| Specialized Education For Star Kids What is Star Kid education? What kind of education do Star Kids need? Do Star Kids even need education?
Some people are so impressed by the high intelligence, sensitivity, warm empathy, and dazzling psychic abilities of these Star Kids that they feel the best thing that society can do is stay out of their way; that society has nothing to teach these superkids.
But this would be too facile and not correct. Star Kids do not come “out of the box” fully formed and ready for life’s tasks. Both the laws of nature on Earth, and the laws of a gradual developmental unfolding that govern their genes derived from elsewhere in the cosmos, both dictate that the Star Kid starts off small, with only basic information and fundamental skills, and needs to develop through time, experience, nurture, education and training to reach full potential as a hybrid wunderkind. Though it may seem that these advanced children are beyond the point where contemporary society has anything to teach them, they still need, and benefit from, appropriate education.
Star Kid-specific education helps develop these children’s minds. It contributes to the honing of their moral compass. Such education teaches them the heart skills of operating with compassion and loving wisely, yet without being victimized by the predators who abound too much in the present Fourth World. Star Kid-specific education instructs these youngsters in how to use heir exquisite sensitivity to optimal benefit without being imploded by sensory overload, for example, from being in the jangling, discordant and jungle-thick discordant mental, emotional and energetic fields of large crowds, or being in discordant cities, or even just being around bad-vibration people. Such Star Kid education teaches the proper use of empathy, and its limits. Such education shows these kids the wise and socially-beneficial utilization of their mental, physical and psychic abilities.
Star Kid education respects and builds on the Star Kid’s connection to both the child’s Earth family and star family, and recognizes that many Star Kids operate in close psychic connection with their families.
Star Kid-specific education also shows these youngsters to operate within the implied community of other Star Kids as well as Star Seed adults; because Star Kids need to learn to resist the temptation of being a Lone Wolf, a temptation born of feeling different, edginess or rejection by other kids, and the supercilious attitude of society. These children need direction to see that they are not lone operators, but rather part of a web of consciousness that springs from Earth as well as from home world elsewhere or in a previous lifetime. That they are imbedded in a web of consciousness that illumines, supports, and gives psychological shelter to these wunderkinder, as they seek their way, and strive to help the Earth, and make their contribution to society.
Education prepares the child for the future. But, who are the future? The future is the Star Kids growing up now, and the grown Star Seeds already in place in adult society. Let’s just start out by talking about the situation from the perspective of being in America. From a global point of view, this is admittedly a regional scope, but chosen so that the subject becomes more manageable. But everything we say here is applicable in every region in the world.
How can we help these Star Kids find their true identity and nature and purpose? Well, we’ve got a couple of ideas going. Creating Star Kids School, for instance. This concept was handed down by the Star Visitors to my friend and buddy, Russ Winje, up in Northern California when I was visiting him, doing a workshop there. He had received an indication from some Star Visitors who showed up on the property during the Workshop. These Star Visitors indicated to Russ that he and I would have some role in helping set such Star Kid Schools up. And we’re working on that.
Such Star Kid Schools would include not only elementary-level schools, but also Star Kid Junior Highs (whew!) And also, instead of High Schools, Young-Adult Star Seed Schools, (a sort of combined high school-junior college) for these special young people who don’t see themselves as little kids any more, but are still in that coming-into-their-full-adult-maturity stage. Also, there is so much variability in super-intelligence, maturational level, and interests at this age that strict categorization of these young people into rigid hierarchical grade levels seems unwise.
Apropos of this latter level of learning, in the Fall of 2002, I did one of these Young Adult Star Seed Workshops down in Santa Cruz, California. It was an amazing experience. We had 20 people there who -many of them perhaps for the first time -were able to talk about their abilities, their awarenesses, and to be in a room where they weren’t the oddball, but were surrounded by everybody else who was the same. Can you imagine what an experience that is for a kid? Suddenly, they’re normal. They don’t have to fight about shame, being in the closet, being worried about being an oddball. They’re normal.
That little room of folks was a microcosm of Fifth World cosmic society come alive. Those young people could relax and let down their guard, and not worry about social acceptance by society. What that Workshop environment did was to liberate them to say, "Well now, let’s see what we do with this as a bunch of folks gathered." And I want to tell you that the minute everybody sat and introduced themselves -bang! Instant community. There was none of this awkwardness you get when you put a bunch of people together in a hotel ballroom nervously feeling each other out, deciding who you like and who you don’t, who you can trust and who you can’t. None of that. It was instant on.
