Episode #24 - World Building: Teaching the Tools to Turn Inward の全文書き起こし

of threads across my teaching and writing of all kinds. So for research and the novel, and the interesting thing about it is that it's a way of exploring with a young reader, not only what worlds can look like from an expansive perspective, but it's how do I bring myself into that place of spaciousness and an expansive perspective to imagine this “fictional” world. Because there is so much that is real there, to then connect with the reader so that they can feel that spaciousness, and they can come into that place of spaciousness to actually shift their vibration a little bit to kind of open them up to world building in their own world as well. And so it's at once sharing, providing a little bit of some stepping stones, and how do we understand the world that we live in right now? Which for a lot of us, it's like, wow, this is a really weird place to live on this planet. There's some weird stuff going on here, you know. There's stuff like in the foreground, stuff in the background, there are all kinds of layers of things happening, things that I feel, things that I might not understand. And, you know, young people are so different coming in now, and the kinds of different consciousness that they're bringing to classroom spaces. And shifting the work that we do as educators, as creators, and so how can I provide something that is concrete tools, that is fun, that is playful, that gives a little bit of an understanding of our planet, our world, and a little bit of a vision of what might, just the curiosity, the what if of speculative fiction, what might it look like.  And even to explore the past. Something I'm playing with is connecting seven generations in the past, and seven generations in the future, to think about even reimagining what we've been told about the past, and thinking about descendants or ancestors, and in the more than human world as well, so ancestors in the plant kingdom, descendants in the animal kingdom as well, and sort of the peopling of the world in the novel is a kind of world building as well. So kind of like touching on a few different levels here of world building, but it really is so beautiful that you brought that forward, Kerri.  Because it really is at the heart of, it's something that's just emerging for me, at the heart of, it's a thread through research on youth activism, and building, creating, imagining new worlds with young people, through to teaching, and that same work, and through to writing as well, so thank you.  Kerri: Oh my gosh, thank you so much, it makes me want to go straight to Andrew, because I know you play with many different realms of facilitating kids to stay in their creativity in this world that doesn't make a whole lot of sense. I wonder if that sparked anything in you that you'd love to speak to.  Andrew: Oh, I would love nothing more than to speak to this. This is such a really cool conversation with such a really cool group of people, so thank you, Kerri, for including me in this discussion. I'm so honored to be here with this group. When we talk about world building, what's really interesting to me is, I believe we're at this real little flashpoint that we're pivoting in such a big way right now. From an old way of doing things to a new way of doing things, and the way that I think about that, as I learned to be in the world growing up, it was kind of an outside-in way of learning.  Where there are these big structures, like there's a big educational structure, and a big financial structure, and a big government structure, and a big healthcare structure that's telling us the right way to do things. And we're basically growing up learning how to comply with that. How do you be a good student? How do you be a good worker? How do you be a good citizen? And what we're seeing right now is these big structures are crumbling. Whatever side of  political issue you're in or whatever, we see it falling apart. And I really do believe that the shift is from, we're going from outside-in to inside-out, where we're all building our own worlds. And I believe that's our natural way anyway.  So this whole idea that the external world is creating us, that illusion is falling apart. And so I think our opportunity right now, definitely as adults, is to keep really sitting with that truth. And I could just tell from everything you all have said, you're on the same page as I am, in terms of talking about your creativity of creating novels or working with HeartMath. Where we get into our heart-brain coherence and we learn how powerful we are inside. So when I think about education with our kids, it's like, how amazing would it be to, right from the get-go, let kids know, hey, you guys create your own reality, you're so powerful. By the way, this is the way the universe works, like every little piece of space is infinitely powerful. It's all information at all points.  So if you ever feel powerless or if you ever feel confused or if you ever feel disconnected, it's an illusion, right? So we teach the tools to go inside. So we learn how powerful we are. And instead of trying to fit into a box somewhere, like school has taught us, like be an accountant or be a lawyer or be a healthcare worker, we get to go inside and feel what's really special about us and what do we naturally want to create? What are we being called to create in the world? And let's do that instead.  And so to me, that's the pivot point that we're in right now. And that's the real opportunity that we have in education is to get kids to embrace that mindset and just sit back and watch them create amazing things and watch this new paradigm emerge in a more beautiful way than we could ever imagine.  Kerri:  Go. I'm ready. Clare, you're on my mind as I'm listening because you taught school for 30 years and you taught music, which is probably the most spacious I would imagine of topics. But I wonder, I don't know, I would love to hear you speak to that tipping point, that turning

