134: Jay & Jaydee Azavari - Living in Rhythm: Family Sovereignty & The Cycles of Nature - The Quantum Biology Collective Podcast

Episode Transcript
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Meredith Oke (05:00):
Welcome, J. And J. Diaz Vari. I'm really
delighted to have you on the QVC podcast.

Jay Azavari (05:07):
Thank you.

Jaydee Azavari (05:07):
Thanks for having us.

Okay, so there's. So there are so many things
that we could talk about. You both bring, like,
just a wealth of wisdom and experience in so many
different areas, from music to health and
healing, to running nature schools to
homeschooling. So let's start with an area that,

(05:30):
you know, our audience is familiar with, which is
applied Quantum biology. Putting these principles
into practice. So you've both been digging into
this. J.D. you just got certified in Applied
Quantum biology. So tell us, how did you end up
there on your long and winding road?

Well, I think both of us have always been the
type of person that's looking for more, like,
continuing to see what's behind the curtain, or.
I know that there's other aspects to the story
that aren't being revealed to me front and
center. And through that, it's really, like,
shaped an incredible, unique journey throughout

(06:11):
our entire lives. And it's also what brought us
together. I mean, I was working with what. What
was language is quantum midwifery, which I do
think is a little bit different than quantum
biology now in relation to, like, looking back
over the last couple decades. But it was quantum
midwifery and then the quantum aspects of music
that we were bridging into a homeschool

(06:32):
curriculum. That's how we found out we liked each
other and that we were like, hey, let's do things
together. But it's been, you know, becoming more
and more refined. And I do think that going
through the course this past semester or season
has really brought a lot of clarification to what

(06:53):
quantum biology is for us and also, like, a new
way to language and integrate what we've been
doing with nature, mostly in children.

Yeah, I mean, I see the quantum biology as a
framework to ground a lot of these concepts.
There's been a large mystical component to my
worldview for a long time that's been shaped by
music, vibration, spirituality, you know,

(07:26):
shamanic explorations, altered states of
consciousness. And it does link back to a lot of
ancient wisdom. But what's really great about
when JD Started to get more information and
really dive into the quantum biology, it was a
landing place for a lot of these things to really
be articulated in a new language. And, you know,

(07:50):
it ties everything together. And so there's a lot
of things that we've been doing with the school
and with both of our own pursuits and how we've
been raising our children and how we've been
living close to the land and you know, as a
family that really tie together with a lot of the
quantum biological principles. So it's, it's

(08:11):
really cool to see how that has showed up in our
lives.

I love this. I'm like getting body chills because
that was, that's like exactly how I see it. It's
like a bridge the scientific language and that
being able to explain mechanisms of action on a
quantum level inside living systems is like a
bridge into everything in a mystical world that

(08:41):
is so difficult to articulate in a materialist
society.

The outdoor nature based program that we were
running has closed and we've been working in the
last several months to design and develop what
we're going to be launching into and offering
next. And I have these moments, oh, if I would
have been able to articulate some of these
quantum biological principles and components
during our school time, it would have been like

(09:13):
so much more impactful for parents truly to get
into more of what happens at night with light
versus just having your child out in the sunshine
in the day. That's one example. But yeah, through
looking at our next steps, it's really incredible
to just know that we can continue to share this
information and, and yeah, it's been exciting in

(09:37):
that process developing what's coming next. But I
mean personally, quantum biology was a key
component for my own health journey. And that's
how I found your program and the website and all
the information and things that you do was
looking through how to continue to build my
resilience and health after having five babies

(09:59):
and living a pretty like go go type, a type
lifestyle for a woman for you know, most of my
adult life. So that also continued to really help
our lives, I guess, like help us, help me have
even just like energy again. And it was so, you

(10:20):
know, it's so simple, but it's so profound at the
same time.

Yes. And I think that that's worth digging into a
little because I know.

So.

Many of us men and women, we come to new
realizations about light and other things and we
integrate all of the things and we're doing all
of the things. But that component you mentioned
of the go, go, go, right, the pushing, pushing,

(10:55):
pushing. And Sarah Kleiner's written about this
recently on her blog. It's like if our life is
like feeling that feeling of push, of stressful
pushing, it will knock us out of balance even if
we're doing all of the things, quote unquote

(11:17):
correctly. So I think it's, it's good that you
Brought that up and like had the two of you
running a school where everyone was bringing
their children to your property and you were, you
know, like, that's full on.

It never stopped. And you throw like three or
four horses into the mix and nine to 12 goats
depending on the day, and a whole gaggle of
chickens. And, you know, it's even a little bit
more exciting.

Tell us how you ended up doing that. So just to
set the stage, the two of you were homeschooling
parents. And then you decide you created like a
curriculum or created a. I don't know, created a
place for parents to bring their children for a

(12:10):
nature based aspect to their education. And you
ran. The two of you ran that we did with all the
kids every day. Tell us about that.

I would say just to start. Is that so six kids
ranging right. Currently, right now from six up
to 22 or almost 22.

Okay, so you have six children. The youngest is
six. The oldest is 22. Yeah, love it.

So over the years that we've been together, we've
been involved in a lot of different schooling
layouts. We've done homeschooling, we've done
Waldorf, we've done unschooling, wilderness
schooling, a little bit of charter public school,
a little bit of private school. We've tried a lot
of different things. And so in 2020, everybody

(12:56):
went virtual. Things went haywire for our family
because we had all these kids doing computer
stuff.

We didn't have enough rooms or enough computers.

We didn't.

Yeah, right. Yeah.

Bathroom. Like for real. Taking a test one day
because we had to, like, close the door and you
know.

Oh, my God.

Just many people.

Yes.

Yeah.

And you couldn't even. I remember, like, trying
to order an extra desk.

Yeah. Online.

And there were none. Yeah, right there. There
were no desks to be had when shoving them into
different corners.

So, yeah, real state of flux with exploring what
needed for many years. And so it was. It was
subject to change every semester or every year or
sometimes midstream. And so at the time we, most
of our kids were in actual school programs.

