The academic teaching style is sometimes known as the grammar-translation method for this reason. The style is a time-honoured way of teaching foreign languages in Western culture, popular in secondary schools and widespread in the teaching of advanced students in university systems around the world.

(Cook, 2016, p. 263)

However, Cook (2016) argues that there are also more effective and dynamic methods of teaching ESL to modern youngsters than the grammar-translation method.

In Cook’s (2016) chapter on Strategies for Communicating and Learning, various modes and tricks are discussed that language learners can use to communicate in a language they do not fully master. These learning strategies, defined as goal-directed actions made by learners to improve language proficiency, can be categorized as follows:

• Achievement strategies: Finding ways to express desired meanings effectively.
• Avoidance strategies: Shifting goals in speaking, such as changing topics.
• Cognitive strategies: Conscious methods for tackling learning, such as repetition or summarization.
• Communication strategies: Resolving communication difficulties in real-time.
• Compensatory strategies: Overcoming the lack of specific vocabulary by using alternative expressions.
• Conceptual overall strategy: Conveying meaning through alternative means rather than direct word translation.
• Cooperative strategies: Collaboration with others in various ways.
• “Good language learner” strategies: Methods employed by proficient language learners.
• Linguistic strategy: Drawing upon existing linguistic knowledge from other languages.
• Metacognitive strategies: Planning learning at a general level rather than focusing on specific techniques.
• Social strategies: Interacting with others for learning purposes.

I primarily employ this theory for interlanguage analysis of student production, which is linked to my case study. While this analysis is beyond the scope of this essay, it remains relevant to the progression of my lesson and students’ participation in discussions.

Literature Review: Mike Long (2015)

Task-based language teaching (TBLT) is a method of teaching a second language that focuses on using tasks to promote language acquisition. Tasks are activities that require learners to use language to communicate, such as role-plays, simulations, and problem-solving activities.

TBLT is based on the theory that language is best learned when it is used for real-world purposes. In other words, learners need to be given opportunities to use the language in meaningful and communicative ways in order to acquire it effectively.

The lesson (for lesson plan, see Appendix 1)

The lesson on Dick Whittington went well, despite the slightly uncomfortable seating arrangement due to the Autumn Party preparations.

We began with a warm-up activity to activate students’ prior knowledge about England and its stories. They named London, Big Ben, and Alice in Wonderland. Then, I introduced the story of Dick Whittington and we read it aloud sentence by sentence, and the students asked questions if they didn’t understand the meaning. I explained difficult vocabulary along the way on the blackboard.

Afterwards, students completed the comprehension exercise in pairs, with some of the stronger students helping those who needed extra support. We then checked the answers together, and students made notes in their individual printouts.

During the story discussion, we explored how Dick imagined London before he got there, and what he actually found when he arrived. I encouraged students to make connections to their own lives. We used the idea of streets paved with gold as a starting point for a discussion about imagination and reality.

The discussion centered on how the kids imagined different places beforehand, and what they found when they traveled there, such as Stockholm, Dubai, and Spain. Some mentioned Christiania in Copenhagen and David’s Collection of Islamic Art, which made a strong impression on them.

To conclude the lesson, I asked students to share their thoughts on the story and the activities. They seemed engaged and interested, and they enjoyed sharing their own experiences of traveling to different places and how it compared to their expectations.

I was pleased with the students’ participation and comprehension of the story. The lesson went smoothly, and I believe the students gained a good understanding of the first part of the classic English tale of Dick Whittington. They were also able to find it relevant in processing their own impressions from their own lives. Luckily, they couldn’t relate to poverty and need, but they clearly could sense how grateful they are that they travel as tourists and live in an abundant world.

At the end of the lesson, I introduced the topic of our next lesson, which focused on how fictional stories we read or watch can play out in our night dreams.

The work on the Dick Whittington story continued during the following two weeks with Ida, my internship teacher, while I was busy teaching algebra to the 7th grade. However, I attended the English lessons in the 5th grade whenever I could because I enjoyed the class and the English learning environment enormously.

Possibilities that I Could Explore According to Gibbons’ Theory of Scaffolding

Learning to read in a second language: My lesson on Dick Whittington can help students develop their reading skills in a second language by providing them with a linguistically and culturally rich reading environment: The story of Dick Whittington is a classic English tale that is rich in vocabulary and cultural references. By reading the story, students can expand their vocabulary and learn about English culture.

