study guide - master of learning ltr 2009-2010

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

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LEARNIN

GFROMT

HESUBJECTIVE

200

9-2010

MAST

EROFLEARNING

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 AntillesPhone +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 13PRACTICE 14

INTEGRATION 14

AWARENESS AND ORGANIZATION 15

THE PROCESS OF LEARNING 17

FRAMEWORK 18

THELEARNINGPROCESS 18

CYCLE 1 18CYCLE 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) 24LEARNING 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 29PRACTICE I 29

SECONDSEMESTER 30

THEORY II 30

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 33STUDENT 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 35START 35

PLACE 35

FEE 35

PART-TIME 35

FULL-TIME 35

CONTACT 35

LEARNING ENDOWMENT FUND 36

WAYSTOCONTRIBUTE 36

BANKDETAILS 37

GLOSSARY 38

REFERENCES 43


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FOREWORD

Throughout the history of humankind a number of philosophical, political and

cultural developments have brought about major conceptual transformations inregard to how people look at psychological and spiritual growth, learning andeducation.

The unique work presented in thisMaster of Learningprogramme was firstintroduced 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 subjectivepoint of view that, by my knowledge, has not yet been described in such a creativeintegrated 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 about hisexperience. He was especially fascinated with the detail of private information thatCarlo 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 Subjectiveprogramme. Not only was I impressed that day when we first met, I was evenmore 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 spacewithin the individual for growth and healing. It goes beyond many externally-imposed 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 deeperunderstanding and practical skills needed to guide themselves and others toactualize their inner potential. The uniqueness of this programme rests in itsapplication of models, methods, and techniques regarding subjective experience.

I would like to invite you to become acquainted with this programmes 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 GraduateCollege and Research Center in San Francisco. He is one of the foremost scholars in the field ofparapsychology and consciousness studies in the USA and author of several books includingHuman 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 important meansto accomplish its mission.

he focus in these programmes is on guiding learners in experientiallyexploring their subjective realities to discover an all new interconnectedand unified perspective. Through its observational approach to diagnosisand feedback, learners are assisted in going beyond the limited range of

sensitivity of their physiological sensors. This makes learners increasingly aware ofthe complete spectrum of stimulation at subjective levels of experience that

include the quantum, biochemical, emotional, psychological and spiritual. Theawareness regarding and from the subjective, when aligned with objectiveknowledge and skills, can enrich our awareness and understanding to the extentthat it can inform and assist in the evolution 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 online resources.The institute offers online resources that learners, faculty and affiliated personsand organizations can have access to.

Learners can either start in January or September of each year with a one (1) yearfull-time or two (2) year part-time Masters programme with one of the followingmajors 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 seems likea combination of objects and events that strive to attain specific endresults. 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 experiencinglife 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 thislearning-from-within not only enables learners to raise their own awareness and

continuously observe and relate to ever continuing human processes within thesemultiple domains in connection with the world, but it also raises the capacity ofdynamic self-management, self-organization and self- or co-creation. By basingtheir objective learning experience on abovementioned learning from thesubjective, learners become co-creators of their own personal learningenvironment and path of personal growth.

At the basis of this Learning from the Subjective programme lays our innovative ACMLiving Awareness approach. The acronym ACM stands for Act, Change andManifest which represent the three dynamic forces (kinetic, electromagnetic andgravitational) that lay beneath existence as we know it.

MISSIONThe development of this programme is based on our practical experience with thepilot programme called Whole Teacher which was conducted from September2007 to May 2008. We intend to create a community of learning and practice thatis built on the value that each person needs to realize his/her true potential fromwithin.

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Learners will develop the following:

Awareness of the subjective that supports one's choices from within frompersonal, social to professional,

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

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 the subject ofstudy 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 aguide/mentor.

