The SelfDesign Graduate Institute will?offer these two exciting courses this fall.
We know in our heads, our hearts, our bellies, our dreams; through emotions and ideas and insights and intuitions and premonitions and visions and body sensations. With each of these aspects of our being, we inquire, both consciously and unconsciously.
Epistemology is the investigation of knowing how we know. When we explore how we know, we stand in meta-position to our own knowing, that is, as a witness to our knowing. This witness stance offers a location of consciousness from which we can observe both our selves and the world more accurately and more fully.?Knowing how we know matters because our knowing often guides our behaviour. And our knowing is often informed by our inquiry.
In this course we will explore four modes of inquiry through which we can know:
- the evolution of human consciousness as a species and its relationship to the evolution of the consciousness of each human from birth to adulthood;
- the qualities and dynamics of story as an epistemological vehicle;
- the four quadrant model of knowledge developed by Ken Wilber: including the Individual Interior, the Collective Interior, the Individual Exterior, and the Collective Exterior;
- the heart as a vehicle for knowing.
Contemporary modernist society claims that knowledge derived from empirical science is either the only or the most valid form of knowledge available to humans. From an integral perspective, we know that this knowledge claim is false and that it is an artifact of modernist scientism.
Different realms of human experience offer different kinds of knowledge, each of which can hold validity in its own realm of human experience.?It is essential that people working within the field of SelfDesign and post-modern education understand these distinctions, so they can combat the influence of modernist reductionist knowledge claims, assess a variety of knowledge claims effectively, and inquire and develop knowledge in ways that are appropriate for the realm in which they are inquiring.
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 will 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.