point that Andrew's talking about and any experience you have. I don't know. You were just on my mind, so I'd love to hear from you.  Clare: Yeah, it's just an amazing topic, isn't it? Because I feel like I'm right in there, right with you, that I'm right in the middle because, when I think back of my life, I've always known this, that you get taught exactly as you say, you get taught to know, follow the line, follow this, do this. There's the right answer. That's what we're working towards. And that's what I was teaching. It's like this is what we do in music and this is how I teach it. And this is what you learn. I'm bringing towards that. And then there came the point where this horse kind of turned everything on its head and went, oh, but there's this way of doing it. And then all of a sudden this kind of world opens up and you go, “oh, gosh, there's a different way of doing things. And oh, wow, this is cool”. And this just leads me in a totally different way. And what I'm seeing now is like you say, it's the kids coming through and the youngsters, they know this, they haven't lost touch with that. And if we can keep that curiosity, that openness in them, there's really no need to teach it out of them. We need to look at life in a different way. I'm very much all about keeping it real and how do we do this? So I'm doing this in conversations with the kids that I'm with. You can just drop little bits of things in to kind of open them up again for them to realize that this is real. The reality is we create our reality, not that, as you say, we have to fit into it. And so it's a really exciting time to be in. And I completely agree with you, Andrew, that it's, as the adults, we're there to guide the next generation through.  And we can see now looking back at what they need from us. And it's just guidance to stay open, stay curious. There is no right answer. We're not trying to tick those boxes. Go where your heart is.  And that's why HeartMath and everything else is so important, is to give the tools that we can use every day, keeping it really simple and really real. So that every single child, every single parent, because I do also think the parents come into this as well, that it's so important to help parents help children. There's no point helping all of the children if we don't actually help the parents support their children. So that's a big part for me. Coming in with this, knowing from my experience, you know, I'm well educated, have a degree, all of these things. And yet I didn't know these things. So I couldn't help my kids when they were young. I can help them now as young adults. And they're going forward and they're creating and they know how to find those feelings. And when things worry them, find the feeling, peace. Feel what you're feeling and find the feeling of peace and go towards that. So, yeah, it's a very exciting time to be in when you can look at it from that perspective. Yeah, interesting. Kerri: Amy, I think she teed

you up right there. What are your thoughts to keep us going?  Amy: Sorry about that. I knew I was going to do a first blurt if I didn't mute myself because I took notes when Leila was talking. I took notes when Andrew was talking. It's like, oh my gosh, and Clare, yeah, to your point, I think it's absolutely critical that we also address the elephant in the room, which is the adults, right? And Leila, you brought it up and I thought, oh my gosh, what a different concept. What if we could literally change those generations in real time, right? Which for me is what we need to do. We need to change some of the generations that are here on the planet right now so that we can create that new world. That's a huge burden to put on little people. I'm a new grandma and I'm watching my new little person and she is very different and she has so much wisdom and they're remembering things so much more quickly. They're not having to go through that learning process like we did. And when you look at the animal kingdom, they came out ready to hit the ground running. Humans are the only thing on the planet that we have kids in our home for 18 years. That's a fascinating concept in and of itself. Why is 18 the magic number? It's like, when are we going to start asking some different questions about, how do we move that dial forward? How do we literally change that?  Think of, and Andrew, you said it, if we're teaching kids all the things that we know now, right, as grown adults, as little people, how to come back to themselves, how to ask those internal questions, how do I bring myself back to my heart? How do I bring myself into coherence? Imagine how much more quickly things are going to come. And not that I would want my kids to be out on their own at 10 or whatever that is, but again, where did that come from? Why are we stuck in that? And how do we change the adults in the room to help create that new reality, to help create that new paradigm shift, to help bring these little people along in a different way? I see you all looking at me going like, oh.  Kerri: Amy, you said something that they would remember more quickly. Will you say more about kids remembering more quickly, please?  Amy: Yeah, so I've been a kookaloo for a long, long time and so some of the reading I do, it was just a fascinating concept. And I think, again, because we've got, and not to stomp on anybody's belief, but I absolutely believe in reincarnation. I believe we continue to do this over and over and over and over and over. I think we get to try everything on. I think we get to try being black, being white, being Asian. I think we get to try everything on.  I think that's how we evolve as human beings.  