We encourage learners to grow beyond the parameters of their skills-basedtraining and recognize from within the powerful connection between the skills andthe 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 witnessing howtraditional teaching-centered approaches provoke resistance in present-day learners. Learners demand meaningfulness, respect, care, room fortheir subjective realities and a safe and challenging environment that

stimulates them to grow beyond their own internal barriers. Worldwide this hasled to great frustration in teachers, management teams, school districts andministries of education.

The present-day reality reveals that teachers and school districts are still stuck infear 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 thatthese challenging times generate in their minds and bodies.

However when this is looked at from a positive angle it creates new opportunitiesfor 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 philosophy andsupported 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 or thesubjective 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 newdimension to learning that helps to transform the perspectives of learners towardsHolism, Multiple Intelligences, Sustainability Development, etc. and caters fromwithin 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 thesesubjective levels and multiple perspectives (holism, etc.). For that purpose hepracticed 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 levels andthrough 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, examining andachieving high scores; development oriented approaches like Waldorf, FoundationBased Education, Montessori and Social Learning focus on providing learner-centered learning and a safe, healthy and engaging environment in which learnerscan feel stimulated.

This Learning from the Subjective programme, as the name already suggests,adds a new dimension to development oriented perspectives (Waldorf, etcetera) tocomplement the same by preparing and assisting educators from where learningreally takes place; from the subjective reality within themselves!

This practice can aid educators in seeing, observing and giving feedback to theirlearners about what they cannot interpret themselves, namely about their ownsubjective reality. The physic-psycho-emotional experiences that were heredescribing mostly disrupt a persons behavior, perception, feeling, and everythingconnected to the process of life, including learning. Hence theyre called abnormalor consciousness related anomalous physical phenomenon.

As a Master of Learning graduate you will have an opportunity to assist learners, inthe broadest sense, through diagnostic observation and feedback. This can raise theirawareness about their subjective reality and motivate them to become a co-creator

within their own learning process. This consequently ignites the genius within learnersand helps them realize their potential simultaneously as individuals and connected withthe society in which they live.


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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 aLearning from the Subjective that focuses on raising individual awareness aboutthe subjective that underlies our experience with regard to the immediate worldoutside. It assists in creating transparency amongst subjective and objectiverealities, and so supports the synchronization between the Self and the world. Thisresults in self-organization and the expansion of our awareness.

ur senses (sight, hearing, etcetera) have a range of sensitivity that limitsus in perceiving only a limited spectrum of stimulation from ourenvironment. 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 wesee and hear is then interpreted from a known frame of reference which we thenrespond to physically, energetically, rationally and emotionally.

When we close our eyes and close off the pathway to our senses by disregardingwhat we see and hear from the environment we can still see and hear thingscoming from inside our mind-body system and we can feel psychophysicalresponses that we may not be able to interpret or have control over. Systematicconsciousness research calls these responses consciousness-related anomalousphysical phenomena; while in Psychology the same are called bio-neurologicalresponses 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. Hecloses off as a result.Coping strategies are ways in which individuals have learned to deal with their own pain. Thetriggers (stimuli) from the world outside activate bio-neurological responses that set in motion achain 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 disconnected fromthe immediate world outside due to the very coping strategies that try to protect usfrom experiencing pain. The so-called pain-body is a filter that divides the realityof the Self and the objective reality of the World. It contains both the traumaticpain 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 theinteraction with the world outside. Hence we think that our pain is caused by theperson or situation that triggers the subconscious traumatic pain when in realityour 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 becomesobjectively visible as emotions of sadness, anger, aversion, fear and dissociation. Itcreates a veil, division or blind spot that we cannot go beyond without anawareness of the subjective reality within. Thus we feel lost and experiencediscomfort, agitation and dynamically changing symptoms created throughdifferent bio-neurological responses (tension, burning, pain, pressure, heaviness). The

creation of imbalance through abovementioned bio-neurological responseshappens in six stages. These develop when time advances. From dis-ease todisease!

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 latter twostages of development.]

