Tag: education

  • Following the Third UAP Hearing: A reflective Guide for Teachers

    Following the Third UAP Hearing: A reflective Guide for Teachers

    Hello fellow educators!

    UFOs, now officially called UAP, are being discussed in our congressional halls. I promise your students will lean into this topic, they love nothing more than a true mystery. Even though other news dominates the media, what could be more exciting or important to explore?

    I have put together questions and prompts to guide you, but of course, you know your students best. As you guide them, honor your own curiosity and responses. Exploring the unknown can be thrilling, confusing, or even unsettling—your feelings are part of the process. Notice what surprises or challenges you. Model what it looks like to ask questions, wrestle with uncertainty, and remain open to discovery. Students respond immediately to authenticity; they are inspired when a teacher explores, wonders, and strives to understand alongside them.

    This guide provides age-appropriate discussion questions and activities to help students engage deeply with the hearing while also encouraging you to notice your own reactions and insights. Curiosity is contagious—the more you allow yourself to wonder, the more your students will too.

    If you are not ready to make this a full lesson, consider simply planting a seed when topics like aliens, space, or the unknown come up. Some easy ways to start the conversation:

    • “Did you know that UFOs are now called UAP? This stands for Unidentified Anomalous Phenomena. The term reflects that these craft are not only in the sky but also in our oceans. They are not just flying saucers—they can be triangles, orbs, or even Tic Tacs.”
    • “Did you know we just had our third congressional meeting on UAPs?”

    When students start asking questions, write them down exactly as they ask them. Do not paraphrase. Once one question is out in the open, more will bubble up, especially if you model curiosity and intellectual humility yourself. You don’t need to know all the answers, you need to inspire curiosity and critical thinking. Keep the questions visible in your classroom so they can breathe, evolve, and inspire further exploration.

    Exploring the UAP Congressional Hearing – Teacher & Student Guide

    For teachers and students of all ages

    Purpose: Use the recent congressional hearing on UAPs to inspire curiosity, ethical reflection, critical thinking, and creative exploration. Questions and activities are scaffolded by age group and tied to inquiry domains: wonder, ethics, science, religion, and societal impact.

    Teacher Note: Exploring unknown phenomena can be exciting, confusing, and even unsettling. Your own curiosity and questions are part of the classroom experience. Model inquiry, wonder, and reflection alongside your students. By embracing your own questions and uncertainties, you create a shared learning adventure.

    It is crucial that when discussing topics that can be challenging or provoke different perspectives, especially those that might make students rethink history or question their assumptions, you provide a tool to check in on where they are. The Courageous Conversations Compass is an excellent way to do this before, during, and after the discussion. It helps you understand how students are processing the information and reminds everyone that we all process things differently.

    Key Resources:

    For reference, here are the previous hearings:

    The first hearing with Ryan Graves and David Grusch – video transcript

    Second hearing: Exposing the Truth with written testimonies and video


    news coverage of the latest hearing- what do you notice? what does it make you wonder?

    ABC news

    NBC news

    Newsweek


    Any teacher in any subject can bring this topic into the classroom because it naturally crosses disciplines. From science to history, art, philosophy, and humanities, these questions open doors for students to explore, wonder, and think critically about the unknown. This is an opportunity to ignite curiosity and encourage big-picture thinking in ways that few topics can.

    Harvard’s Project Zero Thinking Routines are an excellent match for the UAP phenomenon.

    Developmentally appropriate questions for the classroom

    Grades 3 through 5

    Focus: Ethics, questioning, observation

    Discussion Questions:

    • What is a whistleblower? Why are they important? Why might someone speak up about things others don’t know?
    • How do we know what is real and what is speculation?
    • How would you feel if you saw something unexplained?

    Activities:

    • Create a “Question Map”: Write a question about the hearing in the center and draw branches for answers, ideas, or guesses.
    • Mini debate: If you discovered something unusual, who should know? Why?
    • Look up terms in the Schumer Amendment: “Non-Human Intelligence,” “Disclosure,” etc.

    Teacher Journal:

    • Take a moment to reflect: what question would you ask if you were in their shoes? What are you wondering right now?
    • As students ask questions about whistleblowers or unexplained phenomena, pay attention to your own questions and uncertainties. What would you like to know more about?

    Middle School

    Focus: Science, evidence, critical thinking, ethics

    Discussion Questions:

    • What evidence was presented? What is missing?
    • What ethical questions arise if this information becomes public?
    • Are there parallels to historical events where whistleblowers revealed important truths?
    • How do science and religion interpret unknown phenomena differently?

    Activities:

    • Analyze a clip or transcript excerpt and classify statements as fact, opinion, or speculation.
    • Research a historical whistleblower and compare their impact to today’s UAP witnesses.
    • Create questions for Congress or scientists based on the hearing.

    Teacher Journal:

    • Quick self-check: which assumptions are being challenged for you? How might your perspective be shifting alongside the students?
    • When analyzing evidence or debating ethical implications, check in with yourself: What assumptions do you hold, and how might your perspective be shifting?

    High School

    Focus: Cross-disciplinary inquiry, societal implications, imagination

    Discussion Questions:

    • How might confirmation of UAPs challenge our assumptions about science, history, or religion?
    • Why is questioning important for society and individuals?
    • What parallels can you find between UAPs and myths, religion, or historical unexplained phenomena?

