CONNECTING the DOTS COLUMN … Empowering Children with Empowering Knowledge

Since knowledge is power, it is understandable that many adults are hesitant, and even reluctant, to provide empowering knowledge to children. After all, what would happen if we truly provided children with the ability not only to learn facts, figures, or skills for a particular job, but the process of thinking, analysis and decision-making, along with a unified principle to aid their decision making in all aspects of their lives?

Withholding empowering knowledge from the majority of children is our greatest hindrance and barrier to the successful development of each person’s potential and their unique contribution to our world.

Interestingly, keeping up with the rapidly changing technological world is something many of us accomplish easier because though technology is charged with power, it is controlled power … but, in contrast, unleashing the power of knowledge on children and youth may feel uncontrollable … threatening. The idea that a child may refuse a request, say “No,” or make choices not approved of or sanctioned by one’s culture may seem threatening, but let us re-consider.

In Ontario, Canada the past year, Ontario Liberal Premier Kathleen Wynne, chose to inject into the school curriculum in-depth sex education knowledge for children. Controversy arose by those who ridicule the attempt to educate children with the arguments that knowledge promotes promiscuity or contrasts with their family’s personal, religious, and/or cultural beliefs.

Yet, providing all children with the same practical physical and sexual knowledge they need to make good, healthy choices for themselves that they may not receive at home because of generational, cultural, religious, and other parental issues, such as non-communicative or abusive parental relationships, absent parents, being a foster child, etc., reveals the significant value of educating all children non-biasedly.

The same applies to the need to educate children with the liberal arts knowledge usually reserved for first-year university students … philosophy and humanities.

My introduction to both resulted when, in my mid-thirties, I enrolled in York University’s Bachelor of Science program with the intent to achieve a Ph.D. in psychology. Clearly I recall my Humanities professor telling us we knew nothing … that we were, in fact, at the bottom of the spiral because of our lack of knowledge. Our quest, therefore, was to keep moving up the spiral by continuous learning … and adapting … based on new knowledge gained.

At the time, the age I was and all I had experienced, I did not buy into his concept, but my past twenty years of research, study, and analysis revealed how much knowledge is withheld from children and teens that should not be withheld … because we are only hurting ourselves and humanity by doing so.

The best life skills we can provide to children are not just about the practicalities of daily living, but empowering them to understand the practical importance of their hearts and minds behind the choices they make.

If children are not taught unbiasedly that all people are to be valued … respected what hope do we have of resolving the numerous, preventable prejudicial conflicts the opposing belief … that a person or a group of people have to “earn” respect by meeting someone’s or some group’s “qualifiers” … generates?

We also have to look at the tremendous financial implications ignorance is costing humanity … money that could better be spent raising the standard of living and quality of life of all people … that, in turn, would result in more people contributing positively to the world with their unique gifts, talents, and abilities.

Let us also look at some of the other reasons for empowering every child.

We could save a child’s life by empowering him or her to challenge an adult. The adult could be someone who is hurting them in some way … neglecting their care, physically or sexually abusing them. By learning in school that they could go to another adult they were informed to go to, fewer children would suffer … and even fewer would pass on the same conditioning.

We could save a child’s life by empowering them to question a command from someone they know when their command is contrary to what they had been told by their caregivers. I think back to the five-year old a few years ago who left the school with a friend of the family and was brutally murdered. If that child had been empowered with the knowledge that she had the right to question the change of plans in front of her teacher or the principal, she would still be alive.

The list of reasons, unfortunately, could go on. However, the adaptation needed is up to us. We need to share our new knowledge, plus adapt ourselves and our education models to truly strengthen the children with the empowering knowledge needed for healthy, balanced, respectful living.



800 words

October 27, 2015

Kaitlin A. Trepanier … The Respect Specialist. Humanitarian. Social Entrepreneur. Speaker. Author. Poet. Playwright. Director. Publisher.

Raising the standard of living, quality of life, freeing potential, and generating peace with education, entertainment, and inspiration … because  every child, every person, should know, by their own experience, they are valued … respected. Connecting the Dots … with The RESPECT PRINCIPLE.

NEWSFLASH! EBooks now available at and other favorite EBook retailers. New release DARK HORSES …The Short Story. Coming soon RESPECT … The Way Back into Love. Plus, Business Manager search is on! Also, presenting “Information to Smashwords” Seminars … November 5th is the next date!

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