Study Guide - Master Of Learning Ltr 2009-2010

2009 - 2010

LEARNING FROM THE SUBJECTIVE

MASTER OF LEARNING

This breakthrough “Learning from the Subjective” programme adds a ‘new’ dimension to learning that helps to transform the perspectives of learners towards Holism, Multiple Intelligences, Sustainability Development, etc. and caters from within to their inner needs.

CARIBBEAN INTEGRAL INSTITUTE DIDOWEG 8, CURACAO, NETH. ANTILLES +599 9 5110041 [email protected] WWW.CIIEDU.ORG

MASTER OF LEARNING

Learning from the Subjective

 FOUNDATION CARIBBEAN INTEGRAL INSTITUTE Didoweg 8 • Santa Rosa Curacao, Netherlands Antilles Phone +599 9 5110041 • E-mail [email protected]

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Table of Contents FOREWORD

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CARIBBEAN INTEGRAL INSTITUTE

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ACADEMICS

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THIS PROGRAMME

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MISSION

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WHY THIS APPROACH?

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FROM TEACHER TO LEARNER CENTERED PEDAGOGY

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LEARNING FROM THE SUBJECTIVE

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TWELVE STAGES OF TRANSFORMATION

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AWARENESS KNOWLEDGE AND SKILLS

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DIA-GNOSTIC AND FEEDBACK SKILLS AWARENESS AND KNOWLEDGE PRACTICE INTEGRATION

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AWARENESS AND ORGANIZATION

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THE PROCESS OF LEARNING

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FRAMEWORK THE LEARNING PROCESS CYCLE 1 CYCLE 2 CYCLE 3 PEDAGOGY MULTIPLE INTELLIGENCES THE CLASSROOM EXPERIENCE TEAMPLAY ONE-ON-ONE

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THEMATIC CURRICULUM

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SCIENCE OF THE SUBJECTIVE (SCI) PROCESS PHILOSOPHY (PRC) SYSTEM DYNAMICS (SYS-1) ACM DYNAMIC THEORY (SYS-2) LEARNING FROM THE SUBJECTIVE (LRN) EXPLORATION FROM THE SUBJECTIVE (EXP) BIO-PSYCHOPHYSIOLOGY (BIO) DIA-GNOSTIC OBSERVATION & FEEDBACK (DGN) HEALING FROM THE SUBJECTIVE (HLT) LEARNING FROM THE SUBJECTIVE IN PSYCHOLOGY (PSY) THE SOUL OF TEACHING (TCH) LEARNING FROM THE SUBJECTIVE IN THE CLASSROOM (CLS) CREATIVE SELF-DISCOVERY (CRE) THE SOUL OF ORGANIZING (ORG) SUSTAINABILITY AND ECOLOGY (SUS) DIALOGUING (DIA) FINDING YOUR OWN VOICE (VOI) SUPPORTIVE PRACTICES (PRA) INTERNSHIP RESEARCH THESIS

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LESSON PLAN

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FIRST SEMESTER THEORY I PRACTICE I SECOND SEMESTER THEORY II PRACTICE II THESIS

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RECOGNITION, ACCREDITATION & COLLABORATION

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ADMISSION, EVALUATION & GRADUATION

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ADMISSION TESTING MENTOR GRADUATION

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GENERAL INFORMATION

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REGISTRATION POLICIES AND PROCEDURES ATTENDANCE CANCELLATION OF CLASSES STUDENT COUNSELING CAREER GUIDANCE AND PLACEMENT INTERNATIONAL LEARNERS CODE OF CONDUCT SUMMARY RESEARCH POLICY CONTACT US VIA OUR POSTAL ADDRESS

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ORGANIZATION, DURATION, FEES

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DURATION START PLACE FEE PART-TIME FULL-TIME CONTACT

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LEARNING ENDOWMENT FUND

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WAYS TO CONTRIBUTE BANK DETAILS

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GLOSSARY

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REFERENCES

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FOREWORD Throughout the history of humankind a number of philosophical, political and cultural developments have brought about major conceptual transformations in regard to how people look at psychological and spiritual growth, learning and education. The unique work presented in this Master of Learning programme was first introduced to me by Carlo Monsanto when he visited San Francisco in June 2008. While listening to his presentation, I realized the unique potential of his approach. It offers a fresh new look unto learning and human development from a subjective point of view that, by my knowledge, has not yet been described in such a creative integrated and systematic way. In order to verify this proposal I suggested that Carlo give a demonstration to Blake, one of my Post Graduate students, one who I considered to be very knowledgeable regarding this subject. Carlo gladly accepted. After the demonstration and explanation, Blake gave me very positive feedback about his experience. He was especially fascinated with the detail of private information that Carlo could feed back to him after reading his pulse. Since the day we met, Carlo and I have had regular e-mail contact. He regularly updates me about the development of this present “Learning from the Subjective” programme. Not only was I impressed that day when we first met, I was even more impressed when I read this study guide that so beautifully reflects the philosophy and approach of this innovative work. The benefits of learning from the subjective, I believe, are that it opens the space within the individual for growth and healing. It goes beyond many externallyimposed and internally-imposed limitations, providing an opportunity for growth, love, and a more holistic outlook of life. I strongly recommend this programme to anyone who would like to gain a deeper understanding and practical skills needed to guide themselves and others to actualize their inner potential. The uniqueness of this programme rests in its application of models, methods, and techniques regarding subjective experience. I would like to invite you to become acquainted with this programme’s objectives, general approach, and outlook by reading this comprehensive study guide. Stanley Krippner, Ph.D. [Dr. Krippner is director of the Chair for the Study of Consciousness at the Saybrook Graduate College and Research Center in San Francisco. He is one of the foremost scholars in the field of parapsychology and consciousness studies in the USA and author of several books including Human Possibilities, Personal Mythology, and The Realms of Healing.] 1

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1 CARIBBEAN INTEGRAL INSTITUTE The Caribbean Integral Institute is a private institute for higher integrated learning in Curacao, Netherlands Antilles. It offers non-traditional programmes that assist learners in shifting their perspectives towards learning and healing from the subjective. Since its initial stage the institute has emphasized mainly those learning activities that are an important means to accomplish its mission.

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he focus in these programmes is on guiding learners in experientially exploring their subjective realities to discover an all new interconnected and unified perspective. Through its observational approach to diagnosis and feedback, learners are assisted in going beyond the limited range of sensitivity of their physiological sensors. This makes learners increasingly aware of the complete spectrum of stimulation at subjective levels of experience that include the quantum, biochemical, emotional, psychological and spiritual. The awareness regarding and from the subjective, when aligned with objective knowledge and skills, can enrich our awareness and understanding to the extent that it can inform and assist in the evolution of different fields like healthcare, education and others. ACADEMICS The Caribbean Integral Institute works with a combination of classroom and individualized learning programmes that are supported through online resources. The institute offers online resources that learners, faculty and affiliated persons and organizations can have access to. Learners can either start in January or September of each year with a one (1) year full-time or two (2) year part-time Master’s programme with one of the following majors and associated areas of research: • Learning Learning from the Subjective; • Organization The Subjective & Organizational Design; • Science Science of the Subjective; • Healthcare Healing from the Subjective.

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2 THIS PROGRAMME The institute’s “Learning from the Subjective” programme assists learners in shifting their perspectives from a purely objective and behavioral point of view towards a perspective from the subjective.

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rom an objective and behavioral point of view the world merely seems like a combination of objects and events that strive to attain specific end results. From the subjective the world can be seen as it actually is, completely interconnected and in a continuous dynamic flow, without an end. However, our traumas and conditioned responses keep us from experiencing life from mentioned subjective point of view. This programme assists learners in simultaneously observing abovementioned dynamic flow of experience within the spiritual, psychological and physical domains, from the subjective. The ‘deep’ understanding that flows from this learning-from-within not only enables learners to raise their own awareness and continuously observe and relate to ever continuing human processes within these multiple domains in connection with the world, but it also raises the capacity of dynamic self-management, self-organization and self- or co-creation. By basing their objective learning experience on abovementioned learning from the subjective, learners become co-creators of their own personal learning environment and path of personal growth. At the basis of this Learning from the Subjective programme lays our innovative ACM Living Awareness approach. The acronym “ACM” stands for “Act”, “Change” and “Manifest” which represent the three dynamic forces (kinetic, electromagnetic and gravitational) that lay beneath existence as we know it. MISSION The development of this programme is based on our practical experience with the pilot programme called “Whole Teacher” which was conducted from September 2007 to May 2008. We intend to create a community of learning and practice that is built on the value that each person needs to realize his/her true potential from within.

