Study Guide - Master of Learning A4 2009-2010

8/14/2019 Study Guide - Master of Learning A4 2009-2010

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LEARNING

FROMT

HESUBJECTIV

E

2009-2010

MASTEROFLEARNING

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


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M A S T E R O F L E A R N I N G

Learning from the Subjective

FOUNDATION CARIBBEAN INTEGRAL INSTITUTEDidoweg 8 Santa Rosa

Curacao, Netherlands Antilles

Phone +599 9 5110041 E-mail [email protected]


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Table of Contents

FOREWORD 1

CARIBBEAN INTEGRAL INSTITUTE 2

ACADEMICS 2

THIS PROGRAMME 3

MISSION 3

WHY THIS APPROACH? 5

FROMTEACHERTOLEARNERCENTEREDPEDAGOGY 6

LEARNING FROM THE SUBJECTIVE 7

TWELVESTAGESOFTRANSFORMATION 9

AWARENESS KNOWLEDGE AND SKILLS 11

DIA-GNOSTICANDFEEDBACKSKILLS 12

AWARENESSANDKNOWLEDGE 13

PRACTICE 14

INTEGRATION 14

AWARENESS AND ORGANIZATION 15

THE PROCESS OF LEARNING 17

FRAMEWORK 18

THELEARNINGPROCESS 18

CYCLE 1 18

CYCLE 2 19

CYCLE 3 19

PEDAGOGY 19

MULTIPLEINTELLIGENCES 20

THECLASSROOMEXPERIENCE 20

TEAMPLAY 20

ONE-ON-ONE 21


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THEMATIC CURRICULUM 22

SCIENCE OF THE SUBJECTIVE (SCI) 23

PROCESS PHILOSOPHY (PRC) 23

SYSTEM DYNAMICS (SYS-1) 23

ACMDYNAMIC THEORY (SYS-2) 24

LEARNING FROM THE SUBJECTIVE (LRN) 24

EXPLORATION FROM THE SUBJECTIVE (EXP) 24

BIO-PSYCHOPHYSIOLOGY (BIO) 25

DIA-GNOSTIC OBSERVATION &FEEDBACK (DGN) 25

HEALING FROM THE SUBJECTIVE (HLT) 25

LEARNING FROM THE SUBJECTIVE IN PSYCHOLOGY (PSY) 26

THE SOUL OF TEACHING (TCH) 26

LEARNING FROM THE SUBJECTIVE IN THE CLASSROOM (CLS) 26

CREATIVE SELF-DISCOVERY (CRE) 26

THE SOUL OF ORGANIZING (ORG) 27

SUSTAINABILITY AND ECOLOGY (SUS) 27

DIALOGUING (DIA) 27

FINDING YOUR OWN VOICE (VOI) 27

SUPPORTIVE PRACTICES (PRA) 27

INTERNSHIP 28

RESEARCH 28

THESIS 28

LESSON PLAN 29

FIRSTSEMESTER 29

THEORY I 29

PRACTICE I 29

SECONDSEMESTER 29

THEORY II 29

PRACTICE II 30

THESIS 30

RECOGNITION, ACCREDITATION & COLLABORATION 31

ADMISSION, EVALUATION & GRADUATION 32

ADMISSION 32

TESTING 32

MENTOR 32

GRADUATION 32


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GENERAL INFORMATION 33

REGISTRATION 33

POLICIESANDPROCEDURES 33

ATTENDANCE 33

CANCELLATION OF CLASSES 33

STUDENT COUNSELING 33

CAREER GUIDANCE AND PLACEMENT 34

INTERNATIONAL LEARNERS 34

CODE OF CONDUCT SUMMARY 34

RESEARCH POLICY 34

CONTACTUS 34

VIA OUR POSTAL ADDRESS 34

ORGANIZATION, DURATION, FEES 35

DURATION 35

START 35

PLACE 35

FEE 35

PART-TIME 35

FULL-TIME 35

CONTACT 35

LEARNING ENDOWMENT FUND 36

WAYSTOCONTRIBUTE 36

BANKDETAILS 36

GLOSSARY 37

REFERENCES 41


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FOREWORD

Throughout the history of humankind a number of philosophical, political andcultural developments have brought about major conceptual transformationsin regard to how people look at psychological and spiritual growth, learningand education.

The unique work presented in thisMaster of Learningprogramme was firstintroduced to me by Carlo Monsanto when he visited San Francisco in June2008. While listening to his presentation, I realized the unique potential of hisapproach. It offers a fresh new look unto learning and human developmentfrom 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 toBlake, one of my Post Graduate students, one who I considered to be veryknowledgeable regarding this subject. Carlo gladly accepted. After thedemonstration and explanation, Blake gave me very positive feedback abouthis experience. He was especially fascinated with the detail of privateinformation 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 regularlyupdates 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 beautifullyreflects the philosophy and approach of this innovative work.

The benefits of learning from the subjective, I believe, are that it opens thespace within the individual for growth and healing. It goes beyond manyexternally-imposed and internally-imposed limitations, providing anopportunity for growth, love, and a more holistic outlook of life.

I strongly recommend this programme to anyone who would like to gain adeeper understanding and practical skills needed to guide themselves and

others to actualize their inner potential. The uniqueness of this programmerests in its application of models, methods, and techniques regarding subjectiveexperience.

I would like to invite you to become acquainted with this programmesobjectives, general approach, and outlook by reading this comprehensive studyguide.

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 scholarsin the field of parapsychology and consciousness studies in the USA and author of severalbooks including Human Possibilities, Personal Mythology, and The Realms of Healing.]


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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 inshifting their perspectives towards learning and healing from the subjective. Since its initialstage the institute has emphasized mainly those learning activities that are an importantmeans to accomplish its mission.

he focus in these programmes is on guiding learners in experientiallyexploring their subjective realities to discover an all newinterconnected and unified perspective. Through its observationalapproach 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 atsubjective levels of experience that include the quantum, biochemical,emotional, psychological and spiritual. The awareness regarding and from thesubjective, when aligned with objective knowledge and skills, can enrich ourawareness and understanding to the extent that it can inform and assist in theevolution of different fields like healthcare, education and others.

ACADEMICSThe Caribbean Integral Institute works with a combination of classroom andindividualized learning programmes that are supported through onlineresources. 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 Masters programme with one of thefollowing 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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THIS PROGRAMME

The institutes Learning from the Subjective programme assists learners inshifting their perspectives from a purely objective and behavioral point of viewtowards a perspective from the subjective.

rom an objective and behavioral point of view the world merely seemslike a combination of objects and events that strive to attain specificend 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 fromexperiencing life from mentioned subjective point of view.

