Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
2009 - 2010
LEARNING FROM THE SUBJECTIVE
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Table of Contents
FOREWORD 1
ACADEMICS 2
THIS PROGRAMME 3
MISSION 3
FRAMEWORK 18
THE LEARNING PROCESS 18
CYCLE 1 18
CYCLE 2 19
CYCLE 3 19
PEDAGOGY 19
MULTIPLE INTELLIGENCES 20
THE CLASSROOM EXPERIENCE 20
TEAMPLAY 20
ONE-ON-ONE 21
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THEMATIC CURRICULUM 22
LESSON PLAN 29
FIRST SEMESTER 29
THEORY I 29
PRACTICE I 29
SECOND SEMESTER 30
THEORY II 30
PRACTICE II 30
THESIS 30
ADMISSION 32
TESTING 32
MENTOR 32
GRADUATION 32
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GENERAL INFORMATION 33
REGISTRATION 33
POLICIES AND PROCEDURES 33
ATTENDANCE 33
CANCELLATION OF CLASSES 33
STUDENT COUNSELING 33
CAREER GUIDANCE AND PLACEMENT 34
INTERNATIONAL LEARNERS 34
CODE OF CONDUCT SUMMARY 34
RESEARCH POLICY 34
CONTACT US 34
VIA OUR POSTAL ADDRESS 34
DURATION 35
START 35
PLACE 35
FEE 35
PART-TIME 35
FULL-TIME 35
CONTACT 35
WAYS TO CONTRIBUTE 36
BANK DETAILS 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 in
regard to how people look at psychological and spiritual growth, learning and
education.
The unique work presented in this Master of Learning programme was first
introduced 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 subjective
point of view that, by my knowledge, has not yet been described in such a creative
integrated and systematic way.
Since the day we met, Carlo and I have had regular e-mail contact. He regularly
updates me about the development of this present “Learning from the Subjective”
programme. Not only was I impressed that day when we first met, I was even
more 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 space
within 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 deeper
understanding and practical skills needed to guide themselves and others to
actualize their inner potential. The uniqueness of this programme rests in its
application of models, methods, and techniques regarding subjective experience.
I would like to invite you to become acquainted with this programme’s objectives,
general approach, and outlook by reading this comprehensive study guide.
[Dr. Krippner is director of the Chair for the Study of Consciousness at the Saybrook Graduate
College and Research Center in San Francisco. He is one of the foremost scholars in the field of
parapsychology and consciousness studies in the USA and author of several books including
Human Possibilities, Personal Mythology, and The Realms of Healing.]
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Chapter
1
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 in
shifting their perspectives towards learning and healing from the subjective. Since its initial
stage the institute has emphasized mainly those learning activities that are an important means
to accomplish its mission.
T
he focus in these programmes is on guiding learners in experientially
exploring their subjective realities to discover an all new interconnected
and unified perspective. Through its observational approach to diagnosis
and feedback, learners are assisted in going beyond the limited range of
sensitivity of their physiological sensors. This makes learners increasingly aware of
the complete spectrum of stimulation at subjective levels of experience that
include the quantum, biochemical, emotional, psychological and spiritual. The
awareness regarding and from the subjective, when aligned with objective
knowledge and skills, can enrich our awareness and understanding to the extent
that it can inform and assist in the evolution of different fields like healthcare,
education and others.
ACADEMICS
The Caribbean Integral Institute works with a combination of classroom and
individualized learning programmes that are supported through online resources.
The institute offers online resources that learners, faculty and affiliated persons
and organizations can have access to.
Learners can either start in January or September of each year with a one (1) year
full-time or two (2) year part-time Master’s programme with one of the following
majors 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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Chapter
2
THIS PROGRAMME
The institute’s “Learning from the Subjective” programme assists learners in
shifting their perspectives from a purely objective and behavioral point of view
towards a perspective from the subjective.
F
rom an objective and behavioral point of view the world merely seems like
a combination of objects and events that strive to attain specific end
results. 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 experiencing
life from mentioned subjective point of view.
At the basis of this Learning from the Subjective programme lays our innovative ACM
Living Awareness approach. The acronym “ACM” stands for “Act”, “Change” and
“Manifest” which represent the three dynamic forces (kinetic, electromagnetic and
gravitational) that lay beneath existence as we know it.