Our oldest was dual enrolled at the community
college. Then we had two middle school private
school kids and then two kids who had been going
to the Waldorf school. And the. Well, the oldest
went virtual right away, like through the
community college. The private school took a
little bit longer, and then the Waldorf school

(14:13):
just kind of stopped everything for a while. And
they're like, oh, this isn't changing. There was
like about a month where they were doing Waldorf
school online, which is one of the things I've
ever.

But that is. It's completely antithetical to the
whole thing. Yeah, we had. My youngest was in
kindergarten and it was a public school, but I
picked it because they had just a really
beautiful nature based kindergarten program with
a teacher who spent most of the time taking the
kids on walks to look at birds. And yeah, when it

(14:45):
went virtual, he couldn't function. Right. Like
there were. It would just for people who are so
used to experiential nature based learning,
switching to zoom must have just been like. I
mean, I felt so bad for him. It was because.
Yeah, like that doesn't translate to the virtual

(15:07):
world.

No, it doesn't.

And so, you know, time went on and another school
year began after that initial like, okay.

And so did the Waldorf just. They just kind of
were like, we're gonna close till this is over.
Or they tried. Or they tried to do virtual, but.

It'S like they did virtual and this.

The opposite of what they're good at.

Yeah, yeah, for about a month. And then summer
vacation occurred and then it was about 2021. In
the fall.

No, it was 2020. It was the fall of 2020. And so
they actually came and set up classrooms here on
our land.

This was before our school because they were to
work outside of some of the regulations in North
Carolina, literally by putting tents outdoors
because then they wouldn't have to have the same
indoor type regulations. But that only lasted for
a few months until another mandate came that said

(16:01):
you had to do certain things even if you were
outdoors. And at that point there were several
more months left in that school year. But. And
then we were like, we're not going to do this
anymore. And many of the families were like, no,
this is, this is not aligned for us. And that's
what propelled our program to start.

Yeah, it really revealed the kind of dividing
lines within the different parents in the
community here and wanting to continue to push
towards doing in person schooling despite what
any of the mandates said and others didn't want
to go in that direction. So that was really what
laid the ground for us to then start ATA. And so

(16:43):
in the leading up to 2021 was when we were
building a lot of momentum towards the beginning
of the Appalachian Academy of Therapeutic Arts,
which was ada. And so that was JD and I
responding to what seemed like there was no
schools left anymore that would work for our

(17:05):
family. And then meeting other families, having
in depth conversations over several months of
what can we do? And so it began this really wild
cascade of people coming together. And also a
real, like, crash course in education for us

(17:26):
around this idea of sovereignty and operating
privately versus being beholden to some of the
public systems and overseeing bodies. So it
really sped things up for us to try and figure
stuff out as quickly as possible. But ultimately
it was really just responding to the external

(17:50):
circumstance of having the space and the
willingness to say, yes, let's do this. And so we
kind of figured it out along the way.

And used the head.

I love this. And I, like, this is, I mean, this
is, to me, a story of innovation in action.
There's like a major disruptive event or force,
and it's like, how are we going to respond? Are
we going to crumble and fold? Are we going to
pretend that it's a good thing and go along with
it, or are we going to allow it to spark up our

(18:27):
creativity and create an option that we wouldn't
have thought of if this hadn't happened? And you
guys did that third thing by starting your own
school. And this whole conversation is like such
a. Like, I think I blocked out how, how deeply
controlling and intrusive the policies were in

(18:49):
20, 20 and 21. Like, when what you're saying is
like reminding me. And if people didn't have
school age children, it might not have seemed
like a really big deal, but it was really, really
bad. And I. And we, we chose to. We moved to
Louisiana for a year so our kids could go to

(19:11):
school. We had been relocated to the Midwest when
this all went down. So, yeah, it was definitely a
defining moment of, you know, like a major choice
point of how to move forward. Okay, so. So you
guys were like, all right, so all of the schools

(19:32):
have basically been imploded or erased or
regulated within an inch of their lives to the
point that we don't want our children involved.
So we're gonna make our own school on our own
property. Like, what happened next?

Well, we had to make big decisions around
logistics. I mean, that took a lot, like, how
long does our day go? How many kids do we have?
What curriculum do we use? So it was fun in that
sense where we kind of got to create exactly what
we'd always wanted, maybe for our children. And
first and foremost, it was being outdoors and not

(20:08):
just like indoor school outside, but, like, be on
the land, cold, wind in your face, regardless of
if you wanted to be in it or not. Rain, heat, all
the things that can challenge our, like, really
tiny bubble of an ecosystem that we so often live

(20:30):
inside of. And it does it challenges you. It
still challenges me to want to be like, no, you
have to go out today. And I'm like, oh my God,
it's cold. But really helping to again, take it
back to this element of resiliency. What really
helps us be healthy, the simplest things, yet
maybe the harder things because of how we've
developed into this, like, very interesting

(20:52):
society at this point. But yeah, so we had a lot
of land and we just said, okay, we're going to
start with everybody being outdoors. We on
building some timber frame, pavilion type
structures for a bit of shelter, milling a lot of
wood from our land. Those, I mean, those are

(21:13):
still even today with where we're at being built
to some degree. We didn't have a lot of money to
make this thing happen. It was very much boots on
the ground. So then we chose curriculum based
within the Waldorf construct. And also a lot of
our children have done nature programs that were
based on like the eight shields model. So we

(21:34):
brought in some primitive skills and things like
that, and then foundational academics, very.
Which, you know, that ties into how Waldorf
approaches academics, but really like basics of
math and reading and how to apply those things on
a daily basis and in the way that you live in the
world. And then we had this aspect that we called
therapeutic arts, which was bringing in different

(21:57):
types of modalities to help develop the character
of the person. And also it's like the opposite of
developing character. It's like allowing that
human who's here to always be the human they're
supposed to be and foster that rather than
shaping them into what an outside idea of them
should be.