This programme assists learners in simultaneously observing abovementioneddynamic flow of experience within the spiritual, psychological and physicaldomains, from the subjective. The deep understanding that flows from this

learning-from-within not only enables learners to raise their own awarenessand continuously observe and relate to ever continuing human processeswithin these multiple domains in connection with the world, but it also raisesthe capacity of dynamic self-management, self-organization and self- or co-creation. By basing their objective learning experience on abovementionedlearning from the subjective, learners become co-creators of their ownpersonal 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.

MISSIONThe development of this programme is based on our practical experience withthe pilot programme called Whole Teacher which was conducted fromSeptember 2007 to May 2008. We intend to create a community of learningand practice that is built on the value that each person needs to realize his/hertrue potential from within.

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Learners will develop the following:

Awareness of the subjective that supports one's choices from withinfrom personal, social to professional,

A contemplative and reflective attitude that nurtures personal growth inindividual, family, educational, social, clinical, corporate and othercontexts,

The mastery of a field of study and practice based on learning from thesubjective 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 arerequired for intuitional-, affective- and critical thinking and problemsolving,

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 thesubject of study and research.

Based on a learner's field, previous knowledge, skills and (work) experiences/he is stimulated to design his/her own curriculum with the expert guidanceof a guide/mentor.

We encourage learners to grow beyond the parameters of their skills-basedtraining and recognize from within the powerful connection between the skillsand the learning of mind, body, soul and spirit.


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WHY THIS APPROACH?

The turn of this twenty-first century was characterized by global changes withregard to what people believe to be the basis of spirituality, personal growth,education and learning.

specially in the Educational field we could and still are witnessinghow traditional teaching-centered approaches provoke resistance inpresent-day 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 toadopt new views regarding learning. Sad to say, many teachers cannot handlethe stress that these challenging times generate in their minds and bodies.

However when this is looked at from a positive angle it creates newopportunities for change and evolution.

Consequently the educational field is shifting away from traditional pedagogicalperspectives towards frameworks based on Holism, Constructivism, Multiple-intelligences, Development Oriented Education (OGO), Systems philosophyand supported by Learner-centered didactics.

Educators seek a deeper understanding of their own and the learnersdevelopmental processes that embody the linguistic, logical-mathematical,spatial, bodily-kinesthetic, musical, interpersonal, intra-personal and naturalisticintelligence. The so-called Multiple-intelligences! (Gardner, 1983). Through theraising of awareness teachers are stimulated to align what they think, learn, do,express and communicate with what they feel. This synchronizes their Self orthe subjective with the immediate world outside and integrates the emotional,intellectual and physical domains.

This breakthrough Learning from the Subjective programme adds a new

dimension to learning that helps to transform the perspectives of learnerstowards Holism, Multiple Intelligences, Sustainability Development, etc. andcaters from within to their inner needs.

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Before developing such a unique programme that enables one to work at theobjective, subjective conscious and subconscious levels, its author (Monsanto,2006) first had to study and inquire into the very nature of learning from thesesubjective levels and multiple perspectives (holism, etc.). For that purpose he

practiced and integrated numerous diagnostic, therapeutic and counselingperspectives from East and West to develop an observational diagnostic andfeedback practice through which one can observe experience at deeper levelsand through feedback help raise ones own awareness and that of learners.

This Learning from the Subjective programme offers a basis from which to assisteducators in consciously transforming their own lives.

FROM TEACHER TO LEARNER CENTERED PEDAGOGYWhile traditional pedagogy focuses on teaching subjects, testing, examiningand achieving high scores; development oriented approaches like Waldorf,Foundation Based Education, Montessori and Social Learning focus onproviding learner-centered learning and a safe, healthy and engagingenvironment 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 withinthemselves!

This practice can aid educators in seeing, observing and giving feedback totheir learners about what they cannot interpret themselves, namely about theirown subjective reality. The physic-psycho-emotional experiences that werehere describing mostly disrupt a persons behavior, perception, feeling, andeverything connected to the process of life, including learning. Hence theyrecalled 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 raisetheir 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 individualsand connected with the society in which they live.


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LEARNING FROM THE

SUBJECTIVE

The ACM Living Awareness program goes beyond traditional models ofpsychology to describe a Science of the Subjective. Furthermore it offers aLearning from the Subjective that focuses on raising individual awarenessabout the subjective that underlies our experience with regard to the immediateworld outside. It assists in creating transparency amongst subjective andobjective realities, and so supports the synchronization between the Self and theworld. This results in self-organization and the expansion of our awareness.

ur senses (sight, hearing, etcetera) have a range of sensitivity thatlimits us in perceiving only a limited spectrum of stimulation from

our environment. We see and hear things in the environment andthis stimulation through our retina or eardrums then reaches thequantum, biochemical, emotional, psychological and spiritual levels ofexperience. What we see and hear is then interpreted from a known frame ofreference which we then respond to physically, energetically, rationally andemotionally.

When we close our eyes and close off the pathway to our senses bydisregarding what we see and hear from the environment we can still see andhear things coming from inside our mind-body system and we can feelpsychophysical 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 arecalled 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, becomesdefensive 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 inmotion 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 ofignorance lies the subconscious where the Self (Jung) is mostly disconnectedfrom the immediate world outside due to the very coping strategies that try toprotect us from experiencing pain. The so-called pain-body is a filter thatdivides 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 overthe role from the Self in the interaction with the world outside. Hence wethink that our pain is caused by the person or situation that triggers thesubconscious traumatic pain when in reality our pain is kept hidden by thepreviously mentioned coping stratagems (fear, aversion, self-rejection and soon); ready to be triggered by the outside world. Consequently when the pain-body is agitated through triggers it becomes objectively visible as emotions ofsadness, anger, aversion, fear and dissociation. It creates a veil, division orblind spot that we cannot go beyond without an awareness of the subjectivereality within. Thus we feel lost and experience discomfort, agitation and

dynamically changing symptoms created through different bio-neurologicalresponses (tension, burning, pain, pressure, heaviness). The creation of imbalancethrough 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) and6. Consequence (the clinical image).

[Conventional Medicine, Psychiatry and Modern Psychology are mostly aware of the lattertwo stages of development.]