That said, I think we've got an older soul population now coming in, and the old souls are wanting to come back for this exact reason. We passed a huge marker. We were supposed to all be exterminated with Y2K. And here we are, right? We've made a conscious choice. Human consciousness has elevated. Wow, I got chills, okay, so I know I'm on topic here. Consciousness has elevated to a point we've chosen. We have chosen as human beings to evolve, to figure this out, to go beyond some of those old ways of being. And it's an intense energy. And so I think that there's been a lot of people that have opted out and checked out, but I think these new little people that are coming in are old souls that are like, “nah, nah, nah, I'm here, let's go. And I think because of that, that inner knowing, that inner knowledge, all of those things are coming so much more quickly. They're not having to figure stuff out. They just need us to help guide them on that path and try to run and keep up with them. Kerri: It's gorgeous. Absolutely gorgeous. Thank you. With new people coming in, Shea, you've been studying quantum biology for a couple of years, and I am super curious how you might knit what you've been studying and learning with this idea of old souls coming into new bodies with a lot more space to just go forward.  Shea: Well, I don't know if I'm looking at it like old souls other than, instead I'm looking at it like a shift in consciousness. Because we're all old souls. And there is a, there is, there are cosmic energies at play that are shifting things right now. And one of the things Andrew said about the top-down structures and how they've been controlling things, and there is. I do believe there is a shift in that. And without getting too controversial, I believe that the top-down structures, how do I say this, don't have our best interest in mind. And the one sure thing that we have in life is nature and our connection to it and our physiology relies on that. I mean, just like if you talk about kids in classrooms, the lighting environment alone removes us from ourselves.  And what some of the stuff I've learned in quantum biology is that we photosynthesize, just like plants, we get energy from the sun and it's absorbed through the melanin in our skin and then it's transferred into electrons that gives our body energy. Our mitochondria rely on it. That's the only way our mitochondria builds cellular water is by the sun, direct exposure and signaling from the sun. Yet we've been taught to slap on our sunglasses, cover up, slap on the sunscreen and block the sun from us. And yet we go inside and we don't think anything about blocking the artificial light because we don't know what that's doing to our biology. And I think one of the reasons I've loved studying this is because we need to understand our own potential. Because we don't, we don't understand what we have the potential for. And it's almost, the more I've gotten in and down this rabbit hole, I can't help but wonder if it hasn't been intentional, but I feel like the power of the people is rising up and we are starting to understand our potential. What it is that we need in order to thrive, to be connected to our intuition and that's all found in nature. Nature doesn't lie.  Just

walking outside, the Schumann resonance from the earth is the same vibration, for lack of a better word, as the alpha wave in our brain. The geomagnetic pulse of the earth moves in the same timing as our cerebral spinal fluid flow, the mayer wave and our blood flow,  coherent breath, which is like a five second inhale, five second exhale, is the same as that geomagnetic pulse. And we're designed to connect to the signaling from the earth, from the sun. And we’ve gotten away from that, because we now live indoors under artificial lighting with rubber shoes. We don't embrace what it means to truly be connected to nature because we don't know.  And there's a lot of amazing people studying this right now. And there's been people in the past studying it, but it's not a profit driven thing to say, oh, you just need to expose yourself to the sun because that is what builds your cellular water or builds your bio photons or whatever. Which connects you to the ether around us, the larger array, we're just small arrays in a large array, and we're all connected. And we lose that when we get caught up in an artificial lifestyle. So I don't know, I took a lot of notes because everybody, this is such an interesting conversation, our thoughts really do create our reality. Just what we think in our mind has a vibration and that's felt.   Whenever you think of somebody, they feel it, when it's usually because they're thinking about you. What was that, I think it was Mark Twain had a term he used for that and that was back when people wrote letters to communicate. And it was very common to receive a letter the same day that the person you just wrote a letter to received it. So it used to be like that when we were younger, you know, before cell phones and all that. My mother used to say, “I can tell who's calling just by the tone of the phone, just the way the phone's ringing”.  I don't want to babble, take up too much time. Amy: Shea, first of all, I think I just fell in love with you and I so want to talk to you after this podcast. I love nerdy science. And getting to be in that HeartMath community, one of the things that's so cool and I try to always inspire people, is they're literally trying to measure and continue to measure Schumann's resonance. Because there's been, you know, a lot of the doom and gloom and Schumann's resonance is changing in a positive way. So actually consciousness really is, I mean, again, I love the nerdiness of being able to measure things, you know, for, I hate to say all the naysayers or for a lot of people, this is like so far out of their realm of thinking, it feels weird. And when you can have some concrete evidence to go, well, wait a minute, let's show you the evidence, it helps people kind of ground in that. So anyway, thank you for bringing that up. And literally I found my note when Leila, you were talking, I literally wrote the note, we need to change our biology. Because humans, unfortunately, and again, this is kind of a HeartMath principle where our survival mechanism is being hardwired to the negative, right? And if you look at the old Maslow triangle, we've got to have that need for safety first. And so I think this is part of what we're shifting out of. And I think this is where the kids that are coming in are so far ahead of us, they realize those needs are met. They don’t stay grounded in that bottom rung if you will, of their brain.  