Independent Study Curricula Proposal 3.0

Independent Study Curricula Proposal 3.0

The purpose of this document is to outline a proposal for an independent study course.  In honor of the work of Monica Sharma I will present this from a full spectrum lens.


In this context, a full spectrum lens can be defined in the following way:  A lens (or perspective) which illustrates the intended outcome or effect on the levels of the internal personal, (the who), the measurable deliverables (the what), and the systemic change possible (the deep web perspective).

My intent in the creation of this document is that it come from that which is possible, rather then that which I would imagine is realistic based on past data and personal interpretation.  In this way, I hope that it has reach beyond perceived limitations and constructed notions of “the realistic.”  In other words, I hope to source that which you are about to read from the present moment, and through that, from the realm of pure possibility.

Lets call this independent study proposal “Interdisciplinary Inquiry 2.0,” as it is the second version I have created.

The purpose of this work is to significantly increase the level of participation of individuals in the process of moving from a self consumptive civilization to a life sustaining civilization by delivering breakthrough projects in education.

The measurable results possible on this level include the following:

The creation and approval of a functional curricula on Deep Ecology and the Great Turning that is informed by systems thinking, ritual as embodied myth, Buddhist perspectives on “experiencing the suffering of the world”

The creation and approval of a functional curriculum on Interdisciplinary Coaching that is informed by an intense internal exploration.  The internal exploration would draw from these  domains:

  • 8+ widely accepted and respected methodologies for personal inquiry
  • research into the inter-relationship of these modalities

Both curriculums would draw from the following ways of teaching

  • research into the underlying architecture of these modalities
  • reflections on personal experience (how these tools affected me through their use)
  • group and relational intelligences as a foundational source of learning
  • custom built and bridged experiential learning journeys that facilitate an exploration of the foundational principles and assumptions of each theme or topic (With the great turning it’s the assumptions of the Deep Web paradigm, with the Interdisciplinary Coaching is the assumptions of each modality that the practices are built upon.)

A paper or small book illustrating the architecture of the transformative learning environment based on analysis and comparison of the underlying ways of sequencing and bridging experiential practices, bridging disciplines in those sequences, what forms of intelligence are available for learning, and the dynamics discovered in the process of doing this research. (end of quarter goal) This would include key distinctions noticed, which will support other facilitators in enhancing their curricula, it will be most relevant to teachers who rely simply on disseminating content as a learning environment, and it will eventually include entries from at least 12 teachers on the dynamics and architecture that fosters transformative learning (5 year goal)

On the systemic level, being clear on how these tools will forward the objective of fostering a significant increase in participation of individuals in the birth of a sustainable civilization is essential.  This is where I will need to be the most intentional in my work and where I most need feedback.  Here is my intent for these relationships:

Measurable/Deliverable: Interdisciplinary Coaching Curricula

My intent for the Interdisciplinary Coaching is to investigate tools and resources that develop the students’ capacity to  be “unmessable with.”   This is to say, they will cultivate the ability to affect positive change and influence themselves and others to draw from the realm of possibility in the face of nobody agreeing with them, in the face of no support. To this aim, students will explore and apply the inquiry methodologies outlined here:

  • The Big Mind Process (Genpo Roshi; Zen/Gestalt; archetypal embodiment, non dual-awareness)
  • The Sedona Method (Hale Dwoskin; western adaptation of Buddhist principles; awareness and release of attachment)
  • The Work (Byron Katie; Inquiry Methodology, discernment of truth/reality)
  • Feeding your Demons (western adaptation of Tibetan Buddhist practice, archetypal embodiment and role play, personification of inner “demons”)
  • Shadow Work Process (experiential sequence inspired by MKP, )
  • The work that reconnects (Joanna Macy; gratitude, despair, seeing with new eyes, going forth)
  • Clearness Committee (Quaker Tradition, draws from group intelligence)
  • Theta Healing (draws from the idea of witnessing the self undergoing transformation from an expansive state)
  • Expressive Arts Therapy (bridging disciplines to deepen inquiry and draw from multiple intelligences)

Class would be about 80% experiential and 20% group dialogue.