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Learners will develop the following: • • •

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Awareness of the subjective that supports one's choices from within from personal, social to professional, A contemplative and reflective attitude that nurtures personal growth in individual, family, educational, social, clinical, corporate and other contexts, The mastery of a field of study and practice based on learning from the subjective that is the basis for meta-cognition, life-long learning, service, relationships and work in a socially and culturally diverse context, A foundation of awareness, knowledge, skills and dispositions that are required for intuitional-, affective- and critical thinking and problem solving, The ability to empower oneself and others from within, A healthy understanding of Self and others that is objectively reflected in: o Mature independent relationships and mutual accountability, o Personal integrity that fosters the ability to resolve conflict and to promote justice, o A commitment to diversity in all of its forms both conceptually and in practice, o An intercultural openness with the ability to function with people of other (world) views.

This Master's programme stimulates the learner to gather evidence through (self) inquiry, research, diagnostic observation and similar means, based on the holistic, transdisciplinary and the reciprocal participatory relationship with the subject of study and research. Based on a learner's field, previous knowledge, skills and (work) experience s/he is stimulated to design his/her own curriculum with the expert guidance of a guide/mentor. We encourage learners to grow beyond the parameters of their skills-based training and recognize from within the powerful connection between the skills and the learning of mind, body, soul and spirit.

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3 WHY THIS APPROACH? The turn of this twenty-first century was characterized by global changes with regard to what people believe to be the basis of spirituality, personal growth, education and learning.

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specially in the Educational field we could and still are witnessing how traditional teaching-centered approaches provoke resistance in presentday learners. Learners demand meaningfulness, respect, care, room for their subjective realities and a safe and challenging environment that stimulates them to grow beyond their own internal barriers. Worldwide this has led to great frustration in teachers, management teams, school districts and ministries of education. The present-day reality reveals that teachers and school districts are still stuck in fear of letting go of the ‘old’ ways while being challenged by learners to adopt new views regarding learning. Sad to say, many teachers cannot handle the stress that these challenging times generate in their minds and bodies. However when this is looked at from a positive angle it creates new opportunities for change and evolution. Consequently the educational field is shifting away from traditional pedagogical perspectives towards frameworks based on Holism, Constructivism, Multipleintelligences, Development Oriented Education (OGO), Systems philosophy and supported by Learner-centered didactics. Educators seek a deeper understanding of their own and the learner’s developmental processes that embody the linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intra-personal and naturalistic intelligence. The so-called Multiple-intelligences! (Gardner, 1983). Through the raising of awareness teachers are stimulated to align what they think, learn, do, express and communicate with what they feel. This synchronizes their Self or the subjective with the immediate world outside and integrates the emotional, intellectual and physical domains.

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This breakthrough “Learning from the Subjective” programme adds a ‘new’ dimension to learning that helps to transform the perspectives of learners towards Holism, Multiple Intelligences, Sustainability Development, etc. and caters from within to their inner needs. Before developing such a unique programme that enables one to work at the objective, subjective conscious and subconscious levels, its author (Monsanto, 2006) first had to study and inquire into the very nature of learning from these subjective levels and multiple perspectives (holism, etc.). For that purpose he practiced and integrated numerous diagnostic, therapeutic and counseling perspectives from East and West to develop an observational diagnostic and feedback practice through which one can observe experience at deeper levels and through feedback help raise one’s own awareness and that of learners. This “Learning from the Subjective” programme offers a basis from which to assist educators in consciously transforming their own lives. FROM TEACHER TO LEARNER CENTERED PEDAGOGY While traditional pedagogy focuses on teaching subjects, testing, examining and achieving high scores; development oriented approaches like Waldorf, Foundation Based Education, Montessori and Social Learning focus on providing learnercentered learning and a safe, healthy and engaging environment in which learners can feel stimulated. This ‘Learning from the Subjective’ programme, as the name already suggests, adds a new dimension to development oriented perspectives (Waldorf, etcetera) to complement the same by preparing and assisting educators from where learning really takes place; from the ‘subjective’ reality within themselves! This practice can aid educators in seeing, observing and giving feedback to their learners about what they cannot interpret themselves, namely about their own subjective reality. The physic-psycho-emotional experiences that we’re here describing mostly disrupt a person’s behavior, perception, feeling, and everything connected to the process of life, including learning. Hence they’re called abnormal or consciousness related anomalous physical phenomenon. As a ‘Master of Learning’ graduate you will have an opportunity to assist learners, in the broadest sense, through diagnostic observation and feedback. This can raise their awareness about their subjective reality and motivate them to become a co-creator within their own learning process. This consequently ignites the genius within learners and helps them realize their potential simultaneously as individuals and connected with the society in which they live.

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4 LEARNING FROM THE SUBJECTIVE The ‘ACM Living Awareness’ program goes beyond traditional models of psychology to describe a ‘Science of the Subjective’. Furthermore it offers a ‘Learning from the Subjective’ that focuses on raising individual awareness about the subjective that underlies our experience with regard to the immediate world outside. It assists in creating transparency amongst subjective and objective realities, and so supports the synchronization between the Self and the world. This results in self-organization and the expansion of our awareness.

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ur senses (sight, hearing, etcetera) have a range of sensitivity that limits us in perceiving only a limited spectrum of stimulation from our environment. We see and hear things in the environment and this stimulation through our retina or eardrums then reaches the quantum, biochemical, emotional, psychological and spiritual levels of experience. What we see and hear is then interpreted from a known frame of reference which we then respond to physically, energetically, rationally and emotionally. When we close our eyes and close off the pathway to our senses by disregarding what we see and hear from the environment we can still see and hear things coming from inside our mind-body system and we can feel psychophysical responses that we may not be able to interpret or have control over. Systematic consciousness research calls these responses ‘consciousness-related anomalous physical phenomena’; while in Psychology the same are called ‘bio-neurological responses’ that are connected to ‘coping strategies’ (fear, aversion, anger etc.). [Example: At the moment Peter criticizes Jane about her behavior, she feels rejected, becomes defensive and starts talking angrily. This primary reaction makes Peter feel rejected as well. He closes off as a result. Coping strategies are ways in which individuals have learned to deal with their own pain. The triggers (stimuli) from the world outside activate bio-neurological responses that set in motion a chain of events called ‘patterns’. We will further describe this in one of the following chapters.]

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At abovementioned subjective levels of experience, from behind a veil of ignorance lies the subconscious where the Self (Jung) is mostly disconnected from the immediate world outside due to the very coping strategies that try to protect us from experiencing pain. The so-called ‘pain-body’ is a filter that divides the reality of the Self and the objective reality of the World. It contains both the traumatic pain and the patterns of coping strategies (fear, sadness, etc.) that ‘protect’ us from feeling pain. This is how the pain-body takes over the role from the Self in the interaction with the world outside. Hence we think that our pain is caused by the person or situation that ‘triggers’ the subconscious traumatic pain when in reality our pain is kept hidden by the previously mentioned coping stratagems (fear, aversion, self-rejection and so on); ready to be triggered by the outside world. Consequently when the pain-body is agitated through triggers it becomes objectively visible as emotions of sadness, anger, aversion, fear and dissociation. It creates a veil, division or blind spot that we cannot go beyond without an awareness of the subjective reality within. Thus we feel lost and experience discomfort, agitation and dynamically changing symptoms created through different bio-neurological responses (tension, burning, pain, pressure, heaviness). The creation of imbalance through abovementioned bio-neurological responses happens in six stages. These develop when time advances. From “dis-ease to disease”! The different stages are: 1. Accumulation, 2. Agitation, 3. Spreading, 4. Fixation (in the weakest parts of our body where they may after some time manifest as), 5. Manifestation (of static symptoms) and 6. Consequence (the clinical image). [Conventional Medicine, Psychiatry and Modern Psychology are mostly aware of the latter two stages of development.] This is how we describe the pain-body to be responsible for disturbances in mind and body as a whole and how it initiates and feeds the development of emotional and physical discomfort, learning disabilities and even disease. As we interact with the immediate world outside, the pain-body is triggered through different situations, which then acts from subjective levels (subjective conscious and subconscious). These subjective actions or bio-neurological responses are then externalized as bio-behavioral responses, our behavior, communication, actions and so on. The following are just a few examples of the possible effects of abovementioned pain-body. For instance some educators/learners are diagnosed with different clinical or even psychiatric conditions because of the process described above. For the same reason some children are diagnosed with Dyslexia or ADHD. They cannot naturally ‘master’ the disruptive bio-neurological responses based on fear etc. that

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act from within. Other learners experience behavioral problems and/or learning disabilities due to the same reason. On the other hand some learners experience peace and are balanced from within the same subjective realm because they are in touch with their own core of being (Self). It has been our general observation that by raising the integrated awareness of individuals about what goes on at subjective levels of experience a transformational process is elicited that creates new states of awareness which in turn support the mind-body system in a continuous process of self-learning, selforganization and self-creation that feeds the very processes of growth, learning, co-creation and healing. The author has tested this awareness-raising approach within educational and healthcare contexts since 2002 in The Netherlands, Belgium and Netherlands Antilles.