MISSION
The development of this programme is based on our practical experience with the
pilot programme called “Whole Teacher” which was conducted from September
2007 to May 2008. We intend to create a community of learning and practice that
is built on the value that each person needs to realize his/her true potential from
within.
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• Awareness of the subjective that supports one's choices from within from
personal, social to professional,
• A contemplative and reflective attitude that nurtures personal growth in
individual, family, educational, social, clinical, corporate and other contexts,
• The mastery of a field of study and practice based on learning from the
subjective 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 are
required for intuitional-, affective- and critical thinking and problem
solving,
• 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 of
study 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 a
guide/mentor.
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Chapter
3
WHY THIS APPROACH?
The turn of this twenty-first century was characterized by global changes with
regard to what people believe to be the basis of spirituality, personal growth,
education and learning.
E
specially in the Educational field we could and still are witnessing how
traditional teaching-centered approaches provoke resistance in present-
day learners. Learners demand meaningfulness, respect, care, room for
their subjective realities and a safe and challenging environment that
stimulates them to grow beyond their own internal barriers. Worldwide this has
led to great frustration in teachers, management teams, school districts and
ministries of education.
The present-day reality reveals that teachers and school districts are still stuck in
fear 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 that
these challenging times generate in their minds and bodies.
However when this is looked at from a positive angle it creates new opportunities
for change and evolution.
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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 these
subjective levels and multiple perspectives (holism, etc.). For that purpose he
practiced and integrated numerous diagnostic, therapeutic and counseling
perspectives from East and West to develop an observational diagnostic and
feedback practice through which one can observe experience at deeper levels and
through feedback help raise one’s own awareness and that of learners.
This “Learning from the Subjective” programme offers a basis from which to assist
educators in consciously transforming their own lives.
This ‘Learning from the Subjective’ programme, as the name already suggests,
adds a new dimension to development oriented perspectives (Waldorf, etcetera) to
complement the same by preparing and assisting educators from where learning
really takes place; from the ‘subjective’ reality within themselves!
This practice can aid educators in seeing, observing and giving feedback to their
learners about what they cannot interpret themselves, namely about their own
subjective reality. The physic-psycho-emotional experiences that we’re here
describing mostly disrupt a person’s behavior, perception, feeling, and everything
connected to the process of life, including learning. Hence they’re called abnormal
or consciousness related anomalous physical phenomenon.
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Chapter
4
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 a
‘Learning from the Subjective’ that focuses on raising individual awareness about
the subjective that underlies our experience with regard to the immediate world
outside. It assists in creating transparency amongst subjective and objective
realities, and so supports the synchronization between the Self and the world. This
results in self-organization and the expansion of our awareness.
O
ur senses (sight, hearing, etcetera) have a range of sensitivity that limits
us in perceiving only a limited spectrum of stimulation from our
environment. 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 we
see and hear is then interpreted from a known frame of reference which we then
respond to physically, energetically, rationally and emotionally.
When we close our eyes and close off the pathway to our senses by disregarding
what we see and hear from the environment we can still see and hear things
coming from inside our mind-body system and we can feel psychophysical
responses that we may not be able to interpret or have control over. Systematic
consciousness research calls these responses ‘consciousness-related anomalous
physical phenomena’; while in Psychology the same are called ‘bio-neurological
responses’ that are connected to ‘coping strategies’ (fear, aversion, anger etc.).
[Example: At the moment Peter criticizes Jane about her behavior, she feels rejected, becomes
defensive and starts talking angrily. This primary reaction makes Peter feel rejected as well. He
closes off as a result.
Coping strategies are ways in which individuals have learned to deal with their own pain. The
triggers (stimuli) from the world outside activate bio-neurological responses that set in motion a
chain of events called ‘patterns’. We will further describe this in one of the following chapters.]
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[Conventional Medicine, Psychiatry and Modern Psychology are mostly aware of the latter two
stages of development.]
For instance some educators/learners are diagnosed with different clinical or even
psychiatric conditions because of the process described above. For the same
reason some children are diagnosed with Dyslexia or ADHD. They cannot
naturally ‘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 learning
disabilities due to the same reason.
On the other hand some learners experience peace and are balanced from within
the 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 of
individuals about what goes on at subjective levels of experience a
transformational process is elicited that creates new states of awareness which in
turn 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 approach
within educational and healthcare contexts since 2002 in The Netherlands,
Belgium and Netherlands Antilles.
