2/5 - Parenting by Profile with Human Design - Notes from The Cartography course
How to use those notes
If you haven’t yet, I’d highly recommend you read the introduction for this collections of notes that is in this post. This is also where you’ll find the index for all the profiles and a gathering of all the notes for each line so you can get a fuller picture for your child’s profile.
✨ Parenting a 2/5 ✨
Practical take-aways from the section :
leave them alone [2+5]
Their S&A allows them to choose the right call and protects them from being burned at stake [2+5]
Leave 2/5s alone if they don’t want to integrate, they need to get away from the responsibility of the projections
“You have a 2/5 child, you know that 2/5 child needs to have the respect for it's need to be left alone. It's need to be left alone. The you know, I mean, if you if you if you have family life, and you have a child that doesn't want to integrate with the rest of the children, you think you've got a problem.
2/5 children can end up with, you know, being dumped into therapeutic machinery, simply because, you know, they're not interested in integrate.
They learned right away that people project on them, that they're expected to run faster, or help their friend and time of need, or whatever the case may be. They learn all these things right away that the other is projecting on them, and they learned that they're much happier being left alone. You know, so they don't have to take on that responsibility because it's very, very sensitive.”
““They would love to have me but I don't have to go”, you know, that's glory for a 2/5.”
2/5s need to follow their Strategy & Authority to choose what they get involved in and it always has to be very practical to not get burned at the stake
“The 2/5 child has to learn that has to learn to understand that they have to be careful about what they get involved with, and that only when they are well grounded and well educated in something are they going to have the stability to be able to handle the projection field. Otherwise they won't.”
More on the 2nd line children in the 2/4, 5/2, 6/2 sections.
More on the 5th line children in the 3/5, 5/1, 5/2 sections.