TWELVE STAGES OF TRANSFORMATION The twelve stages of a transformational process of learning from the subjective are: • Assurance – to give comfort to the learner, • Dia-gnosis - observation through pulse-diagnosis of experiential processes (consciousness related anomalous physical phenomena) on subjective levels and connected with the observation of externally visible physicpsycho-emotional characteristics on objective levels (bio-behavioral), • Feedback – direct feedback about the abovementioned experiential processes involving a description of the underlying traumas and patterns of stratagems of coping, • Persuasion – is how to proceed through one’s experiential process (register, recognize, acknowledge, allow oneself to feel, follow-through) • Guidance – direction on what to do or not with regard to the traumatic pain and bio-neurological responses that keep on manifesting erratically from the same internal processes, • Learning – understanding the pain-body; its connection with certain emotions, patterns and other events; how it relates to situations or events that act as triggers; and how it relates to objectively visible characteristics like our habitual (health) behavior and so on, • Modification – the course of action induced by the pain-body is changed by the raising of awareness which directly increases the capacity of dynamic self-organization, which is in turn based on three dynamic co-creative (Quantum) force fields: kinetic, electromagnetic and gravitational, • Dehypnotize – the power of illusion of patterns of strategies of coping and connected bio-neurological responses, that used to determine our behavior, communication and our actions, is now weakened, • Desensitization – the traumas and connected coping strategies lose their influence on our behavior, communication and our actions, • Catharsis – a transformational cleansing takes place that neutralizes the pathogenic bio-neurological actions emerging from the same traumas and coping strategies, 9

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Satisfying – a harmonious flow of the co-creative force fields: kinetic, electromagnetic and gravitational, establish a balanced state of mind and body, Growth – one’s awareness is consequently expanded.

The abovementioned transformational process leads to self-organization, catharsis and the expansion of awareness which helps to reverse the six stage development of disease on psycho-emotional and physical levels (page 8). Furthermore it restores the dynamic capacities of mind and body to for instance meta-cognize, learn, balance, heal and dialogue. The first five (5) stages relate to how the learner deals with the internal process, while the seven (7) subsequent stages relate to the internal process itself. Guidance from a mentor/guide is necessary in the assurance, dia-gnosis, feedback, persuasion and guidance stages of the transformational process until the awareness of the learner is raised to the point that the division between the subjective subconscious and conscious is completely dissolved. At that time all of the twelve stages relate to how the individual learner, without external guidance, consciously goes through subsequent cycles of transformative learning from the subjective. Consequently the raising of awareness also raises the capacity of the individual learner to internally breach through and resolve patterns of coping and connected pathogenic bio-neurological responses. [Example: Henrico generally feels angry when John talks loudly. He then has the inclination to snap at John. They regularly get into endless arguments when that happens. After going through a one-on-one session with a mentor, Henrico observes that he is less triggered by John. He has started to register and recognize from within how an old painful emotion is triggered by John’s loud talking; how this in turn produces a burning painful sensation in his heart region, painful sensations in the forehead and lower abdomen; and how this in turn produces a feeling of sadness and anger at the same time. Henrico starts to silently recognize and acknowledge the feelings that he has; he allows himself to feel these physically manifested emotions without judgment or resistance. The pain becomes less prominent each subsequent moment and dissolves after some time. While following through this emotional experience he politely says to John that he doesn’t feel comfortable when he talks so loud. “Sorry!” John says, now aware of the impact of his voice through verbal feedback and visual feedback (Henrico’s expression).] Through its “Learning from the Subjective” approach the Caribbean Integral Institute stimulates learners in the creation of new states of awareness regarding the integration of the subjective and objective to (re)synchronize the Self (Jung) with the immediate world. This reactivates a person's inborn capacity to continuously seek a dynamic balance, connectedness, unity, clarity, transparency and inner purpose; spontaneously, effortlessly and exactly. It assists in changing our perception of ourselves, the world, problems, experience, life, behavior, health, communication, organizing, being and spirituality. It offers us a new way of cognizing reality, which leads to the expansion of our awareness.

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5 AWARENESS KNOWLEDGE AND SKILLS ACM observational dia-gnosis & feedback describes to learners how and what they are engaged in at subjective levels of experience. This includes conscious and subconscious levels of experience. Through the awareness, sensitivity, knowledge and dia-gnostic and feedback skills gained, the graduate can go beyond what learners perceive. Most learners do not have the awareness to the extent that they can recognize their own patterns of bio-neurological responses, the traumas underlying the same and how these, collectively known as the Pain-body (Tolle, 1999), express themselves in bio-behavioral responses, different forms of biobehavioral and habitual (health) behavior (including lifestyle and diet), health condition, and one’s capacity of self-learning and co-creation.

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he learner, through ACM Dia-gnostic Observation & Feedback, learns to constantly be in a self-discovery mode of learning from which s/he can simultaneously and integrally be aware of and observe (1) the subjective conscious and subconscious realities; and (2) the subjective and objective

realities. These realities have been separated in the past through the filtering actions of the pain-body (traumas and connected conditioned responses of coping). When a learner has thus become aware, s/he consciously sees, recognizes, acknowledges and opens up to allow him/her to feel and resolve the deranging effects of emotions and connected bio-neurological responses ‘emitted’ by the pain-body, which in turn results from being triggered by the world outside. These emotions which can be experienced subjectively try to drive us in actualizing the same in our (objective) behavior. The learner through dia-gnosis learns how to spontaneously allow synchronization to take place between his/her Self (Jung) and the immediate world outside by opening up to resolve and dissolve the pain-body. The twelve stage process that elicits transformation has previously been described on page 9.

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DIA-GNOSTIC AND FEEDBACK SKILLS Traditionally diagnostic methods are applied differentially at certain time-intervals (before, during and after) to look at the progress of learners. This information is used to fine-tune the interventions applied to reach a predictable goal state. Within traditional educational environments diagnosis is therefore mostly related to controlling the outcome of the educational process and is evaluated through testing of the cognitive development of children. In such environments the learner is only valued in accordance with his/her testing scores. Educational innovations try to shift away from abovementioned limited ‘linear’ perspective in Education by introducing a learner-centered paradigm in which the learner becomes the center of the educational ‘universe’. Educational systems that have a learner-centered approach mostly base their perspective on Constructivism, Multiple Intelligences (Gardner, 1983), etcetera. The ACM Living Awareness approach presents an approach to diagnosis termed "Process Dia-Gnosis" that continuously observes subjective processes in connection with objectively visible processes (behaving, living, working, etc.). In Latin the word “Dia” means “seeing through” and “Gnosis” means “knowledge”; so, “Process Dia-Gnosis” means to derive knowledge about internal and external processes by looking through a person. ACM’s Diagnostic Observation & Feedback offers to integrally observe the following dynamic characteristics: •

Radial pulse characteristics – through the diagnostic observation of the bio-energetic characteristics of the Radial Artery (Arteria Radiale) and feedback thereof, the learner can be assisted in becoming aware of the socalled ‘consciousness correlated anomalous physical phenomena’ or traumas and correlated emotional bio-neurological responses which reveal the learner’s present subjective reality, namely: o The course of bio-psycho physiological development from conception to the present moment as experienced from the subjective. This constitutes the history of development of mentioned ‘traumas and correlated emotional bio-neurological responses’; o The present subjective reality which the learner can become aware of by seeing and feeling one’s natural and abnormal inclinations including abovementioned layers of traumas and correlated emotional bio-neurological responses (strategies of coping). These strategies and responses have been induced through ancestral patterning. The latter can be made visible to the mind’s eye. This patterning constitutes in anchoring within a child’s mind-body system of strategies of coping through conditioning by (mostly) parents. This takes place through verbal and non-verbal communication, including the expression and body-language; o The locations within the learner’s body of particular patterns of conditioned bio-neurological responses and their transference to other locations; 12

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o The change of amplitude and quality of correlated bio-neurological responses. External physic-psycho-emotional characteristics – through observation of these external characteristics the learner can gain a deeper understanding of: o One’s inborn and present personality and body types; o Natural and deviated psycho physiological inclinations. Pitch, amplitude, rhythm, and location of voice and breathing – through the observation of these characteristics the learner can learn to understand how s/he has adjusted away from his/her own nature (Self). A learner can learn to find his/her own authentic voice and correlated breathing, pitch, amplitude, and rhythm through feedback. Posture and movement – this describes how bio-neurological responses act on the learner’s posture and movement in an (un)balancing way; Behavior and communication - this helps the learner in becoming aware of how the subjective bio-neurological responses cause one to behave and communicate in a like manner.

