Indigo Children 1
Indigo vs. ACMT
Matija Radic
American College for Management and Technology
Dubrovnik, Spring 2008
Indigo Children 2
Abstract
From the period of 1980s, following the entrance into the new millennium, a theory
emerged regarding the rapid “evolutionary” changes concerning the new generations of
children. It all started with the publication of the book “Understanding Your Life Through
Color” by Nancy Ann Tappe in 1982. Followed by other research done in the eighties and
nineties, the book first introduced the theory that people bear auras around them, radiating
their own energy (Carroll, 1998). The indigo theory became quite comparable to certain
unexplained features of new generations of children, that has touched the fields of science in
the last three decades. The yet undefined spiritual, psychological, and even physiological
abilities which have occurred so rapidly in the new generations of children are still generally
not defined. However, one thing is certain; the indigo theory is not a regionally based theory,
yet it touches the global concern of changes in children, making scientists skeptical if we
should consider the theory of evolution only in the past tense these days.
Indigo Children 3
Features of Indigo Children
The Theory of Auras
The very term indigo is actually connected to the essence of the aura theory. It states
that all living beings radiate the energy around their bodies, showing the essence in color.
(Ann Tappe, 1998). The color is changeable, and it cannot be perceived with normal vision,
yet it is only detectable through psychic tests and meditation. According to Nancy Ann Tape
(1982), (who claimed to be a psychic herself), the majority of children born in the period of
1980s had a significant essence of indigo color in their auras. The first tests were conducted to
prove the thesis that the children of these generations possessed the ability to determine the
aura of her children. These successful tests were the first to produce skepticism regarding the
new generation of children, and connected the term indigo to children with supernatural
features (such as telekinesis and telepathy) (Randy, Mercado, 1982).
Modern scientific experiments proved that the pictures of human auras can be taken
(Nickel, 2000). The experiment was performed by putting the subject on a sensor plate, and
inducing an electrical charge. Immediately, the charge would translate the electrical intensity
into a crystal electronic display screen, producing color (Nickel, 2000). The camera inside the
crystal would then take a photograph, according to the shape of a human body. However, the
experiment proved that the same experiment on the same person would produce different
colors in a short interval (Nickel, 2000). This scientific experiment, as well as few others that
were performed on a similar basis, disapproved the theory of permanent colors in auras.
However, the term “indigo” remained as the description for children with above-normal
features on a global scale in the last three decades, which cannot be disapproved.
Indigo Children 4
Characteristics of Indigo Children
The term “indigo” became more recognized after the publishing of the book “The
Indigo Children” by Lee Carroll and Jan Tober in 1998. The book itself was actually a follow
up of Nancy Ann Tape’s “Understanding Your Life Through Color”. The book gave the main
insights regarding the features of Indigo children, and it emphasized certain features that
occurred in the physiology and psychology of the new generations. (Carroll, Tober, 1998).
According to Tape (1982), it is estimated that 97 percent of children under the age of ten, and
70 percent of individuals in the age between 15 and 25 posses the determined indigo
characteristics globally. In the work of Lee Carroll and Jan Tober, these characteristics were
introduced:

They come into the world with a feeling of royalty (and often act like it).

They have a feeling of "deserving to be here," and are surprised when others don't
share that.

Self-worth is not a big issue. They often tell their parents "who they are."

They have difficulty with absolute authority (authority without explanation or choice).

They simply will not do certain things; for example, waiting in line is difficult for
them.

They get frustrated with systems that are ritually oriented and don't require creative
thought.

They often see better ways of doing things, both at home and in school, which makes
them seem like "system busters" (not conforming to any system).

They seem antisocial unless they are with their own kind. If there are no others of
similar consciousness around them, they often turn inward, feeling that no other
human being understands them. School is often extremely difficult for them socially.
Indigo Children 5

They will not respond to "guilt" discipline ("Wait till your father gets home and finds
out what you did").