    Activities:

    Teacher Journal:

    • Reflect silently: where do you feel uncertainty or curiosity? How can you show students that exploring the unknown is valuable?
    • Encourage yourself to sit with discomfort or uncertainty alongside your students. How does your curiosity evolve when confronted with new possibilities?

    College / University

    Focus: Advanced interdisciplinary inquiry, research, theory

    Discussion Questions:

    • How does UAP disclosure challenge epistemology—how we know what we know?
    • What are the ethical responsibilities of governments, scientists, and citizens?
    • What historical or religious parallels help us understand contemporary encounters?
    • How do whistleblowers shape public understanding of unknown phenomena?

    Activities:

    • Comparative analysis: Examine Congressional hearings, historical disclosures, and mythological narratives.
    • Research proposal: Identify gaps in evidence or knowledge, propose ways to investigate responsibly.
    • Facilitate a seminar connecting ethics, science, religion, and imagination in UAP study.

    Teacher Journal:

    • Pause to journal briefly: what ethical, scientific, or societal implications stand out to you personally? How does this inform the questions you guide students to ask?
    • Notice how your own ontological shock or ethical reflections deepen your teaching. How can you model inquiry and critical thinking while remaining open to the unknown?

    Cross-Age Themes & Extensions

    • Schumer Amendment: Use definitions and language as research prompts.
    • Whistleblower Studies: Discuss types, roles, and societal impact.
    • Ethics & Society: Reflect on how discovery of unknown phenomena affects communities and decision-making.
    • The Importance of Questions: Emphasize inquiry, curiosity, and critical thinking as central skills.

    Parallels & Connections: Compare UAP phenomena to myths, religious stories, and historical “unknowns.”

  • Restoring Trust in UAP: Key Insights from Recent Hearings

    Restoring Trust in UAP: Key Insights from Recent Hearings

    “We can travel to the stars or return to the Stone Age with this technology.”

    -Dylan Borland, UAP Task Force Hearing, opening statements


    Restoring Trust in a Topic Nobody Knows About

    Today, the Task Force on the Declassification of Federal Secrets held a hearing titled Restoring Public Trust Through UAP Transparency and Whistleblower Protection. This link leads to the White House’s official summary of the event. The title of the event sounds official and reassuring, but most people do not even know these objects exist. So whose trust are we really restoring?

    The three-hour meeting is linked here, along with each of the written testimonies, though you couldn’t even find it on C-Span. Perhaps one day we will look back at these hearings as historical, but for now, you have to be an investigator to even know they are happening.

    Right now, mainstream media mostly will not touch the topic, except to show a fuzzy video complimented with X-Files music and a giggle. I encourage you to ahead and do a google news search to see what you find. You would think that five people under oath, describing enormous craft in the sky that defy our current understanding of science, would make headlines: UFOs are real! We aren’t alone! I give a shout-out to USA Today for even trying to get normal folks up to speed. That’s why I’m writing this, to spark conversation, normalize the topic, and invite us to wonder: who are we, who are they, and what can their existence teach us about ourselves?

    The Testimony

    This meeting was a whopper in every sense. Five brave whistleblowers testified about UAPs. These gentlemen were under oath, knowing that if they did not speak the truth but not too much of it, the consequences could be dire. They shared not only what most people would call outlandish stories, but also risked their jobs, families, and lives. You could hear the emotion in their voices, the weight of what they had lost, their fear, and their carefulness.

    They are heroes, sacrificing everything for what they know is right. Telling the truth, even when it is excruciating, is an act of courage. These men have carried secrets for years, probably thinking they were half crazy, and finally chose to step into the light. The main purpose of the hearing was to advance whistleblower protection, and it became immediately clear that those who came forward needed it. They risked careers, reputations, and even personal safety.

    Diversity of Craft

    This footage has garnered significant attention, but it’s just one example among many discussed during the testimony. As we all know, the adage “seeing is believing” is increasingly complex in today’s world. Even the most discerning experts (and I am fortunate to know some of them) are uncertain about the nature of this video, though it undeniably depicts something extraordinary.

    Rep. Eric Burlison presented radar footage from October 30, 2024, showing an MQ-9 Reaper drone launching a “Hellfire” missile at a glowing orb off the coast of Yemen. Astonishingly, the missile made contact with the object but appeared to have no effect, continuing its trajectory into the sea. Journalist George Knapp testified that numerous similar videos exist but have not been released to Congress or the public. This “incident” raises profound questions about the capabilities of UAP, the limitations of current military technology, and the ethical and societal challenges we must confront. More on that later.

    Chief Alexandro Wiggins recounted seeing a self-luminous Tic Tac-shaped object (these are quite common) emerge from the ocean and link up with three others off the coast of Southern California in 2023. Jeffrey Nuccetelli shared a sighting of a massive glowing red square silently hovering over Vandenberg Air Force Base in 2003. Later, security guards at the same base reported a bright, fast-moving object over the ocean that same evening.

    Dylan Borland testified about a 100-foot triangular craft over Langley Air Force Base in 2012, moving rapidly and silently. His testimony nearly made me cry. His vulnerabilty and fear were so apparent alongside his bravery.