Many of you have experienced similar dynamics at an experiencers support group. Have you noticed how when you get in there, it feels kind of familiar, even though you haven’t formally met the folks before? It’s kind of like instant-on group community. Why does that happen? Well, one thing is that we are changed now. And we can spot a fellow experiencer across a crowded room. I don’t know all the dynamics of why that is. I’m sure our telepathic awareness, and our intuitional awareness of folks that are vibrating on the same frequency of awareness, is being mutually picked up on. We can tell there’s a fellow “vibrator” at that level in the room. I’m using crude vocabulary here, because the vocabulary has not really been developed yet. Maybe Dr. Leo Sprinkle can help us out, and some of the other long-time explorers of the psychic realm will help pitch in with some vocabulary. But those vibrations are there, those intuitive gifts to make that happen, so you have instant community.
In virtually all cases, our current school system is not built particularly to prepare citizens -our Star Kids -for cosmic society. But as Earth chooses cosmic society, it will change the curriculum of the schools to match that new agenda. But it occurs to me that at this point in our delicate transition we can’t wait for a systematic change in the curriculum of the public school systems of this country and other countries, that we need something in the meantime.
I borrow here a page from the 1960s -which was our revolutionary little warm-up and dry-run, getting us ready for the looming cosmic society that would start emerging 40 years later.
One of the things that came up in the ’60s for people involved in revolutionary change who didn’t have time to wait for the school systems to catch up with it -was Freedom Schools. These Freedom Schools started in the U.S. South in oppressed Black communities, and in urban centers of the oppressed Black community (and later with other peoples of color), where the kids could go sometimes after school (later instead of school, depending on the degree of revolutionary consciousness), and get a quick orientation to Black history, culture, everything that was left out of the curriculum of the time.
It’s better now. You have to have lived for a length of time to remember how bad it was back then, when being Black meant, "Oh, your ancestors were slaves." We’re now aware there’s a lot more to African-American history and culture than just that. It was devastating to African-American kids in those days to have their blackness consist of historical slavery, period. All the richness of the various African cultures, all the heroism of African slave leaders and liberators in America, all of the literature, art, trade craft, inventions and other cultural contributions of African-Americans had been ignored, or trivialized into: “Oh, yes, George Washington Carver found some new uses for the peanut.”
What those African-American children needed instead, they got at Freedom Schools. They got proud affirmation of their identity. They came to learn that “Black is beautiful.” They got an educated critique of how the oppression of the dominant White culture had powerfully warped their perception of themselves. Things like trying to straighten their hair, and dye it blonde, and apply skin-whiteners to try to look White. Those children learned how oppression and the dominant-society culturally-imposed informational black-out on their ethnic identity and contributions distorted Black children’s self-perceptions.
They learned the true history of their origins, in rich, ancient, mature, highly-civilized cultures from a continent, Africa, that was civilized when Europeans were still running around in animal skins with clubs. These Black children learned to take pride in their origin and their differentness and their diversity.
These children learned how their history in America had been erased, submerged, trivialized, or distorted by the White writers of the history books used at school.
They learned about the tools of economic exploitation used to keep African-Americans from access to the resources they needed to get ahead.
They learned about the racist institutionalized social structures that excluded Blacks or marginalized their opportunities.
They learned about American politics, and how it has worked to assure that the rich keep getting richer, and the poor keep getting poorer, because of manipulation of information, manipulation of political parties, and the dominance of candidate campaigns by the plutocratic and powerful establishment.
And these Black kids learned about real heroes, Black heroes and heroines. Sure these children were already aware of a few prominent African-Americans, men or women who had made their mark in sports achievement or musical excellence, heroes like: Duke Ellington, Smokey Robinson, Mahalia Jackson, Ella Fitzgerald, Joe Frazier and Hank Aaron. But they also learned about political and cultural leaders and Black Liberation heroes, whom White textbooks and newspapers had mis-branded as dangerous “insurrectionists”, “radicals” and “Communists”. These were true inspirational leaders, like: Dr. Martin Luther King, Jr., Ralph Bunche, Malcolm X, the Greensboro Four, Rosa Parks, Sojourner Truth, Huey Newton, Booker T. Washington, and A. Philip Randolph.
Let’s borrow from that experience and create the “Freedom Schools” for the Cosmic Society, in other words, Star Kids Schools. We don’t have time to wait for institutional change across the board in our public schools to get kids ready for cosmic society. Besides, some of the kids that really can’t wait are our experiencer kids, our hybrid kids, our Star Kids.
