As a developmental consultant, educator, author, and public speaker, Josette specializes in the fields of human development, adult transformational learning, sustainable family relationships, and how adult and child grow together. She enjoys teaching educators at SelfDesign Graduate University.
Over the years, Josette has delighted in sharing her expertise, knowledge, and understanding with adults, family groups, and professionals seeking to deepen self-awareness, enliven optimal well-being, and develop access to innate wisdom. She is principal producer of the popular podcast series, Meetings with Remarkable Educators. Josette has authored five eBooks and six print books, including Grow Together, Parenting as a path to well-being, wisdom, and joy, as well as articles that focus on relationships with children. Grow Together has earned the Mom’s Choice Award.
Together with her husband and collaborator, Ba Luvmour, Josette co-created and developed Natural Learning Relationships, a whole-child understanding of child development that supports optimal well-being in children and families. They have studied and explored consciousness since they met in 1979 and have been using Natural Learning Relationships with children, families, educators; in programs; and with schools since the 1980s. They have been instrumental in reinstituting Rites of Passage in contemporary culture.
Josette and Ba are advisors to public and private schools as well as authors specializing in whole-child development, education, and family dynamics. They live, work, and play together in Portland, Oregon and close to their children and grandchildren.
hm: 4330 SW Pendleton St., Portland, OR 97221
em: [email protected]
cl ph: 503-890-5076
Doctor of Philosophy, Human Development (2008)
Fielding Graduate University, Santa Barbara, CA
School of Human Development and Organizational Systems
Dissertation: Developing Together: A study of the developmental experiences of adults who actively work to meet their child’s developmental imperatives
Master of Arts, Human Development (2006)
Fielding Graduate University, Santa Barbara, CA
Thesis: A study of adult transformational learning
Bachelor of Arts, Psychology (2003)
Thomas Edison State College, Trenton, NJ
Psychology, child development, and educational practices
Arnold Fletcher Award for exceptional achievement in academic learning, and achievement as a self-directed learner.
Undergraduate studies in Comparative Religion and Eastern Philosophies
Main interests/Focus areas
- Natural Learning Relationships whole child development
- Consciousness of the developing child
- Child’s influence on adult development
- Adult transformation
- Emergent wisdom in the family context
- Creating School Culture of meaning and inspiration
child development; adult development; family dynamics; humanistic and transpersonal development; holistic and spiritual education; applications of whole-family experiential learning; dialogue, process, and collaboration in parent-teacher relationships; strategies of parent education; putting theory to practice.
SD540 Adult Development and Accessing Wisdom with Children
Everyone accepts that the adult influences the child but few realize how much the child influences change in the adult. This course is a focus on how nurturing development in the child leads to the emergence of new-meaning and self-knowledge in the adult. This course delves deeply into the difference between change and transformation (epistemological change). Based on the principle that capacities are innate and development occurs in relationship, we will examine the kinds of relationships that bring forth optimal well-being in children and transformation in adults.
SD 524 Positive Development in Children:
Applications for Academic Excellence, Resolving Conflict, and Promoting Social Justice
This course delves 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, this course uses evidence based practices to examine the kinds of relationships that bring forth optimal well-being in children. This allows powerful opportunities to heal dysfunction, to support academic excellence, and to improve social relationships. Specific attention will be given to successful character development and behavior in school.
SD 530 Child and Adolescent Development
Part I: An overview of developmental theories including underlying paradigm assumptions, history, context, comparison of theories, differences between approaches (e.g., pathology vs well-being), and the antecedents to the holistic view of development.
Part II: Natural Learning Relationships—emergent developmental contextual view of whole-child development in optimal well-being.
Part III: theory to practice – applications of developmental knowledge to positive communication, community relationships, education, academic excellence, and family relationships. Contributions of children to school, community and social well-being; how to recognize and support these contributions; the effect of such support on the children.
SD 525 Rites of Passage in Our Times
Rites of Passage (ROP) have historically been very prominent in cultures. In our times, many people feel there are only vestiges left that are more of a celebration rather than a true passage. This loss is a catastrophe for humanity. When carefully and correctly executed, ROP can be a response to the lack of meaning and purpose that pervades the post-modern world.
Learners in this course will discover how the structure of Rites of Passage provides opportunity for a face to face meeting with the unknown. This responds to the question of how we, as individuals, can experientially know ourselves as open-ended and whole. Done well, ROP create opportunity to touch the very depths of human possibility including the emergence of greater self-knowledge.
SD 509 Creating School Culture: Natural Learning Relationships whole-child development, School Culture, and Working with Parents
School Culture is not easy to create. We explore the foundations of creating and maintaining a school culture that is imbued with meaning and inspiration.
The school culture is part of our student’s learning experience. An educational culture of meaning is one that supports sustainable relationships by providing respect, integrity, connection, and authentic relationships. Trust and collaboration are mutually reinforcing. We will explore how to create educational environments that support healthy psychological, emotional, and spiritual growth.
Adult development involves systematic, qualitative changes in consciousness, human abilities, and behaviors as a result of interactions between internal and external environments. This course will look at constancy and change in ways of knowing self and the world (e.g., social, cognition, emotion, and physical development across ages and stages). We will review the literature on developmentally related change in perspective-taking, meaning-making, self-knowledge, action theory, and transformational learning. From reductionist-deterministic, through organismic, contextualist, holistic, on through phenomenological-existential perspectives, to integral:
Working with families: What every educator needs to know
All parents are a part of their child’s education. So, Holistic Educators must know how to engage parents and work with their needs. When there is a synergy among these key relationships children’s educational experiences grow exponentially. We will discuss the importance of collaboration with our students’ families that is mutually respectful with shared power and decision-making.