    In each of these testimonies, the witnesses were not alone, in fact, they were often with several other people seeing the same thing.

    Deep Parallels

    Several patterns emerged from the testimonies that hint at a bigger picture. One well-known in the UFO community is that these craft often appear over water. Let that sink in. Why might they be drawn to water? Are they from the water? From another planet with water? Do they somehow use it as fuel? Is it an ideal place to hide? Could another civilization exist in our oceans, far older than ours? These questions first pulled me into the UFO rabbit hole and continue to spark my imagination and creativity. I am working on a project exploring these ideas, more on that soon.

    Another consistent pattern is their unusual flight characteristics. Witnesses describe objects that hover silently, move at impossible speeds, or behave in ways that defy physics as we understand it. Sudden appearances and disappearances suggest advanced control or stealth capabilities.

    Adding another layer, repeated interactions with human technology show that these craft are not merely random. They have appeared near nuclear sites, interfered with weapons, and approached military aircraft without causing harm. These behaviors are deliberate and repeat across time, locations, and branches, challenging both our physics and our assumptions about human perception.

    Finally, the testimonies highlight uneven knowledge within our own systems. The Navy has historically shared more than the Air Force, which remains famously secretive. Even in our structured institutions, awareness of these phenomena is inconsistent, revealing that we are only glimpsing pieces of a much larger puzzle.

    Taken together, these patterns—preference for water, extraordinary flight capabilities, deliberate technological interaction, and uneven human knowledge—suggest a phenomenon that is both systematic and deeply mysterious. The witnesses’ accounts invite us not only to wonder about the craft themselves but to reflect on what they reveal about our own assumptions and limitations.


    Ethics and Human Reactions

    What stayed with me most after these testimonies was not just the craft or the videos. It was how we, as humans, respond when faced with something far beyond our understanding. I cannot overstate it. I am unsettled that we fired on an “alien” ship. This is not the first time this has happened, mind you, but when one human makes that decision for all of humanity, representing all of us, I have issues.

    Who gave that order? Who was claiming to speak for all of humanity? Why react with aggression toward an intelligence that clearly far surpasses us?

    A society capable of this technology has likely found ways to survive without self-destruction, a level of control and civility humans struggle to reach. Watching these hearings, I kept coming back to this. The biggest lesson is not about them. It is about us. How will we rise or fail when confronted with the truly unknown?


    UAP and Technology

    The testimony echoes decades of reports showing UAPs’ interest in our technology, particularly near nuclear sites. They have hovered near nuclear sites and even disabled weapons. In May 2001, Dr. Steven Greer hosted the Disclosure Project press conference at the National Press Club in Washington, D.C. He presented over 20 witnesses, many of whom were former military, government, and intelligence officials, who described firsthand incidents involving UFOs, advanced propulsion technology, and interactions with nuclear weapons systems.

    This is well documented in Robert Hastings’ book UFOs & Nukes, which compiles interviews with over 150 veterans and thousands of declassified documents.

    In yesterday’s testimony, witnesses described craft flying over sensitive defense installations. These objects appear to only disable weapons. Why? To disarm us, to prevent us from destroying our planet, or because they have an invested interest in our survival? Could it be that they live here too? Which brings me back to water.


    Language Matters: UAP, NHI, and “Extraterrestrial”

    One of the trickiest parts of this topic is what we call these things. Unknown craft are often labeled “extraterrestrial,” but that word can be misleading. “Alien” could mean many things. It could be a being from another planet, another dimension, or an intelligence that exists in ways we cannot yet comprehend. Our current science cannot confirm any of these possibilities. If you ask a witness under oath whether a craft is extraterrestrial, they cannot truthfully say yes without risking perjury or embarrassment. The word provides deniability.

    This is why new terms like UAP (Unidentified Aerial Phenomenon) and NHI (Non-Human Intelligence) matter. UAP refers to the craft itself, while NHI refers to any sentient being associated with it. Many conflate the two, assuming every craft is piloted. In reality, not all craft are manned, and not all beings travel in ships.Keeping these concepts separate helps us stay precise, think critically, and avoid jumping to conclusions based on Hollywood ideas.

    The Schumer Amendment and related legislation reflect this shift in language. UAP and NHI appear multiple times in the text, giving Congress a framework to discuss these phenomena without defaulting to “extraterrestrial.” The law has been watered down from its original proposals, which included independent review boards and stricter reporting requirements, and it is now back up for further legislation. Using these neutral terms opens the door for serious study and inquiry rather than forcing evidence into preconceived narratives. By codifying UAP and NHI, the amendment reinforces the importance of precise, neutral terminology.

    The Schumer Amendment, part of the 2024 National Defense Authorization Act, defines Non-Human Intelligence as follows:

    NON-HUMAN INTELLIGENCE. The term “non-human intelligence” means any sentient intelligent non-human lifeform regardless of nature or ultimate origin that may be presumed responsible for unidentified anomalous phenomena or of which the Federal Government has become aware.