They are not shy in letting you know what they need.
Physiological Features
Certain physiological characteristics have been proven to occur in new generations of
children, again, globally. The introduction of the fifth type of brain waves - theta waves
(waves on the minimal frequency that can be reached only in the deepest mediations), and the
new theory of neo-cortex growth until the age of 25 instead of 20, helped in modern research
regarding the newly introduced physiological features of new generations of children.
Even though it might be more a psychological feature than a physiological
characteristic, all children with certain over-developed spiritual and physical abilities today
have been detected to have a common global feature. The detection of ADD (Attention
Deficit Disorder) and ADHD (Attention Deficit Hyperactivity Disorder) has proven to be a
common characteristic in new generations of children in developed countries globally.
According to Dr. Robert Gerard (1999), 3-5 percent of individuals younger than 19, and more
than 60 percent of those under the age of ten have been diagnosed with ADD and ADHD. In
physiological approach to indigo children, those detected with ADD syndrome have also
shown certain perceptual abilities, and yet undefined changes that apparently occurred on the
very DNA of new generations.
Closely connected to the theory of auras and the scientific research concerning their
existence, another type of perception has been detected in the new generations of children.
(Luke, 2002). The so called “perceptual expansion” of indigo children refers to the ability to
perceive certain things unperceivable to our normal five senses (Luke, 2002). Following the
detections general indigo features (mentioned above), the scientific research proved that
younger generations of children suffer from bad dreaming and even superficial encounters
Indigo Children 6
(such as UFO, ghosts, and especially angelic encounters) (Gerard, 1999). The scientific
research does not prove it; however it does predict that new generations of children use the
theta waves (mentioned above) in their REM state and dreaming, entering the deepest states
of mind (Luke, 2002). Not yet determined, but if possible, these conditions would be the
explanation to many unexplained mental abilities and increase in IQ that children today
posses worldwide (mentioned in psychological features below) (Luke, 2002).
New scientific research has proven that the changes among the new generations of
children occurred on a DNA level. According to Drunvalo Melchizedek (2005), a situation
occurred in the United States eleven years ago, with a child born with AIDS. The child was
tested as it grew up. However, when the child reached the age of six, the tests proved that he
was AIDS negative (Melchizedek, 2005). The researchers took the samples of blood and skin
of the child, and intoxicated it with higher doses of the virus. The resistance of the sample
reached the factor of 3000 until it became vulnerable. (Melchizedek, 2005). Later, the
scientists discovered that the child had 4 more codons “revived” in its DNA (24, more than
the normal number of 20), and the final result was the increase to overall immunity, possibly
even to types of cancer (Hayes, 2002). Also, it has been recorded that new generations have
an increase in size and mass of their liver. These paranormal changes still new to science were
connected to indigo features, and when they were tested globally, the analysis showed that
around 1% of all children have similar features (over 60 million people worldwide)
(Melchizedek, 2005). This proved further that the process is global, and that not only
psychological, but also important physiological changes are taking place.
Psychological Features
The main reasons to believe that the newer generations in the last twenty five to thirty
years possess indigo features are the changes in their behavior. The earliest skepticism
Indigo Children 7
occurred among parents in the 90s, and their inability to control their children, apparently
having a lack of authority in everything. With the introduction of Nancy Ann Tape’s book in
1982, certain features started to become understood in the behavior of the children today,
again, happening worldwide. However, the fact is that the indigo theory is occurring are too
rapidly for the fields of psychology to be able to analyze and determine the cause and effect.
Maybe not reliable, but one of the first approaches tending to prove the connection and
similarities of indigo children and their auras became astrology. According to homeopath
Mary L. English (2001), the majority of parents had similar difficulties regarding the
aggressive and argumentative behavior of their children (homeopathy – the field in
psychology with the goal to help the individual mentally develop by himself). There were
similarities in certain younger generations of children (born in the 90s), who had difficulties
with insomnia or depression. The connections motivated the psychologists to analyze birth
charts (English, 2001). The charts proved that the birth dates of children in the period of
1980s occurred during the conjunction of major planets in Sagittarius, Scorpio and Libra
(English, 2001). According to astrology, some major global features exist. The positions of
planets predict that those born in this period (80s and 90s) would have talents for certain
fields, yet no insights at all for any other. Also, the positions state that these individuals would
be specialists in certain areas, or more often, types of obsessive characters who would have
difficulties seeing things from another perspective (Carroll, Tober, 1998). Also, a major
