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Ba Luvmour

M.A. Psychology, Sonoma State University. 1984

Temple University, B.A., Political Science, 1968.
 
Ba Luvmour, M.A. is an educator, writer, and a developmental consultant specializing in the fields of child and adult development, and sustainable family relationships. He is a speaker on positive relationships with children. He also works in the non-profit sector as Headmaster at Summa Academy (http://summaacademy.org/).

Ba has been educating adults and teaching teachers since 1992 in Portland, Oregon. He teaches graduate courses at the SelfDesign Graduate Institute. In addition to his consulting practice at Luvmour Consulting, LLC, Ba has authored six books and numerous articles that focus on building positive relationships with children.

Ba lives in Portland, Oregon with his wife of over 32 years, Josette, and a dog named Janaka. Together they live close to their children and grandchildren.

Website

www.summainstitute.org

Main Interests/Focus Areas

Consciousness of the developing child; Natural learning relationships whole child development; Children and social justice; Spirituality in the developing child and the inherent wisdom in children; Collaboration in parent-teacher relationships; Holistic and spiritual education; Applications of whole-family experiential learning.

Portland, Oregon

Ba lives in Portland, Oregon

Personal Statement

The aim of education is the dissolution of the illusion of separation. This can only be accomplished by participating in the child’s perspective—in their way of organizing the world. We must see thorough their eyes and feel through their hearts. We must know the unfolding nature of the child’s consciousness in our bones. Without this all other educational attempts, including sophisticated programs to sharpen skills, fail.

My courses reveal a path to this dissolution; to authentic humans who live in the field of self-actualization. Education can and must insist on this aim or we are condemned to a reductionist fear based paradigm that places cultural values above the inherent greatness in all of us, and so evident in children.

SDGI Courses

SD 522 Spirituality and the Developing Child: Recognizing and Nourishing the Spiritual Capacities of Children (3 credits)
Children of all ages have natural spiritual capacities. Critical issues that every adult faces are: 1) how to recognize the spiritual capacities of children as they grow and 2) how to support optimal development of children’s spirituality. When these natural capacities are nourished, children’s spiritual awareness unfolds naturally and in harmony with their social and physical environment. Learners in this course explore these issues, including the spiritual capacities of each stage in children’s development and how these capacities can be nourished by adults, and how children perceive love, truth, and the unknown. This course deepens learners’ appreciation of spirituality and stimulate new ideas for optimal well-being in children and families.

SD 523 Children and Social Justice (3 credits)
Social justice and sustainable relationships provide the cornerstone of respect, integrity, connection, and relationship. Through the whole-child developmental approach of Natural Learning Relationships, we insure the healthy personal and communal development of our children and teens. There is no more important and powerful way to create social justice in our communities than by helping our children and teens to become healthy, engaged, compassionate, and fulfilled adults. Learners in this course explore the following topics as they relate to individual development and social justice: developing rightful place in which everything and everyone belongs; grasping of the connection between boundaries and personal strength; emotional development—trust in self, people, nature, and their mutual, reciprocal relatedness; interpersonal relationships—ecology, justice, and fairness; teen development—self directed choice essential to democracy; ideals and social mores; power, freedom/responsibility, and the right to choose; and the development of reason—meaning and social justice, interconnection and well-being, systems creation, discernment, and intentionality.

SD 524 Positive Development in Children: Applications for Academic Excellence; Resolving Conflict, and Promoting Social Justice (3 credits)
Learners in this course delve deeply into how children organize their world at different ages of their lives. Based on the principle that capacities are innate and development occurs in relationship, learners examine evidence-based practices to understand the kinds of relationships that bring forth optimal well-being in children. These relationships create powerful opportunities to heal dysfunction, support academic excellence, and improve social relationships. Learners will give specific attention to the following topics: successful character development; supporting well-being in the child, especially within the school setting; optimal communication with children in each stage of development; descriptions of the special qualities, nature, and characteristics of each stage of development; identification of developmental malnourishments; identification of difficult times for the child and how to remedy these in various social settings; and the development of meaning within each stage of development.
SD 525 Rites of Passage in Our Times: Understanding and Applying Rites of Passage in Education (3 credits) Rites of passage have historically been very prominent in cultures. In our times, many people feel there are only vestiges left that are more a celebration than a true passage (i.e., confirmations, Bar Mitzvahs, graduations). This loss is a catastrophe for humanity. When carefully and correctly executed, rites of passage can be a response to the lack of meaning and purpose that pervades the post-modern world. Done well, rites of passage create opportunity to touch the very depths of human possibility, including the emergence of greater self-knowledge. To reintroduce rites of passage into contemporary life, practitioners and researchers have turned to anthropological studies, direct contact with traditional cultures, distillations of transpersonal psychology, and their own common sense and intuition.

