Bullying … The “Disrespect Philosophy’s” Enforcer

From a secular view, the dominant philosophy that has shaped humans since the beginning of time is Disrespect.

The Disrespect Philosophy is simple. Its premise is that no person or life is valuable until someone says it is … based on what that someone, or a collective of “someones” say what is to be valued … respected.

In other words, the Disrespect Philosophy is about control: control that is misunderstood in contrast to true power. Control simply is a lack of trust in and of the world for life to be fair, for resources to be available to all … which all of our fears are driven by … thereby creating a low RESPECT LEVEL that we have been conditioned to use to fill the void of not feeling valued … respected in the Disrespect Philosophy world humanity has been living in for thousands of years … because not enough of us have connected the dots to see what we keep recreating … which, by the way, the Disrespect Philosophy strives to do in order to keep itself and its enforcers in power.

The guard and enforcer of the Disrespect Philosophy is bullying: the means used to coerce others into accepting the Disrespect Philosophy without question. How? Simply by the conviction we are taught that no one is valuable unless someone(s) says they are and the qualifiers for being considered valuable are based on the whims of those who have put themselves in positions of power to control.

Without high enough RESPECT LEVELS in families, family members are subject to the negative conditioning and the power struggle ensues. Those who take power do so by bullying. Sometimes subtle, often ingenious, sometimes emotional, psychological or physical, bullying comes in all shapes and sizes and affects, because of our lack of awareness of the Disrespect Philosophy, everyone.

The Myers Briggs Type Indicator (MBTI) is a personality profiling system presented by Carl Jung and further developed by the Myers – Briggs team. The fundamental basis of the MBTI is there are two primary personality types: Extroverts (E) and Introverts (I). According to the MBTI, Extroverts’ brains require primarily external stimulus for their brains to work at their best, while Introverts brains, on the contrary, often need a fair amount of time to work and be alone because of the constant internal stimulation in their brains they have to contend with.

There are two significant challenges the contrasting types brings to our world. One, the world is dominated in sheer numbers by the Extroverts and two, as a result the Extroverts, in a Disrespect Philosophy driven world want the rest of the world to be like them … and as a result, the enforcers … the bullies become conditioned at a very young age.

Not that only E’s become bullies, I’s do also, but more from reaction than action.

The reason is the Introverts are more driven by their brains to reflect, plus research, study, and analyze differences and as a result tend to be more understanding and often accepting of other people’s differences. Extraverts, on the other hand, will often respond to Introverts’ quietness, reserve and withdrawal as a rejection of them and in our Disrespect Philosophy world take the I’s actions personally … and the battles begin by employing the different methods of bullying: prejudging, teasing, belittling, tormenting, harassing, rejecting, isolating, neglecting, violating, abusing, and killing … spirits as well bodies.

Many Introverts, especially those with the dominant function of “Feeling” will often withdraw inward further or may even remove themselves physically to avoid battles with Extroverts which they will seldom win fighting in the Extraverted bullying manner … but, instead will use time and strategies to fight such battles. Without high RESPECT LEVELS, it is a lose lose proposition for both.

Extroverted bullies need audiences; Introverted bullies eventually seek quiet revenge … yet since we are driven to be more Extroverted to be in our Disrespect Philosophy driven world, Extroverts and Introverts can act very contrary to their natural, inherent personality type.

What happens in our childhood years does not stay in our childhood years … including the bullying (conditional love) we have been shaped by … it follows us no matter where we go … school, community, work, and into all of our relationships. The only way we become free from the Disrespect Philosophy enforcer, bullying, is to recognize it for what it is … something that strives to make us feel less valuable than everyone else so we bully others to make ourselves feel more valuable than others and therefore keep the world spinning out of control by the chaos maker, the Disrespect Philosophy.

We are valuable … each and every one of us for the unique gifts, talents and strengths we have to contribute to help make the world, including our personal and private worlds, better places to live … to thrive.

December 16, 2013

Kaitlin A. Trepanier
http://www.kaitlinatrepanier.com

All Rights Reserved by DARK HORSES PRODUCTIONS/KAITLIN A. TREPANIER, Connecting the Dots … with The RESPECT PRINCIPLE Developer, Author, Speaker, Playwright, Altruistic Entrepreneur, and Human Rights Activist … because every child … every person … should know, by their own experience, they are valued … RESPECTED.

