| Level Two Includes More Freedom | | | | possibilities in addition to facts. |
| We start life at level one which is a dark place full of | | | | The adolescent begins to form a world view and |
| fear and helplessness, and, hopefully, love and | | | | then might question the concepts of justice, politics |
| comfort. Level two of life provides the opportunity | | | | or patriotism. They might even question the validity |
| to improve our ability to move and to communicate. | | | | of history as they see how people have different |
| We learn how to decipher the rules of different | | | | points of view and thus, form different stories from |
| environments. For example, at home we are able to | | | | a common experience. |
| talk when we have something to say, but at most | | | | At this level, a human can make the decision to |
| schools, we need to learn to raise our hands. At | | | | become a better swimmer or a better runner, or a |
| home we are able to hug and kiss when we are | | | | better mathematician and can make a plan to |
| infused with a feelings of love, but at school or in the | | | | become better. At this level, the human begins to |
| playground, we keep a particular distance. | | | | think about his future and to make decisions about |
| So, although during this level we have more physical | | | | that future. |
| freedom to move. We learn to run and perhaps to | | | | And, of course, a big part of self definition is self |
| swim. We learn to ride a bike or a skateboard and | | | | esteem. The adolescent is learning how to be |
| can move around even faster with the use of tools. | | | | accepted by and to develop closeness to peers. This |
| We might have to learn to fight or to protect | | | | is where the child, who does not achieve a good |
| ourselves against bullies. | | | | ability to be part of his peer group or peer culture, |
| Within this level, there is no questioning of authority | | | | might lash out in anger, frustration and hopelessness. |
| or of identity. The child likes to run, or doesn't. S/he | | | | This has been the cause of the school shootings is |
| likes to draw or doesn't. S/he will make judgments | | | | America. |
| about who is the best runner or who is the best | | | | The Law of Attraction |
| drawer without considering that it is possible to | | | | The Law of Attraction operates from thought, and is |
| change positions or being able to formulate a plan to | | | | powered by emotions. At level two, children are still |
| change positions. At this level, the child does not think | | | | having automatic emotional responses. At this stage |
| or plan about his or her future. | | | | they are just learning to control their emotions. At |
| Eric Erickson refers to this level as "Initiative vs Guilt" | | | | the beginning of level two, they are as likely to say |
| which is followed by "Industry vs Confusion". | | | | "I hate you" to a parent as they are to say, "I love |
| Level Three Includes More Self Definition | | | | you" and they might say both in the same hour. And |
| At each level, our thinking improves as well as our | | | | they would mean both. There is a big delay in their |
| physical abilities. Level three occurs in adolescence. | | | | ability to attract using the Law of Attraction. |
| During level two, we learned to decode language and | | | | The Law of Attraction power of manifestation is not |
| to sort the objects in our world into categories. This | | | | given to level one or level two humans because dire |
| is a feature of judgment and is induced by our | | | | things would be the result of every temper tantrum. |
| senses. We are constantly discriminating between | | | | It takes the ability to choose one emotion over |
| hard and soft, cold and hot, near and far and so | | | | another that occurs in level three and higher levels, |
| forth. At this level humans are able to combine (add) | | | | before a human is allowed to manifest. A level three |
| and separate (subtract and divide). These are | | | | person can look at his anger and see the story that |
| concrete operations which can easily be illustrated | | | | induced it. He can choose another version of that |
| with objects. | | | | story and choose love instead. |
| With the jump to level three, we are able to do | | | | The choice of love over fear moves a person closer |
| higher mathematics because our minds are able to | | | | to instant manifestation. This is the true power of |
| perform formal logical operations and abstract | | | | positive thinking. |
| thinking. At this level, the human is able to consider | | | | |