feature given by astrological research states that these children would have complete
understanding of their group, generation and surrounding.
Connected to the perceptual expansion and DNA changes analyzed (mentioned
above), the indigo child today is believed to have abilities not yet discovered nor defined in
psychology. Homeopaths like Mary L. English believe that these physiological features
(DNA, perceptual expansion) are probably the ones that increased the abilities of children’s
Indigo Children 8
spirituality, usage of art, language, and knowledge. According to Dylan Otto Krider (2002),
there have been examples among parents stating that their children possess knowledge about
things they have not yet come in contact with. Most astonishing, but apparently existing
feature of the indigo children is the telepathic and telekinetic ability (Krider, 2002). These
abilities among homeopaths and modern psychologists have not been defined as mental
communication or movement of objects with the mind, yet in telepathy as an ability of
children being able to sense the aura of another person, determining their state of mind and
their energy (Hayes 2002). Also, the telekinetic abilities are mostly connected to the ability of
healing among indigo children, and sensing the warmth of objects without seeing them
(Krider, 2002). Further, according to Anne Hayes (2002), the perceptual expansion (theta
waves) in the dreaming state of indigo children can be connected to certain occasions of
usages of telepathy and telekinesis detected among children in psychiatry. Also, it can be
connected to the most astonishing fact, which is that the new generations of children gained a
general increase in IQ, which reached and amazing average of 130 in the generations today,
proven in tests on generations younger than 15 in 2002 (Hayes, 2002). Even though the
number of 130 refers to intellectual intelligence, emotional intelligence has probably reached
a similar status.
The ADD and ADHD syndromes mentioned in physiology, actually have mainly
psychological consequences. Even if the cause of such an increase in percentage of this
syndrome has not been determined, the children worldwide, especially in the United States are
taking medicine to reduce the effects of the syndrome (ex. Ritalin) (Gerard, 1999). However,
certain scientists and homeopaths believe that the medicine is having a destructive effect on
the indigo children (Hayes, 2002). In homeopathy, as the field in psychology helping the
individual to discover his/her own potential, medicine like Ritalin reduces the possibility of
Indigo Children 9
children reaching their mental and intellectual potential, and it should not be used until
science can find answers to the changes that occur in their behavior.
Indigo Features and ACMT
Possibilities of indigo individuals on ACMT
With all the features mentioned regarding the indigo children, one main concept might
be the reason to believe that ACMT might have a percentage of individuals with indigo
features. Following the statistic given by Lee Carroll and Jan Tober in 1998, around 70% of
individuals born in the eighties posses the behavioral features of indigo children in the age
limit from 15 to 25 globally. If we take into consideration that the majority of students that are
currently attending ACMT fall into these age limits, it is very possible that at least 30-40%
(an assumption) of students might be early generations of indigos.
Further, what gives ACMT an even higher probability that its students are indigos is
the diversity of the population at the college. If we consider the possibility that maybe the
regions of Croatia have less children with indigo capabilities (even if it has not yet been
proven), ACMT might arise as a unique spot to conduct a behavioral analysis. The main
reason is that the students attending this college are coming from destinations scattered
worldwide. With the fact that the indigo theory states that the process is happening globally, it
is logical to believe that in the diversity it is more likely that more individuals will have such
features.
These two characteristics help us conclude that there is a high possibility of indigo
individuals present on ACMT. According to the majority falling in the generations when
indigo children already started to be born, and the diversity present at ACMT, an analysis can
surely be performed.
Indigo Children 10
Possible methods of determining indigo individuals on ACMT
Unfortunately, today most indigo children are determined according to their
physiological features (especially the 4 revived codons on the DNA). ACMT could not, of
course, measure the essence of the aura colors with electric experiments, nor determine the
structure of the DNA of students. However, there are other reliable methods ACMT could
perform to determine the percentages of indigo individuals present. It is possible to determine
psychological and behavioral features among the students.
The first method might be to do conduct a survey. The survey would be anonymous,
without the mentioned reason for surveying, and it would contain the mentioned
characteristics of indigo children, written by Lee Carroll and Jan Tober (written under
“Characteristics of indigo children” above). These statements about indigo children could be
divided into questions, and they might be given to all students on all years attending ACMT.
If we would reach a satisfactory number, we could calculate a percentage, and compare the
number of possible indigo children between students and their age.
The second method would be the presence of ADD and ADHD analysis. As