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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. Guidance
from a mentor/guide is necessary in the assurance, dia-gnosis, feedback, persuasion and
guidance stages of the transformational process until the awareness of the learner is
raised to the point that the division between the subjective subconscious and
conscious is completely dissolved. At that time all of the twelve stages relate to
how 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 individual
learner to internally breach through and resolve patterns of coping and connected
pathogenic bio-neurological responses.
[Example: Henrico generally feels angry when John talks loudly. He then has the inclination to
snap 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 triggered
by John. He has started to register and recognize from within how an old painful emotion is
triggered by John’s loud talking; how this in turn produces a burning painful sensation in his
heart region, painful sensations in the forehead and lower abdomen; and how this in turn
produces a feeling of sadness and anger at the same time. Henrico starts to silently recognize and
acknowledge the feelings that he has; he allows himself to feel these physically manifested emotions
without judgment or resistance. The pain becomes less prominent each subsequent moment and
dissolves after some time. While following through this emotional experience he politely says to
John that he doesn’t feel comfortable when he talks so loud. “Sorry!” John says, now aware of the
impact of his voice through verbal feedback and visual feedback (Henrico’s expression).]
Through its “Learning from the Subjective” approach the Caribbean Integral Institute
stimulates learners in the creation of new states of awareness regarding the
integration of the subjective and objective to (re)synchronize the Self (Jung) with
the immediate world. This reactivates a person's inborn capacity to continuously
seek a dynamic balance, connectedness, unity, clarity, transparency and inner
purpose; spontaneously, effortlessly and exactly. It assists in changing our
perception of ourselves, the world, problems, experience, life, behavior, health,
communication, organizing, being and spirituality. It offers us a new way of
cognizing reality, which leads to the expansion of our awareness.
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Chapter
5
AWARENESS
KNOWLEDGE AND
SKILLS
ACM observational dia-gnosis & feedback describes to learners how and what
they are engaged in at subjective levels of experience. This includes conscious and
subconscious levels of experience. Through the awareness, sensitivity, knowledge
and dia-gnostic and feedback skills gained, the graduate can go beyond what
learners perceive. Most learners do not have the awareness to the extent that they
can recognize their own patterns of bio-neurological responses, the traumas
underlying the same and how these, collectively known as the Pain-body (Tolle,
1999), express themselves in bio-behavioral responses, different forms of bio-
behavioral and habitual (health) behavior (including lifestyle and diet), health
condition, and one’s capacity of self-learning and co-creation.
T
he learner, through ACM Dia-gnostic Observation & Feedback, learns to
constantly be in a self-discovery mode of learning from which s/he can
simultaneously and integrally be aware of and observe (1) the subjective
conscious and subconscious realities; and (2) the subjective and objective
realities.
These realities have been separated in the past through the filtering actions of the
pain-body (traumas and connected conditioned responses of coping). When a
learner has thus become aware, s/he consciously sees, recognizes, acknowledges
and opens up to allow him/her to feel and resolve the deranging effects of
emotions and connected bio-neurological responses ‘emitted’ by the pain-body,
which in turn results from being triggered by the world outside. These emotions
which can be experienced subjectively try to drive us in actualizing the same in our
(objective) behavior. The learner through dia-gnosis learns how to spontaneously
allow synchronization to take place between his/her Self (Jung) and the immediate
world outside by opening up to resolve and dissolve the pain-body. The twelve
stage process that elicits transformation has previously been described on page 9.
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Through the awareness gained through dia-gnosis the learner acquires the capacity
to make active use of the feedback coming from one’s own subjective reality. This
feedback raises the learner’s 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 away
from his/her true Self (Jung), the subjective reality or true nature, to comply with
the expectations imposed by the outside world (parents, educators, etc.).
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 learner’s
“inner eye”. As mentioned earlier this awareness can awaken the learner to his/her
own inborn capacity of dynamic self-organization and co-creation. This is the
basis for resolving the traumas and the patterns of responses (pain-body) that
generally act as filters between the Self and the world. Most individuals reactively
communicate from these filters when they are triggered into feeling unsafe.
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PRACTICE
In our practice we have observed that raising the awareness of learners about the
subjective 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 professional
growth, and a healthy lifestyle.