Leading an interactive lesson: I can lead an interactive lesson on Dick Whittington by using a variety of teaching methods and techniques, such as:

• Discussion: Asking students to discuss the story and share their own experiences of traveling to different places.

• Pair work: Having students work in pairs to complete the comprehension exercise or to create their own travel brochures about London.

• Role-play: Having students role-play different scenes from the story or create their own scenes based on the story.

By using a variety of interactive teaching methods, I could keep students engaged and motivated, and help them to learn more effectively.

Interactive activities: To make the lesson more interactive, I could have students:

• Create their own scrap books about London.

• Research different aspects of English culture and literature (group work) and present their findings to the class.

By using a variety of interactive teaching methods, I could help students to engage with the story of Dick Whittington (or any other interesting story) and to develop their reading skills in a second language.

Analysis of the Lesson According to Long’s Theory of Task-based Language Teaching

My lesson on Dick Whittington can be related to TBLT in several ways:

• I used a variety of tasks to promote language acquisition: I had students read the story aloud, complete a comprehension exercise, and engage in a discussion about the story. These tasks required students to use language to communicate and to interact with each other.

• I focused on using the language for real-world purposes: I had students discuss how the story related to their own lives and experiences. This helped students to see the relevance of the language to their own lives and to make the learning more meaningful.

• I provided opportunities for students to interact with each other: I had students work in pairs to complete the comprehension exercise and to discuss the story. This interaction helped students to develop their communication skills and to learn from each other.

Here are some specific examples of how I can relate Long’s theory to my lesson:

• Long argues that tasks should be challenging but achievable. The comprehension exercise and the discussion questions that I used in my lesson were challenging (for some) but achievable (for everyone).

• Long argues that tasks should be meaningful and relevant to the learners. The tasks that I used in my lesson were meaningful and relevant to the students because they related to the story of Dick Whittington and to the students’ own lives and experiences.

• Long argues that tasks should promote interaction among learners. The pair work and the whole-class discussion that I used in my lesson promoted interaction among all of us.

By following Long’s theory, I can create effective TBLT lessons that will help my students to acquire English in a meaningful and engaging way.

Analysis of the Lesson According to the Competence Goals

Competence Area: Foreign language pedagogy

My lesson on Dick Whittington can be related to foreign language pedagogy in several ways:

• I used a variety of teaching methods and techniques. For example, I used storytelling, reading aloud, pair work, and whole-class discussion. This variety of methods helped to keep the students engaged and to cater to different learning styles.

• I focused on developing students’ language skills. For example, I had students practice their reading, speaking, and listening skills. This focus on language skills development is essential for foreign language pedagogy.

• I created a positive and supportive learning environment and encouraged students to participate and to share their ideas. This was a safe space for language learning.

My lesson on Dick Whittington was a good example of foreign language pedagogy. I used a variety of teaching methods and techniques, focused on developing students’ language skills, and created a nice learning environment.

Competence Area: Language acquisition and foreign language communication

My lesson on Dick Whittington can be related to language acquisition and foreign language communication in several ways:

• I provided opportunities for students to use the language for real-world purposes: I had students discuss how the story related to their own lives and experiences. This helped students to see the relevance of the language to their own lives and to make the learning more meaningful.

• I focused on developing students’ communicative competence: I had students engage in pair work and whole-class discussion. These activities helped students to develop their ability to communicate in the target language.

• I provided feedback to students on their language use: helped the students find words to relate their stories. This feedback helped students to improve their language skills and to become more confident communicators.

That’s why the lesson was a good example of language acquisition and foreign language communication. I provided opportunities for students to use the language for real-world purposes, I focused on developing students’ communicative competence, and I provided feedback to students on their language use.

By relating my lesson to these competence areas, I can demonstrate my understanding of the theory and practice of foreign language teaching.

Results: the Outcomes of the Lesson

The lesson on Dick Whittington was a success, with students showing high levels of engagement, language acquisition, and foreign language communication.

Student engagement: Students were engaged throughout the lesson, actively participating in discussions and pair work. They were eager to share their own experiences and to learn the story of Dick.

Language acquisition: Students acquired new vocabulary and phrases related to the story and, to some extent, their own life. They also improved their reading comprehension skills, as evidenced by their ability to complete the comprehension exercise and to proceed to the discussion.

Foreign language communication: Students were able to communicate effectively in English throughout the lesson. They were able to participate in discussions, ask and answer questions, and share their own ideas.