Through the awareness gained through dia-gnosis the learner acquires the capacity to make active use of the feedback coming from one’s own subjective reality. This feedback raises the learner’s capacity to meta-cognize, self-organize, self- or cocreate, self-heal, etc.. Through dia-gnostic observation the learner can observe how s/he adjusts away from his/her true Self (Jung), the subjective reality or true nature, to comply with the expectations imposed by the outside world (parents, educators, etc.). AWARENESS AND KNOWLEDGE The Graduate should have the knowledge and awareness to observe and distinguish between his/her own developmental processes and that of the learner. Thus the Graduate will be able to observe what the learner is experiencing without any personal filtering from his/her part. S/he can learn to read the Radial pulse, translate the same and directly and dynamically feed back the resulting information to the learner. The purpose of feeding back information from and about the subjective is always to help raise the awareness of the learner about his/her own subjective experiences and thus create transparency between the (a) subjective conscious and subconscious and (b) the subjective and objective realities. A Graduate must be able to give feedback even about those processes that learners are unaware of. This is how they can be made visible to the learner’s “inner eye”. As mentioned earlier this awareness can awaken the learner to his/her own inborn capacity of dynamic self-organization and co-creation. This is the basis for resolving the traumas and the patterns of responses (pain-body) that generally act as filters between the Self and the world. Most individuals reactively communicate from these filters when they are triggered into feeling unsafe.

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PRACTICE In our practice we have observed that raising the awareness of learners about the subjective results in the re-emergence of authentic (habitually healthy) behavior, the application of self-learning strategies, meta-cognitive awareness and more. This supports learning, dialoguing, collaborating, personal and professional growth, and a healthy lifestyle. This programme supports learners in adopting a healthy lifestyle, wholesome diet, and health promoting practices to support one’s transformational process of learning. In this learning process interviews, behavioral observation and physiological measures in addition to the dia-gnosis and feedback are used for the purpose of monitoring the progress of learners. The Graduate’s awareness, knowledge and his/her skills assist in aligning his/her Self, thinking, feeling, expression, habitually (healthy) behavior and other important parameters that determine the quality of living, learning and working. INTEGRATION ‘The ACM Living Awareness’ approach offers theoretical models to interpret what goes on in abovementioned subjective realm; it defines the experience based language of the pain-body, the so-called Inner Response Dialogue, which also describes the dis-ease creating mechanisms and patterns that emerge from the pain-body; it offers a process oriented observational dia-gnostic and feedback practice to investigate and reveal the same. Furthermore it offers to integrate contemplative practices to make the raising of awareness about the subjective essentially continuous. Through its holistic perspective from the “subjective” the ACM Living Awareness approach offers to integrate traditional and ‘objectively’ holistic perspectives to facilitate a truly integrated learning from the subjective. Through its complementary approach to diagnosis and feedback, learners are assisted in going beyond the limited range of sensitivity of the physiological sensors to become increasingly aware of the complete spectrum of stimulation at subjective levels that include the quantum, biochemical, emotional, psychological and spiritual levels. Abovementioned feedback offers a continuous stream of insights about the very nature of subjective experience including the pain-body and a broad range of anomalous phenomena or bio-neurological responses.

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6 AWARENESS AND ORGANIZATION The beginning of this century is characterized by transformations on many different levels: individual, socio-cultural, economic, ecological and other areas of life. We can witness how the Earth is shifting internally to find a new dynamic state of balance. Hereby climates change, natural disasters happen, people move from one continent to the other. Everything we have known in a certain way takes on new forms. Naturally these transformations elicit fear for the unknown. Our view is that these times of chaos also bring new life-giving opportunities. These are: to break away from old habits that result in imbalance, ‘dis’-‘ease’ and unhappiness and create new opportunities for the transformation of living, learning and working. We can at that time find new ways of creating safe and stimulating environments for our families and the organizations that we work in.

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n the past most management approaches have focused on organizational structure and process-design in terms of the technical knowhow and skills needed to reach a certain management objective. But what about the capacity of the individual person to process emotions or deal with change? These and other factors can adversely influence our organizational process design. In this programme we offer learners the opportunity to learn how the raising of the awareness of individuals working in organizations, with regard to their individual role within organizational processes and the physical-psycho-emotional demands that this places on them, can make organizational processes transparent, sustainable, interconnected and coherent. This increases the dynamic capacity of self-organization and self-learning of individuals and of the organization as a whole. One can learn to do this by first describing, what we call the subjective of the organizational system in connection with the communication within the organization, the communication with external systems (ecological, politico-legal, economic, socio-cultural, etc.) and the organizational processes involved.

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Even though a self-learning organization has general objectives and defines milestones to achieve this, its primary objective will be to increase the organization’s capacity of dynamic self-organization within the processes involved. Within an educational context this means that together teachers and learners can be in a constant dialogue to reinforce one another in an effort to keep on evolving on personal and organizational levels. Within this programme we will focus on the co-creational role of teachers and learners within the organization in connection with the learning process. This enables policy makers to continually adjust the course of the organization as a whole. When teachers and learners feel safe and inspired; when they act from their authentic selves and true inner motivation, when they reinforce one another through dialogue their work produces the most desirable outcome each moment during the learning process.

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7 THE PROCESS OF LEARNING The ‘Learning from the Subjective’ programme offers a way of raising individual and organizational awareness about the ‘subjective’ within educational organizations. The subjective underlies our experience with regard to the immediate world outside, including inter- and intrapersonal communication, teaching and learning and represents one of the greatest challenges within organizational design. This programme offers to create transparency amongst subjective and objective realities within schools and other organizations and so supports the synchronization between the individual and the organization, learner and teacher.

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raditional forms of education are mostly disconnected from the subjective as the behavioral models that they’re based upon deal with and try to change the learner’s objectively visible behavior, which is the outcome of internal developmental processes. Changing behavior however in fact means disregarding the internal processes within learners. Alternative forms of education like Waldorf and Montessori complement the learning from the subjective because the Humanistic models that serve as their basis focus on the individual’s inner development and how this can be stimulated from an engaging learner-centered environment. Learning from the Subjective goes a step beyond to directly assist learners at and from the subjective conscious and subconscious levels of experience where the external context (education, health, and etcetera) are only relevant as triggers of the subjectively visible ‘pain-body’ and connected objectively visible bio-behavioral responses and habitual (health) behavior. This programme is geared toward assisting educational professionals to go through a transformational process that will prepare them to assist learners in releasing from their subjective reality all those traumas and conditioned responses that keep the learner from feeling whole. The starting point is that learning from the subjective takes place from where people can experience everything as being united or whole. This consciousness related approach is based on the principle of Autopoiesis (Maturana & Varela, 1973) or self- or co-creation and selforganization that describes how learners only need to become aware of what 17