Some are called …

Some people are called to be soldiers, others police and emergency crews.
Others are called to be doctors, nurses, caregivers, and spiritual leaders.
Many are called to be parents, teachers, babysitters too.
Many are called to help parents, teachers and babysitters.
Some are called to be scientists, innovators, creators, writers, artists.
Some are called to be loners, adventurers, extremists, but most to run in packs.
Many are called to create and run businesses, some to run governments and countries.
And some are even called to show us what we need to change … the displaced, the homeless, the starving, the diseased, the abused and abusers, the murdered and the murderers, the outcasts and the warlords.
Not one of us is perfect, but we are perfect for what we are called to do.
Let us not judge, but appreciate what we are each called to do.
Let us have compassion for each person’s challenges.
Let us honor each for what they bring to our world.
Let us forgive, and thank them, for not being copies of us.
Let each person live the life they are called to live.
… because we can.

November 5, 2013

Kaitlin A. Trepanier
http://www.kaitlinatrepanier.com

All Rights Reserved by DARK HORSES PRODUCTIONS/KAITLIN A. TREPANIER, Connecting the Dots … with The RESPECT PRINCIPLE Developer, Author, Speaker, Playwright, Altruistic Entrepreneur, and Human Rights Activist … because every child should know, by their own experience, they are valued … RESPECTED

Headline Flash Seen on TV Today … Snooping on Kids to Prevent Tragedy

An oxymoron. When we snoop on kids, we teach them it is permissible to snoop on others … to invade other people’s privacy and space … and then we wonder why they do not grow up with healthy, respectful boundaries for themselves and for others.

If we truly want to prevent tragedy, foremost we need to teach children and teens about different RESPECT LEVELS … and the choices and consequences of all levels … so they can think, choose, and act with the RESPECT LEVEL they want to generate the results they want … empowering them to make good decisions no matter what challenges are presented to them and who is presenting the challenge.

Connecting the Dots … If we do not want youth to go through our personal things, we have to show them the same Respect Level because how we treat them is how they will treat us, others, themselves and how they will let other people treat them.

Connecting the Dots … If an eight-year old child was approached at school and told by a neighbour they were supposed to go home with the neighbour, a RESPECT-FILLED child would know they have the right to go the Principal’s office to check with her or his parent(s) and the Principal before leaving unannounced with someone.

Connecting the Dots … If a fourteen-year old teen was approached on the street by someone in a car to go for a ride alone, a RESPECT-FILLED teen would know how to handle such an approach, inclusive of telling trusted adults.

Connecting the Dots … If a sixteen year old boy was being tormented for his unusual attire and looks, a RESPECT-FILLED boy would be strong enough to withstand the teasing and would gather support to get the behavior be stopped before yet another life was taken by his or others’ hands.

… etc. etc. etc.

In order to teach kids how to connect the dots we have to see and do things differently too as we learn to connect the dots to generate the results we want to see.

October 28, 2013

Kaitlin A. Trepanier
http://www.kaitlinatrepanier.com

All Rights Reserved by DARK HORSES PRODUCTIONS/KAITLIN A. TREPANIER, Connecting the Dots … with The RESPECT PRINCIPLE Developer, Author, Speaker, Playwright, Altruistic Entrepreneur, and Human Rights Activist … because every child should know, by their own experience, they are valued … RESPECTED

Faith Was Beaten Out of Me

The moment the yardstick split in half over my head, something split inside of me.

Picture an eight or nine-year old child, a girl, sitting in a Catholic school classroom, being taught by a black and white-robed woman, a nun, and then imagine the girl’s complete shock when the teacher, a nun, strode toward her ferociously, and to the girl’s amazement, did not rap her knuckles with the yardstick, but instead slashed the yard-long, thick ruler over her, my, head … literally snapping the yardstick into two pieces.

Much of my childhood remains locked away somewhere in deep caverns in my mind, but there are moments like this persistence has discovered in my personal work. What was once, and still is at times, called disobedience and now often labelled distraction was neither when viewed with tools such as the psychological profile tool, the Myers Briggs Type Indicator or MBTI. My in-depth study of the MBTI, which is based on Carl Jung’s original work, revealed an important discovery for me: my personality type would have thrived in a Montessori learning environment, as opposed to the factory-learning environments of our public, and even of most private, school systems.