I mean, I feel like we had this idea that we
wanted to incorporate some of the aspects of the
nature immersion wilderness skills programs, but
we didn't want to not do any academics. We wanted
to do reading. We wanted to do science and math
and intellectual type things. And so marrying

(22:39):
together a lot of these ideas. But we had this
technical, which was nature, basically like JD
was saying, it's, you know, getting out into the
elements. We wanted to create a situation where
we had the ability to have shelter so we could do
things. But oftentimes when I was facilitating, I
ended up facilitating a lot of classes, a lot of

(22:59):
the groups of kids. It became a highly
improvisational endeavor. You know, I really like
to try and get the kids into their bodies and
where that interface is between us and the world
around us. And so we would do, we would do

(23:20):
embodiment exercises. I used a lot of qigong in
my, in my Teaching and we would do
improvisational, nature based interaction type
things. Like we just kind of on a whim, we
started doing Cloudbus. And it kind of was born

(23:41):
out of this idea where we would be doing
exercises. Rub our hands together, feel the
energy between your hands, create a ball, toss it
back and forth between the different members of
the class. And then we, one day I was just like,
well, let's bring it all together into one big
thing. And we're going to throw it up in the air
and we're going to aim at that cloud. And it was
just kind of an off the cuff thing. And then we

(24:03):
did and we observed what happened to the cloud.
And over the next like 10 minutes, it dissipated
and dissolved. And it was like, oh, wait a.

Minute, we can all the kids.

Wow, that is so cool.

Later that day he'd be teaching music theory to
them. So it's like we had a really lovely ability
to shape what we were offering and also to
interact with families and parents in the
community to do our best to see what they wanted
too, for their children. I got to teach
holographic blood to them for a little while, you

(24:38):
know.

Oh my gosh. Okay, teach us holographic blood.
J.D. tell us.

Yeah, we have a lovely relationship with the
Bagelson brothers and holographic blood. So
that's fun.

Tell us what that is.

So the live blood microscopy and dark field
microscopy, right. Has kind of hit the scene
again. It was pretty, pretty, pretty well known,
the earlier health food type health nature like
80s naturopath world. And as Covid hit and people
were trying to make sense of it and what was

(25:14):
going on, us included, looking for new ways to
determine how our bodies are managing things that
are being put into them or around them. And so
here we were with live blood analysis and as I
was researching that, I found two brothers who
worked with from their father's meth into

(25:35):
Bagelson method. And it's a very different way of
looking at live blood where you use microscopes
that have very specific lenses in them and they
actually use not LED lights. So now I'm
incandescent or halogen light because of how it
views the blood. And you can't even get these

(25:57):
microscopes right now. It's a whole big thing.
But the way that, that moves through the
microscope and how you view the blood, you're
actually looking at as, at it as a holographic
version of yourself. From this perspective of we
live in a holographic universe. Right. So it's,
it's really cool.

Well, they would be.

I'm still learning.

So they would be. They would be viewing and
interpreting things in the blood that would be
sort of like opening up a dialogue where an image
would come to them. And they would be
interpreting this image as, let's say, like a
broken femur. And that would lead them to then
dialogue with the. With the person's blood that

(26:39):
they were talking to. And it turns out that, oh,
right, I did have this accident that happened
when I was a child. And it's something that's
been in their field and showed up in a way that
Adam and Josh are able to interpret. And they've
used these. They've used this method to uncover
and excavate some things that are going on with

(27:00):
people's stories and people's health and stuff
going on in different systems, being communicated
to them and interpreted through the blood of the
individual. And so they're doing some really wild
and amazing work. And it's a much different spin
on things than that is a lot of people.

Yeah, that's really amazing. And one of the
things that really drew it to me was the aspect
of light and its interaction with our blood, like
the matrix of our human essence. And also that
they don't necessarily look at. How do I describe
it? I guess my experience of a lot of the new

(27:39):
liveblood analysis is coming from the really doom
and gloom kind of end game. Like, look at all the
terrible things that have happened to our blood,
right? You can have a litany of what those things
are. And now the world's really, really bad
because they did these things to us and how do we
get out of it? Whereas the Bigglestons, they're
like, no, it's not really bad. Like, we've always

(27:59):
had these aspects of who we are, why we're on the
planet, things that we bump up against that
cause, like, a glitch in our system, which is
essentially what life is, right. We have some
type of hero's journey that we go through and
come back out of again. And they have a way of
encapsulating that through looking at the blood
and working with you in, like, this sort of

(28:20):
nurturing perspective. Teaching. Teaching it.

That is so cool. I'm thinking now of, like, all
the different people I've talked to, like Eileen
McKusick in the Biofield and just how. Yeah,
like, from the holographic perspective, you can
deduce so much about a person, history and

(28:48):
trajectory, life trajectory, perhaps, you know,
spiritual and emotional elements, trauma,
whatever, by looking at, like, everything is
encoded. I think I'm just thinking this through
as I talk. So, like, Eileen would see it all in
the biofield, and the Bigglesons are seeing it in
the blood. They're literally, like, talking to

(29:11):
the blood.

Yeah, yeah. And having it respond. But then, you
know, you'd have an experience of getting an
analysis with them, and then there would be some,
you know, offering of remedy. And often it would
be something structural, maybe something
psychosocial or, you know, psycho emotional, not
just like this bad thing happened to you, try to

(29:34):
get it out and get rid of it type of way of
approach. They also would work more from. And I
don't, you know, want to, like, completely
describe what they're doing and maybe not do it
quite accurately, but it's not from the version
of life where we're contagious with one another
and everything, again, is, like, bad and out to
get us. It's like, well, the parasites are there

(29:56):
to help clean up the thing that was there before
the parasites, and the mold is there to help
clean up the heavy metals. And it's not
necessarily that all these things are just there,
you know, needing to be removed or killed. But
how do we bring ourselves back into balance? And
truly, everything is just designed to keep us in
balance. Like homeostasis rules. Right. That's

(30:17):
what we're aiming towards and how we can create a
relationship with that and work together with our
bodies and whatever might also be in our bodies.