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disturbs their sense of wholeness in order for their own capacity of dynamic selforganization and self-creation to elicit a rearrangement, de-patterning and the release of deranging strategies of coping (fear, aversion, dissociation, etc.). FRAMEWORK This “Learning from the Subjective” programme is based on ACM Dynamic Theory, which is a living systems view that describes reality starting from three dynamic principles: ‘Act’, ‘Change’ and ‘Manifest’ or for short ‘ACM’. Its theoretical framework connects to the so-called “Science of the Subjective” (R.G. Jahn and B.J. Dunne, 2001). The cognitive models and theory, based on the learner’s direct experience, allows him/her to gain a ‘simultaneous’ awareness of the subjective in connection with the objective realities from physical, quantum, emotional, mental and spiritual plains of experience. We assist learners in practically exploring these models and theory about the subjective within themselves. This can cultivate a deeper understanding of how learners can learn more naturally, authentically and sustainably from within. THE LEARNING PROCESS The ACM Living Awareness programme guides in the learning process in three dynamic and interconnected cycles 1, 2 and 3 that emphasize different aspects of the integrated development of learners. Although we differentiate these different cycles they actually cannot be separated and thus take place simultaneously and dynamically to assist in enhancing above self-organizing and self-learning process in learners. Within an ACM context the term 'cycle' is used to denote the unfolding of an integrative learning process that can be conceptualized, observed, stimulated and reflected upon at and from subjective levels. Instead of only focusing our policies on the cognitive development we assist in the integration within learners of the emotional-, cognitive- and physical domains at subjective and objective levels. Although we don't focus on the results we do connect the learning process to these results for the purpose of understanding the connection between all aspects of learning involved. Cycle 1 The first cycle emphasizes the conceptualization of the learning process from a dynamic subjective perspective. The learner will gain in-depth knowledge with regard to the application of the ‘Learning from the Subjective’ which is based on a living systems view (part-to-whole theory). The conceptual view of the subjective can open up an integrated perspective of how different parts of systems interact as a whole. This goes beyond traditional models of organization and communication that describe these same parts as if they weren't connected. The subjective view of ‘reality’ is in essence a holistic or integrated one. By using ACM’s models to describe reality the learner is invited to look at life from a system dynamic and unitary perspective. This first cycle also emphasizes personally reflecting on how the above models can be used to observe the dynamics of one's own inner experiences. In one-on-one sessions learners are practically assisted in raising their awareness of this. 18

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Cycle 2 The second cycle, from the cognitive awareness developed in the first cycle, emphasizes the development of affective awareness from the subjective through the practice and application of ACM Dia-gnostic Observation & Feedback (page 11). This second cycle also emphasizes reflecting on and developing this affective awareness with regard to the learning process, social-emotional development, personal (habitual) (health) behavior, diet, lifestyle and other related areas. The learner learns to apply different supportive practices to support one’s continuing process of transformation. Cycle 3 Finally the third cycle emphasizes the integration of the affective, cognitive and reflective awareness as developed in cycle 1 and 2 in order to elicit a transformational process of learning as described on page 9. In this process the learner may at first feel vulnerable and experience overwhelming or moderate pain or uneasiness. As the learner progresses however s/he may experience a greater sense of freedom from within, stability, ease, authentic feelings, self-love, and the like. Teachers, mentors, coaches and counselors can learn to assist learners in this transformational process of learning from within. Through ACM Dia-gnostic Observation & Feedback, this learning process can be observed, evaluated and stimulated. What will make this learning process successful are the openness, intention, commitment, attention and awareness of both the teacher and learner. PEDAGOGY The “Learning from the Subjective” programme involves working with Multiple Intelligences and bases its dynamic organization on the learner’s involvement in curriculum development. Firstly, learners will be able to sort out their feelings, points of view, opinions and feedback with regard to the policies, subjects and the use of theory, diagnostic, counseling and therapeutic tools in the curriculum and give feedback regarding this to the guide/mentor. In the interaction between the guide and the learner it will thus be possible to organically develop a learnercentered curriculum. The learner is continuously stimulated to take initiative in this learning process. Through the practice of ACM Diagnostic Observation & Feedback and other supportive practices learners can increase their involvement in the programme as learners, developers and even as assistants. By involving learner participation from the very beginning, this programme proposes to reduce the lack of participation in the process of development of a learner-centered didactic methodology.

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The learner’s involvement supports and fosters what educational and training institutions, companies, and policy makers have been highlighting, in terms of: • • • •

Development of autonomous learning processes in individuals, based on their self-activity and sense of self-responsibility (autodidactic), Supporting and further developing self-learning competencies (lifelong learning), Social-emotional development, Development of the Multiple Intelligences and more.

MULTIPLE INTELLIGENCES Assessment in the learning process gets a completely different meaning when we empower teachers to continuously observe ever unfolding inner developmental processes that embody the linguistic, logical-mathematical, spatial, bodilykinesthetic, musical, interpersonal, intra-personal and naturalistic (Gardner, 1983). The so-called Multiple Intelligences! Not from a behavioral point of view but from the subjective. Through raising the awareness of teachers and learners they are stimulated to align from within the emotional, intellectual and physical domains, which in turn enable them to observe, describe, evaluate and stimulate through feedback the dynamics of and the interconnectedness between the multiple intelligences. THE CLASSROOM EXPERIENCE In the classroom learners are guided to gain a deeper understanding of the conceptual basis behind learning from the subjective and learn to look at human existence, experiencing, living, working, organizing, from within; they are also guided to present their ideas, ask and give feedback from an ever growing awareness of what they think and feel; they learn to see and communicate from the subjective and recognize how views from different learners can add strength to theirs; from inner dialogue to meaningful conversations. Furthermore learners learn to value and emphasize the quality of the learning process instead of only focusing on end-results. What learners feel can be a much more meaningful basis for what they think. Learners will really start to grasp how to conceptualize the dynamics of living systems by working on projects that concern subjects of personal and group interest. The paradigm-shift that learners go through can elicit an ever growing awareness of Self (Jung) in connection with the immediate world. This knowledge and experience is further deepened in One-on-One sessions. This learning experience emphasizes working from the ACM Living Awareness framework and other system views in order to be able to view how these systems work in unison. This awareness can be applied in learning, teaching, and dialoging within teams, organizations and communities. TEAMPLAY Within the learning environment that learners and teachers create they are stimulated to work together on projects in small teams. Herein they learn to make choices as a team and strengthen each other's views in dialogue; thus learning to continually stimulate the dynamic balance of the processes in which they all 20

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participate. Working in teams is of special importance when learners need to apply their awareness, intuition, feeling, knowledge and skills within an organizational context. ONE-ON-ONE Apart from the classroom experience and team play the learner is individually guided to integrally cultivate: • Affective awareness of the Self and the immediate world from the subjective, • A 'deep' understanding or cognitive awareness of Self and the immediate world from the subjective, • Reflective- or meta-cognitive awareness of Self and the immediate world from the subjective. Awareness is non-judgmental and in the present-moment which allows learners to integrally see how and what they feel, think, understand, learn and experience. Dia-gnostic Observation & Feedback, an ACM based diagnostic technique that allows learners to continuously observe from the subjective and receive feedback regarding the same, gives teachers a valuable tool to effectively assist learners in integrally cultivating above integrated states of awareness. Through reflective practices the learner can make the growing of awareness essentially continuous. This programme assists learners in becoming aware of experience as a whole and how, through our behavior and interaction, this is connected with the world around us. The awareness that this programme cultivates results in an alignment with one’s inner purpose, which reveals a greater sense of (self-) responsibility, (self-)acceptance, respectful communication with others, transparency, respect for nature and its resources and a dynamic inner and external balance that results in an enhanced quality of life experience. Thus the learner’s Self is synchronized with the immediate world outside. One-on-One sessions help to integrate the whole of the learning process and aim at personalizing this programme to cater to the needs of the individual learner with regard to his/her feelings, thoughts and personal experiences. During this process of awakening to one’s inner purpose and the alignment therewith the learner can regularly meet with a mentor-counselor for personal guidance.

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Chapter

8 THEMATIC CURRICULUM In this programme different courses are offered that strengthen each other to raise the awareness in a way that is demanded by how processes unfold from within individual learners. Furthermore we aim at preparing our Graduates for the challenging task at hand, that is, to prepare teachers to effectively and affectively assist learners from a place within themselves where they might not feel emotionally safe. In our theory and practice we go beyond present-day ‘Whole Child’ practices that focus on the domestic, social and environmental factors surrounding learners to assist them from within. It is from the subjective within learners that their reality takes form. This programme prepares our Graduates to assist teachers and learners in (re)synchronizing their subjective Self (Jung) with the learning environment that they together create. Even though we present these courses in a classroom environment we emphasize assisting our learners in one-on-one sessions to individually tune the curriculum to the learner’s individual needs for growth. Learners are assisted to look at, recognize, understand, explore and learn from the subjective.

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his Master’s programme constitutes in the following subjects that are offered dynamically and in an integrated manner to reinforce the learning process. Hereby the connection between different subjects is continually described. Furthermore instead of following a particular structure we stimulate learners in jointly designing or co-creating, through dialogue, the process of learning as it naturally unfolds from their inner needs. The so-called nonlinear or discontinuous approach to learning strengthens our general “Learning from the subjective” approach. The following subjects will be offered as areas of study and research.