Measurable/Deliverable: Curricula for Deep Ecology and Great Turning Course

My intent for the Deep Ecology and Great Turning Class is that it would foster participation in the Great Turning through these learning objectives:

  • Explore in depth the dynamics of the “Big Machine” paradigm and the shift to the “Deep Web” paradigm through experiential practices, poetry and systems perspectives
  • Understand the sources of psychic numbing and the role that it plays in slowing the collective paradigm shift
  • Understand and illustrate the mutually reinforcing aspects of the Great Turning
  • Explore “The work that reconnects” as a possible doorway to the dissolution of Apatheia, (aka psychic numbing)
  • Explore the basic principles of the Deep Web paradigm through experiential learning and both personal and group reflection

This Curricula would be informed by

  • Reflections on the 2+ years of research and teaching completed on this work
  • The curricula used by Joanna Macy in the presentation of a class with similar intent at Matthew Fox’s college (name missing).
  • Direct Mentorship with Joanna Macy
  • Research into the architecture of the transformative learning environment

Internal Personal Outcomes

The internal personal outcomes would be less measurable, as they relate to who I am, which I see as malleable and adaptable, rather then fixed and measurable. From a full spectrum approach to transformative leadership I am invited to recognize the necessity of alignment between the essential qualities or virtues that I hope to create in the world and the ways of being that I am choosing to embody in the world.  This is exemplified in the Gandhi quote: “You must be the change you wish to see.” To this end I am called to clarify the essential objective of this work.  Therefore I choose that this work be dedicated to the unfoldment of grace.  That is the essential root of my desire through this work.  So, we find through the full spectrum lens that this is a quality that I must embody in order to be successful. Therefore, my “ways of being” guideposts are dedicated to the embodiment of grace.  They include:

  • Seeing generosity as a source of sustainable energy from which the person who is generous is the ultimate benefactor.
  • Utilizing inquiry as a method for cultivating my way of being
  • Applying all of my tools and methods to myself in preparation to teach  and facilitate them
  • Allowing my study, direction, inquiry and way of affecting systemic change to be receptive on all levels; being receptive to synchronicity, being receptive to other perspectives from people and peers, being receptive to emergent and relational intelligences, being receptive to my sense of calling, being receptive to all forms of my individual intelligence (emotional, cognitive, spiritual, archetypal, instinctual, paranormal, etc)
  • Investigating the deepest intent that I hold for projects that I undertake, and seeing the places I put my attention as literal investments of creative energy.
  • Actively working to reinvest my creative energy in ways that generate the maximum possible positive return
  • Maintaining awareness of my purpose and intent in the systemic and global lens so that my desire for the well being of others provides a constant source of energy for consistent and intentional forward movement

Methodologies

Primary methodologies that I intend to use include the following

  • Personal internal process (drawing from select traditions outlined in another document)
  • Research into the architecture of the transformative learning environment on the individual and group levels
  • Application of the full spectrum approach to project development to various projects
  • Reflections on my learning experiences and journeys that emphasize learning born from relational awareness.  (for example, learning from feedback by a collegue before learning from internal interpretation and analysis)

Relational Intelligence:  based on the assumption that the relationships between people generate an intelligence that can be sourced in learning, relational intelligence is that source of learning.  (Similar to the concept of emergence in systems thinking)

  • Gathering feedback on “how to create a successful college curricula,” and on “basic assumptions and realizations” as they emerge
  • Assessment of transformative learning experiences that emerge
  • Utilization of life experiences and emergent life circumstances as learning grounds for inquiry and reflection

To wrap things up, I would like to know what the best use of my resources would be.  JFK based resources I intend to draw from include:

Inviting Mentorship and Guidance:

  • Craig Chalquist (Craig is a mentor because he is at a mastery level with systems thinking and systems perspectives, which is a favorite lens of mine for understanding self, other and the calling of this time on the planet.  I aspire to being at the level of mastery within systems thinking and systems understanding)
  • Vernice Salomar (Vernice is a mentor because in my perspective she is an embodiment of the academic teacher rooted in intentionality and purpose.  To me she seems to be excelling as a college professor while simultaneously drawing from her life experience to affect positive change in the world through the classroom.)
  • Joanna Macy (Joanna Macy is a mentor because she teaches with total humility and holds space for the unfoldment of grace, which is my ultimate and most essential intent at present)
  • The writing lab: This is a resource for editing my papers and reflections
  • Other resources needed:
    • Insight into the easiest way to generate a study group
    • Guidance on creating a successful curricula that would be accepted here
    • Mentorship in moving into a teaching role
    • Potential partnership of another teacher in presenting this work

Conclusion

I hope that this outline adequately meets the objectives it was intended to.  I set out to outline my independent study proposal from a full spectrum lens, to emphasize my intent behind that which was proposed, and to place all of the work in a global context.  To the aim of making this engaging and readable, I worked to illustrate the inter-relationship between these parts.  While this is a first draft, I hope it comes across as legible and understandable.

To the birth of a sustainable human presence on the planet

Jonathan Haber B.A. Cmt

925.784.1862

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