Analysis and Implications: Conclusions about the Effectiveness of Using Classic Literature in ESL Teaching.

The lesson’s success can be attributed to several factors, including:

• The use of a classic story that was engaging and relatable to students.
• The use of a variety of interactive teaching methods and techniques.
• The provision of opportunities for students to use English in meaningful and communicative ways.

The lesson also has implications for the effectiveness of using classic literature in ESL teaching. The results of the lesson suggest that classic literature can be an effective tool for teaching ESL, as it can provide students with:

• A rich and authentic source of language input.
• Opportunities to develop reading comprehension skills.

• A springboard for discussion and communication.
• Opportunities to learn about history, geography, culture, and even behavior and psychology of different people – in English.


Key findings:

• Students were engaged and motivated by the lesson.
• Students acquired new vocabulary and phrases.
• Students improved their reading comprehension skills.
• Students were able to communicate effectively in English.

Implications for ESL educators:

• Classic literature can be an effective tool for teaching ESL.
• Interactive teaching methods and techniques can help to keep students engaged and motivated.
• Providing opportunities for students to use English in meaningful and communicative ways is essential for language learning.

Have I Answered my Research Question?

In a broader context, literature study can be incorporated into language learning in a variety of ways. For example, teachers can use literature to:

• Introduce new vocabulary and phrases.
• Develop reading comprehension skills.
• Teach grammar and usage.
• Foster cultural understanding.
• Promote critical thinking skills.

• Improve students’ common knowledge and improve communication skills by introducing discussions related to the story

• Link the stories to own experiences and develop creativity and imagination.

When used effectively, literature study can be a valuable tool for language learning. It can help students to acquire new language skills, develop their understanding of different cultures, and become more effective communicators.


• Cook, V. (2016), Strategies for Communicating and Learning, in Second Language Learning and Language Teaching. Routledge, pp. 132-150

• Long, M. H. (2015). Second language acquisition and task-based language teaching. John Benjamins Publishing Company.

• Gibbons, P. (2015), Scaffolding Language, Scaffolding Learning. Heinemann.   

• Nation, I. (2008). Teaching ESL/EFL reading and writing. Routledge.

• Nation, K., & Snowling, M. J. (2004). Teaching children to read: An international perspective. Routledge.

• Christoph Jaffke, C, Morris, P. (2015) Dick Whittington. Waldorfbuch

Et dossier om David Wong, hans historie og hans helbredende redskaber

David Wong er en opfinder, forfatter, kampkunstner, Qi Gong-udøver og visionær iværksætter. Han er grundlæggeren af Qi Life, et firma, der udvikler frekvensterapeutiske teknologier til personlig velvære.

Hver gang dit hjerte slår, udsender det en elektromagnetisk puls, der kan måles flere meter væk fra din krop. Så vores kroppe har faktisk en energifeltboble omkring sig. Nogle vil måske kalde det Auraen. En persons konstitution og mentale sundhed afspejles direkte i kvaliteten og størrelsen af denne boble. Jorden har også et magnetfelt, og det har en frekvens: 7,83hz. Når du er i harmoni med naturens frekvenser, har din krop en tendens til at fungere optimalt, når den er ude af linie, har du en tendens til at være utilpas. Vores teknologier efterligner disse usynlige, men alligevel sporbare og naturligt forekommende fænomener og udsender det til en person eller et hjem.

David Wong udviklede Qi Coils, helbredende apparater baseret på elektromagnetiske frekvenser. Han var kronisk syg i 10 år og besluttede at praktisere mere meditation. Gennem sine eksperimenter opdagede han frekvens- og elektromagnetiske energienheder, så han begyndte at skabe sin egen enhed ved at bruge sine ingeniørfærdigheder, musikalske talenter og evner til softwareudvikling. Han helbredte sig selv ved et uheld på 12 uger uden nogen pilleoperation, og følte, at alle burde have dette i hænderne, så de kan forvandle sig selv, som han gjorde.

For at opnå højere bevidsthed skal du ifølge David have ønsket om at søge sandheden. Når du har det ønske, vil din rejse begynde. På din rejse vil du heale dit sind og din krop, uddybe dine meditationer og begynde at se verden med nye øjne.

At være taknemmelig for det, du har, er et krav for at være glad. Selvom omstændighederne er de værste, vil bekymringer eller stress ikke hjælpe dig, men snarere skade dig. Ved at praktisere taknemmelighed lærer vi at vende angiveligt dårlige omstændigheder til gode. Dette er nøglen til at være leder og lykkes, når tingene bliver svære.