This is how we describe the pain-body to be responsible for disturbances inmind and body as a whole and how it initiates and feeds the development ofemotional 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 (subjectiveconscious and subconscious). These subjective actions or bio-neurologicalresponses are then externalized as bio-behavioral responses, our behavior,communication, actions and so on. The following are just a few examples ofthe possible effects of abovementioned pain-body.

For instance some educators/learners are diagnosed with different clinical oreven psychiatric conditions because of the process described above. For thesame reason some children are diagnosed with Dyslexia or ADHD. Theycannot naturally master the disruptive bio-neurological responses based onfear etc. that act from within. Other learners experience behavioral problems

and/or learning disabilities due to the same reason.


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On the other hand some learners experience peace and are balanced fromwithin the same subjective realm because they are in touch with their own coreof 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 atransformational process is elicited that creates new states of awareness whichin turn support the mind-body system in a continuous process of self-learning,self-organization and self-creation that feeds the very processes of growth,learning, co-creation and healing. The author has tested this awareness-raisingapproach within educational and healthcare contexts since 2002 in TheNetherlands, Belgium and Netherlands Antilles.

TWELVE STAGES OF TRANSFORMATIONThe twelve stages of a transformational process of learning from the subjectiveare:

Assurance to give comfort to the learner, Dia-gnosis- observation through pulse-diagnosis of experiential

processes (consciousness related anomalous physical phenomena) onsubjective levels and connected with the observation of externally

visible physic-psycho-emotional characteristics on objective levels (bio-behavioral),

Feedback direct feedback about the abovementioned experientialprocesses involving a description of the underlying traumas andpatterns of stratagems of coping,

Persuasion is how to proceed through ones 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 manifestingerratically from the same internal processes,

Learning understanding the pain-body; its connection with certainemotions, patterns and other events; how it relates to situations orevents that act as triggers; and how it relates to objectively visiblecharacteristics like our habitual (health) behavior and so on,

Modification the course of action induced by the pain-body is changedby 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, electromagneticand gravitational,

Dehypnotize the power of illusion of patterns of strategies of copingand connected bio-neurological responses, that used to determine ourbehavior, communication and our actions, is now weakened,

Desensitization the traumas and connected coping strategies lose theirinfluence on our behavior, communication and our actions,

Catharsis a transformational cleansing takes place that neutralizes thepathogenic bio-neurological actions emerging from the same traumasand coping strategies,

Satisfying a harmonious flow of the co-creative force fields: kinetic,electromagneticand gravitational, establish a balanced state of mind andbody,


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Growth ones awareness is consequently expanded.The abovementioned transformational process leads to self-organization,catharsis and the expansion of awareness which helps to reverse the six stagedevelopment of disease on psycho-emotional and physical levels (page 8).Furthermore it restores the dynamic capacities of mind and body to forinstance meta-cognize, learn, balance, heal and dialogue.

The first five (5) stages relate to how the learner deals with the internalprocess, while the seven (7) subsequent stages relate to the internal processitself. Guidance from a mentor/guide is necessary in the assurance, dia-gnosis,

feedback, persuasion and guidancestages of the transformational process until theawareness of the learner is raised to the point that the division between thesubjective subconscious and conscious is completely dissolved. At that time allof the twelve stages relate to how the individual learner, without externalguidance, consciously goes through subsequent cycles of transformative

learning from the subjective.

Consequently the raising of awareness also raises the capacity of the individuallearner to internally breach through and resolve patterns of coping andconnected pathogenic bio-neurological responses.

[Example: Henrico generally feels angry when John talks loudly. He then has the inclinationto 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 lesstriggered by John. He has started to register and recognize from within how an old painfulemotion is triggered by Johns loud talking; how this in turn produces a burning painful

sensation in his heart region, painful sensations in the forehead and lower abdomen; and howthis in turn produces a feeling of sadness and anger at the same time. Henrico starts tosilently recognize and acknowledge the feelings that he has; he allows himself to feel these

physically manifested emotions without judgment or resistance. The pain becomes lessprominent each subsequent moment and dissolves after some time. While following throughthis emotional experience he politely says to John that he doesnt feel comfortable when hetalks so loud. Sorry! John says, now aware of the impact of his voice through verbal

feedback and visual feedback (Henricos expression).]

Through its Learning from the Subjectiveapproach the Caribbean IntegralInstitute stimulates learners in the creation of new states of awareness

regarding the integration of the subjective and objective to (re)synchronize theSelf (Jung) with the immediate world. This reactivates a person's inborncapacity to continuously seek a dynamic balance, connectedness, unity, clarity,transparency and inner purpose; spontaneously, effortlessly and exactly. Itassists in changing our perception of ourselves, the world, problems,experience, life, behavior, health, communication, organizing, being andspirituality. It offers us a new way of cognizing reality, which leads to theexpansion of our awareness.


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AWARENESS

KNOWLEDGE AND

SKILLS

ACM observational dia-gnosis & feedback describes to learners how and whatthey are engaged in at subjective levels of experience. This includes consciousand subconscious levels of experience. Through the awareness, sensitivity,knowledge and dia-gnostic and feedback skills gained, the graduate can gobeyond what learners perceive. Most learners do not have the awareness to theextent 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 bio-behavioral and habitual (health) behavior (including lifestyle anddiet), health condition, and ones capacity of self-learning and co-creation.

he learner, throughACM Dia-gnostic Observation & Feedback, learns toconstantly be in a self-discovery mode of learning from which s/hecan simultaneously and integrally be aware of and observe:

1. The subjective conscious and subconscious realities; and2.The subjective and objective realities.

These realities have been separated in the past through the filtering actions ofthe 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 derangingeffects of emotions and connected bio-neurological responses emitted by thepain-body, which in turn results from being triggered by the world outside.

These emotions which can be experienced subjectively try to drive us inactualizing the same in our (objective) behavior. The learner through dia-gnosis learns how to spontaneously allow synchronization to take placebetween his/her Self (Jung) and the immediate world outside by opening up toresolve 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 SKILLSTraditionally diagnostic methods are applied differentially at certain time-intervals (before, during and after) to look at the progress of learners. Thisinformation is used to fine-tune the interventions applied to reach apredictable goal state. Within traditional educational environments diagnosis istherefore mostly related to controlling the outcome of the educational processand is evaluated through testing of the cognitive development of children. Insuch environments the learner is only valued in accordance with his/hertesting scores.

Educational innovations try to shift away from abovementioned limited linearperspective in Education by introducing a learner-centered paradigm in whichthe learner becomes the center of the educational universe. Educationalsystems that have a learner-centered approach mostly base their perspective onConstructivism, Multiple Intelligences (Gardner, 1983), etcetera.