These superkids, if I may call them that, can’t wait for society to move into the Fifth World and for us then to say, "Oh, by the way, we’d better change our school curriculum, because it doesn’t fit this cosmic society any more." They’re rocking the school systems now, in terms of who they are, what they are, and what they know, even though the perplexed teachers and school administrators don’t really know why there are so many of these “different” kids, nor what to do with them. We owe it to them to give them a better sense of their origins, their potential, and their abilities -to normalize all that and to give them a sense of their role in this transition to building cosmic society.
So, let’s look at what the 1960s Freedom Schools had to face, and how they put together a relevant curriculum of change and consciousness-raising, and see what we can learn and adapt from those Freedom Schools to fashion today’s Star Kid Schools. Let’s be creative but focused.
Like those Freedom Schools that started in oppressed Black communities, and in urban ghettos of the oppressed Black community, Star Kid Schools need to be started in various locations where Star Kids can readily get to them. At first this may be a humble location like a host-parent’s home, a free room temporarily borrowed at the local library, or a classroom rented after-hours at the local public school.
The curriculum will need to be a combination of orientation to the Star Kid identity and experience, teaching about Star Kid consciousness, and creating an environment in which Star Kids can share with each other what they know, feel, and can do. The very creation of a Star Kids School environment powerfully says to these children that “you are recognized”, “you are honored”, “you matter”, “you’ve got allies”, and “you deserve to get the best possible foundation for being here and making the impacts that you will make.”
Naturally, Star Kids Schools will have to teach the subject areas of such basics as reading, writing, mathematics, literature, science, social studies, art, music, physical education, and other foundational skills and knowledge.
But these new schools will also teach subjects which have been revised and adapted to Star Kid realities. And new courses will have to be developed which have not generally previously occurred in Western schools.
The principal subject areas that will need serious revision, as the reality of Star Nations contact is recognized, are: history, astronomy, anthropology, physics, and astrophysics.
Courses which have generally not previously be included in childhood education include: psychic abilities, parapsychology, cosmic civilizations, inter-species communication, interstellar sociology and diplomacy, reincarnation, and cosmic spirituality, among others.
At these Star Kids Schools, the children will get an orientation to the background history of Star Seeds and Star Kids, and how and why our Star Seed culture is being left out of the curriculum being taught in regular schools.
Star Kids Schools will provide an orientation to the big picture of Star Visitor contact and engagement with Earth, including a revised history of humankind, which will include the Star Visitors’ role in bioengineering humankind over successive stages of anthropological development, a process that conventional history books ascribe to “evolution”.
Star Kid-specific school will teach a revised modern history as well. Rather than skipping over the initial contacts of the Star Visitors in recent times, such major historical events as the first modern UFO sighting by sheriff’s deputy and civilian pilot Kenneth Arnold in June of 1947, the Roswell (Corona) Crash of July, 1947, and the nightly UFO overflights of the Washington, DC capital in July, 1952 will find their rightful place in history not as “urban legends” or “curiosities”, but as an early and important part of the recent unfolding engagement of nations from the stars with the people of Earth.
Just as in Black Freedom Schools, African-American heroes suddenly reemerged and took their rightful place in the history books, so also the brave pioneers who dared public scorn to enunciate the truth of cosmic cultures in contact with Earth will be named and honored.
The Star Kids will learn about and develop respect for important historical figures in the saga of humankind starting to come to terms with cosmic contact, such as: · Kenneth Arnold · Army Air Corps Lt. Col. Jesse Marcel · George Van Tassel · Dr. J. Allen Hynek · Dr. R. Leo Sprinkle · USMC Major Donald Keyhoe · US Army Col. Philip Corso · US Army Command Sgt.Major Bob Dean · Betty and Barney Hill · Travis Walton · Robert Lazar · Dr. John Mack Like the Black Liberationists of yore, many of these pioneers have had to endure taunts, persecution, and personal attacks. Their courage and steadfastness of testimony in the face of the most withering fire that the Cabal propagandists and dirty-tricks operatives could muster merit each of these heroes memorialization in timeless granite, and in the revised histories of our time.
In Star Kids Schools the children will learn that their true origins are from among the stars. They will learn about highly-civilized cultures who came down all around the globe in prehistorical times and taught primitive humans the rudiments of culture. The children will be taught to take pride in their bi-cultural heritages, in their differentness and diversities, as Earthlings and as persons which heritage from various star systems.