This is how we describe the pain-body to be responsible for disturbances in mindand body as a whole and how it initiates and feeds the development of emotionaland physical discomfort, learning disabilities and even disease. As we interact withthe immediate world outside, the pain-body is triggered through differentsituations, which then acts from subjective levels (subjective conscious andsubconscious). These subjective actions or bio-neurological responses are then

externalized as bio-behavioral responses, our behavior, communication, actionsand so on. The following are just a few examples of the possible effects ofabovementioned pain-body.

For instance some educators/learners are diagnosed with different clinical or evenpsychiatric conditions because of the process described above. For the samereason some children are diagnosed with Dyslexia or ADHD. They cannotnaturally 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 learningdisabilities due to the same reason.On the other hand some learners experience peace and are balanced from withinthe 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 ofindividuals about what goes on at subjective levels of experience atransformational process is elicited that creates new states of awareness which inturn 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-raising approachwithin 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 subjectiveare:

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

(consciousness related anomalous physical phenomena) on subjectivelevels 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 and patternsof 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 painand bio-neurological responses that keep on manifesting erratically fromthe same internal processes,

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

Modification the course of action induced by the pain-body is changed bythe raising of awareness which directly increases the capacity of dynamicself-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 coping and

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 traumas andcoping strategies,


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

Growth ones awareness is consequently expanded.The abovementioned transformational process leads to self-organization, catharsisand 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 instancemeta-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. Guidancefrom a mentor/guide is necessary in the assurance, dia-gnosis, feedback, persuasion andguidancestages of the transformational process until the awareness of the learner israised to the point that the division between the subjective subconscious andconscious is completely dissolved. At that time all of the twelve stages relate tohow 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 individuallearner to internally breach through and resolve patterns of coping and connectedpathogenic bio-neurological responses.

[Example: Henrico generally feels angry when John talks loudly. He then has the inclination tosnap 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 triggeredby John. He has started to register and recognize from within how an old painful emotion istriggered by Johns loud talking; how this in turn produces a burning painful sensation in hisheart region, painful sensations in the forehead and lower abdomen; and how this in turnproduces a feeling of sadness and anger at the same time. Henrico starts to silently recognize andacknowledge the feelings that he has; he allows himself to feel these physically manifested emotionswithout judgment or resistance. The pain becomes less prominent each subsequent moment anddissolves after some time. While following through this emotional experience he politely says toJohn that he doesnt feel comfortable when he talks so loud. Sorry! John says, now aware of theimpact of his voice through verbal feedback and visual feedback (Henricos expression).]

Through its Learning from the Subjectiveapproach the Caribbean Integral Institutestimulates learners in the creation of new states of awareness regarding theintegration of the subjective and objective to (re)synchronize the Self (Jung) withthe immediate world. This reactivates a person's inborn capacity to continuously

seek a dynamic balance, connectedness, unity, clarity, transparency and innerpurpose; spontaneously, effortlessly and exactly. It assists in changing ourperception of ourselves, the world, problems, experience, life, behavior, health,communication, organizing, being and spirituality. It offers us a new way ofcognizing reality, which leads to the expansion of our awareness.


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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. This information isused to fine-tune the interventions applied to reach a predictable goal state. Withintraditional educational environments diagnosis is therefore mostly related tocontrolling the outcome of the educational process and is evaluated through

testing of the cognitive development of children. In such environments the learneris only valued in accordance with his/her testing scores.

Educational innovations try to shift away from abovementioned limited linearperspective in Education by introducing a learner-centered paradigm in which thelearner becomes the center of the educational universe. Educational systems thathave a learner-centered approach mostly base their perspective on Constructivism,Multiple Intelligences (Gardner, 1983), etcetera.