I love that, that every. Everything is there for
a reason, and maybe it's gotten out of balance
and it's causing symptoms that we don't want. But
I love this idea and like, that. It's not doom
and gloom. I'm very much in that camp. I just
don't see the point of coming to that conclusion,

(30:49):
really, about anything. As we were just saying,
we had the government intruding into our lives
and shutting down schools and telling everyone
how they had to do it. And it's like instead of
reacting to that, you both responded and created
this amazing alternative. But we could do that
with every single thing that ever happens to us,

(31:11):
or for us, as I prefer to think of it, what
happens for us. And so amazing that that is
coming through. So you. You taught the kids the
holographic blood?

I did.

For children.

Six weeks. We went through the book, and the
Bigglestons have courses. You can learn this. And
I was given the ability to teach them from one of
their courses. Yeah.

Amazing. So doing things, okay, like, from music
theory to cloud besting to holographic blood. I
mean, You. You both chose to believe that
children could easily engage with these topics.
What happened. What did. What happened with the

(31:59):
children when you did. Did this with them?

Amazing things.

Yeah.

There were children who. I mean, a lot of kids
either came to us from. Well, with COVID Right.
They had most all been in some other environment
and through the process of finding their way to
us, there had often been some kind of
traumatizing event that they had to work out once
they got here. And there were a number of

(32:27):
children that I can think of where they would be
here for a week or so, and then they would just
break down and your parents would, like, parents
would be hugging and crying in the parking lot,
like, oh, my gosh, like, I can touch you or I can
see you, or my child was, you know, so far from
who I thought they. They were truly or who they
used to be. And now I'm seeing them again. And

(32:49):
the kids, like, you got into this one book with
them that might have been a little beyond their
league for a while.

I can. I can give a little bit of. A little bit
of context. So there's a guy named Dylan, and he
wrote a series of books that are called Spirit
World. W H I R L E D. So. And it has a lot to do
with etymology and language and breaking apart
the language that we use, how this idea of, you

(33:19):
know, words are spelled because we're speaking
with a particular frequency and vibration and
breath and consciousness. When we. When we utter
something and we're casting spells, we're
influencing our reality. And so I would use lot
of the material from his book. I had to pick and
choose because some of it was a little bit not
age appropriate. But what. What happened was

(33:43):
really interesting because it would open up these
kids. These kids that I was working with at the
time were between 9 and 11, and it would open
them up to start to question the assumptions
about our. Not only our thoughts, but, like,
reality, social constructs, all of these things.

(34:03):
So we. These were things that a lot of the
families had been grappling with and then, you
know, maybe trying to assess how much they can
talk to their kids about it. Or there's the
natural resistance of the kids to hear what the
parents are saying. So we created, or within the
group of the context of this group, created a
context for these kids to explore within a peer

(34:25):
level, some of these concepts, some of these
ideas of what happens when we start to really
question what we're thinking, what we're saying.
Why did we say that? Why was that? My response,
My Automated response that came out without me
really thinking about it. And what responsibility
do I have? What power do I have to change that?

(34:45):
So there was all of these ideas and concepts that
we were playing with and it became a really
interesting exploration.

And.

Yeah, there's some really, really profound and
powerful experiences with these kids and with the
families.

Can you share some one of them that comes to mind?

I mean, we started to, you know, this is a
little. I'll just share this. We started to get
into some of these ideas of questioning where our
thoughts are coming from, where our ideas are
coming from and why we're saying things that
we're saying. And a little bit of crunchiness
would come out between certain members of the

(35:30):
class. And so I would just kind of use that as an
opportunity to explore a little bit. And so I
started talking about this idea of essentially,
you know, social mind manipulate, you know, large
scale social manipulation and thoughts, ideas,

(35:51):
attitudes and, and how we're able to use our
words and thoughts to influence one another,
influence ourselves both positively and
negatively. And so as we were having this
conversation, it was getting a little bit edgy
for some kids. And then we start hearing
helicopters, we start hearing military
helicopters. And so I start saying to them, I

(36:13):
said, okay guys, so like we've been out here for
six months and we've been having conversations
about all kinds of different things. And like
here we are now, we're talking about this idea of
this seemingly dark and mysterious nefarious
control system that's like infiltrating our
thoughts and influencing our behavior. And then
suddenly we're like faced with a, you know,

(36:35):
conspiratorial cliche of like black helicopters
flying around and like potentially failing our
thoughts. And you know, it's all within, within
somewhat of a, you know, potential hypothetical.
Not saying that this is actually the, the
hardened, fast way this is going every time. But

(36:57):
you know, we would play with these ideas and just
this idea of coincidence or how, you know, did
that, did that cloud dissolve because we threw
the, the ball of energy at it or.

What are the wind patterns today?

Yeah, so I mean, right. Exploring some of these
ideas and that not everything is fixed and that
we have a opportunity and a power to get together
and explore how we're wanting to interface with
these ideas of whatever we call reality. So yeah,

(37:33):
that's, that's my little.

That's. So that is like. That is deeply profound.
That is a deeply profound teaching for children
to absorb early in life. Because I think a lot of
us spend time trying to unlearn you know, the. We
were told that reality is fixed and solid and
static and impermeable. And it's so funny. I just

(38:00):
this morning saw a post, read a tweet from this
woman, she's an. Another executive coach that I
follow, and she said, in order. It was like, in
order to break through walls, you can't believe
that the wall is there. You have to just go. And
I left a comment saying, like, maybe that's why

(38:21):
so many new things, new contributions are made by
outsiders or really young people, because they
haven't learned enough to build up the wall and
inside and then live as though they can't go
through it for the rest of their lives. So you

(38:45):
are planting that seed. It's amazing. I mean,
even this, like, what we're all doing right now,
right? Like, we're all sort of outsiders to a
certain extent. And there's a reason why applied
quantum biology is not being championed by people
deep inside the scientific institutions, because

(39:08):
they know too much. They're like, no, no, we. We
have to study this in a way that will result in a
medical device that is patentable or a drug that
is patentable, and any other application is just
playing around. And. Right. And so then those of

(39:29):
us on the outside are like, why can't we just
learn this science ourselves and see what it
means in our lives?