I am a person who believes that your perspective is uniquely valuable.
The truth is that I love working with people about relationships with children.
Children bring the opportunity to engage life with authenticity and in-the-moment spontaneity that draws us into great opportunities to grow together.
As an educator, writer, developmental consultant, and public speaker, I specialize in the fields of child and adult development, adult transformational learning, sustainable family relationships, and how adult and child grow together. I have worked with children, parents, teachers, and whole families in seminars, family programs, and in schools
In the Media
- Luvmour, B., & Luvmour, J. (Spring, 2019). Everyone wins!: Cooperative games and activities (3rd ed.). Philadelphia, PA: New Society Publishers.
- Natural Learning Relationships Series (2018, Vol. 1-5) by Luvmour J. & Luvmour B.
- Brain Development and The Natural Learning Relationships of children, (2018). (Vol. 5). Portland, OR: Luvmour Consulting, LLC.
- A Compendium of writings: The work and ideas of Luvmour & Luvmour 2010 – 2016, (2018). (Vol. 4). Portland, OR: Luvmour Consulting, LLC.
- Freedom in Education: Talks at the Brockwood Park Krishnamurti School 30th Anniversary (2018). (Vol. 3). Portland, OR: Luvmour Consulting, LLC.
- Effective Boundaries with children: Creating and maintaining healthy boundaries with all age children (2018). (Vol. 2). Portland, OR: Luvmour Consulting, LLC.
- Natural Learning Relationships: An introduction to whole-child development (Vol. 1). Portland, OR: Luvmour Consulting, LLC.
- Luvmour, J. (2017). Grow Together: Parenting as a path to well-being, wisdom, and joy. Portland, OR: Create Space. (Mom’s Choice Award Recipient)
- Luvmour, J. (2010). Adult development: Emergent wisdom in the family context. Saarbrücken, Germany: Lambert Academic. (Monograph)
- Luvmour, J., & Luvmour, B. (2002). Win-Win games for all ages: Cooperative activities for building social skills. Canada: New Society Publishers.
- Luvmour, J., & Luvmour, B. (1998). Tiger by the Tail: Essays on the inherent spirituality of Natural Learning Rhythms. Nevada City, CA: EnCompass Press.
- Luvmour, J., & Luvmour, B. (1993). Natural Learning Rhythms: How and when children learn. Berkeley, CA: Celestial Arts.
- Luvmour, B., & Luvmour, J. (1990). Everyone wins!: Cooperative games and activities. Philadelphia, PA: New Society Publishers.
- Luvmour, B., & J., L. (1989). Towards Peace: Cooperative Games & Activities. Nevada City, CA: Center for Educational Guidance Press.
- Luvmour, J. (2011). Education and the consciousness of the developing child. ENCOUNTER: Education for meaning and social justice, 24(4), 15-23.
- Luvmour, J. (2011). Developing together: Parents meeting children’s developmental imperatives. Journal of Adult Development, 18(4), 164-171.
- Luvmour, J. (2011). Nurturing children’s well-being: A developmental response to trends of over-diagnosis and overmedication. Journal of Humanistic Psychology, 51(3), 350-368.
- Luvmour, J., & Loomis, M. (2009). Nurturing the child’s well-being: Key markers to support well-being in physiological and psycho-emotional development. Naturopathic Doctor News & Review, 5(9), 1-4.
- Luvmour, J. (2001). Families Learning Together. Family Post, 2.
- Luvmour, J. (2001). Rites of Passage in Our Times. Nevada City, CA.
- 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 CD Set
- Luvmour, B., & Luvmour, J. (2005). Optimal Parenting CD Set: The Natural Learning Rhythms approach to family well-being. On Optimal Parenting CDs. Portland, OR.
Most recent book
Grow Together: Parenting as a Path to Well-Being, Wisdom, and Joy
Parenting can be a transformational experience. This book is written for anyone involved with a child of any age. The focus is how adults grow in relationship to nurturing children’s needs. This book will also benefit professionals who work with children and families to help clients to learn how to nurture their families’ development and growth.
Websites of interest
Chapter 11 (excerpt from Grow Together: Parenting as a Path to Wisdom)
Applications for Professionals: beyond the parent and child
Professionals who work with children or families are in a wonderful position to help parents and caregivers increase their awareness of the important benefits of supporting the child’s innate capacities. When we apply Natural Learning Relationships with the children, well-being comes forth in the children, their families, and, perhaps surprisingly, in us as professionals. We know that living in well-being is the ground for wisdom to emerge. Actualizing wisdom as an adult has a profoundly positive influence on life satisfaction that is independent of our objective circumstances. Wise adults tend to be more reflective, caring, empathic, and compassionate toward others and they can access greater satisfaction in actualizing their life’s purpose and meaning.
Teachers, counselors, physicians, and family attorneys are among those professionals who have used NLR to help their clients who are parenting. Over my years speaking with many such professionals, they have described the changes in their personal development as rewarding and enriching experiences when caring for children’s developmental imperatives is at the center of practice. Thus, the relationship with the child is a system of multi-directional development—practical applications of whole-child development during the care of the child benefit everyone involved. We, as professionals, gain as much as the children we serve.
Because we professionals alter the world of children by the attitudes we bring, the environments we create, and the social norms we uphold, self-development is essential for anyone working with students, children, or families. Who we are strongly affects our students and is the underpinning of all that we do with them. In essence, it is our first teaching. The best educator/student relationship requires us to have affection and empathy toward our students and enough trust in their innate goodness and capabilities to allow them freedom. The affection I speak of here must not come from our needs or dependency of any kind…but rather a profound wish for the student’s optimal well-being.