Montessori learning environment is particularly ideal for “I” children who thrive on going off on their own to study what fascinates them though they are also taught the essentials, whereas “E” students thrive in group settings, both because of the way their brains work best.

“I’s” the short form for “Introverts” have brains constantly engaged in multiple trains and streams of internal thoughts so loud, bustling busy environments are distractions to them. Such personality types learn and work best alone, reading, examining, analyzing, and experimenting then taking time away from their learning and work for discussions with others of like minds … other “Introverts.” The slang terms we are familiar with include geeks, nerds, loners, freaks … If such children survive their education environment with their identity still intact, professionally they become researchers, scientist, inventors, technology creators, writers, artists, songwriters, musicians, poets, performers …

“E’s” the short form for “Extroverts” have brains that constantly seek external stimulus to feel engaged in the world, so they are attracted to, or create loud, bustling environments. They seek continuous stimulation from the outside world and the quiet of solitude is one of their least favourite pastimes. Give them a crowd, a team to work with, people to sell to and they are happy. Put them in a classroom where talk, talk, talk is the teaching method and they thrive because verbal communication is tops for them.

Now, put an athletic, tomboy “I” girl child in an “E” environment also ruled by specific religious beliefs enforcing the wearing of dresses and skirts and demanded exacting group behaviour obedience on a child also being bullied for being “too different” and you have a recipe for disaster.

Add to all of this, a religion, Catholicism, which made me feel even worse for my blatant disobedience to the expected conformity and additionally saddled me with guilt, embarrassment and shame for not only my disobedience but also just for my differences, you have the formula for creating a rebel … a wild child.

In my mind, then and for a very, long time, I rejected God because I could not fathom why someone would create us, set us up to fail and then punish us. I could not understand why nuns would rap my knuckles with rulers, put me in the corner to humiliate me and with such a hateful look on her face, split a yardstick over my little head.

With the other very unpleasant things happening in my life, some of them due to misunderstood and misapplied religious teachings and the rest from being a very different personality type in my community, the world to this very logical and analytical child made no sense … nor did God.

Then darkness had me where it wanted me; caught me in the web of negativity, and even hate. I even grew to hate God and finally discarded the idea of him at all.

But what I was not able to discard were the deeply rooted religious and societal teachings of unworthiness, which further life experiences reinforced, including being re-wounded by Christians when I much later visited other churches with a tiny flicker of hope they may be different in their approach, but with no success because they always made me feel like a sinner they themselves would “save” instead of just welcoming me, recognizing Jesus had already “saved” me if I chose to believe in him.

We teach others how to treat us by how we treat ourselves, based on what I call the Respect Scale, and since I felt unworthy, I taught others to treat me the same way … always letting them put themselves before and above me … except during those times when a small outburst of rebellion would attempt to thwart their attempts, but they never lasted or I would move on, teaching someone else the same lesson … how to treat me as less worthy than them … and they did.

As a teenager, I became fascinated with séances, ghosts and all things ghoulish. By my twenties and thirties, I considered psychics and other new age ideas, but then I started to run into new age writers who talked about God and I was not ready to consider God as a good thing because my experience still clung tenaciously to me.

But, when my life hit its most darkest point, I demanded, “If you exist God, give me a purpose for living.” And he did, though for me, the journey back to really believing in God has been a long, arduous journey fraught with many setbacks, tests, and trials. In fact, it is only this year that I can honestly say I do believe, not just in a higher power, but in the God I once discarded through naivety and because of great pain and confusion.

Like myself, many other people have had their faith beaten out of them. Others call what they believe in by other names and I certainly can understand and appreciate why they do so. Some do not believe in anything beyond this life and I say “to each their own beliefs” because having a specific belief forced upon you does not yield faith but division, fear, prejudice, hate, violence and as history also shows, war. All I can say to those who do not believe in God as I am now learning to by reading an amplified Bible, is that for the first time in my life I am discovering what it feels like to live in faith … to trust I am not alone … that someone has my best interests at heart .. and to be content, no matter what, because all the pain can and will be turned to good as a reward for believing in, not the God I was taught about incorrectly by teachings or experience, but by what I am learning and experiencing now.

This time, my faith is my choice and no matter how others judge me and my faith, it is between God and me. I expect others to respect my belief as I respect their right to choose their own beliefs and if their beliefs do not seek to harm others … I am happy for them … and for us all … because I believe we are so much more than what we have come to believe and as a result, the opportunity is ours to create a better world than any generation has known.