I think they already recognize that the basic needs of survival have long been met and so their brains operate at a higher capacity. They're able to access the prefrontal cortex where you have the creativity, you have that expansive thinking. I'm trying to use some of the words that have already been brought up. Leila, you brought up expansiveness, and so I think again it's helping the adults in the room get caught up so that we can all catapult to a further reality.  Leila: So many things, wow, thank you, and I'm thinking about the rhythm of the natural world and the rhythm of institutions and institutional life. So a lot of what I'm writing into this novel traces how institutions operate and the relationship between the body and the institutional infrastructure. And I work with young people who are undergraduate level and they are brilliant and amazing and have all of these gifts. At the same time, they're profoundly affected by the institutional rhythm, what I feel like, what I think of as the drive impulse, the impulse to constantly do.There's, like I had a student telling me, “well, you know, I'm in my third year of this program and this is the first time somebody's asked me what I think”, right? That it's constantly produce, produce, produce. It's a capitalist kind of an archaic impulse to, I don't know how else to describe it, and so then invite students into a different relationship. And this is sort of work that's growing for me and growing and knowing the work that Kerri and I are doing to partner with teaching a youth activism course through ILS. But it's in that, it came to it sort of through a nervous system kind of realization as a result of having a traumatic brain injury personally. And so it's like, well, I can't teach in the same way anymore. My brain doesn't work in the same way anymore. This isn't working for me at all as a person at the front of the classroom. And you know what? Not working for anybody. So what are we even doing here? Right? And so it's like, well, how do I bring more spaciousness? Like, how do I start? Like I'm the facilitator here. Apparently we're the adults in the room. You know, how do I, like, get that spaciousness for myself, which is what a lot of my recovery has been, to then be able to bring that to a classroom of 60 people. And how can we work from spaciousness? How can we really explore what discernment is? How can we play with what it means to bring intuition into what we want to learn and how we want to learn it and how we want to be in relationship with each other?  And that

for me, it's like directly laughing at institutional life and how it is supposed to operate and what my role is supposed to be in the institution. It's like, yeah, good one, thanks, but no thanks. Try something else and say, also, will you please come talk to my activism class? Thank you. Kerri:  Clare, I saw you unmute for a sec.  Clare: Yes, to what Leila was saying, that again, it comes back to helping the adults, because we need to provide, be the example for the children. And since I've stepped away from teaching, my next biggest thing has been with my own children. They've seen me slow down because I was in the rat race. I was in the hamster wheel. I was doing that bigger, harder, faster, stronger, more, more, more, more. And since I've stepped away, they've seen me happier. I'm outside in all weathers, more connected to nature and calmer. Life is better for all of us. And so they've then had permission to step back. And currently I've got two daughters back at home again, because we've seen that they need a breathing space. One's done a degree, one's done A-levels and they're about, you know, and it's just, you need to slow down. They need to slow down. So it was them seeing me providing that example that that was okay. And then I was saying to them, it is okay to slow down. You don't have to do the same as everyone else is doing. Breathe, take that space, take that time now so that you can set yourselves up for a better and a different future than just having to do the norm and join these systems that are no longer working.  So I do think it comes back to, it's bringing together, doesn't it? By all of the generations and the wisdom from each generation to help each other, which just comes back to that connection again, the connection with nature, connection with the kids and nature, us and nature, us and the kids. It just all comes together about connection is the way forward and that community and collaboration. Kerri:  The thoughts I'm having now are like the curiosity in my mind is where are the openings to assist adults in this way, to assist parents in this way. And what's beneath that for me, having been with horses most of my life and having the horses tell me, if you want to help us, go help the people, go help the people find their hearts. And that will help us. What I found is whether it's horses or dogs or cats, a lot of people will do more for somebody else than they will for themselves. They'll recognize that their horse has anxiety, my cat  Kerri, my cat has anxiety. Can you help my cat? And yeah, sure. Let's talk. We'll talk to the cat. And 10 minutes in, they're like, whoa, do you work with people? Because I think people think about themselves second, third or fourth.  And perhaps it's similar with kids coming in with the prevalence of the autism spectrum. People showing up in a very obvious way saying I need something different. And so people who have been conditioned in an institutional way have something to recognize that makes it viable to change, right, to change our way of being. And so maybe, you know, kids coming in in a new consciousness, kids coming in on the spectrum, it's a very justifiable reason for wholesale change.  