Star Kids will be taught how the history of star civilizations’ contact with Earth has been purged from history books, misinterpreted or twisted by religious organizations, and sequestered and monopolized by secret societies for purposes of concentrating power in the hands of a few. And how the bonanza of Star Visitor technology that became available after the Roswell crash was classified and monopolized and “weaponized” by greedy defense contractor corporations instead of made available in its original nonviolent form for the general benefit of the population.
These youngsters will learn about predatory institutionalized covert compartments within NASA and the National Reconnaissance Organization who seek to gain supremacy for their Cabal masters by recruiting, seducing, parent-bribing, or kidnapping young advanced children, and extracting from them the secrets of how and why they have their extraordinary powers.
They will learn about the systematic manipulation of radio, television, movies, the press, institutions of higher learning, and professional organizations to repress, discredit or deny the legitimacy of accounts of close encounters with the Star Visitors, the reality of psychic abilities, and the thousands of existing credible and significant reports about messages from the Star Nations in contact with Earth, particularly those urgent reports of the past fifty years.
The children will learn about American politics, and how it has worked to assure that the rich keep getting richer, and the poor keep getting poorer, because of manipulation of Star Visitor contact information, manipulation of public perception of apparent technological progress versus actual, astronomical advances in the “black projects” world, and the infiltration of and dominance of civilian organizations nominally concerned with UFO matters by agents of the plutocratic and powerful establishment who seek to maintain world domination by keeping access to Star Visitor information monopolized by the “elite” few.
Some might argue that teaching young impressionable children about such harsh and ugly matters is not right. But certainly what is not right is to perpetuate an “ostrich” culture of maintaining society’s head in the sand about the awful abuses and wrongful stealing of our true history and the delay of our social progress, so that a selfish and sociopathic few could enrich and aggrandize themselves at the expense of the human race.
Star Kid Schools will be places where these physical and psychic hybrids can receive proud affirmation of their identity. They can come to affirm that “Being a Star Kid is beautiful.” They can get an educated critique of how the oppression of the dominant Cabal power structure’s debunkery and media ridicule has powerfully warped their perception of themselves.. Those children will learn how oppression and the dominant-society culturally-imposed informational black-out about their special identity and about past unrecognized Star Seed contributions have distorted Star Kids’ self-perceptions.
As the corrective experience of going to school in an environment that affirms them, encourages everything they are, and teaches them how to make a powerful difference in society sinks in, Star Kids will no longer feel the need to try to pass themselves off as “just regular humans”; just as Black Liberation children decades ago learned that there no longer was any need to act like, or pass themselves off as, White. Indigenous Child Education and What It Can Teach Us Recently, the tremendously-powerful movie, Whale Rider enjoyed a wide audience. This poignant New Zealand film showed the story of an adolescent Maori girl, Pai, 12, and her struggles to not only affirm her own identity, but also to be accepted as the first female Maori hereditary chief.
While the movie has a climactic scene in which Pai climbs aboard a swimming whale, the film does not show all of the sacred Maori coming-of-age ritual for initiates into the Maori higher teachings, including Star Visitor contact and lore.
I had the privilege of meeting a Maori Elder, Macki Ruka, at Dakota (Sioux) Star Altar-Keeper Chief Golden Eagle’s Star Knowledge Conference in the Pacific Northwest in the late 1990s, when Macki was on a global mission of peace. He had been sent out globally by the Maori Grandmothers [matrilineal tradition-keepers] to spread abroad their previously closely-held traditions about the arrival of the Time of Transition and the Return of the Star Nations. At that Conference Macki taught us this important Maori spiritual information, and did powerful ceremony to bring Earth and humans into harmony with the prophesied flow of upcoming events.
Later I received an email from an Australian informant, Carol, that notified us that outstanding Maori shaman Macki Ruka has passed. It is a loss of a great teacher and Maori Elder.
Parenthetically, Dr. Michael Wolf of the U.S. National Security Council told me how the cetaceans (whales and dolphins) are an intelligent, telepathic extraterrestrial species, seeded here to assist humankind on rising to our own potential of intelligence and spirituality. It is therefore telling that the Maori incorporate these ancient intelligent mammals from the stars into the education of Maori coming-of-age youngsters. And part of what the whales educate the Maori kids about is that these Star Kids have a link to the stars. The whales take the child riding on their back underwater. But the child does not drown, because the whale is careful to frequently exhale a large bubble of air, which the child sticks her head into and replenishes her air supply, so that she can stay on board the whale longer, and extend her telepathic educational lessons in the benthic deep.