I think a big part of how we've raised our
children and then ultimately led us into how we
want to educate our children is coming from that
place of, how difficult really is this? Why can't
we do it on our own, similar to what you were
just speaking to? And then what are the walls
that we've put up throughout our lifetimes that
are causing us to think we can't? And so majority

(40:00):
of my work before this was based in women's
health and midwifery, home birth, midwifery. And
when I started to learn that, I mean, it was.
There was many different ways and things that I
was diving into to try to find what was right for
me, which led ultimately to unassisted birth. And
then I was like, well, how do I integrate that

(40:20):
back into midwifery? How do these two things seem
kind of opposite, kind of the same? And it
really, like, culminated in this idea of quantum
midwifery and a person that taught that. And then
I worked with her school for a number of years,
but there were moments where I was like, well,
why can't I resuscitate my baby? As I'm learning
this from this perspective of a midwife, right?

(40:40):
I'm like, this is so simple. But it's these, at
these acts of, in that moment, like health care,
that are kept away from, you know, away from the
layperson to think that they can't do it and to
then like outsource our power or all. I mean, you
can talk about all that stuff. And many, most
people who probably listen to this already are,

(41:00):
but we really have these abilities to find our
way, right? And to bring that back to how we want
to raise our children, how we want to birth our
children, how we want to heal ourselves and
ultimately working towards a world where we can
have everything available, where we can choose.
Well, if I need to go and have surgery because I

(41:20):
broke my arm snowboarding, which, you know, one
of our children did, we will do that without
question because that is here on the planet right
now and can work. And do I need to get surgery
for my knee that is just had like a torn ligament
where I could use PRP and red light therapy and
work on my exclusion zone water and all these
things to heal myself, then yes, let's do that.

(41:41):
But if we don't have the, you know, the
development of how we analyze things, right, or
move through the world, how do we even know to
ask those questions? How do we. How do we know to
even ask, like, well, could I resuscitate my
baby? Or, you know, who's really in charge of
this birth? And there was a moment after, I think

(42:03):
my second was born, it's like, well, who was in
charge of my birth? Like, was it the midwife? Was
the home birth or the midwife completely
straightforward? But it felt very confused using
afterwards. And at that point, as like a
midwifery student, but also a mother, I realized
as a midwife, I could never know more about a
woman's birth than she does. And then if the next

(42:23):
person that's going to know more, it's going to
be, you know, whoever. If it's her partner, her
husband, the person that's like, next removed
from her. So then you get into this idea, well,
what is my role, right, as a healthcare provider
or a midwife or a teacher? And it gets really
tricky. But there's that aspect of like, the one
who's holding the space, the one who's keeping

(42:44):
the container for everybody, with the knowledge
that then can, you know, focus that knowledge in
or allow the experience of the person going
through the process to find their way. And so all
of that really was brought into this version of
our school. And, you know, as we've kind of
Pointed out a lot of it was explained
experimental. And I often would feel or say to

(43:07):
people that if I had a model to follow, I would
like, I don't just need to experiment always or
to do this on my own, but I can't find it. So I
guess we got to do it. We got it. We got to bring
the world right, you know.

This little bit of a point, of a pivot point for
us. And initially, when we started ada, it was,
was. There was a lot of. It was, A lot of it was
a reaction to the circumstances and not.

Not wanting this, you know, whatever that is out
there.

But what we noticed over time was that as we got
further along in the process and began to do this
day in and day out, it was, it became important
for us to intentionally shift our focus to what
do we want to create? And really what that became
was what we always had wanted to see. Because,

(44:01):
like, like we mentioned earlier, we've been
through so many different versions of school and
education. I mean, I, I, we both grew up in
public school, but with our kids, we went through
dozens of iterations of different things. And so
what, it became a shift point from, like, okay,
we're reacting to everything's falling apart

(44:21):
there. There had always been this settling kind
of sense where, like, oh, we're gonna do this
with this kid, because this is the closest thing
that we can find that would suit their needs. So.
But what became revealed is we shifted from the
reactivity to the place of more internal,
following an internal compass. Was that, like,

(44:42):
we're creating what we've always wanted to see,
and it's possible to do that. And, yeah, I mean,
and I wanted to add one thing to what you said
earlier, was like, our daughter was maybe, I
don't know, 11, 12. And she had gone to the
doctor, she had some stitches, like, a few
stitches in her arm. And, you know, the protocol

(45:02):
was, okay, well, when, you know, this touch time
passes, you come back and we'll remove the
stitches. And JD was like, no, you can take those
out yourself. And she was like, I can. She's
like, yeah, yeah, you can, or.

I can do it.

But I'm like, we can do that here. And we'll just
keep an eye, make.

Sure everything's clean, you know, back to the
doctor. You really think that that's what would,
you know, help you feel safe in this situation?
Then she came out with having removed them
herself.

Right. But sometimes there's these minor, you
know, changes in perspective where, you know,
we've been, we've been programmed and thought
that the appropriate protocol is to go back to
the doctor and have them do the things for you.
And so just like with, with education or
parenting or, you know, some medical things, I

(45:51):
mean, obviously, within reason, but you can make
some of these decisions and take the power into
your own hands and make, you know, make the
choice for yourself. It's your, it's your, your
driving and it's, it can be really challenging to
remember that in so many different scenarios. So

(46:13):
trying to move the needle a little bit for the
people that we're involved in and influence and,
you know, ourselves, our children, and then by
extension, the other families and children that
we've worked with.

So good. I love it. And it's, you know, it's so
interesting because, like, I spend a lot of time
in the, in the coaching world, right? And
everyone talks about having high agency and being
proud, proactive. And like I was saying, that
woman posting about, like, you can't even see the
walls. There can be no walls for you if you want
to go through them. And yet so much of our

(46:47):
society is designed to take that away and to make
us think that we, that we don't have choice. We
have to do it this one way, particularly public
health. But anyway, that's a whole podcast on
that. It's. And it really matters. I mean, I

(47:08):
think what you're saying really matters. Even
just a small example, like, oh, I can keep my eye
on this. Like, I get appropriate medical care,
and then I can keep my eye on it, make sure it
doesn't get infected and take, you know, and deal
with it the way, you know, in a, in a way that's

(47:28):
going to work out fine. And I could make that
choice. And it's a small thing, but every time
we're given the opportunity to do that, I think
it builds a different type of reality than every
time we feel like we've had to comply with
something external that was decided for us.