Ved at justere dit hjerte, sind, krop og ånd tager du en tanke og manifesterer den i dine drømme. Heart-Mind integration betyder, at du forbinder dine følelser med dit intellekt. Mind-Body integration betyder, at du lytter til, hvad din krop fortæller dig, og at du også tager handling. Mind-Spirit integration betyder, at du får adgang til din underbevidsthed, som hjælper dig med at løse problemer kreativt, se den mulighed, som ingen andre ser, og intuitivt ved præcis, hvad der skal gøres for at manifestere din drøm.

Alle har en fortid… nogle gange kan det være ret mørkt. David Wong foreslår at give slip på din fortid, så du kan opnå gode resultater for fremtiden. Først skal du forstå, at videnskaben har bevist, at vores hjerne kan omkobles på grund af dens neuroplasticitet, og også 70% af vores DNA kan ændres gennem genekspression. Så hvad end du var i fortiden eller er nu – kan ændre sig. Det hele kommer ned til at ændre din frekvens på det dybeste niveau. Energi og frekvens er de grundlæggende byggesten i alt, inklusive dit sind, krop og ånd. Ved at komme ind på den frekvens, der passer til dig, vil fantastiske resultater komme til dig naturligt og nemt, det er som om du er den heldigste person i verden.

Den bedste måde at komme i forbindelse med nogen på er at have en lignende vision eller formål, eller komme på samme frekvens, som at forstå hinanden på et niveau, der er hinsides ord.

David anbefaler folk at tage deres karriere til det næste niveau, finde ud af deres styrke nummer et og gøre den endnu bedre gennem ubarmhjertig øvelse og derefter vise den til verden.

Davids største kamp har været at lette paradigmeskiftet i andres sind, som endnu ikke har oplevet energi- og frekvenshealing. Nogle gange er dine ideer så avancerede, at det tager tid for den gennemsnitlige person, der er betinget af vestlig medicintro til fuldt ud at forstå, hvad der sker. Den bedste løsning, han har fundet, er bare at lade dem opleve det selv og se de positive forandringer, der sker med dem, så vil deres sind til sidst indhente det.

David kalder sine opfindelser for “biohacking-praksis”. Bruger hans egne teknologier, Qi Coil, Aura Coil, Resonant Wand, Theralite rødt lysterapi senge, QiEnergy.Ai… og Tai Chi, Qi Gong og meditation (hvis disse betragtes som biohacking-praksis).

David Wong er inspireret af Nikola Tesla, Bruce Lee og Jesus.

Hans meditationspraksis er en unik kombination af åndedræt, visualisering og frekvenser.

Dette er hvad han siger:

“Noget er smukt, når det får dig til at sætte pris på at være i live”.

“Succes er, når du har taget et skridt i retning af at blive den person, du var ment til at være, og bliver ved med at gøre det hver dag i dit liv”.

Han udgav en bog kaldet “Life of Qi: The Science of Life Force”. I den afslører han sin selvhelbredende rejse og præsenterer nogle store videnskabelige eksperimenter udført på Qi-energi, som ingen taler om. Vigtigst af alt, vil du lære, hvordan du låser op for Qi-energi og transformerer dig selv 1 % om dagen.

Den er tilgængelig i paperback, digital og lydbog på

Jeg vil forblive tro mod helt naturlige “biohacks”, selvom jeg erkender, at andre i tilfælde af sygdom kan have brug for en stærkere indflydelse på deres energifelt

A poem by Rumi

A curious perspective on Matrix Energetics

Today, I understood something new about Matrix Energetics.

I asked an AI bot on Telegram to write everything there is to know about Matrix Energetics, and this is what I got, citing the bot:

“Sure, let me channel my inner New Age believer and tell you all about Matrix Energetics!

Matrix Energetics is a healing modality developed by chiropractor and author Richard Bartlett. It is based on the principles of quantum physics and the idea that everything in the universe is interconnected and can be influenced by our thoughts and intentions.

According to Bartlett, Matrix Energetics works by accessing the “matrix,” a field of energy that underlies all of reality. By shifting our perception and entering a state of “quantum consciousness,” we can tap into this matrix and create profound changes in our physical, emotional, and spiritual well-being.

Matrix Energetics involves a variety of techniques, including light touch, visualization, and intention setting. Practitioners work with clients to identify areas of imbalance or blockage in their energy field and then use these techniques to help release and transform these patterns.