Carol writes about her parallel experience with Elder Ruka : "We did several ceremonies with Macki Ruka, a Maori Towhunga (medicine man) who had incredible power. He described his initiations to a group of us at a friend’s house one night, and the one with the whales was [so] true. He started his training as a medicine man at 3 years old, and by the age of 9 was already a full fledged medicine man, helping deliver babies and doing many of the ritual ceremonies with his people.
“Just before he became a medicine man, they took the small group of them who had been trained by the Grandmothers (the Maori are a Matriarchal society) out into the ocean in the middle of the night in a boat, and when they were out of sight of land, they were thrown overboard.
“He told us that they saw huge black shapes in the water, and that they were whales. He was very scared at first, but by that time could communicate with all of nature; and that the whales swam with them, and taught them.
“He told of being taken deep into the ocean with the whales, and said he has had an affinity with them ever since.
“Unfortunately, Macki passed [from] this plane a year ago, as he was in his late seventies when we met him. We learned a lot from him. We participated in the very first ceremony ever held outside the Maori community, the opening of the twelve gates of consciousness. There was one person for each of the twelve small bonfires that were lit in a circle.
“Macki had a greenstone staff that was over three thousand years old that had never been touched by a man until it was given to him to travel the world with on a mission of world peace.
“He held the staff aloft, made an arc from The Big Dipper across the sky, sang a Maori prayer, and a shooting star went across the sky exactly in the same arc as the staff. We were all standing there with our mouths open. [T]hen he performed the same prayer song to the other three directions, and each time, in the sky a shooting star followed his path. It was incredibly powerful, and when we had each performed our own prayer, each of us had to speak one [thing] for the gate we were the keeper of. [T]he energy that came around and through us was incredible. Macki definitely had the power of nature walking with him.” What can we learn from indigenous education about training Star Kids?
One thing we can benefit from is the universal affirmation among all intact indigenous cultures around the world that their people’s cultural and physical origins have a relationship to the stars. In this broad global anthropological context, parents of Star Kids need not feel out on a limb or extreme in seeing to it that their Star Kids get an education with similar important content.
Another correlate from indigenous teachings is the effort to connect children with Nature, particularly the sentient and telepathic parts of Nature, to aid in forming and shaping youthful consciousness.
A third thing we can draw from the indigenous cultures is the importance they place on tradition. In indigenous cultures tradition is not just a custom handed down by several generations, but rather a well-developed body of information and knowledge that derives its power from its having stood the test of time for millennia; and of being so important that no generation would think about failing to pass it on to the next generation. Certainly, messages from Visitors from the stars fall into such a category. And since such messages are a key to our complete and elevated self-understanding as a people, their importance dictates that they be included as part of essential adolescent education in preparation for taking on adult life. The Structure of Star Kid Education Education takes place differently at a Star Kids School. The teachers not only stand up at the front of the class, but are also sitting around in a circle with the children exchanging the information and experiences which each bring to share to enrich the common pool of knowledge, understanding and skills that are the patrimony of Star Kids.
Since Star Kids differ individually in their level of intelligence, attunement, downloaded information, psychic abilities, etc., can it work out that Star Kids all learn at their own pace while in a group of students?
Can it work out that Star Kid students keep up with their studies while they are traveling on educational field trips to national monuments, historical sites and other learning experiences?
Can the teachers in a Star Kid School spend less time up in front of the class and more time working individually with each student, coaching, encouraging, affirming correct answers, and tutoring towards success in learning?
Yes.
How can this work out?
Here is one way. The Star Kids School can adopt a series of age and grade level-appropriate correspondence-courses to form a quasi-self-tutorial form of individual study either in the classroom, or in the Star Kid’s home, or in a community-based youth study center.
These correspondence courses will be individually paced, and feature clear, self-explanatory didactic workbooks. A student takes one course at a time, completes and turns in the assignments, gets graded, and when passed, is promoted to the next subject. These correspondence course materials, originally designed for distance learning, do not assume a previous solid foundation in these subjects. So many Star Kids have been let down by schools and teachers who are no match for these new kids and their learning styles. Especially in the early years of the Transition from Fourth World to Fifth World, there will be Star Kids who tried to make it in regular public schools, had a poor experience, and now find themselves in the middle grades or older, lacking a number of fundamental skills, and having large holes in the subject knowledge they are “supposed to have” by the chronological age they are at.