October 23, 2013

Kaitlin A. Trepanier
http://www.kaitlinatrepanier.com

All Rights Reserved by DARK HORSES PRODUCTIONS/KAITLIN A. TREPANIER, Connecting the Dots … with The RESPECT PRINCIPLE Developer, Author, Speaker, Playwright, Altruistic Entrepreneur, and Human Rights Activist … because every child should know, by their own experience, they are valued … RESPECTED.

The MBTI was created by the mother-daughter team of Myers and Briggs.

The Tieger consultant team has also written extensively about the MBTI in The Art of Speed Reading People

No One is More Valuable Than You

It has been said many, many, many times, that parenting is the most important job in the world. It has also been said that a nation’s leader holds the most important job. Emergency workers who put their lives on the line for us such as firemen, policemen and soldiers also do the most important jobs. Doctors and nurses who save lives are also top of the list.

Yet, what about the parents who daily go to jobs they are not passionate about, but do, because they are passionate about providing the best for their children? Yet what about the cleaners who keep their work environments safe and clean for them to do their jobs? What about the people who create the businesses that provide jobs? What about the scientists and researchers who spend much of their life in remote areas or isolation to concentrate on solving important problem such as cures for cancer or developing greener technology so we limit the destruction of the environment that enables us to live. What about the people who save other people from horrific conditions such as human trafficking and genocide; who go to countries, even when that means putting their own lives at stake, to fight wars, to report on conditions, to bring food, to dig wells, build schools. What about people without children yet who dedicate their lives to improving the quality of life of children? What about the child of an aging parent who puts their life on hold to help their loved one experience the best transition possible before they leave this life? What about the people who build our homes, teach our children, minister our spiritual lives, create entertainment, write stories, investigate to solve problems, run our governments, manage our money and resources, find missing people and pets …

Examination of life on this world reminds us that it takes all of us, with our unique talents, strengths and abilities to keep the world running every day. Yes, we know there are problems. Yes, we know we don’t have all the answers. Yet, we can all stop to consider the idea everyone is valuable … worthy of RESPECT … for just being a life, so we can stop trying to measure our value over others by competing when such competition takes our energy away from just becoming the best unique individual we can be so we can share who we really are to help make the world a better place for us, our loved ones and everyone else’s loved ones to live in during our brief time on this planet we call earth … and home.

October 17, 2013

Kaitlin A. Trepanier
http://www.kaitlinatrepanier.com

All Rights Reserved by DARK HORSES PRODUCTIONS/KAITLIN A. TREPANIER, Connecting the Dots … with The RESPECT PRINCIPLE Developer, Author, Speaker, Playwright, Altruistic Entrepreneur, and Human Rights Activist … because every child should know, by their own experience, they are valued … RESPECTED

The Choice … Control with Laws, Rules, Regulations or Develop Character Strength with Awareness, Education, Inspiration

We know people respond more positively when they are encouraged with awareness, education and inspiration to make the healthiest, life-affirming choices for themselves and their responsibilities. We know this because of how we respond ourselves when people recognize and complement our strengths, talents, abilities and choices.

The question then begged is why do we keep adding laws upon laws upon rules, regulations that result in so many restrictions that people rebel against them, though not really with the intent to break the laws, rules and regulations, but to just break free from the weight of the bonds our Disrespect Philosophy driven world creates.

There is a saying that it is wiser not to just give people fish, but to teach them to fish. Is it not then wiser to not just give people laws, rules and regulations, but instead to help them Connect the dots … with The RESPECT PRINCIPLE so they develop the ability to value all life … and as a result, make better choices of their own free will than by the “threat of punishment” methodology?

The concept is logical, practical and compassionate, though not to those who feel the need to control others. People with the need to control and punish others reflect the impact their own experiences have by their impaired development and growth that has prevented them from recognizing the value of other people and what they have to contribute to our local and global community.

If we desire to consider this choice from a Biblical perspective, there are a few things to consider before making our choice. First, let us not forget God gave people Free Will, so who are we to take that away from people? Two, the Old Testament was filled with reams of laws, rules and regulations because many people were out of control … they got caught up in the natural world and rejected their spiritual selves; however, when Jesus Christ came to earth, He brought a new covenant that overrode all the laws, rules and regulations of man. He simplified the world by the New Testament, requesting that we all, “Love thy neighbor as thy self.”