But it just makes me curious, like, how do we change the paradigm so we don't need to be so up against a wall before we change? How do we plant these seeds? Where are the openings for that? I'm curious to hear from all of you about that.  Andrew: I'd love to jump in on this one. And Kerri, I was so inspired by your books, especially Think Like a Horse and so when you work with animals, and just the way you were describing helping people with their pets or whatever, I think the biggest change is so many adults are like, hey, I know what's best. Or that's when we're talking about systems or institutions, we know what's best for you. So you should do it our way. And so what ends up happening is we train our pets or our kids through this punishment reward system. We're going to get you to comply our way. If you don't do things our way, you're going to get a little bit of a punishment. If you do things right, you'll get a reward. And eventually you'll come away, come around to our way of thinking.  And I think in terms of working with the parents, it's understanding that, right? It's understanding that, hey, your kid knows best for them. You know, they're already brilliant. One of my favorite things to talk about is this genius study that NASA did. If you're not familiar with it, there's a creativity test that they gave to their engineers and someone got the brilliant idea of giving it to five-year-olds. And so unlike the NASA engineers, 98% of five-year-olds tested as creative geniuses. And they're like, oh my gosh. And so what they decided to do is follow the same group of kids. And they gave them the test again at age 10 and only 30% tested as geniuses when they were 10. When they were 15, only 12%. And when they were adults, only 2%.  And that's what blew them away is they would give this test to the NASA engineers and 2% were like, oh God, 2% are geniuses. We're awesome. But then like the five-year-olds like, so then the question is, well, what happened? What happened to that 98%? And I really do believe it's as simple as they get trained out of it, by them learning that, I actually don't know what's best for myself. These people know what's best for me. So I can stop creating.  So those of us like you, Leila, who's a novelist and you're obviously still super committed to your creativity. I know probably all of us are that way. How did we get through that gauntlet of not being trained out of our creativity when it's so prevalent? So I think the first thing with parents and really teachers is just realizing every kid is a genius in their own special way. And so we just need to find that, embrace that, and let them create their world in the way that they are. We're not going to teach them how to create. We can't do that. Just like

nobody can teach us to create for ourselves.  So I really think it's that shift that's going to be the most profound in terms of just allowing each of us to blossom and especially to get that control punishment reward system out of those kids' creative fields so they can just unleash these brilliant things that they want to unleash onto the world.  Leila: Sorry to jump in again, but I just had to, something's coming up for me. So on the research side, I facilitate co-research with young people. So it's the idea that young people are brilliant theorists of their social world and that as academics, scholars, whatever, adults, we can work side by side with them to conduct research and we can generate, and we're talking about intergenerational connections here. So it's an intergenerational community of care that we can generate knowledge together. The hardest thing in that work is to assist the adults in the room to give up the role of experts. To give up that power and that desire to really work alongside young people as experts. And when I present this work and share it, it's one of the hardest sells. It's just the idea that young people are brilliant social theorists of their world. And so it's just that there is a desire to, it comes up in so many different ways, to save, to help, to intervene, to re-guide, to come with the answer, it's the biggest one probably. One of the things I'm playing with in my class and having some humor with is, so we're working on final projects now. So there's some anxiety about that, some stress.  And so students write to me to say, I have these ideas, I want to write about judgment and discernment for my final project and what do you think about these ideas? Should I do this, this, this, this, this? So I'm the “professor”, so they want to know what's the answer. So I write back, I said, awesome, you're writing about discernment, okay, I want to invite you into a space of discernment to feel which of those topics is most energizing for you, which is the one that you're really excited about. And I, it's kind of oftentimes a bit of a hard sell where students really want me to give them the answer. And I'm saying, no, I don't want your power. And to center them in the process. So it's like, it's anyways, just making some links and some things I'm thinking about, but yeah. Clare:  You're exactly right. That's, we are taught to give our power to somebody else all the way through school. As the teacher, I know what the answer is. So child, you tell me. And I had a light bulb recently last year in a lesson with my horse when I had a new teacher and I was all knotted up and anxious. And she came in and I'm emotional and it kind of made me realize that I'm like this because I want you to tell me what to do. But the realization was that I'm giving my power to you. I'm saying to you, you take responsibility for me. And it was such a light bulb, such a clear moment of understanding that, oh my goodness, I'm giving my power away.