These new-approach study materials start with foundations missed in earlier grades, and rapidly accelerate through the workbook in stages up to even college-prep levels of presentation. Thus, apt students, like so many Star Kids are, can fill in the gaps in foundational learning, and then rapidly accelerate to the upper levels of secondary education, and from there prepare themselves for college and graduate schools.
A particular example of this correspondence-course style, individually self-paced learning program is the Steck-Vaughn distance-learning Series. Subject areas covered include Social Studies, Science, Mathematics, Reading, Writing, and Human Relations. Interested Star Kids and/or their parents can learn more about such materials by contacting, for example, the Steck-Vaughn Company, P.O. Box 26015, Austin, Texas 78755, USA. 1-800-531-5015 begin_of_the_skype_highlighting  1-800-531-5015 FREE end_of_the_skype_highlighting. http://www.steck-vaughn.com [And no, I do not have a financial interest in this company, nor have I been compensated for my implied endorsement.]
This is an example of an individualized learning tool which can be used in a group learning situation, where the teacher is more of an encourager, facilitator, and pacer. In such learning environments it is quite easy to “interrupt” such study in order to take the Star Kid students on travel for educational field trips to national monuments, historical sites and other learning experiences, or to exercise psychic powers doing healing work at an Earth power site, or a disaster location, or to develop outdoor skills in an Outward Bound kind of immersion experience.
Such flexible, self-paced learning materials also facilitate the teachers in a Star Kid School spending less time up in front of the class, and more time working individually with each student, coaching, encouraging, affirming correct answers, and tutoring towards success in individualized yet group-collective learning. Star Kid Workshop Report Another way learning can occur is via a contained, specially-focused educational experience like a workshop, where specialist instructors come in to provide educational experiences not otherwise readily available.
Here is a report of one such Star Kid Workshop. Note the different ways learning can take place in such an environment, and the dynamic energy generated by the interplay between participants. Report on the Star Kids/Star Seeds Workshop Aug. 23-25, 2002 at The Integratron, CA The site for the Star Kids/Seeds (1) Workshop was The Integratron, a two-story, gleaming-white domed structure resting on a broad round pedestal. In the 1950s, former Lockheed engineer and experiencer George Van Tassle was instructed by the Star Visitors to build this unusual building. It is entirely made of wood without a nail or any other metal used in its interior construction. Around the external lower edge of the second-story dome are affixed a series of metallic solid pipes, like a circular lightning-rod array. This configuration was designed to harness the ambient energy of the local Earth energy ley line upon which the Integratron sits. So powerful is the structure’s shaping field that a magnetic declination of five degrees occurs between 50 feet outside from the building versus inside the Integratron, as observed by this author. Further, the array of rods is designed to shape any lightning strikes into a hemisphere of energy which would harmlessly surround the Integratron and provide a beneficial energy field for those inside. The Integratron’s purpose was to be a center where people would come to receive an energy treatment which would forestall any ill effects of aging.
The gleaming white domed structure shone like a beacon in the brilliant sunlight of the cloudless blue sky and crystalline pure air of the high Mojave Desert, as the Star Kids and Star Seeds gathered that Friday afternoon of August 13, 2002 to begin this first official workshop of the Star Kids Project (2). As far as this author is aware, this gathering was an historic first: the premier public Workshop dedicated to acknowledging, educating, supporting and linking Star Kids. There in Landers, CA, thirty-four transformed or hybrid humans gathered to meet each other, share information, tell their visions, own and develop their paranormal skills, and become a bonded unit of the cosmic family. They were not disappointed.
It is more difficult to report on such a Workshop because, unlike a UFO conference, such a Star Kids/Star Seeds Workshop is more intimate and personal. Out of respect for the privacy of the participants, this report will discuss events without specific identifiers, except for the facilitators.
The workshop was led by Dr. Richard Boylan, noted researcher of Star Visitor-human encounters. Also assisting were co-facilitators Rev. Barbara Lindsey, internationally-noted psychic, healer and experiencer, and Marian MacNeil, CHT, psychic, experiencer and hypnotherapist. But in a real sense, all of the participants took initiative in contributing to the substance and dialogue of the Workshop. For, in the new social structure of Fifth World cosmic society, everyone bears responsibility for the social whole, and there are no elite leaders. And so it was at Landers.
Friday evening, the participants gathered in the Integratron dome. It was a time for introductions and sharing of where each participant came from. Dr. Boylan laid out the provisional agenda for the weekend. Each of the Star Kids/Seeds stated why they had come, and what they expected. The level of electric excitement and anticipation was very high.