And I mean, that is one thing that I absolutely
love with quantum biology and really getting into
circadian principles, because it's. I can wake up
when the sun rises. Yeah, I might not want to,
but I can. And it's really not that hard. Get out
of bed, right? And I can go eat my lunch outside,
and I can turn the lights off when the sun goes

(48:11):
down, and I can model that to my children, and
they can start watching me do that. And I can
say, hey, look at these red light glasses. I
mean, it's something that I worked really hard,
especially because then you have teenagers who at
some point in time they're gonna get a screen. We
live in digital world. And again, that's another

(48:33):
whole books written on topic on how we like bring
and bridge nature with technology in relation to
kids. But having them understand that some of
these tools are easy and accessible and they can
bring them in and they will feel and see results.
Like, my daughter started wearing red light

(48:54):
glasses at night and she's like, I'm sleeping
better. And I'm like, yeah, you might be. Tell me
more about that. And like, we all eat breakfast
outside on the porch now. And the porch has been
there and we used to eat breakfast once in a
while on the porch. Right. But now we eat
breakfast every day on the porch because I'm
like, we're gonna do this thing. And it's. We

(49:16):
look forward to it. So it's these very simple,
accessible, like, acts of righteous power that we
can like, integrate or reclaim or just remember
that it's always been there and it's still
waiting for us.

Right.

And I, I really, I've really, really appreciated
that and I'm excited to be able to share it more
with families. Like, we touched upon a little bit
already. Yeah.

Yeah. There is something, you know. Yeah. Quite
profound about aligning with the light cycles and
the darkness cycles that even if it just starts
out as, oh, I'm going to do this so I sleep
better, There is a shift that happens when we
have developed that awareness of ourselves in

(50:07):
time and space. And I'm much more aware of the
directions and which. Which way is east and which
way is west. And I just feel more like a living
part of the world as opposed to a disconnected

(50:30):
entity that is somehow trying to make its way
through something it doesn't really belong in. If
that makes sense.

Yeah, I mean, that seems like a key foundation,
Right. To being able to access all of these
bigger choice points that we've been talking
about. Like, how do we know that we can. I know,
I'll use birth references. How do we know we can
resuscitate our baby or trust ourselves? That's a
big question. But if we can get, you know, keep
going further and further back into the

(50:57):
foundational pieces that allow us to connect to
the earth, to connect to rhythms, to connect with
who we really are. To know which way is east and
west. Right. That's going to layer on our ability
to trust ourselves and to know that we have these
inherent, like, aspects and ways to, to navigate
situations that arise.

Yeah, it's. It's interesting. You're Bringing up
the birth. I do remember. So I have three
children, and from. From my middle child, I was
able to have a home birth. And I remember because
the first birth had. Had been in a hospital. And,
you know, it was like your typical thing was

(51:39):
progressing fine at home, was in the bath with
candles. I went to the hospital, everything
stopped. 10, 12 hours later, they're like, oh,
you gotta start with this drip and that, and
you're strapped down, and they're all in charge
of everything forever. And so the next one, I was
at home with the midwives. And I remember at one
point, like, the labor changed, and I looked at
the midwives, and I was like, now what do I do?

(52:00):
And they were like, I don't know. I'm like, what
do you mean? They're like, what do you want to
do? And then this contraction came, and I was
like. They were like, there you go.

And I was.

And I'm like, oh, my gosh, These natural birth
people are right. Like, that was one of the most
empowering moments of my life was this freaking
contraction.

Yep.

And, yeah, there was. There was also, for legal
reasons, they needed a, like, an extra person in
the room because one of the midwives was still in
training or something. And that woman had just
got off a flight from India. She was, like,
sitting in the corner of my bedroom, like,
napping. I remember thinking, like, how the hell
is she sleeping through this?

Oh, my God.

Then I thought, well, clearly everything's going
well if she. She feels like she can be napping.
So it's just all these little cues from having.
Being surrounded by people who are tapped into
that, what you're saying. So you're giving me
some remembrance to that experience and how

(53:06):
different it is. And I. Yeah, I think I wanted
the natural birth more, as, you know, for health
reasons and to not have drugs in my body and that
kind of thing. But that was my first realization
that there's so much more emotional,
psychological, spiritual overlay to these kind of

(53:29):
health proceedings as we're trained to accept
them. Okay, one more thing I want to talk about
is music. So, Jay, you were talking at the
beginning. You said some really interesting
things about music and frequency in this
discussion. And quantum say more stuff.

So. Yeah, and I talked a little bit about this
when we were recently going over just our
backstory. And, you know, we. We've been talking
some of these things through. And so, you know,
like, with. When I grew up, I was really
disengaged from school. I was dissociated. I was

(54:14):
date. I was a daydreamer. And you know, I looked
back at.

What did your mom say about you?

Well, okay, so my mom took me to get, when I was
in maybe third or fourth grade, she took me to
get like, evaluated by a professional evaluator
of children. So her sentiment she shared with me
was that she was trying to figure out whether I
was stupid or conducting concertos in the school

(54:42):
guy. So apparently her, her question was
satisfactory.

It all makes sense now.