TheACM Living Awarenessapproach presents an approach to diagnosis termed"Process Dia-Gnosis" that continuously observes subjective processes inconnection with objectively visible processes (behaving, living, working, etc.).In Latin the word Dia means seeing through and Gnosis meansknowledge; so, Process Dia-Gnosis means to derive knowledge aboutinternal and external processes by looking through a person.

ACMs Diagnostic Observation & Feedback offers to integrally observe thefollowing dynamic characteristics:

Radial pulse characteristics through the diagnostic observation of thebio-energetic characteristics of the Radial Artery(Arteria Radiale) andfeedback thereof, the learner can be assisted in becoming aware of theso-called consciousness correlated anomalous physical phenomena ortraumas and correlated emotionalbio-neurological responses whichreveal the learners present subjective reality, namely:

o The course of bio-psycho physiological development fromconception to the present moment as experienced from thesubjective. This constitutes the history of development ofmentioned traumas and correlated emotionalbio-neurologicalresponses;

oThe present subjective reality which the learner can becomeaware of by seeing and feeling ones natural and abnormalinclinations including abovementioned layers of traumas andcorrelated emotional bio-neurological responses (strategies ofcoping). These strategies and responses have been inducedthrough ancestral patterning. The latter can be made visible tothe minds eye. This patterning constitutes in anchoring withina childs mind-body system of strategies of coping throughconditioning by (mostly) parents. This takes place through

verbal and non-verbal communication, including theexpression and body-language;

oThe locations within the learners body of particular patterns ofconditioned bio-neurological responses and their transferenceto other locations;


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o The change of amplitude and quality of correlated bio-neurological responses.

External physic-psycho-emotional characteristics throughobservation of these external characteristics the learner can gain adeeper understanding of:

o Ones 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 tounderstand how s/he has adjusted away from his/her own nature(Self). A learner can learn to find his/her own authentic voice andcorrelated breathing, pitch, amplitude, and rhythm through feedback.

Posture and movement this describes how bio-neurologicalresponses act on the learners posture and movement in an(un)balancing way;

Behavior and communication - this helps the learner in becomingaware of how the subjective bio-neurological responses cause one tobehave and communicate in a like manner.

Through the awareness gained through dia-gnosis the learner acquires thecapacity to make active use of the feedback coming from ones own subjectivereality. This feedback raises the learners capacity to meta-cognize, self-organize, self- or co-create, self-heal, etc..

Through dia-gnostic observation the learner can observe how s/he adjustsaway 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 KNOWLEDGEThe Graduate should have the knowledge and awareness to observe anddistinguish between his/her own developmental processes and that of thelearner. Thus the Graduate will be able to observe what the learner isexperiencing without any personal filtering from his/her part. S/he can learnto read the Radial pulse, translate the same and directly and dynamically feedback the resulting information to the learner. The purpose of feeding backinformation from and about the subjective is always to help raise the awareness

of the learner about his/her own subjective experiences and thus createtransparency 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 thatlearners are unaware of. This is how they can be made visible to the learnersinner eye. As mentioned earlier this awareness can awaken the learner tohis/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. Mostindividuals reactively communicate from these filters when they are triggered

into feeling unsafe.


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PRACTICEIn our practice we have observed that raising the awareness of learners aboutthe subjective results in the re-emergence of authentic (habitually healthy)behavior, the application of self-learning strategies, meta-cognitive awarenessand more. This supports learning, dialoguing, collaborating, personal andprofessional growth, and a healthy lifestyle.

This programme supports learners in adopting a healthy lifestyle, wholesomediet, and health promoting practices to support ones transformational processof learning.

In this learning process interviews, behavioral observation and physiologicalmeasures in addition to the dia-gnosis and feedback are used for the purposeof monitoring the progress of learners. The Graduates awareness, knowledgeand his/her skills assist in aligning his/her Self, thinking, feeling, expression,habitually (healthy) behavior and other important parameters that determinethe quality of living, learning and working.

INTEGRATIONThe ACM Living Awareness approachoffers theoretical models to interpret whatgoes on in abovementioned subjective realm; it defines the experience basedlanguage of the pain-body, the so-called Inner Response Dialogue, which alsodescribes the dis-ease creating mechanisms and patterns that emerge from thepain-body; it offers a process oriented observational dia-gnostic and feedbackpractice to investigate and reveal the same. Furthermore it offers to integratecontemplative practices to make the raising of awareness about the subjective

essentially continuous.

Through its holistic perspective from the subjective theACM LivingAwarenessapproach offers to integrate traditional and objectively holisticperspectives to facilitate a truly integrated learning from the subjective.

Through its complementary approach to diagnosis and feedback, learners areassisted in going beyond the limited range of sensitivity of the physiologicalsensors to become increasingly aware of the complete spectrum of stimulationat 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 experienceincluding the pain-body and a broad range of anomalous phenomena or bio-neurological responses.


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AWARENESS AND

ORGANIZATION

The beginning of this century is characterized by transformations on manydifferent levels: individual, socio-cultural, economic, ecological and other areasof life. We can witness how the Earth is shifting internally to find a newdynamic state of balance. Hereby climates change, natural disasters happen,

people move from one continent to the other. Everything we have known in acertain way takes on new forms. Naturally these transformations elicit fear forthe unknown. Our view is that these times of chaos also bring new life-givingopportunities. These are: to break away from old habits that result inimbalance, dis-ease and unhappiness and create new opportunities for thetransformation of living, learning and working. We can at that time find new

ways of creating safe and stimulating environments for our families and theorganizations that we work in.

n the past most management approaches have focused on organizationalstructure and process-design in terms of the technical knowhow andskills needed to reach a certain management objective. But what aboutthe capacity of the individual person to process emotions or deal with

change? These and other factors can adversely influence our organizationalprocess design.

In this programme we offer learners the opportunity to learn how the raisingof the awareness of individuals working in organizations, with regard to theirindividual role within organizational processes and the physical-psycho-emotional demands that this places on them, can make organizationalprocesses transparent, sustainable, interconnected and coherent. This increasesthe dynamic capacity of self-organization and self-learning of individuals andof the organization as a whole.

One can learn to do this by first describing, what we call the subjective of theorganizational system in connection with the communication within theorganization, the communication with external systems (ecological, politico-legal, economic, socio-cultural, etc.) and the organizational processes involved.