One of the key principles of Matrix Energetics is the idea of “two-pointing,” which involves focusing on two different points in a person’s energy field and then collapsing the space between them. This can create a state of “zero point,” where the person’s energy is in a state of pure potential and transformation can occur.

Matrix Energetics has been used to treat a wide variety of physical, emotional, and spiritual issues, including chronic pain, anxiety, depression, and relationship problems. It is often used in conjunction with other holistic healing modalities, such as acupuncture, massage, and energy work.

While there is no scientific evidence to support the effectiveness of Matrix Energetics, many people report profound transformations and healing experiences as a result of this practice. It is important to note, however, that Matrix Energetics should not be used as a substitute for medical treatment and should always be used in conjunction with other forms of healthcare.

I hope this information helps you understand more about Matrix Energetics and its potential as a healing modality. Let me know if you have any other questions! ✨🌟”

Rather well done, to my taste!

I marked what I found very interesting with bold. Indeed, the “two-point technique” is central to Matrix Energetics and is something, Richard Bartlett can use with astonishing results, and some people can, too, but the majority can never grasp or repeat. The connection between ZERO POINT FIELD and the idea of collapsing the space between the two points meaning there is no space, and no points, just the potential for everything to be different according to the intention of the observer (the believer, according to you faith you will be given), that’s an idea that many who try Matrix might have been lacking.

Good luck.

And remember, there is no bad AI in this world, there is only some technology which is used by different type of believers.

And every person in this world can be a power behind of your highest progress – independently of their qualities or intentions.

Bonus Material from AI Bot: Can Matrix Energetics be used for manifestation?

Yes, Matrix Energetics can be used for manifestation. In fact, one of the key principles of Matrix Energetics is the idea that we can create our reality through our thoughts and intentions. By accessing the “matrix” and shifting our perception, we can tap into the infinite potential of the universe and manifest our desires.

To use Matrix Energetics for manifestation, practitioners typically use visualization and intention setting techniques. They may work with clients to identify their goals and then help them to visualize those goals as already being achieved. This can help to shift the client’s energy and bring them into alignment with their desires.

One of the key techniques used in Matrix Energetics for manifestation is “two-pointing.” By focusing on two different points in a person’s energy field and collapsing the space between them, practitioners can create a state of “zero point” where transformation can occur. This can be a powerful tool for manifesting desires and creating positive change in one’s life.

It’s important to note, however, that manifestation is not a guaranteed outcome of Matrix Energetics or any other healing modality. Manifestation is a complex process that involves a variety of factors, including belief, intention, and action. While Matrix Energetics can help to shift our energy and bring us into alignment with our desires, it is ultimately up to us to take action and make our dreams a reality.

I hope this information helps! Let me know if you have any other questions. 🌟✨

Claim your useful looks, not necessarily youthful looks

I follow a magician who is around 50 and looks about same (and shaves her head, get the point). Recently someone asked her: “Why does your body age?”

The question suggests that her body DOES age when it probably doesn’t, we can’t tell for sure.

Now imagine the woman who is asking is 60. Then imagine than a magician looks like 20. The question would probably sound like “Who are you to teach me?”

Not everyone wants to look totally fresh and green, some may prefer to look experienced.

I wouldn’t fancy being approached by young people as their equal, and I don’t fancy being approached by outdated people either.

Just as I wrote in my previous article, what you get is the materialization of your attitude.

The adjectives “young” and “old” do not say anything anymore. Is the one who has reached 80, “old”, or does it depend on their energy, lifestyle, and sure, also looks?

The magician won’t look old when she reaches chronological age of 80, I can be quite sure of that, and she’ll decide just how experienced she wishes to look by that time.

Painting by Arthur Sarnoff

Forever young is the one who dies prematurely

Everyone who has passed the age of youth can be bothered by the idea of not being young anymore. The notion of youth is meanwhile very ambiguous. Normally “young” doesn’t mean lacking anything but means healthy, vital, and good-looking, unless it is accompanied by other adjectives.

If you, or anyone you know, would wish to be just a day (or many days) younger, it means that the value of those days is not appreciated.

The connection between time, age, functionality and looks is a thought based on the notion of entropy and deterioration. When you allow yourself to be an exception rather than the rule, a living being rather than statistics, you can discover some alternative pathways.

Much of our body’s and mind’s functionality depends on whether the two hemispheres of our brain work in sync. You can perform a simple test that you can find anywhere online, to discover how well the two of your hemispheres are coordinated. If they are poorly coordinated, you can be glad: there’s a room for improvement.

