
Creative Visualization is a powerful and unique tool. People from Athletes and Scientific Theorists to guys putting down the line on your local road, to you use this to some extent. How powerful this tool can be in your life depends on you.
A loss in early formative training
In the early stages of educational learning say kindergarten thru sixth grade we miss the boat in teaching our children to develop creative visualization. While there is emphasis on imagination, there none on practical application of imagination. Instead of showing and conducting sessions on the how to, we tell our tell they can do this. The result is many miss the boat on developing this life tool. The irony is the cost to teach it is negligible.
The indepth training
To start just have our kids draw something that they can do. For instance, clean the playground of trash. The first picture is of the playground. The second picture is of them performing the job. The third picture would be the result including the child with a smile. Next the children go and perform the task and they get to work through and see creative visualization in action. Now, afterward we show the children how they just saved money that would go toward their getting a better education. Show them how the garbage attracts germs and vermin, can cause an accidents or damage. Then go on to show how their actions saved people from getting hurt or sick and the needless expense to get rid of vermin was prevented. This is a simple four fold training that can be performed once a week.
The purpose of the steps
Step one initiates imagination by drawing and employing visualization. Step two teaches how to make it real and make it happen. Step three give the immediate reward of seeing the positive results of their applying those visualized actions. Step four goes back to employing visualization to understand the positive consquences of their actions go beyond the immediate rewards and are felt elsewhere. The child come to understand what they visualize and carry out has shared meaning.
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