Whether we prefer the intellectual, scientific premise to “Respect/value all life for just being lives” or the spiritual guidance of “Love thy neighbor as thy self,” the result will be the same … people will become encouraged through their new awareness, education and inspiration to not imprison people with judgment and all of its resulting laws, rules and regulations and will instead reap the benefits of people’s character strengthened by empowering them to make good choices simply because they know it is the right thing to do.

And if you need more justification to change our global culture from Disrespect to Respect, you may want to consider the huge financial impact … the money that will be saved from the much less damage being done to us and our world and the money that will then be available to make our world a better place to live … for everyone.

October 7, 2013

Kaitlin A. Trepanier
http://www.kaitlinatrepanier.com

All Rights Reserved by DARK HORSES PRODUCTIONS/KAITLIN A. TREPANIER, Connecting the Dots … with The RESPECT PRINCIPLE Developer, Author, Speaker, Playwright, Altruistic Entrepreneur, and Human Rights Activist … because every child should know, by their own experience, they are valued … RESPECTED

Every child should know, by their own experience, they are valued … RESPECTED.

This is the driving force behind the global initiative, Connecting the Dots … with The RESPECT PRINCIPLE.

If you believe this to be true, please help … Contribute or Sponsor by visiting http://www.kaitlinatrepanier.com and select The RESPECT PRINCIPLE tab for information about how to give. Book a speaking engagement or school presentation package. Order book(s) for your self, parent group, organization, school, and community.

All those who want your RESPECT (to be valued by you) thank you!

Sincerely,
Kaitlin A. Trepanier

September 23, 2013
http://www.kaitlinatrepanier.com

All Rights Reserved by KAITLIN A. TREPANIER, Connecting the Dots … with The RESPECT PRINCIPLE Developer, Author, Speaker, Playwright, Altruistic Entrepreneur, and Human Rights Activist <em>… because every child should know, by their own experience, they are valued … RESPECTED

Offense: Bullying … A School’s Definition Still Rings True Beyond Our School Years

Offense: Bullying
Explanation: While bullying can involve a single, severe behavior, bullying is usually defined as repeated negative behaviors intended to frighten or cause harm that may include, but are not limited to verbal, written, or electronic (virtual) threats or physical harm. Examples of bullying include, but are not limited to:
1. physical intimidation, taunting, name calling, and insults;
2. comments regarding the race, gender, religion, physical abilities, or characteristics of a person or his associates, and
3. false statements about other persons.

While researching a high school as a potential candidate for the inaugural Connecting the Dots … with The RESPECT PRINCIPLE SCHOOL PRESENTATION PACKAGE, consisting of The Talk, The Play and The Book Event, when I was reviewing the Chesapeake, Virginia’s Guide for Parents and Students, I copied their definition of Offense: Bullying and pasted it here, because it struck me how the definition reflects “Bullying” behavior found in all kinds of places: at home, at work and in our communities-at-large, demonstrating repeatedly, that even though such behavior may be held in check while in school because of the possible remedial consequences, once removed from the custodial threats of the school system, young adults turn into adults who carry on the offense: bullying, often without really being aware that the same definition still applies … though the consequences to the bully and bullied that go unchecked continue to reinforce negative attitudes and behavior that will ultimately cost us in either health, social and correctional care and for some death because of the unrecognized damage and its cumulative toll.

Bullying is bullying no matter age a person is … and it is an offense, whether you are in school or not, because it is a violence targeted towards another life.

September 21, 2013
http://www.kaitlinatrepanier.com

All Rights Reserved by DARK HORSES PRODUCTIONS/KAITLIN A. TREPANIER, Connecting the Dots … with The RESPECT PRINCIPLE Developer, Author, Speaker, Playwright, Altruistic Entrepreneur, and Human Rights Activist <em>… because every child should know, by their own experience, they are valued … RESPECTED

Just Smarter or Wiser? The New Legacy … Making Wisdom Available to Children

It has been said that wisdom does not necessarily always come with age simply because acquiring knowledge without applying it to our lives and letting what we learn change us means we stay the same … filled with lots of knowledge and trivia that is not translated into our making wiser choices because of wisdom developed.

