這是一篇我在五年前寫的網誌：請點我，
現在回想起來，
也許五年前與光的課程創始者TONI老師所做的心靈解讀諮詢時，
就已經預料到今日的我會思考著要走上兒童占星這條路。
以下就是2005.11.11所寫的舊網誌：
第一次與Toni老師reading的時候，
愛瑟瑞爾上師的訊息中曾經提到：
『你會將喜悅帶給也受到遺棄、被拒絕的孩子們，你適合教導孩子開啟靈性覺知。
當你能與你的靈魂合諧共處時，這道路將會來到你的面前。』
這篇文章，是我從搜尋中找到的。
談的是兒童教育與占星學結合的理念。
我很喜歡，隨性翻譯於此。
希望真的有朝一日，占星也能開發出孩子的潛能，
讓父母親支持著他們走上靈魂的道途。
p.s
對了，我英文其實很爛，可千萬別誤以為我的英文很強。
我只是很善用電腦中所有的英文工具罷了～
所有的單字，查完了就忘光光了！哈哈哈:P
用占星學培養孩子
作者：Douglas Bloch, M.A.
譯者：Sophie Kung
這些日子，我偷聽到一位父親跟附近的朋友的以下對話：
『我真是不能理解，怎麼我的兩個孩子Molly跟Sarah竟然來自同一個家庭。』
Tim說：
『Sarah是一個認真的、含蓄、認真工作的人，希望能成為世界上的成功人士。
另一方面Molly，任性、健談、漫不經心而且外向。這兩個孩子有一樣的父母、在相同的環境中成長。我真不能理解阿。』
對於學習占星的學生，Jim的觀點應該是沒什麼好驚訝的，
尤其當她們知道認真嚴肅的Sarah是12月27日誕生的摩羯座，
而多才多藝的Molly則是在6月11日出生的雙子座。
占星證實了父母親長期觀察的情況，
孩子是在具體的時程規劃下誕生，從星盤中顯露而在誕生之後開始自我體現。
如果孩子擁有自己的規劃，那麼我們作為父母與師長的工作就是幫助他們執行那心中種子的潛力發揮。
你能想像橡樹在你的規勸下變成了槭樹，或是一株玫瑰長成了一束鬱金香嗎？
你知道有多少的孩子被迫使進入父母的家族傳統產業中？
心理學家Alice Miller稱之為『有毒的教育』，這往往在成人將其夢想與成見投射在孩子的身上時發生。
藉此，占星提供了一種允許成人去看待『孩子是怎樣的人、讓孩子做為一個獨立自主去追求他自己的需求、他自己的慾望、氣質與命運』的解答。
例如：我的妹妹Jane最近跟我聊了關於她跟她六歲女兒Laura的問題。
Laura是個出色的舞者(火星在獅子)，他想報名參加很多不同的課程：踢踏舞、爵士及芭蕾。
這位惱怒的媽媽抱怨著：『Laura從不學著聚焦和磨練自己，他必須去選擇並專注於她現在所想要的。』
我快速的看了我的星曆，上面顯示著媽媽的太陽土星合相於天蠍，而上升在魔羯。
而Laura的月亮在雙子，因此，她渴望從嘗試各種不同類型的舞蹈中找到她的特色。
當我向Jane解釋了土星需要聚焦而雙子需要多樣化之間的差異後，她就能接受並用比較自在的方式去面對她女兒多樣化的興趣。
Jane對占星學的了解使她信任她的女兒的決定。
而且Jane發現他必須去控制她那強烈土星與魔羯特色的思考表達。
如果父母與教師以認真負責的方式使用占星學，將會在兒童培育上興起一次真正的革命。
我們將會使獨裁的父母漸漸減少並且輔助引導他們去鼓勵每個孩子依照她們星盤中開發的潛力種子。
占星學也發現了一種在兒童教育領域上的重要運用。
優秀的教育家Maria Montessori 明智的告訴她的老師：『依循著孩子的興趣！』
雖然這些興趣也許不能明顯的由老師或其他成人運作在孩子身上，
但在本命星盤的幫助下，兒童的個性傾向、天份、學習模式都可以被清楚的分辨察覺。
例如：一位當老師的朋友最近對於她的四年級學生Daniel感到很失望。
她抱怨的說：『Daniel總是在自己迷幻的夢想世界中，我實在沒辦法去與他連結。』
我看了他的星盤發現，懷疑是海王星的影響，他的太陽合相水星於雙魚座，雙魚座是由海王星所掌管的。
我解釋道：
『雙魚座，是夢想家的象徵。所以Daniel會沉迷在自己的世界裡是很自然的道理。
雙魚座也找管藝術的創造力，Daniel有在音樂、詩或繪畫上表現出現興趣嗎？』
這位老師回答道：『實際上，Daniel喜歡去編故事說給其他孩子聽，這孩子非常有想像力。』
我建議：『要他開始記下他想出來的故事。他的水星在雙魚座，常會在他們的創作寫作中尋求想像力的出口。』
幾週之後，Daniel開始寫下大量的故事，而這些故事促使他產生許多學術知識的需求，而更重要的是，他找到了渴望去表達的創作天份。
在上述的例子中，
老師以占星師的知識去幫助她支持Daniel海王星的正面能量(創造力、想像力)，
而不是將焦點放在海王星負面能量的部份(做白日夢的傾向)。
在了解做白日夢是雙魚座的共通傾向時，
占星學使她接受Daniel的狀況，更使她自在的用正面取代負面態度的去面對這個特殊才能。
有人視之為病狀，他人卻視之為禮物。
所有的行星能量都是中性的，沒有好或者壞。
只是能量表達的方式將會影響他往建設性或是破壞性的方向發展。
Waldorf v.s Montessori
最後，占星學在兩種知名的教育哲學中顯示出一些格外清楚的差異。
優秀的教育家Maria Montessori 的太陽星座在處女座。