Apparently her question was satisfactorily
answered about that I wasn't stupid. And I
shared, I shared with JD also that, you know, I
found at some point later all of these report
cards from elementary school and like they all
said the same single resulting. He's such a
bright kid, but he's just not engaged or, you
know, he's not paying attention, he's
daydreaming. And so I don't know, when I was

(55:17):
maybe 13, 14, I started playing music, started
playing guitar. My dad, my dad and my dad's side
of the family had always played. So I had seen it
going on at different gatherings, the hours of
the night, with my aunts and uncles and my
grandparents and my dad. And so, so I started
playing and then I connected with some other kids

(55:39):
that also were interested in playing. And so it
became a real solace place where I could find
some meaning and some purpose. And it was almost
like the dissociative yearning and traveling
suddenly had like a soundtrack and some kind of a
grounding to it. And so things started to make

(56:01):
sense. And you know, I'd say from there I started
to explore improvisational music and some, you
know, mind altering substances and things like
that. And it opened up this world of frequency
and vibration that to me really connects with a
lot of the age old mysticism that most of the

(56:26):
spiritual cultures and religions all speak about.
And there was a book that I was introduced to at
some point in my late teens, the Tao of Physics.
And it was this really brilliant idea that a lot
of, like we spoke about earlier that a lot of the

(56:48):
modern and cutting edge ideas around particles
and quantum physics and just basically the, the
fabric of reality is made up of this, these
harmonic relationships. And so that is reflected

(57:09):
in a lot of the way that our biology is, is laid
out. Like if you look at the ratio of the
individual digits in your fingers and then your
hand and then your arm and then your body,
there's relationships in the distances of those
and how they relate to one another that are also

(57:29):
reflected in the harmonic principles of overtones
and Harmonies and what we experience as
dissonances and consonances. And so it's
something that is embedded in us and then
extrapolated outward and inward on a scale that
is, you know, beyond. It's infinite. So there's

(57:52):
the whole idea of like, when you look up the
spheres, it goes back to like, sort of like a
Renaissance idea of the different planets and how
they relate within the context of our system and
how those relate to the harmonies and then the
particles and the, the atoms and things in our
body and the spin, the electron spin, resonance

(58:16):
that happens. It's creating a inter woven
collection of overtones and harmonies and
distances. And I would, I would use some of these
ideas with, when I would teach music because, you
know, we have these things built into our
language. Like you get a vibe off of somebody or,

(58:38):
you know, these, these principles are also at
play, you know, within our own psyche, but also
within our relationships with others and the
world around us. And so we would explore some of
this, both theoretically, philosophically,
mystically, but then also we would incorporate

(58:59):
some of these basic principles into studying. I
mean, I use the baritone ukulele as a, you know,
kind of a place to explore some of this. And so
we would, we would talk about music theory and
how that overlaps with some of these other
concepts and give the, give the kids an

(59:23):
opportunity to explore some of these things. And
I always would, I always would make sure that I
would reiterate that, you know, all of the rules,
all of the theory that we have is really just
humanity's attempt to make sense of something
that is really far more mysterious and
unexplainable than we can ever imagine. So it's,

(59:43):
it's sort of like a simplification and a
distilling down and really like, you know, you
hold the keys to the understanding of this
because it is what you are. The vibratory and the
frequency expression of you is really the
deciding factor in all of this. And what do you,

(01:00:05):
how do you want to, how do you want to relate to
it? What do you want your song to sound like? And
so, yeah, that's. I hope that answers the
question.

Meredith Oke (01:00:17):
So, yeah, it's beautiful and it's. I feel like
we're circling back to the holographic idea. Like
whether you're looking at the body or you're
looking, looking at music, it's like there's all
of. It's like all one thing almost. So I'm super

(01:00:40):
excited to announce that J and JD Are about to
launch their own podcast. And you all need to go
and subscribe to it right now. It's called Rising
Sovereign. So tell us about the concept of Rising

(01:01:01):
Sovereign, what that means to you and, you know,
sort of where you're going with it.

Jaydee Azavari (01:01:06):
Well, when we entered into this, like, the
beginning of last school year, so the fall of
last year, which we did a couple semesters of
before, like, ultimately Hurricane Helene was
like a big. That caused our school to stop for a
little while. But we were going through some soul

(01:01:28):
searching even before that around. Is this really
the best way for us to meet the most people?
Because we have all this inside of us and
experiences and stories that we can't not want to
share. We just know that it needs to be shared
and it can help, help people and then people can
help us. And the cycle continues. And with. With

(01:01:51):
those questions already percolating, it continued
to evolve into, well, what is. What is an avenue
that we can really begin to put together the
huge. This huge, like, puzzle that is our lives
that includes midwifery and holistic health and
motherhood and music and nature and what else do

(01:02:14):
you got?

Jay Azavari (01:02:15):
Being a father.

Being a father. Quantum biology. All of the new
things that came into our world through quantum
biology after we thought we'd learned it all
right, so, like, there's always more and creating
a platform where that can be offered and feedback
can be given to just continue to like, I mean,
truly offer the best. The best environment to

(01:02:39):
raise the continuation of humanity.

Right.

And I would always say that, you know, we, within
the time period where we were running ada, we
were attending a lot of events and conferences
and really trying to support and promote people.
Doing something like that wouldn't be exactly the

(01:03:03):
same because it would be them and it would be
where they are. But I would oftentimes reflect on
that. No matter how much we did with Ada, it was
maximum. We could reach maybe 50 to 70 kids. And
that would be us working ourselves to the bone.
And so how can we then take that same inspiration

(01:03:26):
and that energy and these concepts and then sort
of like cultivate that in remote locations and
share this and sort of like scatter seeds for
this type of thing to happen all over the place?
Because it really needs to be explored all over

(01:03:48):
the place for, you know, people to be able to
create something that's going to be outside of
the.

It's a place the idea will become a place where
people can gain inspiration and empowerment to do
whatever it might be that they are being called
to do. Like it was. It's like you can start a
school Like Gada. And you're like, what really?
Like, you can have your baby at home, most
likely. Like, let's talk about this. Like, what?
Really? Yes. And I mean, that's kind of the

(01:04:15):
undercurrent of everything we've been talking
about is there is way more to the story around
what, what you have access to and the ability to
accomplish within yourself. And most often, we
just need somebody, like, encouraging us or a
place to, like a soundboard to move through our
questioning and then like an applause after we.

(01:04:36):
We accomplish the task. And that's, that's really
like a big driving force behind why we wanted to
create a podcast.