In a world where many are freed to learn as much as we want because of the world wide web and the availability of an incredible abundance of information “out there,” it is easy for us to believe we are wiser, instead of just smarter. Just smarter because of the accumulation of data and knowledge we now have stored in our minds or have access to even though what we learn is not often translated into new action to generate new results… in other words we often do not connect all the dots and therefore the wisdom is not revealed.

Though we all have the potential to gather vast amounts of data and knowledge, those the most liable to misunderstand data and knowledge are not power in themselves and often use them unwisely are those who feel less than adequate … those who believe they must prove their “value” by their vast collection of data and knowledge along with the collecting of things and people.

It is the principle many education organizations unwittingly pass onto their students. This is demonstrated by the constant barrage of stories about well-educated people who use their vast collection of data and knowledge to manipulate others in their quest to gain what they desire, which is seldom wisdom.

Why? Because wisdom reflects the understanding that we are all in this life, sharing this planet and its resources together.

Like most people, I did not understand this for the longest time either. As a child, I rejected the school system because I found the experience filled with cruelty and hypocrisy, especially since I went to a Catholic School where the primary thing I remember is not the text book learning but the violence inflicted upon me for not being a model of the perfect student.

It was only on my later journey of collecting lots of data and knowledge by attending university in my mid-to-late thirties with the intent to become a psychologist and then later by my following self-directed studies did I discover things like personality types; first described by Carl Jung and later revisited and simplified by the Myers-Briggs mother daughter team who created the Myers Briggs Type Indicator and then made even more user friendly for the average person by Paul D. Tieger and Barbara Barron-Tieger. All of a sudden, I understood why my teachers and I often clashed in the classrooms … I was not a bad person or girl … I was an INTP … a very small percentage of the population who thrives, not on listening to teachers talk all day, which bored me silly because my communication and learning skill strengths are foremost experiential … reading, writing and doing and my weakest is being overloaded by the verbosity of “E’s” who dominate our world, who erroneously, by the way judge anyone not like them as less smart … even stupid.

Almost smothering myself with the wealth of data and knowledge, a new picture of the girl I had become convinced I was and the girl I really was began to reveal the falsities I had become convinced were realities.

As light bulbs flashed and flashed with every new step, with the next accumulation of the latest and greatest knowledge, I, like many people, began to believe the maxim “Knowledge is Power.”

But it isn’t. Knowledge is just a package of data put together in a comprehensive manner to make sense … until the next batch of knowledge comes along to trump the last bit of knowledge … and so the power struggle goes on and on and on … as it has since the beginning of humanity.

For years, I too stored up reams of data, knowledge and quotes falsely believing they alone provided the answer. Always adding the latest scientific discoveries meant more and more filing drawers and bookshelves filled to the point that knowing where to start to unravel it all seemed overwhelming.

Just as it must seem to children and youth these days.

The problem is the people with the most wealth of data and knowledge have become convinced that the only way to make the world a better place is to make everyone else like them. Which is why many of the solutions they present to deal with many of our world’s challenges are too complex or too competitive.

For example, during the process of securing a school’s students and staff to be the “Legacy” performers for the inaugural Connecting the Dots … with The RESPECT PRINCIPLE SCHOOL PACKAGE, I visited the Blue Water District School Board’s website where I found their Character Development charter comprised of the values desired are respect, honesty, responsibility, trust, teamwork, self-discipline, commitment, caring, integrity and dependability. The similar charter I found in many Ontario school halls on posters, from Windsor to Sault Ste. Marie to Kingston, when I visited as a school performer. All of them reminded me of the mission, vision and values I saw on corporate and business walls over several years.

Whatever the words and titles, all have the same intent … to create a more harmonious environment, but alas, the other commonality is they are written by people with vast stores of data and knowledge, who are so removed from the daily existence of the world’s population and who have unfortunately, even when with the best intentions are contributing to making people feel they must know as much as they do in order for them to feel valuable and successful; I used to also.

I realized this when I wrote my first few versions of Connecting the Dots … with The RESPECT PRINCIPLE. The first was too simple, the second too complex, so I began to think about the world with all of its people, many of whom cannot read or write, have never been to school, yet also those in the highest level of learning institutions and I rewrote the book in its third version. I thought about the little ones in playgrounds, in elementary and second schools, the dropouts, and all the people around the world who desperately want to learn and live better lives.