    The term “UAP” is also defined in the amendment:

    UNIDENTIFIED ANOMALOUS PHENOMENA.
    In general. The term “unidentified anomalous phenomena” means any object operating or judged capable of operating in outer space, the atmosphere, ocean surfaces, or undersea that lacks prosaic attribution due to performance characteristics and properties not previously known to be achievable based upon commonly accepted physical principles. Unidentified anomalous phenomena are differentiated from both attributed and temporarily non-attributed objects by one or more of the following observables:

    1. Instantaneous acceleration absent apparent inertia
    2. Hypersonic velocity absent a thermal signature and sonic shockwave
    3. Transmedium travel, such as space-to-ground and air-to-undersea
    4. Positive lift contrary to known aerodynamic principles
    5. Multispectral signature control
    6. Physical or invasive biological effects to close observers and the environment

    Paying attention to language allows us to ask better questions about these phenomena. Who or what is behind them? How do they interact with our technology? What does their existence, whether terrestrial, interdimensional, or something else entirely, say about the universe and about us?

    Government officials have sometimes used the term “interdimensional” to describe certain encounters. Cultural and spiritual traditions interpret these entities as angels, demons, or other non-human intelligences. Acknowledging these interpretations while remaining open to other possibilities is important. Neutral language allows us to explore all perspectives and think critically without forcing a single narrative.

    If you are curious, I put together a brief guide exploring alternative explanations to the ‘extraterrestrial’ hypothesis here.


    Government and Transparency

    The overarching theme? Congress has very limited knowledge of what is actually happening. They are frustrated. Lockheed Martin was mentioned several times, as were Bob Bigelow and, surprisingly, Bob Lazar. Lazar’s claims about back-engineered alien technology and work near Area 51 remain controversial but continue to be a touchstone in the UFO community.

    George Knapp, a journalist in Nevada, was an outstanding witness. He referenced the 1952 flyovers of Washington, D.C., not once but twice, which I loved. People often say, “Why don’t they just fly over the White House?” Well, they did. These sightings, tracked by radar and eyewitnesses, are now part of the congressional record.

    Luna earned cheers when she said she would subpoena Sean Kirkpatrick, former head of AARO, reflecting widespread frustration among UAP investigators. She literally called him a known liar, which felt like a victory for those of us who have been following these cases closely.

    AARO, the All-domain Anomaly Resolution Office, was created by the Department of Defense in 2022 to consolidate UAP reporting, analysis, and investigation across all military branches. Its stated mission is to identify, assess, and mitigate potential threats posed by UAPs to national security while coordinating with other government agencies. Under Sean Kirkpatrick’s leadership, AARO reported most sightings as misidentified objects, including balloons, birds, UAVs, or airborne debris. On paper, AARO looked like it was doing serious work, but in practice it often felt like a cover story. It was an office that gave the appearance of investigation while quietly sending the message, “Move along, nothing to see here.”

    During the hearing, the reporting process came across as confusing and, at times, absurd, very much like the old Project Blue Book days. Programs like the Airborne Object Identification and Management Synchronization Group (AOIMSG) sounded like alphabet soup and felt designed to bewilder rather than clarify. On paper, it looked like the Department of Defense was taking UAPs seriously, but the way information was handled suggested a lot of window dressing, an effort to appear investigative while keeping the real story under wraps.

    Lockheed Martin was mentioned multiple times in connection with UAP crash retrievals and reverse engineering efforts. Investigative journalist George Knapp testified that, in the early 2000s, Robert Bigelow’s company, Bigelow Aerospace Advanced Space Studies (BAASS), negotiated with Lockheed Martin to acquire unusual materials stored at a facility in California. These materials were reportedly not manufactured on Earth and exhibited characteristics suggesting they were crafted in a zero-gravity environment, possibly in space.

    Despite these claims, the Department of Defense has consistently denied the existence of programs focused on retrieving or reverse-engineering extraterrestrial technology. An official report from the All-domain Anomaly Resolution Office (AARO) states that a program was expanded in 2021 to include UAP reverse-engineering efforts but was disestablished due to inactivity and lack of merit.

    This discrepancy raises several questions: If such materials exist, how are they being utilized? Why hasn’t Congress been fully informed? And why do humans often seek to weaponize discoveries instead of exploring peaceful applications? Imagine the potential benefits if such technologies were used for energy, transportation, or environmental solutions.


    Bipartisan Breakthrough

    This hearing was remarkable for its rare bipartisan bicameral unity. Representatives from both parties, including Chairwoman Anna Paulina Luna (R-Fla.), Rep. Tim Burchett (R-Tenn.), Rep. Eric Burlison (R-Mo.), and Rep. Jasmine Crockett (D-Texas), demanded transparency and accountability. As Rep. Crockett noted, “This is what governing looks like, working together to uncover the truth.”

    It underscores that the quest for truth about UAPs transcends party lines. At this moment in time, working across party lines is a small miracle. Curiosity, ethics, and the drive to know the truth belong to all humans, not political affiliations.


    Closing Reflection

    What I carry from today is not just the craft, the videos, or the controversy. It is the human element, the courage, the ethics, and the long, difficult journey that brought us here. We have made progress in acknowledging UAPs through official channels, but much work remains.

    I am inspired to create lesson plans for teachers, students, and anyone curious about the science, ethics, and human stories behind these phenomena. Looking closely at this topic raises so many important questions, questions that demand curiosity, care, and a willingness to think beyond what we already know.