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Science Of The Subjective (SCI) Objective: Gain a deeper understanding of the subjective reality. • History • Relationships and differences between Objective and Subjective realities • The Inner Landscape • Basic Principles regarding the Subjective (including: Awareness, Autopoiesis, Quantum principles, etcetera) • About Sensors, Filters and Anomalous phenomena • ACM Living Awareness, a living systems view/theory • The Self vs. development of the pain-body • Pain-body: patterns of traumata and coping stratagems • Constitution based dynamics vs. the fixation induced by the Pain-body • Dialogue between the Self and the Pain-body (Inner Response Dialogue) • (Re)synchronizing the Self (Jung) and the immediate world • Using the Emotions Body Map for Bio-Neuro-Emotional integration. Process Philosophy (PRC) Objective: Learn to understand the ontology of becoming. Process philosophy does not characterize change as illusory or as purely accidental to the substance but as the cornerstone of reality, or Being. • Alfred North Whitehead • The process: change is the only reality • The `physics of being’ and the `physics of becoming’ • Complexes of occasions of experience that arise in becoming • Process may be integrative, destructive or both together. System Dynamics (SYS-1) Objective: Learn to understand the dynamic organization of systems. Understand coherence, dynamic self-organization, co-creation, instead of only looking at isolated events and their causes (usually assumed to be some other events). • Linear and Nonlinear thinking • System Behavior and Causal Loops • Feed Forward & Feedback • General Systems Theory • Living Systems theory • Autopoiesis • System Dynamics • Modeling & Simulation Approaches • Simulation tools.

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ACM Dynamic Theory (SYS-2) Objective: Learn to see the dynamics behind the (co-)creative process from the subjective and learn to describe them through ACM Dynamic Theory. • The acronym “ACM” explained • The First Cause • Complimentary pairs – Unconditioned and Conditioned Consciousness (Nature) • Causes and effects • Who am I? • The Elements (Western and Eastern views) • Non-linear Logics and Geometry described • About the Process and Dynamism within Systems • Describe Autopoiesis • About transformations and interfacing • A theory that interconnects everything • Meta-physics and layered reality. Learning From The Subjective (LRN) Objective: Understand the present reality from the subjective. • Process flow, fixation and the role of “feedback” in restoring flow • About the twelve-stage transformational process, “Unitary” experience and the expansion of awareness (page 9-10) • Six-stage development of “dis-ease” (including: dynamic / static stages) • Autopoiesis and dynamic self-organization • Autopoiesis and Homeostasis • How to increase Autopoiesis through awareness • Dia-Gnosis explained - derive knowledge by looking through • ACM Dia-Gnostic Observation & Feedback • One-on-one sessions for deep-experiential learning • Elicit personal change through inner dialogue • Elicit social change through meaningful dialogue. Exploration From The Subjective (EXP) Objective: Learn to make the raising of awareness of and from the subjective essentially continuous. • Contemplative practices explained • How to allow the process or flow to be essentially continuous • Contemplative or Mindfulness practice • InnerTouch practice • Qigong practice.

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Bio-PsychoPhysiology (BIO) Objective: Learn to look at the process of human psychology and physiology as a whole functioning on different levels. • ACM’s perspective on the human anatomy • Dynamics of the bio-psychophysiology • Bio-Psychophysiology experienced from the subjective • Pathogenic Bio-neurological responses • Six stage pathogenesis explained • Bio-behavioral responses, habitual health behavior and health • Research of consciousness correlated anomalous physical phenomena • Integration. Dia-Gnostic Observation & Feedback (DGN) Objective: Learn how to use different dia-gnostic techniques to assist learners in learning from the subjective • “Dia” - “Gnosis” explained • Fivefold Dia-Gnosis: Pulse, Voice, External form, Posture and Behavior • Observing the life process from different points of view (psychoemotional, bio-energetic, physical, etc) • Copying and anchoring of ancestral (‘father’ and ‘mother’) patterns of coping • How to guide learners in becoming aware of trauma’s, patterns of coping, patterning and de-patterning • Dia-Gnosis and Multiple Intelligences • Pulse Dia-Gnosis: levels I, II and III • How to stimulate learning from the subjective through feedback. Healing From The Subjective (HLT) Objective: Learn how to support health and healing through the following practices. • Global Healthcare systems and the World Health Organization • Allopathic medicine • Traditional healthcare systems • Complementary and Alternative Medicine approaches • Whole Food • Lifestyle • Inner Touch • Qigong • Taichi • Yoga • Learning from the Subjective as a basis for healthcare.

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Learning From The Subjective In Psychology (PSY) Objective: Explore how different forms of Psychology can assist individuals in their development as social beings. • Explore different perspectives in Psychology • Jungian Psychology • Humanistic Psychology • Transpersonal Psychology • Counseling, Psychotherapy and the use of Dia-Gnosis • Learning from the Subjective and mental health. The Soul Of Teaching (TCH) Objective: Explore how different traditional and non-traditional educational perspectives can complement learning from the subjective. • Traditional vs Non-traditional perspectives • Development Oriented Education (based on Constructivism) • Waldorf • Montessori • Integrate Learning from the Subjective in Education. Learning from the Subjective in the classroom (CLS) Objective: Learn to understand how learning from the subjective can offer another basis from where to guide learners in and out of the classroom. • Feedback as a means to create awareness in class • How to implement Dia-gnosis and Feedback • Stimulate inner dialogue and dialogue • Observe and evaluate the learning process • How to design the discontinuous learning environment. Creative Self-discovery (CRE) Objective: To visualize the learner’s self-image through art; to have an inner dialogue with this self-image; interpret and formulate key learning areas; develop sensitivity regarding one’s own authentic qualities; develop sensitivity regarding other people’s qualities; empathize, visualize and discuss. • Work with visual art, drama, music, poetry and mimicry; • To make visual the subjective reality of the learner by formulating how they should work with different materials (clay, and etcetera); • Develop an understanding regarding the different styles of learning; • Learn to adjust creative expression according to the different styles of learning. Take note of the Multiple Intelligences (Gardner, 1983).

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The Soul Of Organizing (ORG) Objective: Learn to understand the subjective within organizations; how the awareness of the subjective can lead to dialoguing, which results in a greater sense of belonging, safety, connectedness, contentment and togetherness; and how this increases the capacity of dynamic self-organization and organizational learning. • Traditional organization: Planning, deliverables, budget, turnover • The subjective of individuals within organizations and its influence on organizational design. • How to make the subjective visible through soulful organizing • Organizational Learning and Dialogue. Sustainability and Ecology (SUS) Objective: From a living systems perspective learn to assess the challenges of climate change, gain a macro-perspective on our climate crisis, assess the root causes of climate change and frame inclusive solutions. • Study perspectives of “Friends of the Earth” and “Earth Charter International” • How to develop global sustainable solutions based on a ‘learning from the subjective’ and ‘science of the subjective’. Dialoguing (DIA) Objective: Learn to assist in dialoging. • Different formats of dialogue • The World Café Community Conversation and its practice • Integrate Learning from the Subjective in Dialoging. Finding Your Own Voice (VOI) Objective: A practical way of discovering the effects of sound on your mind-body system; how what you think affects how and what you speak; how you can speak from the core of your being. • The interconnection between sound, voice and breathing; • Inner Voice and Inner Dialogue • Inner Response Dialogue • From Inner Dialogue to Dialogue • The Voice as an instrument of learning from the subjective. Supportive Practices (PRA) Objective: Practices to support oneself in raising awareness, learning from the subjective, integration of the psychological, emotional and physical domains and the raising of the capacity of self-organization, self-healing, and etcetera. • InnerTouch – systematic touching of 108 points that restore the balance of the Quantum force fields (Kinetic, Electromagnetic and Gravitation). From the subjective these force fields can be directly experienced; • Qigong – balancing and developing the flow of the Quantum force fields through simple postures and movements; 27

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•

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Taichi (elective) – series of movements to balance and strengthen the muscle-skeletal system, neuro-endocrinal system and the Quantum force fields. Qigong in motion! Yoga (elective) – series of postures and movements to balance and strengthen the muscle-skeletal system, neuro-endocrinal system and the Quantum force fields.