TheACM Living Awarenessapproach presents an approach to diagnosis termed"Process Dia-Gnosis" that continuously observes subjective processes in

connection with objectively visible processes (behaving, living, working, etc.). InLatin the word Dia means seeing through and Gnosis means knowledge;so, Process Dia-Gnosis means to derive knowledge about internal and externalprocesses 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 the so-

called consciousness correlated anomalous physical phenomena ortraumas and correlated emotionalbio-neurological responses which revealthe 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;

o The present subjective reality which the learner can become awareof by seeing and feeling ones natural and abnormal inclinationsincluding abovementioned layers of traumas and correlatedemotional bio-neurological responses (strategies of coping). Thesestrategies and responses have been induced through ancestralpatterning. The latter can be made visible to the minds eye. Thispatterning constitutes in anchoring within a childs mind-bodysystem of strategies of coping through conditioning by (mostly)parents. This takes place through verbal and non-verbalcommunication, including the expression and body-language;

o The locations within the learners body of particular patterns ofconditioned bio-neurological responses and their transference toother locations;


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o The change of amplitude and quality of correlated bio-neurologicalresponses.

External physic-psycho-emotional characteristics through observation ofthese external characteristics the learner can gain a deeper understandingof:

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 throughthe observation of these characteristics the learner can learn to understandhow s/he has adjusted away from his/her own nature (Self). A learner canlearn to find his/her own authentic voice and correlated breathing, pitch,amplitude, and rhythm through feedback.

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

Behavior and communication - this helps the learner in becoming aware ofhow the subjective bio-neurological responses cause one to behave andcommunicate in a like manner.

Through the awareness gained through dia-gnosis the learner acquires the capacityto make active use of the feedback coming from ones own subjective reality. Thisfeedback 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 adjusts awayfrom his/her true Self (Jung), the subjective reality or true nature, to comply withthe expectations imposed by the outside world (parents, educators, etc.).

AWARENESS AND KNOWLEDGE

The Graduate should have the knowledge and awareness to observe anddistinguish between his/her own developmental processes and that of the learner.Thus the Graduate will be able to observe what the learner is experiencing withoutany 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 informationto the learner. The purpose of feeding back information from and about thesubjective is always to help raise the awareness of the learner about his/her ownsubjective experiences and thus create transparency between the (a) subjectiveconscious 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 learnersinner eye. As mentioned earlier this awareness can awaken the learner to his/herown inborn capacity of dynamic self-organization and co-creation. This is thebasis for resolving the traumas and the patterns of responses (pain-body) thatgenerally act as filters between the Self and the world. Most individuals reactivelycommunicate 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 about thesubjective 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 professionalgrowth, and a healthy lifestyle.

This programme supports learners in adopting a healthy lifestyle, wholesome diet,and health promoting practices to support ones transformational process oflearning.

In this learning process interviews, behavioral observation and physiologicalmeasures in addition to the dia-gnosis and feedback are used for the purpose ofmonitoring the progress of learners. The Graduates awareness, knowledge andhis/her skills assist in aligning his/her Self, thinking, feeling, expression, habitually(healthy) behavior and other important parameters that determine the quality ofliving, 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 subjectiveessentially continuous.

Through its holistic perspective from the subjective theACM Living Awarenessapproach offers to integrate traditional and objectively holistic perspectives tofacilitate 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 stimulation atsubjective levels that include the quantum, biochemical, emotional, psychologicaland spiritual levels. Abovementioned feedback offers a continuous stream ofinsights about the very nature of subjective experience including the pain-bodyand 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 many

different levels: individual, socio-cultural, economic, ecological and other areas oflife. We can witness how the Earth is shifting internally to find a new dynamicstate of balance. Hereby climates change, natural disasters happen, people move

from one continent to the other. Everything we have known in a certain way takeson new forms. Naturally these transformations elicit fear for the unknown. Ourview 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 andunhappiness and create new opportunities for the transformation of living,learning and working. We can at that time find new ways of creating safe andstimulating environments for our families and the organizations that we work in.

n the past most management approaches have focused on organizationalstructure and process-design in terms of the technical knowhow and skillsneeded to reach a certain management objective. But what about the capacityof 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 ofthe awareness of individuals working in organizations, with regard to theirindividual role within organizational processes and the physical-psycho-emotionaldemands that this places on them, can make organizational processes transparent,

sustainable, interconnected and coherent. This increases the dynamic capacity ofself-organization and self-learning of individuals and of the organization as awhole.