INTEGRATION
‘The ACM Living Awareness’ approach offers theoretical models to interpret what
goes on in abovementioned subjective realm; it defines the experience based
language of the pain-body, the so-called Inner Response Dialogue, which also
describes the dis-ease creating mechanisms and patterns that emerge from the
pain-body; it offers a process oriented observational dia-gnostic and feedback
practice to investigate and reveal the same. Furthermore it offers to integrate
contemplative practices to make the raising of awareness about the subjective
essentially continuous.
Through its holistic perspective from the “subjective” the ACM Living Awareness
approach offers to integrate traditional and ‘objectively’ holistic perspectives to
facilitate a truly integrated learning from the subjective.
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Chapter
6
AWARENESS AND
ORGANIZATION
The beginning of this century is characterized by transformations on many
different levels: individual, socio-cultural, economic, ecological and other areas of
life. We can witness how the Earth is shifting internally to find a new dynamic
state of balance. Hereby climates change, natural disasters happen, people move
from one continent to the other. Everything we have known in a certain way takes
on new forms. Naturally these transformations elicit fear for the unknown. Our
view 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’ and
unhappiness and create new opportunities for the transformation of living,
learning and working. We can at that time find new ways of creating safe and
stimulating environments for our families and the organizations that we work in.
I
n the past most management approaches have focused on organizational
structure and process-design in terms of the technical knowhow and skills
needed to reach a certain management objective. But what about the capacity
of 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 of
the awareness of individuals working in organizations, with regard to their
individual role within organizational processes and the physical-psycho-emotional
demands that this places on them, can make organizational processes transparent,
sustainable, interconnected and coherent. This increases the dynamic capacity of
self-organization and self-learning of individuals and of the organization as a
whole.
One can learn to do this by first describing, what we call the subjective of the
organizational system in connection with the communication within the
organization, the communication with external systems (ecological, politico-legal,
economic, socio-cultural, etc.) and the organizational processes involved.
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When teachers and learners feel safe and inspired; when they act from their
authentic selves and true inner motivation, when they reinforce one another
through dialogue their work produces the most desirable outcome each moment
during the learning process.
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Chapter
7
THE PROCESS OF
LEARNING
The ‘Learning from the Subjective’ programme offers a way of raising individual
and organizational awareness about the ‘subjective’ within educational
organizations. The subjective underlies our experience with regard to the immediate
world outside, including inter- and intrapersonal communication, teaching and
learning and represents one of the greatest challenges within organizational design.
This programme offers to create transparency amongst subjective and objective
realities within schools and other organizations and so supports the
synchronization between the individual and the organization, learner and teacher.
T
raditional forms of education are mostly disconnected from the subjective
as the behavioral models that they’re based upon deal with and try to
change the learner’s objectively visible behavior, which is the outcome of
internal developmental processes. Changing behavior however in fact
means disregarding the internal processes within learners. Alternative forms of
education like Waldorf and Montessori complement the learning from the
subjective because the Humanistic models that serve as their basis focus on the
individual’s inner development and how this can be stimulated from an engaging
learner-centered environment. Learning from the Subjective goes a step beyond to
directly assist learners at and from the subjective conscious and subconscious
levels of experience where the external context (education, health, and etcetera)
are only relevant as triggers of the subjectively visible ‘pain-body’ and connected
objectively visible bio-behavioral responses and habitual (health) behavior.
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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 the
release of deranging strategies of coping (fear, aversion, dissociation, etc.).
FRAMEWORK
This “Learning from the Subjective” programme is based on ACM Dynamic Theory,
which is a living systems view that describes reality starting from three dynamic
principles: ‘Act’, ‘Change’ and ‘Manifest’ or for short ‘ACM’. Its theoretical
framework 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 learner’s direct
experience, allows him/her to gain a ‘simultaneous’ awareness of the subjective in
connection with the objective realities from physical, quantum, emotional, mental
and spiritual plains of experience.
We assist learners in practically exploring these models and theory about the
subjective within themselves. This can cultivate a deeper understanding of how
learners can learn more naturally, authentically and sustainably from within.