  • UAP Hearing: What to Expect Tomorrow

    UAP Hearing: What to Expect Tomorrow

    Okay y’all, tomorrow is a big day in UFO land. As your resident geek, I am happy to give you the resources you might need to make up your own mind, but I am also always happy to share my thoughts and options, as you well know.

    Tomorrow’s congressional hearing on the House Oversight Committee, “Restoring Public Trust Through UAP Transparency and Whistleblower Protection,” will be streaming live at 10:00 AM EST. Here is the link.

    If you are new to this topic, don’t fret. Please check out “working vocab” tab on Wonderstanding above to get the lowdown. If you need a refresher, UAP stands for Unidentified Anomalous Phenomenon, anything strange that defies what we understand about reality, flying around in our skies and seas.  Sounds like science fiction, but it’s real. You may be surprised that you haven’t heard this was happening in our Congress. This is actually the third hearing of this sort. Here is a 20 minute film created by the New Paradigm Institute with highlights from the November 2024 congressional hearing, authentic UFO/UAP footage, and exclusive interviews with leading voices in the disclosure movement.

    Recently, the SOL Foundation released a video of Congresswoman Luna and Harvard astrophysicist Avi Loeb discussing the upcoming congressional meeting and speculations about the comet 3i/Atlas, which appears to be quite interesting and unique. For scientists like Loeb, anomalies like AiAtlas do not disrupt but inspire science. This is where true science lies: finding weird stuff out there and asking why.

    My two cents: I need to take a moment here to discuss that although I believe Luna’s efforts are genuine regarding UAP transparency, I do not agree with most of her political positions at all. I have strong feelings for the freedom and sanctity of women’s bodies. And peace. And human rights. But I digress. She is a talented communicator with an eye for detail, but her ethics I simply do not understand.


    Why This Can Feel Disorienting

    I know this might feel unsettling. What if UAPs are real and not just science fiction? How would that change the way you see life, your place in it, or what you thought you knew? What would it not change?

    Now think about what we call normal: money, time, countries, religion. Imagine explaining all of it to a being from another reality. Would it make any sense at all? Money rules everything even though it has no real value. Some people are born with endless access, others almost none. Invisible gods supposedly love us but punish instincts every other creature follows naturally. We pretend we are separate from nature while depending on it completely. We divide the world into countries, treat paper and numbers as life itself, and measure our worth by rules we invented. We act as if we already know everything about life, history, and the universe, even though we barely understand a fraction.

    Step back and it is obvious: what we take for granted as normal is arbitrary, inconsistent, and sometimes ridiculous. That tension, between how strange the world is and how inevitable it feels, is exactly why conversations about UAPs, consciousness, and new ways of seeing reality can be both disorienting and liberating.

    All of this sets the stage for why tomorrow’s congressional hearing matters. Learning about UAPs and efforts to increase transparency is not just about strange sightings in the sky. It is about challenging assumptions, opening our minds, and seeing what is possible when we take the universe seriously.


    Tomorrow’s Congressional Hearing

    Tomorrow, September 9, 2025, at 10:00 AM EST, the U.S. House Committee on Oversight and Government Reform will convene a hearing titled “Restoring Public Trust Through UAP Transparency and Whistleblower Protection.” This session aims to address the need for greater transparency regarding UAPs and discuss measures for protecting whistleblowers who report such phenomena. Witnesses include:

    • U.S. Air Force veteran Jeffrey Nuccetelli
    • UAP witness Chief Alexandro Wiggins
    • Investigative journalist George Knapp
    • U.S. Air Force veteran Dylan Borland

    Why the Congressional Hearing Matters

    Congress is actually holding public hearings on UAPs, which means these sightings are finally being taken seriously at the federal level. This is already the third hearing, so it is not just a one-off headline but an ongoing interest. Lawmakers are even talking about how to protect people who come forward, basically admitting there are credible witnesses out there. The goal is to open things up, build transparency, and rebuild public trust, showing that UAPs are more than a curiosity and touch bigger questions of policy and society.


    Key Developments This Summer

    In one of the very few things Republicans and Democrats can agree on, Senator Chuck Schumer has re-introduced an amendment to the National Defense Authorization Act (NDAA) for Fiscal Year 2026. The goal is to make more information about UAPs public and finally bring some transparency to a topic that has been treated like a cosmic secret club for too long.

    Here is the kicker: the fact that this amendment even exists is a kind of disclosure in itself. Lawmakers would not be putting this forward if these phenomena were not real, if there were not credible witnesses, and if non-human intelligence or unexplained aerial objects were not already being taken seriously at some level. For many people, this may represent the first time that official recognition of non-human intelligence is being hinted at in federal legislation.

    Part of the reason transparency has been so limited may lie in how the defense system has operated. Billions of dollars have gone missing in the Department of Defense, and it is likely that private contractors have always held advanced technology, keeping the public in the dark. If powerful interests can control what technology and information we see, it is no wonder that government secrecy has persisted for decades.

    The original amendment, proposed by Schumer in July 2023, was a rare bipartisan and bicameral effort to force the government to declassify and release records on Unidentified Anomalous Phenomena (UAPs). This shows that lawmakers on both sides of the aisle recognize there is something happening that deserves public attention.

    These are not just bureaucratic moves. They are steps toward holding the system accountable, taking sightings seriously, and finally admitting that the universe might be a lot weirder than we thought. Take a look at the amendment if you are ready to have your reality shift a smidge.