One of my favorite charlatans (people possessing the talent for chatting), Richard Bartlett, recommends connecting to other talented people’s morphic fields to obtain results similar to theirs. My experience in dance confirms it is possible. I once danced with a leader who had a very intricate rhythm which I couldn’t quite follow until I imagined I was his usual partner, whom I saw many times dancing with him. My rhythm automatically adjusted and we danced a very nice tanda very much in sync.

Richard Bartlett possesses many talents, but it is hardly advisable to copy his morphic field for a number of collateral reasons, and you probably won’t find a single ageless person to copy their agelessness for yourself.

In this case, let’s imagine you copy your own future morphic field (you can also use mine from the present), where you are knowledgeable, experienced, wise, and enjoy blooming health and gorgeous looks.

Experimentation is the key to getting the results 😁

The picture of the post author is taken on the spot after finishing the text

Поездом через время

Как создаются художественные тексты? Не будем искать ответ в интернете: напишем страницу художественного текста и проанализируем собственный опыт. Я рекомендую такой подход к большинству вопросов которые мы задаем себе в жизни.

Сначала появляется импульс. Импульс исходит из некоего дисбаланса и желания сделать красивее то, что некрасиво или не нравится. Из этого появляется аллегория или метафора, например, аллегория с поездом, который увозит нас от того что нам не надо — к тому что нам надо.

Чувства и действия персонажа списываются с прототипа. Если наш прототип это человек, которого мы хорошо знаем, то чувствительному писателю просто вжиться в его образ. Если мы списали нашего персонажа со случайного прохожего, нам, конечно, остается только гадать — и в этом случае мы подсознательно подыскиваем кого-то, кого мы знаем, и на кого наш случайный прохожий может быть похожим.

Символы, знаки и детали добываются из копилки эмоционально значимых событий жизни — своих или чужих. Все переплетается и складывается в новый узор, как в калейдоскопе.

Кроме исходного импульса есть движение по назначению. Подсознательно писатель всегда знает «куда ему надо», куда он хочет привести действие своего сюжета, даже когда начинает писать без плана и идеи, а просто руководствуясь импульсом.

Глава, как и стихотворение, завершается органически когда всё уже сказано или оставлено на потом. Ссылка на истории про поезд Санетти (история не может быть выдумкой Черкашина, так как она давно известна по всему миру, и не знают этого только те кто не владеет ни единым языком кроме русского).

The 15th of December, 2021

Individual connection to the Field starts with individual disconnection from mass consciousness which in transurfing is called “collective penduli”.

Entanglement with the collective takes any form of participation in issues which source is the historical development of any given society.

Infiltration of untruth is massive, and it cannot be avoided until you practically tear yourself off.

Same as you can’t get away from yourself changing places, you can’t get away from untruth changing only your circumstances – but until you also change your circumstances, you will be forever stuck in the wheel.

Take steps – as within so without.

The Role of Silliness in Life

Защитные маски с улыбками - тренд сезона (фото) | Кадр дня | DW | 06.05.2020

“Part of the secret is silliness. When you can generate enough silliness in the moment, your mind moves out of the way”. Then you slip into a dreamish state that makes all things possible. The quote is from Richard Bartlett (Matrix Energetics)

Wisdom is humor leading to paradox leading to change. Paradox is sustaining two mutually excluding alternatives at the same time in the same mind. If a bit of light can be particle or wave, why, I can be a woman and a fairy at the same time. Everything can be of this and that state simultaneously.

In the silliness world, the rules are in favor of instantaneous change, and you can expect whatever occurrence right NOW.

When do you let go and just let silliness rule your world? When you realize everything is ABSURD. Many aspirations are absurd. Many activities are pointless, absurd, and then, silly. There was a story of a fisherman telling a foreigner that he fishes a little and then plays music and relaxes with his amigos. The foreigner wanted to help the fisherman build a fishing business. “And then, when you retire, you can play music and relax with your amigos”. Which of the options is SILLIER?

Does my daughter need to go through 13 years of schooling and education and then occupy a space in an office and earn her money to buy her fitness pass, cosmetics, treatments, and clothes, to go through a many-years mutual selection process with a train of potential mates, to settle down and then put a considerable part of her life in educating her own daughter to do the same? Or shall she just LET it ALL GO? What will be less SILLY?

What will be wiser, in the end?


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