And all through school, we give power away. And it's, and it's about pushing, I don't know, it's not the word, the word isn't right, pushing back, but, you know, turning it around and saying, well, what do you think? And allowing that space to have multiple different answers, all of them correct. And as you say, it's about then you choose, you discern which one feels best to you. I love that because that's such a simple and very real way that we can talk to other people who come to us for advice. Children who come to us to ask for the answer is to go listen, but then turn it and say, what do you think?  Shea: I love that. I was thinking about the classes that I teach, it's not on an institution or, this to that level, it's just my little craniosacral classes. But it's something that I find when people come as well, I try to empower them to tap into their own intuition. And sometimes it's something that's really been shut down. And so people, you know, they'll want the steps to do or the things to think about and help them expand, take their awareness, expand it out. As soon as we narrow in on something, it triggers a stress response, because that's what we do in a sympathetic state as we narrow in. And so I was just inspired by Clare, because I teach people the anatomy from a more biodynamic lens of the work I do. And then all these different contacts, and then let them feel their own way through it, instead of saying you have to do this one first, and this one second. And I find it's interesting to watch how people unfold and start to realize how much more to this life than what we understand, what people have a lot more. Humans don't understand their abilities. And I think helping people understand that, or not even understand, just trust themselves, trust what they believe, or what they hear, what they feel, what they think, trust that there's something to that.  I did that the other day, I was supposed to go to lunch with my sister, and I had a lot going on, I was just busy with stuff, and I woke up, and my first thought was my sister was sick, and she was going to cancel. And I immediately discounted that, I immediately thought, oh, you just don't want to go because you're too busy. And then, sure enough, I got my phone, and there was her text message. So, just people, just understanding that, you know, I hear it when I'm working with a horse, and the owner will say, I just, I'm just not intuitive at all. And then, they'll start telling a story about something that I feel the horse is working on. So, it's like, well, actually, you are, you just don't realize it yet, you're not aware of it, or you're not trusting it.  So, empowering, I think those kids in these classes are so lucky, because they get an adult who's empowering them to stay true to them, themselves. And that's all, that's all we can do is find our own heart space connection, our bliss state, and expand that out into the ether, because that's, that helps the rest of it grow, what

we focus on grows.  Kerri: Well, what if that is sort of the crux, the tenet, the gold of this shift, and a new paradigm, like, this is how it actually works. What you want to share with the world, you generate within yourself, right? If I want kids, or adults, to just use a few different words here, to feel safe, to feel empowered, to be able to trust their innate technology, their inner knowing, you can't sit there and give them, you know, a bullet list of steps, you can, but it helps the mind. But when I show up, knowing that, that part of myself and curious to watch it come forth from another, that dynamic, generating it first, and then being curious with another, that dynamic offers, leading by example, it offers permission, which I think is huge.  Because of this, you know, giving our power away, we often sit and wait for permission to be as awesome as we are. And somebody shows up awesome, just their very beingness is permission to also feel that, and to play in that way, and to hear their own voice in that kind of an energy. So that's, that's kind of, it just feels really grounded and pragmatic to ask, what if that is the, the way the new paradigm is organized, as you generate and then share the awareness and the presence that you'd like to bring to the world.  Anthony: Kerri, I would love to add on to that, because I think that the new paradigm is actually starting to demand that we become creators. And the way I think about it is, back when I was getting out of college, the world was trying to make us all technicians. Be a computer programmer or be a radiologist or be an insurance adjuster basically learn some kind of a technical skill and you'll be able to get a job and you'll get rewarded by getting money. And then you can have a house and a car and all that stuff. And the problem with that is, in those technician jobs, usually we're outside of what we really care about, like our juice in life.  And so they call it a midlife crisis where you wake up and you're like, what have I done with my life? But it really is, you've put yourself in a box that isn't really you. And so what's happening right now is that all those boxes are disappearing. Kids, when they get out of college, like 52% of kids right now are taking high school level jobs, more service jobs because those technical jobs that used to be so plentiful are not so plentiful anymore. And here comes AI that's really great at these technician jobs. I really don't think there's going to be a traditional role for an insurance adjuster in the future because AI can go through those steps like that, right?  