INTERNSHIP From the start learners are stimulated to create an environment in which they can objectify what they’ve learned in a practical sense. This informs the learner about the effects of such practice. Apart from regular practice and investigation learners are expected to create an internship opportunity that will enable them to develop their critical thinking and professional skills. Learners can make contact with organizations to negotiate about the viability and meaningfulness of their ideas about an internship within these organizations. The Institute will offer its support in realizing such a dialogue. This internship experience can stimulate learners to choose a subject for their final thesis. RESEARCH Learners can engage in research activities as individuals or as groups. They can study and describe in which ways “Learning from the Subjective” can effectively contribute to personal growth, professional development, organizational learning, social and ecological transformation within different contexts (education, healthcare, etc.). They can design research environments and test their hypotheses within live environments. We will hereby refer to research done at various (academic) institutes worldwide. Collaborations with other institutes will foster global development. THESIS This Master of Learning programme is only complete when the learner has defended his/her thesis about a topic of practical relevance to the learner’s professional development. A committee will review the evaluations regarding the learner’s knowledge and skills, practical work, research activities, internship, final thesis and defense and most importantly his/her personal growth with regard to learning from the subjective. The latter will reflect in the learner’s awareness and degree of synchronization between his/her Self (Jung) and his/her immediate world.

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Chapter

9 LESSON PLAN The lesson plan reflects in what order we present and guide in studying different subjects.

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part from classroom (group) sessions which are reflected by the following lesson plan, learners are individually guided in one-on-one sessions to connect the theory and practice offered with one’s own awareness, understanding and process of learning and inner growth. Please note that the following lesson plan is developed for a full-time programme and is subject to change according to new insights and input from guides and learners. FIRST SEMESTER Theory I Science Of The Subjective (SCI) Process Philosophy (PRC) System Dynamics (SYS-1) ACM Dynamic Theory (SYS-2) Bio-PsychoPhysiology (BIO) Learning From The Subjective (LRN) Practice I Exploration From The Subjective (EXP) Creative Self-discovery (CRE) Finding Your Own Voice (VOI) Dialoguing (DIA) Supportive Practices (PRA)

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SECOND SEMESTER Theory II Dia-Gnostic Observation & Feedback (DGN) Learning From The Subjective In Psychology (PSY) The Soul Of Teaching (TCH) Learning from the Subjective in the classroom (CLS) The Soul Of Organizing (ORG) Sustainability and Ecology (SUS) Practice II Exploration From The Subjective (EXP) Healing From The Subjective (HLT) Supportive Practices (PRA) Thesis Write a thesis according to the institute’s guidelines.

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Chapter

10 RECOGNITION, ACCREDITATION & COLLABORATION The Caribbean Integral Institute is a private institute that offers pioneering programmes that are not yet offered at traditional academic institutions. We take pride in the fact that we can offer these programmes that assist in “Learning from the Subjective” to individuals and organizations.

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he Caribbean Integral Institute is in a process of getting its Master’s and continuing education programmes recognized in the Netherlands Antilles and works closely with organizations in The Netherlands for accreditation. Furthermore it welcomes organizations in other countries that wish to assist in accrediting this programme in their respective countries. We wish to raise the public awareness with regard to the same programmes by organizing informative meetings and other such activities. Even though we don’t issue any credits, because our programmes don’t follow traditional academic policy, we have and will always be committed to collaborate with universities, colleges, institutions and other organizations that wish to collaboratively develop new programmes, curricula and learning environments that foster a ‘learning from the subjective’. We believe that in due time our faculty and/or graduates, through their awareness and expertise, will be able to prove the necessity and value of Learning from the Subjective in regard to the development of sustainability within educational, social, healthcare and other environments. They will themselves need to create the opportunities that will elicit positive change and recognition within their own professional environments. This will have a ripple effect that will positively influence our global community.

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Chapter

11 ADMISSION, EVALUATION & GRADUATION Participants of this “Learning from the Subjective” programme will be evaluated from the time they initiate their study until the completion of their coursework, internship and thesis. The institute focuses on the candidate’s personal, social and professional development based on its learning from the subjective approach and on acquiring the meta-cognitive awareness, deep understanding, ability to learn independently and capacity to assist others. Only if the candidate is found to be ready for the task at hand s/he will be granted a Master’s degree. ADMISSION Before the commencement of the programme we will evaluate whether the registrants have a professional attitude, academic level of thinking, leadership qualities and if they are open to grow on a personal level. TESTING Because of the radically different approach followed in this programme we will not test or examine learners in regard to their cognitive development. Instead of making learners dependant by demanding them to acquire certain knowledge and skills and get certain grades for exams, we continually observe, evaluate and stimulate their progress on subjective and objective experiential levels through observation and feedback. MENTOR The learner will be assigned a mentor who will guide, evaluate and report about the learner’s progress. GRADUATION Graduation will take place at a date; time and place designated by the institute’s staff and will be communicated to the candidate at least a month before the day of graduation; the media (news papers, and other media) will publish this event at least one week before the day of graduation.

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Chapter

12 GENERAL INFORMATION REGISTRATION At a time designated by the secretary learners can register through the usual registration forms available at our institute, through e-mail or through web registration; selecting a programme previously planned with the institute’s academic advisor. Learners may also register during the late registration period up and until the end of August / December or the first lecture days of the term. Except those who have a grant, learners are not considered registered until final arrangements have been made to pay their term bills and to fulfill any other outstanding financial obligations. POLICIES AND PROCEDURES Attendance Learners are expected to be on time and attend all scheduled course meetings, although no special provisions are made to report occasional absenteeism from class. It is the policy of the institute to excuse without penalty learners who are absent because of illness or other legitimate reason and allow them to make up the work missed because of such absenteeism. A learner absent from an examination because of the same reason will be given an opportunity to make up the examination without penalty. Learners are expected to report their absenteeism to their mentor. Cancellation of Classes It is the general policy of the institute not to cancel classes. However, exceptions will be made for exceptional conditions. Learners will be notified ASAP. Student Counseling Counseling services at the institute are directed towards meeting the learner’s needs for personal, social and spiritual growth. A professional counselor assists learners to develop healthy attitudes and abilities in a confidential environment. The services provided include: individual, couples and group counseling; learning programs; and referral to other (clinical) agencies.

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Career Guidance And Placement The mission of Career Services is to help learners discover their vocation. Staff members support learners by testing for strengths and interests, providing individual counseling about academic majors and career options, service and entrepreneurial inquiry programs, creating greater awareness of internships and job opportunities, and teaching workshops on topics such as resume writing, presenting, dialoguing, networking and interviewing. Staff members include a director, advisor and administrative assistant. In general, Career Services collaborates with the teaching faculty to enhance the work and professional opportunities available to learners, both during programmes and upon graduation. International Learners The institute gives special guidance to international learners who decide to participate in its programmes. Please call us if you need assistance with your decision making, registration, housing, etc. Code Of Conduct Summary The institute in a free society must be devoted to the pursuit of awareness, truth and knowledge through direct experience, reason and open communication among its members. Its rules should be conceived for the purpose of furthering and protecting the rights of all members of the institute’s community in achieving these ends. Research Policy Research at the institute, apart from that conducted by learners in connection with their course work, is in general intended to present publications so that its results are available to interested persons everywhere. All institute-conducted research must be available for public scrutiny and use. The institute does not accept grants from or enter into contracts with governmental agencies or any other sponsors for research projects of which the results may not be made publicly accessible. Most research projects at the institute are carried out by faculty members, assistants and learners within the facilities offered by their own departments. CONTACT US Via our Postal Address Didoweg 8, Curacao, Netherlands Antilles Tel.: +599 - 9 - 5110041 (Curacao) Tel.: +31- 84 - 8329975 (Netherlands) Tel.: + 1- 415 - 8303763 (USA) Fax: +1 - 319 - 856-2779 (USA) E-mail: [email protected] Website: www.ciiedu.org

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Chapter

13 ORGANIZATION, DURATION, FEES DURATION 1 – 3 years depending on the learner's pace (full-time/part-time). START September or January PLACE Beatrixlaan in building: Laboratorio de Medicos FEE Part-time Locals: ANG 3.000,- / semester or ANG 6.000,- / year US Citizens: $ 3.000,- / semester or $ 6.000,- / year (Intensives) EU Citizens: EUR 3.000,- / semester or EUR 6.000,- / year (Intensives) Others: Please call. Full-time Locals: ANG 4.500,- / semester or ANG 9.000,- / year US Citizens: $ 4.500,- / semester or $ 9.000,- / year EU Citizens: EUR 4.500,- / semester or EUR 9.000,- / year Others: Please call. The fee is to be paid in advance of each semester or year, according to the payment plan chosen. The fee includes all material related to the courses and is established according to the socio-economical factors in your country of origin. At this moment a limited amount of financial aid will be available to learners who have fewer financial means. Please contact us for more information. CONTACT Programme director: Carlo Monsanto – [email protected]

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Chapter

14 LEARNING ENDOWMENT FUND The newly created Learning Endowment Fund is a flexible program that will allow the alumni and friends of the Caribbean Integral Institute to contribute to the institute’s commitment to invest in developing and delivering quality programmes at different levels. It offers to support new programs, innovative ideas, and provide scholarship support. Contributions to the fund are invested to ensure the continuity of the endowment while providing the institute with income each year.