Even though a self-learning organization has general objectives and defines

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milestones to achieve this, its primary objective will be to increase theorganizations capacity of dynamic self-organization within the processesinvolved. Within an educational context this means that together teachers andlearners can be in a constant dialogue to reinforce one another in an effort tokeep on evolving on personal and organizational levels. Within this

programme we will focus on the co-creational role of teachers and learnerswithin the organization in connection with the learning process. This enablespolicy makers to continually adjust the course of the organization as a whole.

When teachers and learners feel safe and inspired; when they act from theirauthentic selves and true inner motivation, when they reinforce one anotherthrough dialogue their work produces the most desirable outcome eachmoment during the learning process.


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THE PROCESS OF

LEARNING

The Learning from the Subjective programme offers a way of raisingindividual and organizational awareness about the subjective withineducational organizations. The subjective underlies our experience with regardto the immediate world outside, including inter- and intrapersonalcommunication, teaching and learning and represents one of the greatestchallenges within organizational design. This programme offers to createtransparency amongst subjective and objective realities within schools and otherorganizations and so supports the synchronization between the individual andthe organization, learner and teacher.

raditional forms of education are mostly disconnected from thesubjective as the behavioral models that theyre based upon deal withand try to change the learners objectively visible behavior, which isthe 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 thelearning from the subjective because the Humanistic models that serve as theirbasis focus on the individuals inner development and how this can bestimulated from an engaging learner-centered environment. Learning from theSubjectivegoes a step beyond to directly assist learners at and from thesubjective conscious and subconscious levels of experience where the external

context (education, health, and etcetera) are only relevant as triggers of thesubjectively visible pain-body and connected objectively visible bio-behavioralresponses and habitual (health) behavior.

This programme is geared toward assisting educational professionals to gothrough a transformational process that will prepare them to assist learners inreleasing from their subjective reality all those traumas and conditionedresponses that keep the learner from feeling whole. The starting point is thatlearning from the subjective takes place from where people can experienceeverything as being united or whole. This consciousness related approach isbased on the principle of Autopoiesis (Maturana & Varela, 1973) or self- or co-

creation and self-organization that describes how learners only need to becomeaware of what disturbs their sense of wholeness in order for their own capacityof dynamic self-organization and self-creation to elicit a rearrangement, de-

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patterning and the release of deranging strategies of coping (fear, aversion,dissociation, etc.).

FRAMEWORKThis Learning from the Subjective programme is based onACM DynamicTheory, which is a living systems view that describes reality starting from threedynamic principles: Act, Changeand Manifestor for short ACM. Itstheoretical framework connects to the so-called Science of the Subjective(R.G. Jahn and B.J. Dunne, 2001). The cognitive models and theory, based onthe learners direct experience, allows him/her to gain a simultaneousawareness of the subjective in connection with the objective realities fromphysical, quantum, emotional, mental and spiritual plains of experience.

We assist learners in practically exploring these models and theory about thesubjective within themselves. This can cultivate a deeper understanding of howlearners can learn more naturally, authentically and sustainably from within.

THE LEARNING PROCESSTheACM Living Awarenessprogramme guides in the learning process in threedynamic and interconnected cycles 1, 2 and 3 that emphasize different aspectsof the integrated development of learners. Although we differentiate thesedifferent cycles they actually cannot be separated and thus take placesimultaneously and dynamically to assist in enhancing above self-organizingand self-learning process in learners. Within an ACM context the term 'cycle' isused to denote the unfolding of an integrative learning process that can beconceptualized, observed, stimulated and reflected upon at and from subjectivelevels. Instead of only focusing our policies on the cognitive development weassist in the integration within learners of the emotional-, cognitive- andphysical domains at subjective and objective levels. Although we don't focuson the results we do connect the learning process to these results for thepurpose of understanding the connection between all aspects of learninginvolved.

Cycle 1The first cycle emphasizes the conceptualization of the learning process from adynamic subjective perspective. The learner will gain in-depth knowledge with

regard to the application of the Learning from the Subjective which is basedon a living systems view (part-to-whole theory). The conceptual view of thesubjective can open up an integrated perspective of how different parts ofsystems interact as a whole. This goes beyond traditional models oforganization and communication that describe these same parts as if they

weren't connected. The subjective view of reality is in essence a holistic orintegrated one. By usingACMsmodels to describe reality the learner is invitedto look at life from a system dynamic and unitary perspective.

This first cycle also emphasizes personally reflecting on how the above modelscan 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 ofthis.


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Cycle 2The second cycle, from the cognitive awareness developed in the first cycle,emphasizes the development of affective awareness from the subjectivethrough the practice and application ofACM Dia-gnostic Observation & Feedback(page 11). This second cycle also emphasizes reflecting on and developing thisaffective awareness with regard to the learning process, social-emotionaldevelopment, personal (habitual) (health) behavior, diet, lifestyle and otherrelated areas. The learner learns to apply different supportive practices tosupport ones continuing process of transformation.

Cycle 3Finally the third cycle emphasizes the integration of the affective, cognitive andreflective awareness as developed in cycle 1 and 2 in order to elicit atransformational process of learning as described on page 9. In this process thelearner may at first feel vulnerable and experience overwhelming or moderate

pain or uneasiness. As the learner progresses however s/he may experience agreater 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 thistransformational process of learning from within. ThroughACM Dia-gnosticObservation & Feedback, this learning process can be observed, evaluated andstimulated. What will make this learning process successful are the openness,intention, commitment, attention and awareness of both the teacher andlearner.

PEDAGOGYThe Learning from the Subjectiveprogramme involves working withMultipleIntelligencesand bases its dynamic organization on the learners involvement incurriculum development. Firstly, learners will be able to sort out their feelings,points of view, opinions and feedback with regard to the policies, subjects andthe use of theory, diagnostic, counseling and therapeutic tools in thecurriculum and give feedback regarding this to the guide/mentor. In theinteraction between the guide and the learner it will thus be possible toorganically develop a learner-centered curriculum. The learner is continuouslystimulated to take initiative in this learning process. Through the practice of

ACM Diagnostic Observation & Feedback and other supportive practiceslearners

can increase their involvement in the programme as learners, developers andeven as assistants.

By involving learner participation from the very beginning, this programmeproposes to reduce the lack of participation in the process of development of alearner-centered didactic methodology. The learners involvement supportsand fosters what educational and training institutions, companies, and policymakers 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.