    References: congress.gov | Senate Dems
    Smartypants article with resources: N.Y.U. Journal of Legislation and Public Policy


    other uap developments this summer

    That’s a lot to digest right now, I know. If you need a palate cleanser, here are some other things that seem too strange to be true (but remember, our “truth” is weird af).

    Plasma

    Plasma! If you did not know, plasma is the fourth state of matter, and most of our universe is made of it. Some discussions suggest plasma could even be intelligent or connected to consciousness. This cracks open the limits of what we thought we knew and invites bigger questions about reality.

    3i/Atlas

    3i/Atlas is the newest comet-like object in the news. Humans have a habit of thinking we understand everything, which is simply not true. Avi Loeb, founder of the Galileo Project at Harvard, has written extensively about this. When3i/Atlas moves closer to Mars in a few weeks, we should have more data to work with. Here is the video again of him discussing this topic at length.

    Dr. Beatriz Villarroel’s Research

    This summer, Dr. Beatriz Villarroel, renowned for the VASCO project, identified multiple transient objects in the First Palomar Sky Survey that appeared and disappeared in ways that defy conventional astrophysics. These anomalies could suggest extraterrestrial artifacts or phenomena. Watch her interview.

    Other Amazing Interviews

    Both provide smart perspectives on the weird, unexplained, and mind-expanding aspects of UAPs.

    Last, but not least, the New Yorker just came out with this article entitled Whats the Deal with UFOs just in time for the congressional meeting.


    Closing

    As we watch tomorrow’s hearing and follow the latest discoveries, it is worth remembering that the universe is far stranger and more wondrous than we often allow ourselves to believe. UAPs, anomalous comets, plasma, and vanishing stars are not just curiosities, they are invitations to expand our thinking, question what we take for granted, and embrace a sense of wonder. The more we explore, the more we realize the world is bigger, weirder, and more beautiful than we ever imagined.

  • An invitation

    An invitation

    Hey y’all

    The future is here. As teachers, we feel it every day. I don’t need to tell you how surreal it is. The world our students are growing up in is shifting fast. Artificial intelligence is changing how we think, work, and learn. Climate change and political instability are reshaping what it means to live on this planet. And what was once the stuff of science fiction, like UFOs, is now being discussed in Congress and covered by mainstream news.

    These days, the term UAP, or Unidentified Anomalous Phenomena, is used instead of UFO. “Anomalous” reflects how strange and hard to classify these sightings are. They’re not always in the sky. Some have been reported in oceans or space. Others seem to defy known physics entirely. The term helps make space for the unknown, without assuming too much.

    In recent years, credible sources have begun to acknowledge the existence of phenomena we don’t yet understand.

    And yet, for a long time, topics like these, along with consciousness, non-human intelligence, and alternative knowledge systems, have been silenced by stigma. We’ve been taught not to ask questions that challenge the norm. To keep things simple. Safe. Predictable. But it doesn’t have to be that way anymore.

    If you’ve ever wondered what’s real, what’s true, or what it all means, you’re not alone.

    We don’t need to have all the answers. What we do need is to model intellectual curiosity, humility, and critical thinking—and to make the search for understanding feel like an adventure. As educators, our role is to create space for better questions.

    Questions that stretch our imagination. That cross disciplines. That invite mystery. That make us pause and say, Wait… what? What if?

    We can model what it looks like to live inside the questions. To sit with uncertainty. To wonder openly and stay grounded anyway. That’s what students need—not polished certainty, but the courage to think out loud.

    We don’t need to be experts. We just need to be real.

    Kids love big questions. They want to talk about what truly matters. When we make room for wonder, they lean in. And honestly, we need that wonder too. It’s what keeps us alive in the work.

    Wonder is the antidote to burnout. To disconnection. To apathy. It reminds us why any of this matters.

    Whether you’re skeptical (welcome), curious (you belong here), or already exploring these questions (hello, friend), I welcome you.

    This is a space to challenge what we’ve been told, question assumptions, and open to what else might be true.

    Conversations around UAPs, non-human intelligence, and consciousness are becoming harder to ignore. We’re being invited to rethink science, history, and what it means to be human.

    And maybe, just maybe, religion was more literal than we thought. Maybe ancient stories weren’t just metaphor or myth. They were people’s best attempts to describe real experiences. Mythology, too, may hold truths that were never given the respect they deserved. What have we dismissed too easily because it didn’t fit our frameworks?

    Who decides what counts as knowledge? What stories have been left out? What questions have been dismissed too soon?

    Science was never meant to be a set of fixed answers. It’s a process. History should be a living inquiry, not a closed narrative.

    Educational narratives have long been shaped by colonial systems that marginalized Indigenous epistemologies and excluded knowledge systems that diverged from Western paradigms.

    What if we made room for those, too?

    What if wonder mattered just as much as knowledge?

    What if we prepared students not by handing them facts, but by giving them permission to explore the unknown?

    Right now, conversations about human consciousness are accelerating. Podcasts like The Telepathy Tapes explore our untapped potential. The psychedelic renaissance is bringing together ancient wisdom and modern neuroscience. And across disciplines, more people are asking what it means to truly know, to feel, to connect.