Learners in this course explore the purpose and meaning of rites of passage; the relevance of rites of passage for children, education, families, social justice, and community and social well-being ; the nature of luminal experience, why it is important, and how to create it; the relationship between rites of passage and child and adolescent development; the reciprocal growth and development of each person involved in rites of passage, including teachers, family members, and elders; and how to structure and lead rites of passage.

In the Media

 

Publications

Books

  • Luvmour, B. (2012). Beyond Metaphor: Dialogue from the realm of self-knowledge. Portland, OR: CreateSpace Independent Publishing Platform.
  • Optimal Parenting—Using Natural Learning Relationships to Nurture the Whole Child, Sentient Publications, March, 2006.
  • Win, Win Games for All Ages: Cooperative Activities for Building Social Skills, (2002). New Society Publishers.
  • Natural Learning Relationships, How Children Grow and Learn, (1993). Published Celestial Arts.
  • Tiger by the Tail, Essays on the Inherent Spirituality of Natural Learning Relationships, (1998). Summa Press.
  • Everybody Wins, (1988). New Society Publishers. A collection of cooperative activities designed to build self-esteem, resolve conflict and enhance communication.

Articles (Sample selection):

  • Luvmour, J., & Luvmour, B. (1999). Confluence: Synthesizing the insights of Joseph Chilton Pearce and Natural Learning Rhythms, Paths of Learning (pp. 15).
  • Luvmour, J., & Luvmour, B. (1999). Freedom in Education (Vol. October 10th, 1998). Bramdean, Hampshire, UK: 30th Anniversary Educational Conference of the Brockwood Park Krishnamurti Educational Center.
  • Luvmour, J., & Luvmour, B. (1999c). Spirituality and Human Rights (Vol. 1995, pp. 9). San Francisco, CA: Convention on Spirit and Human Rights by the Fetzer Foundation.
  • Luvmour, B. a. J. (1995, March, 1995). Teenagers and the Shadow. Holistic Education Review, Volume 8, 13.

Audio

  • Luvmour, B., & Luvmour, J. (2005). Optimal Parenting CD Set: The Natural Learning Rhythms approach to family well-being. On Optimal Parenting CDs. Portland, OR.

 

Websites of interest


The Answer: An Appreciation of the Consciousness of Children and Its Implications for Social Justice and Spiritual Awakening

By: Ba Luvmour, M.A.

Hurt and wounded people make hurtful and wounding decisions. This is the inevitable conclusion of a century of incisive psychological inquiry and several millennium of enlightened spiritual philosophy. So, instead of looking at the consequences of bad decisions such as stupid wars, environmental degradation, or a seducible citizenry which can only induce palliative responses, it is imperative that we examine human consciousness itself. Therein lays the possibility of fundamental change. Appreciation of consciousness is the Rosetta stone by which we can understand our actions and take the deliberate, responsible steps to direct them towards optimal well-being.

Unsurprisingly, very few of us take the time to investigate consciousness. Nowhere are we encouraged to do so. Schooling centers of fact retention and regurgitation. Religion depends upon a set of beliefs, not insight. Both rely on fear, the enemy of consciousness investigation. Religions see life as redemption for sin, or bad karma, or some other sort of fall. Schooling threatens students with failure.

Both are remarkable failures. James Gilligan, renowned expert on the nature, causes and consequences of violence, bitingly makes the case in his book, Violence. Alice Miller, eminent psychiatrist and author of the groundbreaking For Your Own Good, insists our schools are infected with a “poisonous pedagogy.” Both make the same point over and over. If you have been oppressed you will oppress, unless you consciously transform the wound. Oppression is shaming. Shame is the root of violence. Violence comes in obvious and subtle packages, but always has the intention, not matter how poorly conceived, of redeeming the shame.

Our ignorance leaves us bereft. The most precious human gift, consciousness, the ability to self observe and self reflect, is left under the tree like an unwanted pair of socks while the glitterati of data and power call like the ring called to Gollum. Love is trivialized into sex and romance, spirituality becomes the province of the few and is confused with mysticism, and social justice looks like policy adjustments rather than the celebration of our common humanity.

It is time for a change.

Read the full article