But what AI can't do is it can't replace our creativity. So when we go into the world, knowing, going back to this whole thing of we create our world, we're world builders, and we're doing that in our own way, then we enter adulthood, you know, as a kid, or we can retrain ourselves as adults where we enter the world as one of one. We're creating only the way we can create. And, therefore we're the top 1% or 0.1% or 0.001% in our field. And then we can use things like AI to help us create, but we're not going to be, we can't be replaced by AI because we're one of one.  So as kids start, as those technical jobs are disappearing, I think kids are realizing I have no choice, but to become an innovator, to be a creator. And I think it does such a service because imagine that none of these guys are going to wake up in their forties or fifties going like, what have I done with my life? They're all like, I know exactly what I'm doing with my life and I'm exactly on the right path that I have been my whole life. I mean, what an amazing shift that would be.  Kerri: Oh my God, that's awesome. It's just awesome to hear you talk about all that stuff. We have, sadly, only four or five minutes left in our hour, which is always the case. We always get to like awesome juicy stuff, right? Just before the hour. So I just want to open the floor. Are there any final curiosities, anything, any curious, curiosities you're left with going forward from here or anything you want to wrap up or bring forward anybody?  One of the things that comes in my mind is just weaving back, weaving nature back into this conversation. Because again, humanity, we have this specialized processor of a prefrontal cortex that I often affectionately title the mayor of thinky town. And it's wonderful, but sometimes the mayor is a bit, you know, micromanaging. And nature, like Shea said, nature doesn't lie. Nature's not over-processing. There's a quote from Lao Tzu that says, nature never hurries and yet everything is accomplished. And I am always, always feeling that when things seem to start going really, really fast. For me, it's not just words. It's a reality that nature never hurries and yet everything is accomplished. And the fact that I can feel that reminds me that I am also of that. That essence is also part of my humanness, even while the mayor is getting a little stressed out because it's losing control of some of the details. So this always ends up being my question as well. And I love what everybody's been saying that with intuition, you can't teach it from the outside. It has to be something ignited and explored from within.  And so whether it's for kids or for adults, what if world-building starts with having a friendship with the part of myself that's never been separate from nature? And getting to know that part through horses, through trees, through nerding out on quantum biology. We can do that. There are so many different ways, so many different entry points. And it's just remarkable that these conversations are happening more often and in more circles. Every single time we touch on this conversation, it expands not only for us, but in the universe as a whole. And the more we bring our awareness to it, the more we set ourselves up to offer others permission, because we are walking that talk. We are walking that reality. And that walk is what creates worlds. So I'm all about it. What do you guys think?  Andrew: Sign me up. Where do I sign?  Kerri: Yeah. I love it. I love it. My goodness. You're all so beautiful. Thank you so much for this conversation, everybody.  Group: Thank you, yeah, it's really fun. And yeah, let's do it again sometime. Yes, to be continued. Yeah, today. Beautiful, beautiful. Amy:  I have just one final thought, and I think that everybody spoke to this. And I love the idea that no one in my Hollywood squares here is thinking in a linear fashion. And I think that's part of what needs to change is we need to think in circles instead of the black and white. I think we need to ask for the both and not the either or. And I feel every single one of you has said that in a different set of words or whatever, but I think that's the shift we're in.  Kerri: Leila, bring us home.  Leila: Oh my goodness. Well, I'm just going to add a little bit on there to say that you beautifully set us off thinking about world building. And earlier, Andrew had talked about things falling apart right now.  And I'm just thinking about, I guess this is non-linear, but Kerri, you asked, if I can read my writing, what are the openings to assist adults? And I'm just thinking about things falling apart as things falling open and the spaciousness of the possibilities that present in that. And as adults, what can we create and what can we co-create with young people in this spaciousness that is showing up for us right now?  Kerri: Oh my God. Here here!!!. What a beautiful question to leave us with, Leila.  Group: Thank you.