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MULTIPLE INTELLIGENCESAssessment in the learning process gets a completely different meaning whenwe empower teachers to continuously observe ever unfolding innerdevelopmental processes that embody the linguistic, logical-mathematical,spatial, bodily-kinesthetic, musical, interpersonal, intra-personal and naturalistic(Gardner, 1983). The so-called Multiple Intelligences! Not from a behavioralpoint of view but from the subjective. Through raising the awareness ofteachers 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 theinterconnectedness between the multiple intelligences.

THE CLASSROOM EXPERIENCEIn the classroom learners are guided to gain a deeper understanding of theconceptual basis behind learning from the subjective and learn to look athuman existence, experiencing, living, working, organizing, from within; theyare also guided to present their ideas, ask and give feedback from an evergrowing awareness of what they think and feel; they learn to see andcommunicate from the subjective and recognize how views from differentlearners can add strength to theirs; from inner dialogue to meaningfulconversations. Furthermore learners learn to value and emphasize the qualityof the learning process instead of only focusing on end-results. What learnersfeel can be a much more meaningful basis for what they think.

Learners will really start to grasp how to conceptualize the dynamics of livingsystems by working on projects that concern subjects of personal and groupinterest. The paradigm-shift that learners go through can elicit an ever growingawareness of Self (Jung) in connection with the immediate world. Thisknowledge and experience is further deepened in One-on-One sessions.

This learning experience emphasizes working from the ACM LivingAwareness framework and other system views in order to be able to view howthese systems work in unison. This awareness can be applied in learning,teaching, and dialoging within teams, organizations and communities.

TEAMPLAYWithin the learning environment that learners and teachers create they are

stimulated to work together on projects in small teams. Herein they learn tomake choices as a team and strengthen each other's views in dialogue; thuslearning to continually stimulate the dynamic balance of the processes in whichthey all participate.

Working in teams is of special importance when learners need to apply theirawareness, intuition, feeling, knowledge and skills within an organizationalcontext.


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ONE-ON-ONEApart from the classroom experience and team play the learner is individuallyguided to integrally cultivate:

Affective awareness of the Self and the immediate world from thesubjective,

A 'deep' understanding or cognitive awareness of Self and theimmediate world from the subjective,

Reflective- or meta-cognitive awareness of Self and the immediateworld from the subjective.

Awareness is non-judgmental and in the present-moment which allowslearners to integrally see how and what they feel, think, understand, learn andexperience.

Dia-gnostic Observation & Feedback, an ACM based diagnostic technique thatallows learners to continuously observe from the subjective and receivefeedback regarding the same, gives teachers a valuable tool to effectively assistlearners in integrally cultivating above integrated states of awareness. Throughreflective practices the learner can make the growing of awareness essentiallycontinuous.

This programme assists learners in becoming aware of experience as a whole andhow, through our behavior and interaction, this is connected with the worldaround us. The awareness that this programme cultivates results in an alignment

with ones inner purpose, which reveals a greater sense of (self-) responsibility,(self-)acceptance, respectful communication with others, transparency, respect fornature and its resources and a dynamic inner and external balance that results in anenhanced quality of life experience. Thus the learners Self is synchronized with theimmediate world outside.One-on-One sessions help to integrate the whole of the learning process and aimat personalizing this programme to cater to the needs of the individual learner withregard to his/her feelings, thoughts and personal experiences. During this processof awakening to ones inner purpose and the alignment therewith the learner canregularly meet with a mentor-counselor for personal guidance.


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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 withinindividual learners. Furthermore we aim at preparing our Graduates for thechallenging task at hand, that is, to prepare teachers to effectively and affectivelyassist learners from a place within themselves where they might not feelemotionally safe. In our theory and practice we go beyond present-day WholeChild practices that focus on the domestic, social and environmental factorssurrounding learners to assist them from within. It is from the subjective withinlearners that their reality takes form. This programme prepares our Graduatesto 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 emphasizeassisting our learners in one-on-one sessions to individually tune the curriculumto the learners individual needs for growth. Learners are assisted to look at,recognize, understand, explore and learn from the subjective.

his Masters programme constitutes in the following subjects that areoffered dynamically and in an integrated manner to reinforce thelearning process. Hereby the connection between different subjects iscontinually 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 ourgeneral Learning from the subjective approach. The following subjects willbe 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 philosophydoes not characterize change as illusory or as purely accidental to the substancebut 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 onlylooking at isolated events and their causes (usually assumed to be some otherevents).

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 thesubjective 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 subjectiveessentially 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 physiologyas a whole functioning on different levels.

ACMs 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 (psycho-emotional, bio-energetic, physical, etc)

Copying and anchoring of ancestral (father and mother) patterns ofcoping

How to guide learners in becoming aware of traumas, patterns ofcoping, 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 followingpractices.

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 Subjectiveas 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 intheir development as social beings.

Explore different perspectives in Psychology Jungian Psychology Humanistic Psychology Transpersonal Psychology Counseling, Psychotherapy and the use ofDia-Gnosis Learning from the Subjectiveand mental health.

The Soul Of Teaching (TCH)Objective: Explore how different traditional and non-traditional educationalperspectives can complement learning from the subjective.

Traditional vs Non-traditional perspectives Development Oriented Education (based on Constructivism) Waldorf Montessori Integrate Learning from the Subjectivein Education.

Learning from the Subjective in the classroom (CLS)Objective: Learn to understand how learning from the subjective can offeranother 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 learners self-image through art; to have an innerdialogue with this self-image; interpret and formulate key learning areas;develop sensitivity regarding ones own authentic qualities; develop sensitivity

regarding other peoples 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 theawareness of the subjective can lead to dialoguing, which results in a greatersense of belonging, safety, connectedness, contentment and togetherness; andhow this increases the capacity of dynamic self-organization and organizationallearning.

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 ofclimate 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 fromthe subjective and science of the subjective.

Dialoguing (DIA)Objective: Learn to assist in dialoging.

Different formats of dialogue The World Caf Community Conversationand its practice Integrate Learning from the Subjectivein Dialoging.

Finding Your Own Voice (VOI)Objective: A practical way of discovering the effects of sound on your mind-bodysystem; how what you think affects how and what you speak; how you can speakfrom 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 thesubjective, integration of the psychological, emotional and physical domainsand the raising of the capacity of self-organization, self-healing, and etcetera.

InnerTouch systematic touching of 108 points that restore thebalance 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 forcefields through simple postures and movements;


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Taichi (elective) series of movements to balance and strengthen themuscle-skeletal system, neuro-endocrinal system and the Quantum

force fields. Qigong in motion!