Keeping this vast audience in mind, I am grateful that the reams of data and knowledge coalesced and revealed a piece of wisdom to share. Today I often laugh and think of phrases like KISS Keep it Simple Smarty (I prefer Smarty over Stupid since putdowns are easy and reflective of a low RESPECT LEVEL) and the scientific premise of OCCAM”S RAZOR that the simplest is most often the truest and I am writing this to hopefully make you laugh because of your recognition of the simple truth and its wisdom.

Connecting the Dots … with The RESPECT PRINCIPLE simply means we shift our long-held principle, The Disrespect Philosophy, that respect is something a child has to earn … to The RESPECT PRINCIPLE … the wisdom that recognizes no child should have to meet anyone’s or any groups’ standards or qualification to be valued … treated RESPECTFULLY for just being a life.

Connecting the Dots … with The RESPECT PRINCIPLE by its simplicity makes the idea feasible to almost every person, regardless of their IQ.

The RESPECT SCALE shows the results and consequences of different levels of Respect. On the bottom are dictators, serial killers and on or near the top are Jesus Christ, Ghandi, Martin Luther King and everyone else is somewhere in between.

Teach a child they are valuable and they will think and act with honesty, responsibility, trust, teamwork, self-discipline, commitment, caring, integrity, dependability and a lot more, including love.

Free the children from the weight of first having to become filled and/or confused with reams of data and knowledge before they can have wisdom. Free them to learn who they are first by empowering them with one unified principle, not shaped by religion, politics, economics, social status or any such qualifier and our children will thrive as individuals … and as a global nation that humanity has not yet attained.

Connecting the Dots … with The RESPECT PRINCIPLE is the intellectual, scientific and economic version because it is practical, logical and compassionate.

If you desire a Christian version, God and Jesus made it simple too … treat others as you would have them treat you.

Let us give our children a new legacy to build upon … the legacy of valuing all life and then empowering them to develop the means to reflect the new and unified philosophy beneficial to all life.

September 20, 2013
http://www.kaitlinatrepanier.com

All Rights Reserved by DARK HORSES PRODUCTIONS/KAITLIN A. TREPANIER, Connecting the Dots … with The RESPECT PRINCIPLE Developer, Author, Speaker, Playwright, Altruistic Entrepreneur, and Human Rights Activist … because every child should know, by their own experience, they are valued … RESPECTED

You Don’t Know Any Kids Who Would Do Any of These Things … Right?

Based on recent true events in Kincardine, Ontario, but as I have seen and experienced, the location and events are reflective of many other towns and cities I have lived in over the years.

1. Three teenage girls walking after school one day, see an older woman with gray hair approaching. Giggling and making strange faces, they tense their bodies and form a solid wall with the obvious intent to make the lone woman walk around them. Used to such tactics after living in the city, the woman, me, walks firmly ahead without yielding. The girls stride forward till finally the shoulders of the lone woman and the teen collide briefly before each move on.

2. Three teen boys striding down a sidewalk on a steep hill, force a younger boy on his bicycle off the sidewalk and onto the road into the oncoming traffic lane, which fortunately, at that moment had no vehicles coming over the hill so the young boy was not in immediate danger.

3. A grade six boy falls off his bicycle while cycling on the sidewalk instead of on the very busy street on his way home from school. Crashing onto the asphalt of a driveway, his bare knee and hand are scraped raw and blood oozes out of his knee. The other older boy who had been riding on the road comes back to the fallen one and tells him to just ignore it and get up and get moving. The younger boy is in tears so he provides his phone number and his mother is called, but there is no answer. Balancing my own bike and the boy’s, the three of us walk along, but the older boy is tormenting the younger boy. In his torment, the older boy actually trips the younger boy by walking too close to him, so I tell him to ride on ahead. I mention something about bullying behavior and the young boy tells me the older boy is his brother. Bullies are bullies, I said, whether they are related or not. And sometimes, related bullies are even harder to deal with.

Just three short events sending out the messages “I can bully anyone I want to … because I can.”

Of course, the children and youth involved, were nobody’s we know, right? But check out the research and stories on “peer pressure” and “pack mentality” … or you could just watch the news.

September 18, 2013
http://www.kaitlinatrepanier.com

All Rights Reserved by DARK HORSES PRODUCTIONS/KAITLIN A. TREPANIER, Connecting the Dots … with The RESPECT PRINCIPLE</em> Developer, Author, Speaker, Playwright, Altruistic Entrepreneur, and Human Rights Activist … because every child should know, by their own experience, they are valued … RESPECTED