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.

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Even though a self-learning organization has general objectives and definesmilestones to achieve this, its primary objective will be to increase theorganizations capacity of dynamic self-organization within the processes involved.Within an educational context this means that together teachers and learners canbe in a constant dialogue to reinforce one another in an effort to keep on evolvingon personal and organizational levels. Within this programme we will focus on the

co-creational role of teachers and learners within the organization in connectionwith the learning process. This enables policy makers to continually adjust thecourse 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 each momentduring the learning process.


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THE PROCESS OF

LEARNING

The Learning from the Subjective programme offers a way of raising individual

and organizational awareness about the subjective within educationalorganizations. The subjective underlies our experience with regard to the immediateworld outside, including inter- and intrapersonal communication, teaching andlearning and represents one of the greatest challenges within organizational design.This programme offers to create transparency amongst subjective and objectiverealities within schools and other organizations and so supports thesynchronization between the individual and the organization, learner and teacher.

raditional forms of education are mostly disconnected from the subjectiveas the behavioral models that theyre based upon deal with and try to

change the learners objectively visible behavior, which is the outcome ofinternal developmental processes. Changing behavior however in fact

means disregarding the internal processes within learners. Alternative forms ofeducation like Waldorf and Montessori complement the learning from thesubjective because the Humanistic models that serve as their basis focus on theindividuals inner development and how this can be stimulated from an engaginglearner-centered environment. Learning from the Subjectivegoes a step beyond todirectly assist learners at and from the subjective conscious and subconsciouslevels of experience where the external context (education, health, and etcetera)are only relevant as triggers of the subjectively visible pain-body and connectedobjectively visible bio-behavioral responses 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 conditioned responsesthat keep the learner from feeling whole. The starting point is that learning fromthe subjective takes place from where people can experience everything as beingunited or whole. This consciousness related approach is based on the principle ofAutopoiesis (Maturana & Varela, 1973) or self- or co-creation and self-organization that describes how learners only need to become aware of what

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disturbs their sense of wholeness in order for their own capacity of dynamic self-organization and self-creation to elicit a rearrangement, de-patterning and therelease of deranging strategies of coping (fear, aversion, dissociation, etc.).

FRAMEWORKThis Learning from the Subjective programme is based onACM Dynamic Theory,

which is a living systems view that describes reality starting from three dynamicprinciples: Act, Changeand Manifestor for short ACM. Its theoreticalframework 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 learners directexperience, allows him/her to gain a simultaneous awareness of the subjective inconnection with the objective realities from physical, quantum, emotional, mentaland 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 aspects ofthe integrated development of learners. Although we differentiate these differentcycles they actually cannot be separated and thus take place simultaneously anddynamically to assist in enhancing above self-organizing and self-learning processin learners. Within an ACM context the term 'cycle' is used to denote theunfolding of an integrative learning process that can be conceptualized, observed,stimulated and reflected upon at and from subjective levels. Instead of onlyfocusing our policies on the cognitive development we assist in the integrationwithin learners of the emotional-, cognitive- and physical domains at subjectiveand objective levels. Although we don't focus on the results we do connect thelearning process to these results for the purpose of understanding the connectionbetween all aspects of learning involved.

Cycle 1The first cycle emphasizes the conceptualization of the learning process from adynamic subjective perspective. The learner will gain in-depth knowledge withregard to the application of the Learning from the Subjective which is based on aliving systems view (part-to-whole theory). The conceptual view of the subjectivecan open up an integrated perspective of how different parts of systems interact asa whole. This goes beyond traditional models of organization and communicationthat describe these same parts as if they weren't connected. The subjective view ofreality is in essence a holistic or integrated one. By usingACMsmodels todescribe reality the learner is invited to look at life from a system dynamic andunitary perspective.