Yoga (elective) series of postures and movements to balance andstrengthen the muscle-skeletal system, neuro-endocrinal system and theQuantum force fields.

INTERNSHIPFrom the start learners are stimulated to create an environment in which theycan objectify what theyve learned in a practical sense. This informs the learnerabout the effects of such practice. Apart from regular practice andinvestigation learners are expected to create an internship opportunity that willenable them to develop their critical thinking and professional skills. Learnerscan 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 theirfinal thesis.

RESEARCHLearners can engage in research activities as individuals or as groups. They canstudy and describe in which ways Learning from the Subjective caneffectively contribute to personal growth, professional development,organizational learning, social and ecological transformation within differentcontexts (education, healthcare, etc.). They can design research environments

and test their hypotheses within live environments. We will hereby refer toresearch done at various (academic) institutes worldwide. Collaborations withother institutes will foster global development.

THESISThisMaster of Learningprogramme is only complete when the learner has defendedhis/her thesis about a topic of practical relevance to the learners professionaldevelopment. A committee will review the evaluations regarding the learnersknowledge and skills, practical work, research activities, internship, final thesis anddefense and most importantly his/her personal growth with regard to learningfrom the subjective. The latter will reflect in the learners awareness and degree of

synchronization between his/her Self (Jung) and his/her immediate world.


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LESSON PLAN

The lesson plan reflects in what order we present and guide in studying differentsubjects.

part from classroom (group) sessions which are reflected by thefollowing lesson plan, learners are individually guided in one-on-onesessions to connect the theory and practice offered with ones ownawareness, understanding and process of learning and inner growth.

Please note that the following lesson plan is developed for a full-timeprogramme and is subject to change according to new insights and input fromguides 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 IExploration From The Subjective (EXP)Creative Self-discovery (CRE)Finding Your Own Voice (VOI)Dialoguing (DIA)Supportive Practices (PRA)

SECOND SEMESTER

Theory IIDia-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)

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Practice IIExploration From The Subjective (EXP)Healing From The Subjective (HLT)Supportive Practices (PRA)

ThesisWrite a thesis according to the institutes guidelines.


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RECOGNITION,

ACCREDITATION &

COLLABORATION

The Caribbean Integral Institute is a private institute that offers pioneeringprogrammes that are not yet offered at traditional academic institutions. Wetake pride in the fact that we can offer these programmes that assist inLearning from the Subjective to individuals and organizations.

he Caribbean Integral Institute is in a process of getting itsMastersand continuing education programmes recognized in the Netherlands

Antilles and works closely with organizations in The Netherlands foraccreditation. Furthermore it welcomes organizations in other

countries that wish to assist in accrediting this programme in their respectivecountries. We wish to raise the public awareness with regard to the sameprogrammes by organizing informative meetings and other such activities.

Even though we dont issue any credits, because our programmes dont followtraditional academic policy, we have and will always be committed tocollaborate with universities, colleges, institutions and other organizations that

wish to collaboratively develop new programmes, curricula and learningenvironments that foster a learning from the subjective.

We believe that in due time our faculty and/or graduates, through theirawareness and expertise, will be able to prove the necessity and value ofLearning from the Subjectivein regard to the development of sustainability withineducational, social, healthcare and other environments. They will themselvesneed to create the opportunities that will elicit positive change and recognition

within their own professional environments. This will have a ripple effect thatwill positively influence our global community.

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ADMISSION,

EVALUATION &

GRADUATION

Participants of this Learning from the Subjective programme will beevaluated from the time they initiate their study until the completion of theircoursework, internship and thesis. The institute focuses on the candidates

personal, social and professional development based on its learning from thesubjective approach and on acquiring the meta-cognitive awareness, deepunderstanding, 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 Masters degree.

ADMISSIONBefore the commencement of the programme we will evaluate whether theregistrants have a professional attitude, academic level of thinking, leadershipqualities and if they are open to grow on a personal level.

TESTINGBecause of the radically different approach followed in this programme we will nottest or examine learners in regard to their cognitive development. Instead ofmaking learners dependant by demanding them to acquire certain knowledge and

skills and get certain grades for exams, we continually observe, evaluate andstimulate their progress on subjective and objective experiential levels throughobservation and feedback.

MENTORThe learner will be assigned a mentor who will guide, evaluate and reportabout the learners progress.

GRADUATIONGraduation will take place at a date; time and place designated by the institutesstaff 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 thisevent at least one week before the day of graduation.

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GENERAL

INFORMATION

REGISTRATIONAt a time designated by the secretary learners can register through the usualregistration forms available at our institute, through e-mail or through webregistration; selecting a programme previously planned with the institutesacademic advisor. Learners may also register during the late registration periodup and until the end of August / December or the first lecture days of theterm. Except those who have a grant, learners are not considered registereduntil final arrangements have been made to pay their term bills and to fulfillany other outstanding financial obligations.

POLICIES AND PROCEDURES

AttendanceLearners are expected to be on time and attend all scheduled course meetings,although no special provisions are made to report occasional absenteeism fromclass. It is the policy of the institute to excuse without penalty learners who areabsent because of illness or other legitimate reason and allow them to make upthe work missed because of such absenteeism. A learner absent from anexamination because of the same reason will be given an opportunity to makeup the examination without penalty. Learners are expected to report theirabsenteeism 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 CounselingCounseling services at the institute are directed towards meeting the learnersneeds for personal, social and spiritual growth. A professional counselor assistslearners 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 PlacementThe mission of Career Services is to help learners discover their vocation. Staffmembers support learners by testing for strengths and interests, providingindividual counseling about academic majors and career options, service andentrepreneurial inquiry programs, creating greater awareness of internships andjob opportunities, and teaching workshops on topics such as resume writing,presenting, dialoguing, networking and interviewing.

Staff members include a director, advisor and administrative assistant. Ingeneral, Career Services collaborates with the teaching faculty to enhance the

work and professional opportunities available to learners, both duringprogrammes and upon graduation.

International LearnersThe institute gives special guidance to international learners who decide to

participate in its programmes. Please call us if you need assistance with yourdecision making, registration, housing, etc.

Code Of Conduct SummaryThe institute in a free society must be devoted to the pursuit of awareness,truth and knowledge through direct experience, reason and opencommunication among its members. Its rules should be conceived for thepurpose of furthering and protecting the rights of all members of the institutescommunity in achieving these ends.