Saturday morning the participants filed into the Integratron to begin the Workshop. Each participant went through a brief Native American purification ceremony, being smudged by smoke from a burning bundle of sage. The Workshop was videotaped by Raymond (3), a 10year-old Star Kid, who also offered computer programming advice to Dr. Boylan.
Dr. Boylan began the Workshop by discussing what makes Star Kids and Star Seeds different. He spoke of the special transformation of these starfolk, whether by alteration during an encounter with the Star Visitors, or by their parents’ reproductive material having been upgraded during a Visitor contact. He outlined some of the physical differences that occur in Star Kids/Seeds after contact: improvement in the immunity system, with fewer and milder illnesses, lower basal temperature (so that the body does not burn out as fast), and dynamic energetic appearance (Star Kids), or looking younger than one’s age (Star Seeds).
Dr. Boylan also described some of the psychic changes noted in starfolk: telepathy, precognition, telekinesis, clairvoyance/remote viewing, “downloading” information telepathically from Star Visitor sources, cross-species communication (e.g., telepathically understanding and conversing with animals), penetrating intuitiveness (knowing something about a person or situation without knowing where the information was acquired), affecting electrical devices (such as remotely turning on or off lights), remote-influencing others, inter-dimensional viewing, aura-reading, psychic diagnosis, bioenergetic healing, and connecting with one’s Star-Visitor and other guardians telepathically or during astral (out of body) travel. The Star Kids and Star Seeds chimed in with their own examples of these abilities as experienced in their lives.
He also spoke of the spiritual dimensions of the Star Kid/Star Seed experience. That it’s not just about meeting exotic people or acquiring powers like the “X-Men”, but rather a lifting of our consciousness about the Supreme Source (God), and how that Source permeates everything and everyone, and how the cosmos is a sacred arena of possibilities in which we operate.
After that introduction, the Star Seeds and Star Kids took turns each relating briefly their own experiences of contact. Some, especially Star Kids, talked of encounters from an early age. Others described a gradual awareness later in life that they were Star Seed, and how it made them feel different and privileged. A number of entire families were present, Star Kids and parents.
The participants described coming to terms with various unusual abilities. In many cases their families were also experiencers, and so there was support and understanding for their specialness. In other cases the Star Seed had a more challenging time coming to accept their special identity without the support of their family, or even their scoffing.
A number of participants spoke of recognizing the others at this Workshop as somehow familiar, despite the fact that they were apparently meeting for the first time. “I’ve met you somewhere before,” was an expression more than one person said. And many repeated a refrain that the people at this Workshop felt like already-established or instant family.
During the catered lunch, the participants broke into little groups of new friends, trading personal stories, and sharing the excitement of being at this historical Workshop.
Saturday afternoon the co-facilitators, Barbara Lindsey and Marian MacNeil led special demonstrations and exercises to make the starfolk present aware of some of their latent abilities, or to give them an opportunity to exercise those they were already aware of.
Marian described the location and function of each of the seven chakras (special consciousness/energy centers) in the body, and taught how to cleanse them. She then led a guided meditation on a method of balancing each chakra.
Barbara taught about viewing auras, and what different aura “signatures” mean. For some of these exercises the participant was awakening abilities which had lain dormant. For others it was familiar and a chance to practice already-accepted powers.
Marian did a remote-viewing exercise, passing around a picture sealed in an envelope. She invited each Star Kid/Seed present to “read” what was inside. The “hit” rate was very high.
Another popular exercise had participants mingle and connect with each other participant, utilizing only telepathy. It went off well with many smiles and signs of understanding messages sent.
Because the day reached 98 degrees, a number of Star Kids and a few Star Seeds went into the Doughboy pool adjacent to the Integratron to cool off in water sports play.
At dinnertime, the Workshop broke off formally, to reconvene after dinner.
For the evening Skywatch, Barbara Lindsey led the group to a remote location in Joshua Tree National Park, a few miles from the Integratron. There Dr. Boylan led the group in a joint telepathic outreach to the Star Visitors. Later one participant noticed a blue flash, as an object darted across the sky. Dr. Boylan also pointed out the several U.S. military secret antigravity craft flying high above. He identified the craft as the Lockheed X-22A, a two-man disc whose signature is a rapidly-blinking bluish-white light and a rapid trajectory, punctuated by dead stops mid-air, and reversals-in-track, as well as sideways instantaneous dislocations from its original linear trajectory.