    This work isn’t just for teachers. It’s for school leaders, chaplains, counselors, parents—anyone who cares about how young people make sense of the world.

    I’m not here to convince you of anything. I’m not selling certainty. I’m offering an invitation: to be curious, to wonder, and to ask the questions that don’t yet have answers.

    How do we best serve our kids in this moment?

  • fostering intellectual humility: addressing stigma in education

    fostering intellectual humility: addressing stigma in education

    Deeper Questions for Self-Reflection

    Fostering Intellectual Humility and Navigating Stigma in Education
    Reflective Questions for Educators

    This set of questions invites educators to reflect deeply on their teaching practice, embracing complexity and uncertainty while considering how the role of the teacher may be evolving. Encouraging a balance between openness and critical inquiry, these questions invite you to explore how stigma and fear may limit what is explored in the classroom. Perhaps most importantly, they ask how intellectual humility can be modeled without compromising rigor.


    What questions or topics have you hesitated to explore, either for yourself or with your students? How might concerns about stigma or acceptability influence those boundaries?

    In moments of uncertainty or when faced with unknowns, how do you demonstrate intellectual humility? How can you admit what you don’t know while still guiding and supporting your students confidently?

    What might it look like to bring awe, ambiguity, and curiosity about anomalies into your teaching practice? How could embracing these elements shift not only school culture but also broader societal attitudes toward knowledge and learning?

    How do you foster a safe environment for students to share unusual or deeply personal experiences and perspectives without fear of judgment or dismissal?

    In a rapidly changing world, what kind of educator do you aspire to be? Are you preparing students primarily to recall facts, or to engage with uncertainty and complexity using courage, discernment, and empathy?

    How do you balance openness to new ideas with healthy skepticism and critical thinking? What role does intellectual humility play in maintaining this balance?

  • For Educators Willing to Sit with Mystery

    For Educators Willing to Sit with Mystery

    These prompts explore the intersection of mystery, teaching, and transformation. They are for those willing to rethink what it means to teach in a time of cultural and cosmic change.

    Existence, Reality, and the Universe

    These questions invite us to step outside what we think we know and wonder about the bigger picture.

    What do you believe is true about reality? What counts as “real” to you? How has that informed your approach to teaching?

    What are the limits of our perception? How might other forms of life experience reality in ways we can’t yet imagine?

    Experience, Mystery, and Anomalies

    Many people have moments that don’t fit inside the usual scientific boxes. What do we do with those experiences? Do we hide them, or get curious?

    Have you ever seen, heard, or felt something you couldn’t explain using present-day science?

    What stories or beliefs have shaped your sense of what’s possible or impossible? Where did those stories come from?

    Emotion, Language, and Stigma

    How do terms like non-human intelligence, unidentified anomalous phenomena, consciousness, or ontological shock make you feel?

    How has stigma shaped the boundaries of what we allow ourselves, or our students, to explore?

    Teaching in Uncertainty

    Being an educator doesn’t mean having all the answers. Sometimes it means showing students how to live with the questions.

    How can we model curiosity, humility, and care in moments of uncertainty?

    How can you hold space for students’ questions without needing to have answers?

    A Pedagogy of Wonder

    What if the job isn’t to be the authority, but to stay awake to awe and mystery? What if that’s where real learning begins?

    What would it look and feel like to teach from a place of wonder rather than control?

    What if teaching wasn’t about delivering content, but about holding space for the biggest questions we can ask about reality itself?

  • hello, world!

    hello, world!

    I’m a mother, a teacher, a mystic, and a dancer. At my core, I’m someone drawn to life’s big mysteries. Since I was young, I’ve had experiences that don’t fit within our current models of reality, and I believe others when they say they’ve encountered anomalous phenomenon too.

    In my undergraduate studies, I approached cultural anthropology through an interdisciplinary lens, exploring women’s studies and religion with a particular focus on psychological and symbolic frameworks.

    It was there that I experienced a profound ontological shock, the kind that unsettles your foundation and forces you to see the world differently. When I encountered the concept of the ancient goddess, it felt like uncovering a true mystery that had been hidden for centuries. I began to see how history had been rewritten, how vast and vital stories had been erased, and how those erasures continue to shape what we believe to be true.

    It was not just an academic realization. It was personal, emotional, and deeply disorienting. I began to ask questions that shook me at my core: Why was this knowledge hidden? Who benefited from keeping it buried? What has been the impact on individuals and society of living without this information? Who might we be if we knew that an ancient goddess was replaced by a male god? How did that shift affect power structures, cultural values, and the control of gender?

    This awakening sparked a lifelong search for what lies beneath the surface, for the truths that have been silenced, distorted, or forgotten. It taught me to question everything and to hold space for complexity, nuance, and mystery.

    That’s why I teach. Also, because kids are just the best of human beings. I teach not just to share knowledge but to help young people navigate their own questions. I want them to trust their curiosity, ask beautiful questions, and feel comfortable and even inspired with the unknown.

    Now, as we stand on the edge of a paradigm shift with Unidentified Anamolous Phenomena (UAPs), Artificial Intelligence (AI), and the possibility of non-human intelligences (NHI) entering the conversation, I feel called and ready to help others navigate this change.