This first cycle also emphasizes personally reflecting on how the above modelscanbe used to observe the dynamics of one's own inner experiences. In one-on-onesessions learners are practically assisted in raising their awareness of this.


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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 subjective throughthe practice and application ofACM 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. Thelearner learns to apply different supportive practices to support ones continuingprocess 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 painor uneasiness. As the learner progresses however s/he may experience a greater

sense of freedom from within, stability, ease, authentic feelings, self-love, and thelike.

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 and learner.

PEDAGOGYThe Learning from the Subjectiveprogramme involves working withMultiple

Intelligencesand 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 and theuse of theory, diagnostic, counseling and therapeutic tools in the curriculum andgive feedback regarding this to the guide/mentor. In the interaction between theguide and the learner it will thus be possible to organically develop a learner-centered curriculum. The learner is continuously stimulated to take initiative in thislearning process. Through the practice ofACM Diagnostic Observation & Feedbackand other supportive practiceslearners can increase their involvement in theprogramme as learners, developers and even 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.


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The learners involvement supports and fosters what educational and traininginstitutions, companies, and policy makers have been highlighting, in terms of:

Development of autonomous learning processes in individuals, based on their self-activityand 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 INTELLIGENCESAssessment in the learning process gets a completely different meaning when weempower teachers to continuously observe ever unfolding inner developmentalprocesses 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 behavioral point of view but fromthe subjective. Through raising the awareness of teachers and learners they arestimulated to align from within the emotional, intellectual and physical domains,

which in turn enable them to observe, describe, evaluate and stimulate throughfeedback the dynamics of and the interconnectedness between the multipleintelligences.

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 at humanexistence, experiencing, living, working, organizing, from within; they are alsoguided to present their ideas, ask and give feedback from an ever growingawareness of what they think and feel; they learn to see and communicate fromthe subjective and recognize how views from different learners can add strength totheirs; from inner dialogue to meaningful conversations. Furthermore learnerslearn to value and emphasize the quality of the learning process instead of onlyfocusing on end-results. What learners feel can be a much more meaningful basisfor 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. This knowledgeand 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 systemswork in unison. This awareness can be applied in learning, teaching, and dialogingwithin teams, organizations and communities.

TEAMPLAYWithin the learning environment that learners and teachers create they arestimulated to work together on projects in small teams. Herein they learn to makechoices as a team and strengthen each other's views in dialogue; thus learning tocontinually stimulate the dynamic balance of the processes in which they all


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

ONE-ON-ONEApart 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 immediateworld from the subjective,

Reflective- or meta-cognitive awareness of Self and the immediate worldfrom the subjective.

Awareness is non-judgmental and in the present-moment which allows learners tointegrally see how and what they feel, think, understand, learn and experience.

Dia-gnostic Observation & Feedback, an ACM based diagnostic technique thatallows learners to continuously observe from the subjective and receive feedbackregarding the same, gives teachers a valuable tool to effectively assist learners inintegrally cultivating above integrated states of awareness. Through reflectivepractices 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. Theawareness that this programme cultivates results in an alignment with ones innerpurpose, which reveals a greater sense of (self-) responsibility, (self-)acceptance,respectful communication with others, transparency, respect for nature and itsresources and a dynamic inner and external balance that results in an enhanced qualityof life experience. Thus the learners Self is synchronized with the immediate worldoutside.One-on-One sessions help to integrate the whole of the learning process and aim atpersonalizing this programme to cater to the needs of the individual learner with regardto his/her feelings, thoughts and personal experiences. During this process ofawakening to ones inner purpose and the alignment therewith the learner can regularlymeet 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 theawareness 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 affectively