她所創的蒙特梭利學習法反映了對於架構、指令與自我訓練的需要，這種方式著眼於強調每天確實的學習技能。
在其中一種的學習模式中，適當的教育孩子如何在她們的環境中有效率的完成一般世俗的活動。
這個焦點在於練習『自我照顧』是一種處女座原型與蒙特梭利教育的特徵。
Waldorf 學院的創辦者Rudolph Steiner，太陽在雙魚座，正巧是蒙特梭利處女座的對宮。
不同於實際的蒙特梭利，Steiner使用的雙魚模式重於滋養兒童的靈性發展、強調舞蹈、創作與藝術。
教育孩子以喚醒如夢般印象主義風格的方式描繪自己的獨特風格。
Waldorf 系統在七年級教育左腦理論作用之前都贊成維持孩子的夢幻生活。
在於Steiner與摩特梭利學習法之中清楚的反應出他們太陽星座在雙魚座與處女座的差異。
在這篇簡要的文章中，我試著展現占星學幫助我們明白並更加站賞我們孩子的重要腳色。
假設一個靈魂的路線圖中，占星學提供了窺見兒童內在靈魂的獨特見解。
這是我所希望占星學有一天能提供父母、老師、以及學校指導老師們諮詢，
將占星學應用在幫助孩子成長並成為穩重出色的人。
-- 以下是原文 --
Astrology for Raising Children
by Douglas Bloch, M.A.
The other day I overheard the following conversation between a father and a neighbor friend. "I can't understand how my children Molly and Sarah came from the same family," Tim said. "Sarah is serious, reserved, a hard worker, and wants to be a success in the world. Molly, on the other hand, is capricious, talkative, lighthearted, and extroverted. These kids had the same parents and grew up in the identical environment. I don't get it."
To students of astrology, Jim's comments should come as no surprise, especially when they learn that serious Sarah was a Capricorn born on December 27, while versatile Molly was born on June 11 under the sign of the Gemini twins. Astrology confirms what parents such as Jim have long observed ?that children do not enter this world as a "tabla rasa"?a blank slate. Instead, they are born with a specific agenda, revealed in the birth chart, that begins to manifest itself almost immediately after birth.
If children have their own agenda, then our job as parents and educators is to allow them to fulfill the seed potential within them. Can you imagine exhorting an oak tree to become a maple; or a rose to grow into a tulip? Yet how many times are children pushed into careers in order to carry on the family tradition of one of the parent's professions? This "poisonous pedagogy", as psychoanalyst Alice Miller calls it, occurs when adults project their own wishes and biases onto the child. Astrology offers a solution by allowing the adult to see the child for who he or she is ?as an independent, autonomous being with his own needs, desires, proclivities, and destiny.