    Truthfully, the kids are already really open; it is the adults I am worried about :)

  • rethinking education: what does It mean to be human?

    rethinking education: what does It mean to be human?

    This is the question I’ve spent my life exploring, with children, educators, and communities. It’s the thread that runs through everything I do: teaching, curriculum design, the humanities, justice work, mindfulness, and now helping others navigate the unfolding reality of UAPs and Non-Human Intelligence (NHI).

    For centuries, we’ve explored this question through history, science, religion, literature, and philosophy. We’ve defined ourselves by our intellect, creativity, compassion, and desire to make meaning. Some of the stories we’ve told about ourselves have been expansive and beautiful. Others have been limiting or exclusionary.

    But today, something is shifting. If we are not alone in the universe, if there are other forms of life, intelligence, or consciousness, what does that mean for how we understand ourselves?

    How do we define what it means to be human if we are not the only ones asking the question?


    Expanding Our Definition

    For too long, education has centered on delivering the “right” answers. But now, more than ever, we need the courage to ask better questions.

    In my teaching, I invite children to wonder freely. Together, we explore:

    • Do you consider humans animals?
    • What makes us similar to other animals? What makes us different?
    • What might explain those differences?
    • How do we treat other species in science and industry? What does that reveal about our values?
    • What if another species treated us the way we treat animals?
    • What if humans are not the pinnacle of creation?
    • What else on this planet might be sentient?
    • How might other animals or beings experience reality in ways we cannot imagine?

    These are no longer just imaginative or philosophical questions. They now live at the edge of science, history, and spirituality. And they are becoming more timely and real.


    Rethinking Education

    As new information emerges and challenges our assumptions, we have an opportunity to rethink the very purpose of education.

    Education should not be a conveyor belt of facts. It should be a space where we learn to hold questions. A space for imagination, empathy, and critical thinking. A place where we unlearn what no longer serves us and begin to see the world, and ourselves, with new eyes.

    This is not about replacing one worldview with another. It’s about learning to live with complexity. To remain curious and open in the face of mystery.

    If the unknown includes forms of intelligence beyond humanity, or beyond Earth, then the classroom becomes more than a site of knowledge. It becomes a space for deep, transformative inquiry.


    Practicing Inquiry Together

    These questions are not abstract. They can be brought into real classrooms with real students, right now, as journaling prompts, circle discussions, art explorations, or collaborative projects.

    Here are a few that can guide inquiry:

    • What makes us human?
    • What assumptions do we hold about our uniqueness or superiority?
    • Are we alone in the universe? What do you believe, and why?
    • How might other forms of life experience reality?
    • What counts as sentience, and who gets to decide?
    • What stories or cultural traditions suggest we’ve been connected to other intelligences?
    • How has knowledge about other beings or deeper human potential been dismissed, hidden, or controlled?
    • Who decides what is real or valid knowledge?

    When we explore these questions together, we practice exactly the kind of thinking and courage this moment asks of us.


    A New Chapter

    As we step into the next chapter of human history, we will need more than just new technologies. We will need new ways of knowing and being. We’ll need empathy, imagination, and a willingness to stretch our understanding beyond old boundaries.

    This is the spirit of education I believe in.

    Not one that prepares students only for college or tests, but for the mystery of existence itself. One that honors our place in a vast, complex universe. One that teaches us how to ask honest questions, and how to live with them.

    So I’ll ask again:

    What do you think it means to be human?

  • Why Epistemology Matters More Than Ever

    Why Epistemology Matters More Than Ever

    Epistemology is about knowledge. It asks how we know what we know, why we believe it, and what counts as truth. It challenges us to look at what we’ve accepted without question and to wonder what might still be missing.

    In schools, what we teach—and just as importantly, what we leave out—shapes how students see the world and their place in it. Science is often taught as a fixed set of answers instead of a way to ask better questions. History is treated like a closed book, not an evolving record shaped by power, perspective, and silence. The humanities get pushed aside, labeled soft or extra, instead of being treated as vital tools for understanding what it means to be human.

    But the world is changing. The questions are getting bigger. And we need thinkers who are ready.

    We need ethicists, mystics, dreamers, artists, and scientists who can hold complexity, sit with the unknown, and imagine new paths forward. Technical skill is important, but it’s not enough. We also need wisdom, discernment, curiosity, and heart.

    That’s why epistemology belongs in our classrooms. It invites students to ask:

    What is real?
    Who decides?
    What happens when our old answers no longer fit the questions?

    Because reality is shifting. New stories are rising. Paradigms are cracking. If we aren’t teaching students how to question, how to stay curious, how to sit with uncertainty and still stay grounded, we aren’t preparing them for the world that’s coming.

    Here are the kinds of questions that matter now:

    • What happens when epistemology becomes part of the curriculum?
    • How do you define what is real? What do you define as not real?
    • Is reality objective, subjective, or something else entirely?
    • How do perception and bias shape what we see and understand?
    • How has knowledge—about other intelligences or even our own human potential—been dismissed, hidden, or tightly controlled?
    • Who gets to decide what counts as science or history?
    • What stories are we handing down, and what truths are we leaving out?
    • Are we teaching students to think critically or just to fit in?

    Let’s raise a generation that questions, imagines, and stays awake. Let’s teach them how to build something new from the ground up.