Yeah. You know, that it. It's so needed and it's
so important as you're talking, what's coming to
me is this idea of mentorship and that we, so
many of us have this idea like we were talking
about earlier, the contrast. Okay, well, that's
what I don't want. But I don't also want to live

(01:05:08):
in reaction just against what I do want. I want
it now that I know what I don't want, what can I
create? And it's very challenging to take that
path without some kind of mentor who gets what
you're trying to do and who's been through some
version of it themselves and has gained that

(01:05:29):
wisdom and is not going to think you're weird or
crazy and is going to support you and bring you
through it. And I think in addition to some of
the other challenges we've already talked about,
that is a huge missing piece for creating this
alternate dimension that we'd prefer to live in.
So I'm really, really happy that you're both

(01:05:52):
doing that. And I think it's also worth
mentioning, it's like having a mentor and coming
to a place like the Rising Sovereign Podcast and
learning from you. It's like you might have. My
children are at the moment all in public school,
but I could still learn so much just for my
parenting, for the hours that they're at home,

(01:06:14):
for the way that I interact with the school.
Like, you don't have to be on a certain specific
path to gain the wisdom that the two of you have
gained, have accrued through your wonderful
adventures, through this dimension to you and
being.

Empowered in that it doesn't have to look any
particular way. And that's something that is, you
know, a big message. And what we want to bring
and what we want to model is, no, maybe you want
to have a hospital birth, and that's the most.
Again, sorry, birth references. But the most
empowered way to have your baby. And I went
through, like, several hours one day with this

(01:06:53):
woman who was just so conflicted because she's
like, everybody wants me to have a home birth,
and I don't want to have a home birth. I'm like,
well, tell me about that. And she went on to
explain how she was raised in hospitals and her
parents were doctors and all these things. She's
like, wait, I really want to have a hospital
birth, but I can't say it in my yoga class. And
I'm like, there you go. Right? So it's not just

(01:07:15):
coming at it with, like, particular, like, even
dogmatic answers to all the questions. Like,
really? It's about questioning. And that might
look like you make some choice this year and a
different one next year. That is our children in
many different schooling environments. And
knowing that within, you know, this idea of
community or what we want to continue to promote,

(01:07:36):
it's like, that's also okay. It's okay to make a
different choice than maybe someone else, and we
want to get it like, well, what's really, like,
under that? What are you looking to achieve and
why are you making your choices and how are they
aligned with you or not? And.

It reminds me of the thing that you always say,
say, where you said, no, no one can know more
about a woman's birth than her. Right? And so,
like, applying that to some of these other
things, like someone's family, for instance, like
me coming from the outside, like, I can't really
begin to grasp the totality of what the inner

(01:08:14):
workings of this person's family is. I can share
my perspective and be witness to them, and
hopefully I can show up in a way that's non
dogmatic, dogmatic, or judgmental. And like you
said with that woman, find the source of where
this thing is coming from. Help them arrive at
their decision and have it be their decision.

And there's things also that we like to talk
about that a lot of people might still not want
to talk about, but we think should be talked
about, and they could be considered
controversial. And I'm still searching for people
on podcasts talking about these things,
especially in relation to raising children or
health with children or within the context of the

(01:08:58):
family. Like, Jay's been listening to crazy
conspiratorial podcasts for decades, but I'm
like, where is that in relation to motherhood?
Like, who's talking about some topics right now
that are really up that you can't even
potentially say out loud without just being
highly judged? So Little teaser about some of
that to come also.

Yes, and also, yeah, that's also a really good
point because so much of this does spin out into
the kind of conspiracy theory media, which does
really well. It gets a lot of views. People are
like, this is, they're doing this to us and

(01:09:41):
they're doing that to us. And it's like, I don't
disagree, you know, but to your point, JD and
Jay, like, what you guys are doing, it's like,
okay, maybe, probably. And so what does that mean
for us personally? Where is the connection?

(01:10:03):
Where's the podcast, the media, the people
talking about who are just sort of like, yeah,
that's true. Like, let's put it to the side and
operate out of knowing that information but not
being dictated to. Like be in reaction to it all
the time and be freaking out about it all the
time. Because it's still winning when we do that,

(01:10:23):
I think.

Yeah, exactly. I mean, that's just another
version of your choices not being your choices
kind of in this, in this obscured or shrouded
way. But you end up like, like you said, you're
not, you're not winning in that scenario either.

And it can feel really like paradoxical at times
and like letting that be okay because I, I mean,
I'm talking about Biggles, the Biggleson, like,
approach to holographic blood where there really
isn't like a doom and gloom thing out to get you.
But then I'm like, well, but we also might need
to make a choice about X, Y and Z. That does feel
like really, to say the word that you use,

(01:11:01):
curious in this moment. And I always felt like I
was more of like this middle ground type of
person for a good amount of my life. And I look
back, I'm like, well, maybe I really wasn't. But
more where, you know, I would be more non
confrontational or try to make everybody happy
kind of version of a woman. And once, you know, a

(01:11:25):
lot of the things have gone on in the last four
years, someone was like, well, I'm just going to
take like the middle road. I'm not going to
choose this side or that side. And someone was
like, well, the middle of the road is where you
get run over. Yeah, you know, that's another way
to look at this, right? I think. Yeah. So again,
it's like that idea of which is very cliche, but

(01:11:46):
like, if you don't make a choice, you're still
making a choice. And how we can just like, okay,
well, let's lean into that even more.

Absolutely. This has been wonderful. Thank you
both for being here. I've learned so much, and I
really want to congratulate you on the podcast.
And I do feel like this is where all of us
together, everyone listening, everyone doing
stuff, creating stuff, we're ushering in a new

(01:12:17):
era of media that is super individual and hopeful
and not afraid to say whatever we want, but also
not falling into any of the traditional traps of
media communication and going after big numbers.

(01:12:38):
It's like. No, we're going after honesty, real
experience, real wisdom, wherever that leads us.
Thank you both so much.

Thank you so much for the opportunity.

All right, we will put the links to everything in
the show notes. In the meantime, please go
subscribe to Rising Sovereign wherever you get
your podcasts. All right, thanks, guys.

Thank you.

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134: Jay & Jaydee Azavari - Living in Rhythm: Family Sovereignty & The Cycles of Nature

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.css-14f5ked{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:2;overflow:hidden;}134: Jay & Jaydee Azavari - Living in Rhythm: Family Sovereignty & The Cycles of Nature