assist learners from a place within themselves where they might not feel emotionallysafe. In our theory and practice we go beyond present-day Whole Child practicesthat focus on the domestic, social and environmental factors surrounding learners toassist them from within. It is from the subjective within learners that their realitytakes form. This programme prepares our Graduates to assist teachers and learnersin (re)synchronizing their subjective Self (Jung) with the learning environment thatthey 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 curriculum tothe 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 the learningprocess. Hereby the connection between different subjects is continuallydescribed. Furthermore instead of following a particular structure we

stimulate learners in jointly designing or co-creating, through dialogue, the processof learning as it naturally unfolds from their inner needs. The so-called nonlinearor discontinuous approach to learning strengthens our general Learning from thesubjective 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 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. Understandcoherence, dynamic self-organization, co-creation, instead of only looking atisolated 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 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 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 awhole 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 inlearning 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 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 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; developsensitivity regarding ones own authentic qualities; develop sensitivity regardingother 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 howthey 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 greater senseof belonging, safety, connectedness, contentment and togetherness; and how thisincreases 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 climatechange, gain a macro-perspective on our climate crisis, assess the root causes of climatechange and frame inclusive solutions.

Study perspectives of Friends of the Earth and Earth CharterInternational

How to develop global sustainable solutions based on a learning from thesubjective 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 speak fromthe 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 domains andthe raising of the capacity of self-organization, self-healing, and etcetera.

InnerTouch systematic touching of 108 points that restore the balanceof 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 fieldsthrough 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 the

Quantum force fields.

INTERNSHIPFrom the start learners are stimulated to create an environment in which they canobjectify what theyve learned in a practical sense. This informs the learner aboutthe effects of such practice. Apart from regular practice and investigation learnersare expected to create an internship opportunity that will enable them to developtheir critical thinking and professional skills. Learners can make contact withorganizations to negotiate about the viability and meaningfulness of their ideasabout an internship within these organizations. The Institute will offer its supportin realizing such a dialogue.

This internship experience can stimulate learners to choose a subject for their finalthesis.

RESEARCHLearners can engage in research activities as individuals or as groups. They canstudy and describe in which ways Learning from the Subjective can effectivelycontribute 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 hypotheseswithin 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 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 learning fromthe subjective. The latter will reflect in the learners awareness and degree ofsynchronization 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 the

following 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-time programmeand is subject to change according to new insights and input from guides andlearners.

FIRST SEMESTER

Theory IScience 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)

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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)

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

Thesis

Write 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. We takepride in the fact that we can offer these programmes that assist in Learning fromthe Subjective to individuals and organizations.

he Caribbean Integral Institute is in a process of getting itsMastersandcontinuing education programmes recognized in the Netherlands Antillesand 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 respective countries. Wewish to raise the public awareness with regard to the same programmes byorganizing 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 to collaboratewith universities, colleges, institutions and other organizations that wish tocollaboratively develop new programmes, curricula and learning environments thatfoster a learning from the subjective.

We believe that in due time our faculty and/or graduates, through their awarenessand expertise, will be able to prove the necessity and value ofLearning from the

Subjectivein regard to the development of sustainability within educational, social,healthcare and other environments. They will themselves need to create theopportunities that will elicit positive change and recognition within their ownprofessional environments. This will have a ripple effect that will positivelyinfluence our global community.

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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 candidates personal, social and

professional development based on its learning from the subjective approach and onacquiring the meta-cognitive awareness, deep understanding, ability to learnindependently and capacity to assist others. Only if the candidate is found to beready for the task at hand s/he will be granted a Masters degree.

ADMISSIONBefore the commencement of the programme we will evaluate whether the registrantshave a professional attitude, academic level of thinking, leadership qualities and if they

are open to grow on a personal level.

TESTINGBecause of the radically different approach followed in this programme we will not testor examine learners in regard to their cognitive development. Instead of makinglearners dependant by demanding them to acquire certain knowledge and skills and getcertain grades for exams, we continually observe, evaluate and stimulate their progresson subjective and objective experiential levels through observation and feedback.

