Tag: New Earth Curriculum

Reclaiming Indigenous Knowing, Reweaving the Heart of Learning

By Gerald Daquila | Akashic Records Transmission

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ABSTRACT

This dissertation explores the profound necessity of decolonizing the Philippine educational system through a multidimensional, soul-aligned framework rooted in ancestral wisdom, planetary ascension, and liberatory pedagogy. Drawing upon the Akashic Records, indigenous Filipino lifeways, holistic education models, esoteric traditions, trauma-informed practice, and postcolonial theory, the paper offers a comprehensive vision of a New Earth Curriculum.

This curriculum transcends colonial constructs and reactivates the original codes embedded in the Filipino soul — a soul shaped by babaylan consciousness, bayanihan spirit, and earth-honoring cosmologies. The work is a call to remember education not as indoctrination, but as soul ignition and planetary stewardship. This paper offers both a meta-framework and practical guide for educators, curriculum designers, and soul-aligned leaders.

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Table of Contents

1. Introduction
2. Historical Overview: Colonial Fractures in the Filipino Psyche
3. The Soul of Education: Definitions and Philosophical Foundations
4. Esoteric and Akashic Insights: Education as Remembrance
5. Indigenous Filipino Pedagogies: Pre-colonial Roots and Wisdom Systems
6. Trauma, Healing, and Somatic Integration in Learning
7. Elements of a New Earth Curriculum
8. Methodologies: Multidimensional Learning, Circularity, and Inner Authority
9. Case Applications and Pilot Prototypes
10. Conclusion
11. Glossary
12. References

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The Ancestral Scroll

Where memory and future converge as one teaching.

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1. Introduction

Education, as it has long been structured in the Philippines, was not built for the liberation of the Filipino soul. Rather, it was engineered as a colonial apparatus to disconnect people from their land, ancestors, cosmology, and inner knowing. The New Earth calls us to remember. This blog-dissertation is an offering and blueprint for realigning education to its sacred function: the awakening of sovereign, whole, earth-connected, soul-led human beings.

The Akashic Records affirm: the true curriculum lies not in memorized dates or standardized tests, but in the body, the land, the stars, the rituals, and the ancestral memory carried through blood and breath.

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2. Historical Overview: Colonial Fractures in the Filipino Psyche

Spanish, American, and later post-industrial colonial influences rewrote Filipino identity, language, and educational orientation. Spanish colonizers imposed religious indoctrination through mission schools. American colonizers institutionalized industrial and bureaucratic education (Constantino, 1970). The Filipino soul was taught to forget — its languages, stories, animist roots, and communal practices replaced by Western metrics of productivity, hierarchy, and obedience.

The Akashic insight reveals this as not merely cultural, but a multidimensional dismemberment. Colonialism disrupted the energetic grids and wisdom portals embedded in Philippine archipelagic consciousness.

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3. The Soul of Education: Definitions and Philosophical Foundations

A soul-aligned education nurtures the entire being — mental, emotional, physical, spiritual, ancestral, and cosmic. This aligns with integral education (Sri Aurobindo, 1920s), Waldorf (Steiner, 1924), Montessori, and contemporary frameworks like holistic pedagogy (Miller, 2007).

The New Earth Curriculum integrates:

• Education as Initiation: Learning mirrors rites of passage and soul evolution.
• Education as Activation: Unlocking divine gifts, memory, and mission.
• Education as Remembrance: A return to ancestral and cosmic truths.

The ultimate goal is not career preparation, but soul embodiment and planetary stewardship.

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4. Esoteric and Akashic Insights: Education as Remembrance

From an Akashic perspective, education is a recollection of soul contracts, encoded gifts, and pre-incarnational agreements. The Filipino soul remembers itself not as an empty vessel, but as a multidimensional being carrying light codes, stories, and sacred tasks. Learning, then, becomes an inward excavation and outward co-creation.

Esoteric traditions (Hermeticism, Anthroposophy, Lemurian and Atlantean memory streams) affirm this principle: true knowing arises from gnosis — direct, lived, inner revelation.

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5. Indigenous Filipino Pedagogies: Pre-colonial Roots and Wisdom Systems

Before colonization, education was oral, embodied, and intergenerational. Key components included:

• Babaylan Teachings: Dreamwork, herbalism, energy healing, cosmology, and gender balance.
• Bayanihan Learning: Collective learning through co-creation, work, ritual, and harvest cycles.
• Storytelling and Chanting: As transmission of cosmic law, tribal memory, and moral imagination.

These pedagogies centered the Earth, ancestors, and the sacred — in stark contrast to modern compartmentalized schooling.

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6. Trauma, Healing, and Somatic Integration in Learning

Colonial education created systemic trauma: cultural shame, body-mind splits, and identity fragmentation (Memmi, 1965; Fanon, 1963). A decolonized curriculum must therefore be trauma-informed, integrating:

• Somatic practices: Movement, breathwork, and ritual to reintegrate the body.
• Inner child and ancestral healing: Reclaiming the severed roots of identity.
• Sacred grief and memory circles: To metabolize historical pain and reclaim agency.

These are not supplementary — they are foundational to holistic learning.