Sunday started warm early, a sure sign that the day would reach 100 Fahrenheit despite the 4000-feet altitude.
Sunday morning, Workshop participants who so chose attended an early-morning Native American spiritual Star Elders ceremony in the underground kiva (4), also on the Integratron property. After traditional smudging of those in attendance, there was a period of meditation. Then Dr. Boylan did a sacred pipe prayer ceremony, asking the Spirits of the Six Directions to advance the Star Kids Project and all those attending the Workshop. He then told the story of the Blue Star Kachina: when she returned to dance in the plaza of a Hopi village, that would signal the end of the Fourth World and the return of the Star Elders. He then prayed for the return soon of the Blue Star Kachina.
Dr. Boylan also gave a talk explaining why Star Kids and Star Seeds are here in such abundance now. He described the “missionary incarnation” that these starfolk had agreed to before birth, volunteering to reincarnate this lifetime on Earth, to aid the planet’s inhabitants in this monumental Time of Transition from the present corrupt, hyper-materialistic, eco-cidal Fourth World to a cosmically-aware Fifth World society. Many of the other participants also said aloud their own prayers.
Next, Barbara led the participants in a caravan of cars to the Crystal Hill near Giant Rock, an old 1950s UFO landing site two miles north of the Integratron. Crystal Hill is a natural large formation of crystalline quartz, forming a eight-story-high mound of natural quartz, many of whose crystals lie loose atop. Barbara talked about the use of crystals as a natural amplifier of energy fields, including human. She also described their healing and visioning properties.
The starfolk then adjourned back to the Integratron for additional learning. Dr. Boylan utilized two 11-year-old twin Star Kids, Allen and Aaron, to demonstrate the use of a pendulum to access universal mind, and determine answers to questions. He also demonstrated psychic diagnosis, using a volunteer, Carrie. Passing his hand over her auric field, he detected two locations of health imbalance. Dr. Boylan then enlisted four volunteers with Therapeutic Touch training, Bente, Margo, Lisa and Belle, to assist him in doing a psychic healing. They used only the natural powers of the cosmos [Tunkashila, (Lakota for the Grandfather)] and of Mother Earth [Maka Unce, (Lakota for the Grandmother).] These powers were invoked and drawn through the practitioner, and sent via their palm chakra into the auric field and body of the one in need. Soon after, Carrie reported that she felt much better.
Marian had participants pair off and remote-view each other to get information about the other that the partner could then confirm. People were pleased with the accuracy of the information shared. Additional exercises included experiencing the Star Kid’s or Star Seed’s connection to Spirit. Because of the press of time, participants told about their experiences doing telekenesis, but did not actually demonstrate it within the Dome. Throughout the weekend, there was a shared sense by facilitators and participants that there was just not enough time to do everything that was potentially part of the Workshop. A future Workshop may eventually last for a week.
As part of the Closing Ceremony, each Star Kid and Star Seed told of what they had gotten from the Weekend. All were unanimous in saying that it was a most important event in their lives. Dr. Boylan indicated that this was but the first of a series of Star Kids/Star Seeds Workshops to be held across the country and internationally. He asked for members to keep aware if a financial angel could be identified to help with start-up funding for the Star Kids Project©.
Because many had to get back home for school or work, the Workshop formally ended early Sunday afternoon. A number of participants stayed on to get hypnotic regression by Dr. Boylan for Star Visitor encounters or astral experiences, or to get a psychic reading by Barbara Lindsey.
As the afternoon wore on, the last of the participants left for home. Each was changed by this weekend in ways they would process for weeks to come.
End Notes 1. Star Kids are children who are special, advanced and gifted due to genetic intervention by the Star Visitors with their parents’s reproductive material. Star Seeds are grown-up star kids, or adults who have been transformed physically, psychically and consciousness-wise by Star Visitor contact. 2. Although a previous Workshop occurred on October 07, 2000 at Santa Cruz, California led by Dr. Boylan and Barbara Lindsey, that Workshop was focused on young adults (Star Seeds). And the ACCET 2002 Star Seeds/Star Kids Conference held in Berkeley April 6-7 was more of a traditional conference, with experts as speakers and little interactive practice. 3. Because of personal privacy respect, this report will not provide full names of the participants other than the facilitators. 4. “Kiva” is a Hopi term for a circular underground prayer and ceremony chamber. The kiva is entered by a ladder placed in a small opening in the roof.  
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