MENTORThe learner will be assigned a mentor who will guide, evaluate and report about

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 ofgraduation; the media (news papers, and other media) will publish this event atleast 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 web

registration; selecting a programme previously planned with the institutesacademic advisor. Learners may also register during the late registration period upand 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 finalarrangements have been made to pay their term bills and to fulfill any otheroutstanding 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 up thework missed because of such absenteeism. A learner absent from an examinationbecause of the same reason will be given an opportunity to make up theexamination without penalty. Learners are expected to report their absenteeism totheir mentor.

Cancellation of ClassesIt is the general policy of the institute not to cancel classes. However, exceptionswill 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; learningprograms; 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 and jobopportunities, 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 andprofessional opportunities available to learners, both during programmes andupon graduation.

International LearnersThe institute gives special guidance to international learners who decide toparticipate 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, truthand knowledge through direct experience, reason and open communicationamong its members. Its rules should be conceived for the purpose of furtheringand protecting the rights of all members of the institutes community in achievingthese ends.

Research PolicyResearch at the institute, apart from that conducted by learners in connection withtheir 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. Theinstitute does not accept grants from or enter into contracts with governmentalagencies or any other sponsors for research projects of which the results may notbe 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

DURATION1 3 years depending on the learner's pace (full-time/part-time).

STARTSeptember or January

PLACEBeatrixlaan in building: Laboratorio de Medicos

FEE

Part-timeLocals: 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-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 the

payment plan chosen. The fee includes all material related to the courses and isestablished according to the socio-economical factors in your country of origin. Atthis moment a limited amount of financial aid will be available to learners whohave fewer financial means. Please contact us for more information.

CONTACTProgramme director: Carlo Monsanto [email protected]

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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 tothe institutes 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 ensurethe continuity of the endowment while providing the institute with income each

year.

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

The institute will use the fund each year to support programmes selected by theinstitutes 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 andrecognized as a single endowment. The institute will communicate to thecontributor 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 may becontributed 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 yearto the fund. This gift, compounded with additional gifts and interest, willgrow substantially over many years.

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BANK DETAILSMaduro & Curiel's Bank (Curacao, Netherlands Antilles); account: 1975 6205;Beneficiary: Foundation Caribbean Integral Institute Curacao; SURF code: MCBKANCU; 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 atassisting 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 characterizethe 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.

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Discontinuous Not a continuous flow of events.

Inner Response Dialogue The meaningful dialogue that resultsfrom interactions between traumas and

correlated 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 to


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the needs of each child. (This includesworking to help students develop theintelligences in which they are weaker.)

Non-linear(ities) A nonlinear system is any problemwhere the variable(s) to be solved for

cannot 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 change

in 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. In

traditional 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 of

mechanical systems whose dimensionsare 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.


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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 personal

understanding of the very core of one'sown identity.

Self-consciousness plays a large role inbehavior, as it is common to actdifferently when people "lose one's selfin a crowd". It is the basis for humantraits, such as accountability andconscientiousness. Self-consciousnessaffects people in varying degrees, assome people self-monitor (or scrutinize)themselves more than others. Differentcultures vary in the importance theyplace on self-consciousness.

Subjective reality / landscape That all subjective phenomena areassociated with a single point of view iscalled the subjective character ofexperience.

Subjective of the organizational system The subjective realities of individualsworking in organizations have a greatimpact on the processes involved; they

generally arent made visible and theycannot be managed in traditional ways.Our observational dia-gnosis can assistin making visible the subjective inorganizational processes.

System dynamics System dynamics is an approach tounderstanding the behavior of complexsystems over time. It deals with internalfeedback loops and time delays thataffect the behavior of the whole system.

Unison United, Whole

Wholistic A contraction of the words Wholeand Holistic. Holistic is the idea thatall the properties of a given system(biological, chemical, social, economic,mental, linguistic, etc.) cannot bedetermined or explained by itscomponent parts alone. Instead, the


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


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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 Inte

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