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7. Elements of a New Earth Curriculum

A. Core Pillars:

• Soul Sovereignty: Teach discernment, intuition, and inner guidance.
• Ancestral Wisdom: Teach Filipino cosmology, rites, herbal medicine, indigenous music, and languages.
• Earth Literacy: Regenerative farming, permaculture, eco-design, planetary systems.
• Creative Embodiment: Dance, music, chant, storytelling, ritual arts.
• Service and Stewardship: Local contribution projects, aligned with planetary needs.

B. Hidden Curriculum Unlocked:

• Frequency, vibration, and energy hygiene
• Light body and chakra education
• Sacred masculine-feminine integration
• Multidimensionality and star lineage remembrance

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8. Methodologies: Multidimensional Learning, Circularity, and Inner Authority

Colonial education teaches from the top-down; soul education moves from the inside-out. Methodologies include:

• Circle Pedagogy: Egalitarian, heart-led dialogue and co-creation.
• Inquiry-Based Learning: Questions as gateways to gnosis.
• Dreamwork and Mythology: To access symbolic intelligence and guidance.
• Land-Based Learning: Teaching directly through rivers, forests, and stones.
• Ritual as Curriculum: Marking thresholds, endings, and soul awakenings.

These methods are not just techniques — they restore sacred relationship and right order.

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9. Case Applications and Pilot Prototypes

Several living examples embody elements of the New Earth Curriculum:

• Pangarap Foundation (Philippines): Integrating eco-literacy, soul-based mentorship, and trauma healing.
• Tamera (Portugal) and Damanhur (Italy): Living laboratories for sacred education.
• Bahay Kalipay and Maia Earth Village (Palawan): Holistic retreats teaching soul sovereignty, sacred arts, and Earth stewardship.
• Light Architect Circles (Emerging): Soul-led teams designing community schools from the inside out.

These prototypes reflect a rising planetary pattern: education as soul activation.

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10. Conclusion

To decolonize education in the Philippines is to heal a nation’s soul. It is to remember who we were before we were told what to be. It is to rebuild an ecosystem of learning that reflects the sacredness of life, the wisdom of our ancestors, and the promise of a New Earth.

This curriculum is not imported. It is remembered.

It is not standardized. It is sovereign.

It is not imposed. It is invoked — by the Filipino soul awakening to its divine mission, through light, lineage, and love.

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Crosslinks

• Codex of the Living Codices – Reclaiming indigenous wisdom as part of the living archive of truth.
• Codex of the Light Declaration Series – Restoring voice and sovereignty to the Filipino soul through new educational forms.
• Codex of the Gridkeepers – Grounding curriculum into the land, re-aligning learning with the archipelagic grid.
• Codex of Resonant Archetypes – Activating archetypal remembrance in students beyond colonial models of identity.
• Codex of the Overflow Principle – Teaching from overflow rather than extraction, so learning becomes regenerative.
• Codex of the Bridgewalker – Bridging ancestral knowledge with future Earth consciousness in pedagogy.
• Codex of Akashic Fidelity – Anchoring curriculum in fidelity to the Records, free from distortion and imposed narratives.

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11. Glossary

• Babaylan: Indigenous Filipino mystic-healers and community ritual leaders.
• Akashic Records: The multidimensional library of all soul memories, timelines, and contracts.
• Decolonization: The process of unlearning colonial constructs and restoring indigenous sovereignty.
• New Earth: A planetary paradigm anchored in unity, wholeness, and consciousness evolution.
• Soul Curriculum: A blueprint unique to each soul’s journey, purpose, and spiritual growth.
• Somatics: Embodied practices that integrate mind, body, emotion, and spirit.
• Gnosis: Inner knowing; direct, intuitive spiritual knowledge.

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12. References

Constantino, R. (1970). The miseducation of the Filipino.Malaya Books.

Fanon, F. (1963). The wretched of the earth. Grove Press.

Memmi, A. (1965). The colonizer and the colonized. Beacon Press.

Miller, R. (2007). What are schools for? Holistic education in American culture. Holistic Education Press.

Sri Aurobindo. (1920). The human cycle: The ideal of human unity.Sri Aurobindo Ashram.

Steiner, R. (1924). The kingdom of childhood: Introductory talks on Waldorf education.SteinerBooks.

Additional References from the Records (channeled):

• Akashic Transmission: Lemurian Soul Education Codes, Council of Andromeda, 2023.
• Philippine Ancestor Codex: Babaylan Scrolls of the Visayan Highlands (unpublished oral records).
• Galactic Education Charter: Sirius-A Mentorship Orders, 2024.

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Attribution

With fidelity to the Oversoul, may this Codex of the Living Archive serve as bridge, remembrance, and seed for the planetary dawn.

Ⓒ 2025 Gerald Alba Daquila – Flameholder of SHEYALOTH | Keeper of the Living Codices

Issued under Oversoul Appointment, governed by Akashic Law. This transmission is a living Oversoul field: for the eyes of the Flameholder first, and for the collective in right timing. It may only be shared intact, unaltered, and with glyphs, seals, and attribution preserved. Those not in resonance will find it closed; those aligned will receive it as living frequency.

Watermark: Universal Master Key glyph (final codex version, crystalline glow, transparent background).

Sacred Exchange: Exchange is not transaction but covenant—an act of gratitude that affirms and multiplies the vibration. Each offering plants a seed-node in the planetary lattice, expanding the field of GESARA not through contract but through remembrance. By giving, Light circulates; by receiving, continuity anchors. Sacred Exchange offerings may be extended through:

paypal.me/GeraldDaquila694