Research Policy

Research at the institute, apart from that conducted by learners in connectionwith their course work, is in general intended to present publications so that itsresults 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 withgovernmental agencies or any other sponsors for research projects of whichthe 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 AddressDidoweg 8, Curacao, Netherlands AntillesTel.: +599 - 9 - 5110041 (Curacao)Tel.: +31- 84 - 8329975 (Netherlands)Tel.: +1- 415 - 8303763 (USA)Fax: +1 - 319 - 856-2779 (USA)E-mail: [email protected]: www.ciiedu.org


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ORGANIZATION,

DURATION, FEES

DURATION

1 3 years depending on the learner's pace (full-time/part-time).

STARTSeptember or January

PLACEBeatrixlaan in building: Laboratorio de Medicos

FEE

Part-time

Locals: ANG 3.000,- / semester or ANG 6.000,- / yearUS 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-timeLocals: ANG 4.500,- / semester or ANG 9.000,- / yearUS Citizens: $ 4.500,- / semester or $ 9.000,- / yearEU Citizens: EUR 4.500,- / semester or EUR 9.000,- / yearOthers: Please call.

The fee is to be paid in advance of each semester or year, according to thepayment plan chosen. The fee includes all material related to the courses and isestablished according to the socio-economical factors in your country oforigin. At this moment a limited amount of financial aid will be available tolearners who have fewer financial means. Please contact us for moreinformation.

CONTACTProgramme director: Carlo Monsanto [email protected]

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LEARNING

ENDOWMENT FUND

The newly created Learning Endowment Fund is a flexible program that willallow the alumni and friends of the Caribbean Integral Institute to contributeto the institutes commitment to invest in developing and delivering quality

programmes at different levels. It offers to support new programs, innovativeideas, and provide scholarship support. Contributions to the fund are investedto ensure the continuity of the endowment while providing the institute withincome each year.

ach year, a percentage of the market value of the contribution is usedto 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 bythe institutes daily board and board of advice. Once an individual's fundexceeds US$ 25,000.- his or her endowment will be separated from the pooledfund and recognized as a single endowment. The institute will communicate tothe contributor as to how his/her contribution will be used.

WAYS TO CONTRIBUTEThe Learning Endowment Fundoffers alumni and friends of the institute severalways to contribute.

Alumni and friends can offer gifts as a pledge to the fund which maybe 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 eachyear to the fund. This gift, compounded with additional gifts andinterest, will grow substantially over many years.

BANK DETAILSMaduro & 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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GLOSSARY

ACM Living Awareness ACM is an acronym of A (Act), C(Change) and M (Manifest). ACMLiving Systems approach aims at

assisting learners in raising theirawareness regarding their own life andliving from the subjective. It is based onits own living systems theory (seeLiving Systems theory).

Autopoiesis Means auto (self)-creation andexpresses a fundamental dialecticbetween structure and function. ThetermAutopoiesis was originallyconceived as an attempt to characterize

the nature of living systems.

Anomalous phenomenon Abnormal occurrence.

Bio-behavioral responses Biologically induced behavioralresponses that result from triggering byexternal stimuli. Example: you walk inthe dark; everythings quite; you arealert; suddenly a cat jumps out in frontof you; in no time your body is activatedand you react startled.

Bio-neurological responses Bio-neurological responses precede bio-behavioral responses. They can be feltin our physical body as tension,pressure, pain, heaviness, etc.

Coping strategies The way we have been conditioned byour environment (parents/ancestors) todeal with pain.

Discontinuous Not a continuous flow of events.

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Inner Response Dialogue The meaningful dialogue that resultsfrom interactions between traumas andcorrelated bio-neurological responses.

Inner eye How you mentally perceive something.

Dia-Gnostic (Gnosis) Observational Diagnosis thatcontinually observes experientialprocesses. Dia (look through) andGnosis (Knowledge). To deriveknowledge by looking throughsomething.

General System theory It is a theoretical framework by which

one can analyze and describe any groupof objects that work in concert toproduce some result. The focus lays onhow these objects together form afunctional whole.

Interconnected(ness) Interconnectedness is part of theterminology of a worldview which seesoneness in all things.

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

Mind-body or bio-psychosocial The bio-psychosocial model is ageneral model or approach that positsthat biological, psychological (whichentails thoughts, emotions, andbehaviors), and social factors(abbreviated "BPS") all play a significantrole in human functioning in thecontext of disease or illness.

Mindful(ness) Mindfulness is the present-momentawareness of one's feelings, emotions,thoughts, actions and motivations.

Multiple Intelligences The theory suggests that, rather thanrelying on a uniform curriculum,schools should offer learner-centerededucation, with curriculum tailored tothe needs of each child. (This includes

working to help students develop the

intelligences in which they are weaker.)


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Non-linear(ities) A nonlinear system is any problemwhere the variable(s) to be solved forcannot be written as a linear sum ofindependent components.

Pain-body The accumulation of traumas andconditioned bio-neurological responses,

which we call coping strategies.

Paradigm shift Paradigm shift, sometimes known asextraordinary scienceor revolutionary science, isthe term first used by Thomas Kuhn inhis influential 1962 bookThe Structure ofScientific Revolutionsto describe a changein basic assumptions within the rulingtheory of science.

Part-to-Whole The semantic relation that holdsbetween a part and the whole orsomething determined in relation tosomething that includes it. Example:he wanted to feel a part of somethingbigger than himself.

Pathogenic / Six stages of pathogenesis The development of disease. Intraditional systems of medicine this isdescribed in six stages: (1) accumulation,

(2) agitation, (3) spreading, (4) fixation,(5) manifestation and (6) consequence.In the first three stages the bio-neurological responses are dynamic, andin the latter three stages the same bio-neurological responses fixate thephysiology of the mind-body system inthe weaker parts.

Quantum (mechanics) Quantum mechanics is the study ofmechanical systems whose dimensions

are close to the atomic scale, such asmolecules, atoms, electrons, protonsand other subatomic particles. Insteadof only looking at these particlesQuantum mechanics looks at how theseparticles function in concert.

Radial Pulse (Arteria Radiale) Reading of the Radial artery. In humananatomy, the radial artery is the mainblood vessel, with oxygenated blood, ofthe lateral aspect of the forearm.

Self Self-consciousness is a personalunderstanding of the very core of one's


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own identity.

Self-consciousness plays a large role inbehavior, as it is common to actdifferently when people "lose one's self

in a crowd". It is the basis for humantraits, such as accountability andconscientiousness. Self-consci

Study Guide - Master of Learning A4 2009-2010

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