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ach year, a percentage of the market value of the contribution is used to support the institute's programmes while the remainder is reinvested to protect the fund.

The institute will use the fund each year to support programmes selected by the institute’s daily board and board of advice. Once an individual's fund exceeds US$ 25,000.- his or her endowment will be separated from the pooled fund and recognized as a single endowment. The institute will communicate to the contributor as to how his/her contribution will be used. WAYS TO CONTRIBUTE The Learning Endowment Fund offers alumni and friends of the institute several ways to contribute. • Alumni and friends can offer gifts as a pledge to the fund which may be contributed at a time designated by the contributor. • Alumni and friends may join this fund by making a pledge of US$ 5.000,and more which may be contributed over five years. • Alumni and friends may contribute a gift of US$ 100,- or more each year to the fund. This gift, compounded with additional gifts and interest, will grow substantially over many years.

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BANK DETAILS Maduro & Curiel's Bank (Curacao, Netherlands Antilles); account: 1975 6205; Beneficiary: Foundation Caribbean Integral Institute Curacao; SURF code: MCB KANCU; Subject: “Endowment”. For more information please e-mail to: [email protected]

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Chapter

15 GLOSSARY ACM Living Awareness

ACM is an acronym of “A” (Act), “C” (Change) and “M” (Manifest). ACM Living Systems approach aims at assisting learners in raising their awareness regarding their own life and living from the subjective. It is based on its own living systems theory (see ‘Living Systems theory’).

Autopoiesis

Means “auto (self)-creation” and expresses a fundamental dialectic between structure and function. The term Autopoiesis was originally conceived as an attempt to characterize the nature of living systems.

Anomalous phenomenon

Abnormal occurrence.

Bio-behavioral responses

Biologically induced behavioral responses that result from triggering by external stimuli. Example: you walk in the dark; everything’s quite; you are alert; suddenly a cat jumps out in front of you; in no time your body is activated and you react startled.

Bio-neurological responses

Bio-neurological responses precede biobehavioral responses. They can be felt in our physical body as tension, pressure, pain, heaviness, etc.

Coping strategies

The way we have been conditioned by our environment (parents/ancestors) to deal with pain.

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Discontinuous

Not a continuous flow of events.

Inner Response Dialogue

The meaningful dialogue that results from interactions between traumas and correlated bio-neurological responses.

Inner eye

How you mentally perceive something.

Dia-Gnostic (Gnosis)

Observational Diagnosis that continually observes experiential processes. “Dia” (look through) and “Gnosis” (Knowledge). To derive knowledge by looking through something.

General System theory

It is a theoretical framework by which one can analyze and describe any group of objects that work in concert to produce some result. The focus lays on how these objects together form a functional whole.

Interconnected(ness)

Interconnectedness is part of the terminology of a worldview which sees oneness in all things.

Living systems theory

Living systems theory is a general theory about the existence of all living systems, their structure, interaction, behavior and development.

Mind-body or bio-psychosocial

The bio-psychosocial model is a general model or approach that posits that biological, psychological (which entails thoughts, emotions, and behaviors), and social factors (abbreviated "BPS") all play a significant role in human functioning in the context of disease or illness.

Mindful(ness)

Mindfulness is the present-moment awareness of one's feelings, emotions, thoughts, actions and motivations.

Multiple Intelligences

The theory suggests that, rather than relying on a uniform curriculum, schools should offer “learner-centered education”, with curriculum tailored to 39

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the needs of each child. (This includes working to help students develop the intelligences in which they are weaker.) Non-linear(ities)

A nonlinear system is any problem where the variable(s) to be solved for cannot be written as a linear sum of independent components.

Pain-body

The accumulation of traumas and conditioned bio-neurological responses, which we call coping strategies.

Paradigm shift

Paradigm shift, sometimes known as extraordinary science or revolutionary science, is the term first used by Thomas Kuhn in his influential 1962 book The Structure of Scientific Revolutions to describe a change in basic assumptions within the ruling theory of science.

Part-to-Whole

The semantic relation that holds between a part and the whole or something determined in relation to something that includes it. Example: “he wanted to feel a part of something bigger than himself”.

Pathogenic / Six stages of pathogenesis

The development of disease. In traditional systems of medicine this is described in six stages: (1) accumulation, (2) agitation, (3) spreading, (4) fixation, (5) manifestation and (6) consequence. In the first three stages the bioneurological responses are dynamic, and in the latter three stages the same bioneurological responses fixate the physiology of the mind-body system in the weaker parts.

Quantum (mechanics)

Quantum mechanics is the study of mechanical systems whose dimensions are close to the atomic scale, such as molecules, atoms, electrons, protons and other subatomic particles. Instead of only looking at these particles Quantum mechanics looks at how these particles function in concert.

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Radial Pulse (Arteria Radiale)

Reading of the Radial artery. In human anatomy, the radial artery is the main blood vessel, with oxygenated blood, of the lateral aspect of the forearm.

Self

Self-consciousness is a personal understanding of the very core of one's own identity. Self-consciousness plays a large role in behavior, as it is common to act differently when people "lose one's self in a crowd". It is the basis for human traits, such as accountability and conscientiousness. Self-consciousness affects people in varying degrees, as some people self-monitor (or scrutinize) themselves more than others. Different cultures vary in the importance they place on self-consciousness.

Subjective reality / landscape

That all subjective phenomena are associated with a single point of view is called the subjective character of experience.

Subjective of the organizational system

The subjective realities of individuals working in organizations have a great impact on the processes involved; they generally aren’t made visible and they cannot be managed in traditional ways. Our observational dia-gnosis can assist in making visible the subjective in organizational processes.

System dynamics

System dynamics is an approach to understanding the behavior of complex systems over time. It deals with internal feedback loops and time delays that affect the behavior of the whole system.

Unison

United, Whole

Wholistic

A contraction of the words “Whole” and “Holistic”. Holistic is the idea that all the properties of a given system (biological, chemical, social, economic, mental, linguistic, etc.) cannot be determined or explained by its component parts alone. Instead, the 41

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system as a whole determines in an important way how the parts behave.

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Chapter

16 REFERENCES Caribbean Integral Institute (2008). ACM Living Awareness, www.ciiedu.org Monsanto, C. (2007). Inner Touch, Support Magazine, July 2007 (Curacao, Netherlands Antilles) Monsanto, C. (2007). Learn to experience consciously, Support Magazine, April 2007 (Curacao, Netherlands Antilles) Monsanto, C. (2007). Ayurveda, an overview, Support Magazine, January 2007 (Curacao, Netherlands Antilles) Monsanto, C. (2002). Part 1) An Integral View of Ayurvedic Science, Journal of Integrative Medicine 18-3 (Netherlands) Monsanto, C. (2002). Part 2) Self-empowerment through self-realization, Journal of Integrative Medicine 18-4 (Netherlands) Monsanto, C. (2002). Part 3) The practical application of Awareness, Journal of Integrative Medicine 18-6 (Netherlands) R.G. Jahn and B.J. Dunne (2008). Change the Rules! Journal of Scientific Exploration, 22 (2), pp. 193-213. R.G. Jahn and B.J. Dunne (2004). Sensors, Filters, and the Source of Reality. Journal of Scientific Exploration, 18 (4), pp. 547-570. R.G. Jahn and B.J. Dunne (2001). A Modular Model of Mind/Matter Manifestations (M5). Journal of Scientific Exploration, 15 (3), pp. 299-329. R.G. Jahn and B.J. Dunne (1997). Science of the Subjective. Journal of Scientific Exploration, 11 (2), pp. 201-224. Prasad Kaipa (2006). Discontinuous Learning, e-book. www.kaipagroup.com

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