mentioned above, a large percentage of existing indigos today have this syndrome, and thus, it
is logical to connect the features to such behavior. If a student would write down, or reveal to
the experimenter that he has difficulties with concentration, or even more, difficulties being
constantly hyperactive, it could lead us to the conclusion that this individual might be an
indigo. Further, if the survey and the ADD and ADHD analysis would be successful, we
could compare them to strengthen our thesis that there are indigo individuals on ACMT.
The third method would be a less reliable, but a more creative one. According to Mary
L. English (2001), a homeopath, the children born in the last three decades possibly have
similarly developed characteristics because of the positions of planets. It is possible that a
more creative person with knowledge about astrology could draw the birth charts of a number
Indigo Children 11
of volunteers who have completed the surveys regarding indigo features. According to the
positions of planets in their birth charts, astrology allows us to actually predict in which fields
of creativity a person (in this case hopefully an indigo) is the strongest. The astrological
method would be less reliable and secondary, but still doable and helpful analysis or
questioning of students..
New indigo educational methods adaptable to ACMT
All the methods mentioned above would have a higher purpose. It is a fact that
developed countries worldwide have developed educational systems which help indigos and
new talented generations of children reach and develop their hidden potentials. Even though
these methods are mostly performed on younger children, they touch the concepts of
education in general (Carroll, Tober, 1998). If the surveys would prove that there is a
presence of indigo individuals at ACMT, the new educational concepts (mentioned further in
this section) could help us adapt or slightly change the program of education in respect to the
students. Note that the modern methods of education mentioned further are those that might
be compatible with ACMT, and are taken from a larger number of existing ones.
One of the possible methods to expand the quality of the system on ACMT with the
possibility of indigos on the college comes from Lee Carroll and Jan Tober themselves. After
researching the methods of newly developed educational approaches of AERO (The
Alternative Education Research Organization), and with CBEA (Consciousness - Based
Education Association), Lee Carroll and Jan Tober have stated new concepts in their book,
applicable to new indigo individuals and children. The concepts are following:
1. The students are honored not the system
2. The students are offered reasonable choice regarding how the lessons are presented,
and at what speed
Indigo Children 12
3. The curriculum is flexible from class to class, often changing due to WHO is doing the
LEARNING in a certain group
4. The children and teachers are responsible for setting the learning standard, not the
system
5. Teachers have great autonomy within their own student groups
6. Old educational paradigms are not worshipped. New ideas are welcome
7. Tests are constantly changed and re-worked to fit the skills and awareness of the
information being taught and absorbed. (Nothing s worse than a very bright child
taking an old test that is far beneath him/her. He/she will often misunderstand or
discard it mentally, and therefore fail it. The tests must evolve with student’s
awareness)
8. A constantly changing way of doing things in the norm throughout the history of the
institution
9. Its probably controversial
Further, new educational institutions worldwide (like Waldorf and Sudbury schools in
the United States) have developed certain approaches to use with students by putting the
emphasis on their personal development and discovery of their potentials. The Waldorf
modern system, used as an example of a modern approach to indigos by Lee Carroll and Jan
Tober, has methods of teachings probably applicable at ACMT. The Waldorf values the
diversity of personalities and interdisciplinary approaches. The thesis is that in the difference
of qualities and mentalities, the potential of a talented (or indigo child) is more likely to be
revealed (Oppenheimer, 1999). Fortunately, one of the greatest advantages that ACMT has is
exactly the interdisciplinary approach between students, as well as in the student – professor
relationships in different courses. However, with the assumption that there are indigo
Indigo Children 13
individuals on ACMT, according to the Waldorf system a higher emphasis should be put on
work among different personalities. With the fact that only through intellectual work
creativity stands out, students should motivate themselves to use the opportunities of team
work, and work with different people as often as possible at ACMT. Perhaps this would
connect the ACMT system with the Waldorf policy for indigo individuals.
In addition, according to Wendy H. Chapman (2002), and her work of “Top 10 Tips
for Teaching Indigos”, the treatment of indigos during parenthood can be easily implemented
in the educational systems of elementary schools, mostly high schools, but also on colleges.
Her ten tips point out the ways how to behave towards an indigo as respecting his/her
authority. Among the ten stated points, there are four points interconnected that could be
taken into consideration at ACMT to further help encourage communication and influencing
self-development. Those four are the following:
1. Empower them – give them choices such as what type of product to create to