For example, my sister-in-law Jane recently spoke to me about a problem she was having with her six year old daughter Laura. Laura, an excellent dancer (Mars in Leo), wanted to sign up for a number of different classes ?tap dance, jazz, and ballet. The chagrined mother complained that "Laura is never going to learn focus and discipline herself. She must decide on what she wants now and stick to it." A quick look at my ephemeris revealed that the mother had Sun conjunct Saturn in Scorpio and Capricorn rising. Laura, however, was born with the moon in Gemini, the sign of variety and versatility. Thus, her desire to try out a number of different dance styles was in keeping with her Zodiacal signature.
When I explained to Jane the difference between Saturn's need for focus and Gemini's need for variety, she was able to accept and be more comfortable with her daughter's eclectic pursuits. Jane's understanding of astrology allowed her to trust her daughter's decision. Moreover, Jane also became more aware of her need to control, as indicated by her strong Saturn and Capricorn.
If parents and educators were to use astrology in a responsible way, a real revolution in child rearing would take place. We would function less as autocrats and more as guides, encouraging each child to unfold in accordance with the seed potential revealed within the birth chart.
Astrology also finds an important application in the field of childhood education. The great educator Maria Montessori wisely told her teachers, "Follow the interest of the child!" Yet, these interests may not always be apparent to the teacher or other adults working with the child. With the help of the birth chart, the child's inclinations, talents, and learning style, can be clearly discerned.
For example, a teacher friend recently expressed frustration about her fourth grade student named Daniel. "Daniel," she stated. "is always in a 'fog' and a 'dream world' of his own. I can't seem to get through to him," she complained. Suspecting the influence of the planet Neptune, I constructed the chart and discovered that his Sun was conjunct Mercury in Pisces, the sign ruled by Neptune.
"Pisces," I explained , "is the sign of the dreamer. So it's natural that Dan would be off in his own world a bit. Pisces also rules artistic creativity. Has Daniel expressed an interest in music, poetry, or painting?"
The teacher replied, "As a matter of fact, Daniel loves to make up stories and tell them to the other children. That kid has quite an imagination."
"Ask him to start writing his stories down," I suggested. "Children with Mercury in Pisces often find an outlet for their imagination in creative writing."
Within weeks, Daniel began writing a number of stories that gained him much needed academic recognition. More importantly, he found a creative focus for a talent that was longing to be expressed.
In the above example the teacher's knowledge of astrology helped her to support the positive side of Daniel's Neptune (creativity, imagination) instead of focusing exclusively the negative side (his tendency to daydream). The astrological perspective enabled her to accept Daniel for who he was. Upon learning that dreaminess was a common Piscean tendency, she felt more comfortable with this trait and could treat it as an asset instead of a liability.
What the one person calls a pathology, another will label a gift. A planetary energy is neither good nor bad. It is the way that the energy is expressed that determines whether its application will be constructive or destructive.
Waldorf vs. Montessori
Finally, astrology sheds some unusual light on the differences between two well-known educational philosophies. The great educator Maria Montessori was born with the Sun in the earth sign of Virgo. The Montessori method which she developed reflects the Virgoan needs for structure, order, and self-discipline. The program emphasizes learning skills that are grounded in everyday reality. One of the learning modules, appropriately known as "practical life", teaches children how to accomplish the ordinary, mundane activities that allows them to function efficiently (Virgoan keywords) in their environment. This focus on practical self-care is a hallmark of the Virgoan archetype and Montessori education.
Rudolph Steiner, founder of the Waldorf school, was born with the Sun in Pisces, the sign opposite Montessori's Virgo. Unlike the down-to-earth Montessori, Steiner's Piscean approach nurtures the child's spirituality and emphasizes dance, creativity, and the arts. Children are taught a particular style of painting that evokes a dream-like, impressionistic quality. The Waldorf system supports the fantasy life of the child and waits until the seventh year before teaching more left-brained academic functions. The differences in focus between the Steiner and Montessori methods clearly reflect the Pisces/Virgo polarity of their sun signs.
In this brief article, I have attempted to demonstrate the important role that astrology can play in helping us to better understand and appreciate our children. By providing a soul's road-map, astrology offers unique glimpse into a child's psyche and inner life. It is my hope that astrologers will one day serve as consultants to parents, teachers, and school counselors, applying the astrological perspective to help children grow and mature into the people they were meant to be.
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