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The Ceaseless Control of The Body by The Mind



The whole premise of education, and the way we presently hold the foundations of our education system so strongly, is based on the paradigm that the mind needs educating. The education system predicates that the human body is an empty vessel waiting to receive information, knowledge, facts and academic skills. All of these external elements imposed in the ‘name of education’ are designed to provide us with the mental intelligence that is so highly valued in our society today.


Why is it that we only assign worth to the brain as being the site for our intelligence? Why does the premise of the superiority of the mind (intellect) have dominance over the physical body? 


The current body organ we call the mind – the one we collectively subscribe to and the one we continue to educate – has the conscious intent to override the body itself. Is this, in fact, the true consciousness of our whole body? The Science and Medical fields are now confirming that it is possible that our body has an intelligence it can access from the moment we are born, up to and including our final breath.


Therefore, is the brain really the epicentre that is used to control the whole body, or do we have an innate whole-body intelligence that is more powerful, and more universally aware, than the mind that has been ‘educated’ by external processes?


We ‘educate’ the mind by imposing on it: knowledge, information, facts, data, material, evidence, statistics, figures, numbers, all through a range of educational Key Learning Areas: English – language and literacy skills, Mathematics – numeracy skills, Geometry, Algebra, Science – evidence based and hypothetical, History – stories (interpreted and recreated from what has happened in the past), Health and Wellbeing – experts, advice and media hype that is supposed to be research but that is based on questionable data and participants.


Have we stopped to consider where, and from whom, all of this ‘knowledge’ and ‘intelligence’ is coming? What and where is the truth of education and intelligence? Who has deemed that this imposed education of the mind is the true intelligence that our body is capable of accessing, and using, to live joyously and harmoniously on this realm of life?

The strongly held view that the mind needs educating is configured on the understanding that there is no innate intelligence of the whole body that we can bring forth naturally. We are asked to educate the mind to make us feel intelligent or at least knowledgeable in today’s society.


Whole-body intelligence is a vastly different intelligence than the cerebral central focusing on championing the mental process. Rather, whole body intelligence is a combination of being aware of each and every part of the body and understanding how each contributes equally to our whole-body intelligence. This realisation brings us a new and more truthful understanding of intelligence – the call comes from the body to use the Universal Intelligence.



What does true intelligence from the body look and feel like?


When we connect with our body it is a democracy within the whole body – every single part (organ) of the body has its own innate intelligence and together they make up and contribute to our whole-body intelligence. We bring forth the intelligence from the whole body; it is innate, it is part of our body’s senses of feeling, seeing, hearing, tasting, touching and smelling—none of which need to be ‘educated’. Our senses come from within and are a result of the Universal energy we are born with.


Our organs are the main players of this whole body intelligence: The Heart keeps us alive without any need to be educated, the Liver brings harmonious vitality when it is not contaminated by what we eat and drink, the Gall Bladder wards off the emotions we bring into our bodies, the Stomach is a result of what we digest from living, the Pancreas reminds us to live with love and without drive and the Spleen governs the cleansing of our blood as we sleep. When any one of our parts comes into disarray, the body speaks its intelligence through pain, suffering, illness and disease.


We only have to look at the growth and development of a baby into toddlerhood and on into early childhood to realise the extent and validity of knowing that we do have an innate whole-body intelligence. No outside education is imposed on them to learn to walk, to express, to show true altruistic behaviour to all others, to demonstrate curiosity and a sense of knowing in many situations and environments. Is a child ever labelled as being unintelligent before they start attending school?


Whole-body intelligence is in relationship with everything and everyone else; it doesn’t hold oneself as separate, nor does it promote inequality as a result of being labelled intelligent or non-intelligent! Whole-body intelligence does not hold any judgment over another. When you compare this intelligence to the mental intelligence that we get from the education of the mind, one can feel the purity of the whole-body intelligence instead of the comparison and competitiveness that the educated mind brings to humanity.


This new awareness of the power and authority of our whole-body intelligence will develop our understanding that the mind does not have dominance, nor can we accept the overriding of the fact of where true intelligence is situated in our bodies. When we connect to what is offered through whole-body innate intelligence, we can respond to the profound levels of care and nurturing that bring settlement to our bodies.


In the construct of the present education paradigm, the whole-body intelligence theory is exposing the impotence of our education systems. We are unfolding as we deepen and value that our body is the doorway to the truth of education. We start to connect to our origins and when we honour the connection we have with our body, our whole body naturally leads to connection with others – we don’t see our self as an individual – we are part of the integrated whole.


So, why is our education system based on getting ‘intelligent’? It can’t be seen or felt in the body when it is supposedly held just in the brain. It is postulated that it can be measured but can it really be accurately measured via a pen and paper test? There is an absolute primacy in society given to ‘achieving’ mental intelligence. This has brought much separation, much competition and judgement into the human psyche.


Humanity carries the belief that some can be better educated than others, that some can be more academically successful, while others are deemed to be less intelligent and therefore less able to be highly educated. Only the ‘intelligent’ persons – in reality the ones who can regurgitate exam knowledge – are the ones to be offered higher University education. Is this paradigm failing to accept that we are all born equal and with an innate intelligence that is basically ignored once we start school?


If we do not attend school then we will be considered uneducated, and at the extreme, labelled as lacking the knowledge, the skills or the intellect to be able to communicate and be ‘successful’ and or ‘materially successful’ as an adult.


What is ‘intelligence’ – what does it mean to be ‘intelligent’? There have been many debates, discussions, theories based on academic research and, as a result hundreds of books have been, and continue to be, written to try and define this very abstract idea of what is ‘intelligence’. As teachers we promote the concept that intelligence is all measured by how well we think – thinking is considered to be the ultimate sign of being intelligent – but have we considered why there is a proliferation of humanly constructed thinking skills programs that we are exposed to, to actually teach children how to think? We bring these thinking configurations into our bodies in the belief that by teaching children higher order thinking skills we are giving them the pathway to improving their mental intelligence. I think, therefore I am!


Again, children are labelled on how well they can think and work out the answers to problems, which again is establishing the dominance of the mind. Young children, before they attend school, are not taught ‘thinking-skills’. When we observe them at play and in their growing years, we see that their natural curiosity, their impulses from their essence and their innate intelligence serves them well to understand their place in the world.


Is it possible to entertain pondering that there is a universal intelligence that doesn’t rely on thinking skills to demonstrate an intelligence that is more powerful than any thinking skills program we are asked to teach in our school curriculums? How does the beauty of nature or the natural instincts evident in the animal world gain their intelligence?


As teachers we are continually being asked to update, and add to, the knowledge we are asked to teach to our students through the education system’s curriculum and syllabi? Yes, we do have some constant principles like learning to read and basic mathematics understandings remaining the same, but over the years the never-ending ‘best way’ to teach is forever subject to the trending academic research that is always looking at how to improve, and even to extend, on the school syllabi. We have all witnessed and been part of the never-ending focus on using technology to improve the education of our mind.


The following questions need to be pondered on and conversations started to allow an opening to knowing what true intelligence is.


Should we question the dominance of the mind and the methods used in the gaining of mental intelligence by the present education paradigms?

Why don’t we concede there is an intelligence that is innate to the body and therefore, what part has the brain to play in our whole-body intelligence?

The body does not need educating in the way we hold the mind is to be educated, with externally produced knowledge, information and facts. Perhaps if we listened to and responded to our whole-body’s intelligence we would find that it has its own wisdom and intelligence. Hence the arrogance of even the term Education is exposed, as well as the quality of the energy that lies behind it

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