demonstrate learning, what order they do the work in, perhaps between two activities (as a
class decision). Having a voice that makes a difference will do wonders for their self-esteem,
will encourage them to participate in the choice they have made, and consequently will
improve their attitude towards you and towards education
2.
Solicit cooperation and avoid giving orders – Indigos do not respond (at all or not
positively) to those who attempt to control them. They will respond to those who treat them
fairly and kindly
3.
Help them do things that make a difference – If they are frustrated with the way
something is, encourage them to do something positive to change it. Like writing letters to the
school board or the paper, creating poetry about it, making posters, t-shirts, organizing a
school or community group to focus on the issue and work to change it
Indigo Children 14
4.
Help them discover and develop their talents and strengths – Encourage their
creativity and unique personal expression.
With the possibility of a percentage of indigos at ACMT, these points would probably be the
ones that could be further developed and implemented. The point of empowering students is
taking place all the time at ACMT, due to the fact that the system is constantly changing,
adapting, and thus developing. Empowerment would also function at ACMT to help indigo
individuals first develop the awareness and see the purpose of their goals on courses and
activities, and then they would respect education more. It is closely connected to the second
point mentioned, which states that if not ordered to do something, the indigo will more likely
develop a constructive way of thinking when allowed to make a free choice and opinion
before being criticized and forced to do it (probably one of the main features that describes
young generations today). The third and the fourth point mentioned are closely connected to
each other. These two concepts can be fully implemented and enhanced at ACMT, because of
the freedom of expression and the openness to new ideas that this college allows. The
discovery of talents in an indigo student and students in general can be successfully focused to
make a difference according to their talents. With proper usage of teaching methods among
professors (again, allowing personal thought and expression), and the increase of out of class
activities, the indigos at ACMT could reach higher levels of innovation. In the end according
to Wendy H. Chapman (2002), the indigo individual would be able to implement a new
creative idea if he/she is motivated to work on the field of his/her discovered talent.
Indigo Children 15
Conclusion
Skeptics today are trying to overcome or even abolish the indigo theory today, and are
not accepting their existence. They state that the increases of liver size among people today is
due to bad nutrition, and that the behavioral changes and increased ADD and ADHD occurred
with the high presence of media and unmeasurable technological equipment in our everyday
lives (Nickel, 2000). It might be true, because the indigo theory, for thirty years already, has a
unique status if we look at it from the scientific point of view. The reason is that we see
effects, yet we have not determined the causes yet. Even though we did not yet determined the
scientific facts behind the changes occurring in new generations of children today, it would be
irrational not to accept that it is happening, on a global scale.
Regardless whether we accept now the fact that evolution is taking place in front of
our eyes or not, we ought to be focused on the existing, which is that new generations are
being born with more potential. The reason why the existing behavioral changes must be
tested in educational institutions the most is because only through education the person
reveals his/her identity. ACMT is a rare educational institution in this region that practices
such a system, allowing the student to reach his/her own original thoughts through creativity,
while being motivated to develop an innovative idea while simultaneously working among the
diversity of people. Thus, it would be wise for an open minded system such as ACMT to
practice the new educational methods invented for indigos, at least until science determines
the cause of their existence.
While concluding from the existing theory of indigo children and the adapting
educational systems, we should take one thing into consideration: an individual raised with
the proper treatment, and motivated with an open-minded and skillful authority, has a high
possibility to discover and develop his/her unique potential through education. Thus, we
might say there is a hidden indigo in all of us.
Indigo Children 16
References
Ann Tape, Nancy (1982), “Understanding Your Life through Color”
Carroll Lee, Tober Jan, (1998), “The Indigo Children – The New Kids Have Arrived”
Carroll Lee, Tober Jan, (1998), “Progressive and alternative schools”, The Indigo Children
site
Oppenheimer, Todd (September, 1999), “Schooling the Imagination”, The Atlantic Monthly,
Waldorf Education
Chapman, Wendy H. (2002), “Top 10 Tips for Teaching Indigos”, Megagifted education, site
English, Mary L. (August 2001), “The Birth charts of Indigo Children”, Hay House
Nickel, Joe (May/June, 2000), “A Candid Shot”, Aura photography: Skeptical inquierer
magazine
Keth, Luke (June, 2002), “Awakening-Healing News”, Light Family News
Hayes, Anne (2002), “Indigo Children Behavior”, Great Dreams
Melchizedek, Drunvalo (October, 2005), “Interview with Drunvalo Melchizedek on Advanced
Children”, Interview by Diane Cooper
Otto Krider, Dylan (December, 2002), “The Indigo Child”, The Skeptics Dictionary