Cycle 1
The first cycle emphasizes the conceptualization of the learning process from a
dynamic subjective perspective. The learner will gain in-depth knowledge with
regard to the application of the ‘Learning from the Subjective’ which is based on a
living systems view (part-to-whole theory). The conceptual view of the subjective
can open up an integrated perspective of how different parts of systems interact as
a whole. This goes beyond traditional models of organization and communication
that describe these same parts as if they weren't connected. The subjective view of
‘reality’ is in essence a holistic or integrated one. By using ACM’s models to
describe reality the learner is invited to look at life from a system dynamic and
unitary perspective.
This first cycle also emphasizes personally reflecting on how the above models can
be used to observe the dynamics of one's own inner experiences. In one-on-one
sessions learners are practically assisted in raising their awareness of this.
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Cycle 2
The second cycle, from the cognitive awareness developed in the first cycle,
emphasizes the development of affective awareness from the subjective through
the practice and application of ACM 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. The
learner learns to apply different supportive practices to support one’s continuing
process of transformation.
Cycle 3
Finally the third cycle emphasizes the integration of the affective, cognitive and
reflective awareness as developed in cycle 1 and 2 in order to elicit a
transformational process of learning as described on page 9. In this process the
learner may at first feel vulnerable and experience overwhelming or moderate pain
or uneasiness. As the learner progresses however s/he may experience a greater
sense of freedom from within, stability, ease, authentic feelings, self-love, and the
like.
Teachers, mentors, coaches and counselors can learn to assist learners in this
transformational process of learning from within. Through ACM Dia-gnostic
Observation & Feedback, this learning process can be observed, evaluated and
stimulated. What will make this learning process successful are the openness,
intention, commitment, attention and awareness of both the teacher and learner.
PEDAGOGY
The “Learning from the Subjective” programme involves working with Multiple
Intelligences and bases its dynamic organization on the learner’s involvement in
curriculum development. Firstly, learners will be able to sort out their feelings,
points of view, opinions and feedback with regard to the policies, subjects and the
use of theory, diagnostic, counseling and therapeutic tools in the curriculum and
give feedback regarding this to the guide/mentor. In the interaction between the
guide and the learner it will thus be possible to organically develop a learner-
centered curriculum. The learner is continuously stimulated to take initiative in this
learning process. Through the practice of ACM Diagnostic Observation & Feedback
and other supportive practices learners can increase their involvement in the
programme as learners, developers and even as assistants.
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The learner’s involvement supports and fosters what educational and training
institutions, companies, and policy makers have been highlighting, in terms of:
MULTIPLE INTELLIGENCES
Assessment in the learning process gets a completely different meaning when we
empower teachers to continuously observe ever unfolding inner developmental
processes 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 from
the subjective. Through raising the awareness of teachers and learners they are
stimulated to align from within the emotional, intellectual and physical domains,
which in turn enable them to observe, describe, evaluate and stimulate through
feedback the dynamics of and the interconnectedness between the multiple
intelligences.
Learners will really start to grasp how to conceptualize the dynamics of living
systems by working on projects that concern subjects of personal and group
interest. The paradigm-shift that learners go through can elicit an ever growing
awareness of Self (Jung) in connection with the immediate world. This knowledge
and 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 systems
work in unison. This awareness can be applied in learning, teaching, and dialoging
within teams, organizations and communities.
TEAMPLAY
Within the learning environment that learners and teachers create they are
stimulated to work together on projects in small teams. Herein they learn to make
choices as a team and strengthen each other's views in dialogue; thus learning to
continually 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 their
awareness, intuition, feeling, knowledge and skills within an organizational context.
ONE-ON-ONE
Apart 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 immediate
world from the subjective,
• Reflective- or meta-cognitive awareness of Self and the immediate world
from the subjective.
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. The
awareness that this programme cultivates results in an alignment with one’s inner
purpose, which reveals a greater sense of (self-) responsibility, (self-)acceptance,
respectful communication with others, transparency, respect for nature and its
resources and a dynamic inner and external balance that results in an enhanced quality
of life experience. Thus the learner’s Self is synchronized with the immediate world
outside.
One-on-One sessions help to integrate the whole of the learning process and aim at
personalizing this programme to cater to the needs of the individual learner with regard
to his/her feelings, thoughts and personal experiences. During this process of
awakening to one’s inner purpose and the alignment therewith the learner can regularly
meet with a mentor-counselor for personal guidance.
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Chapter
8
THEMATIC CURRICULUM
In this programme different courses are offered that strengthen each other to raise the
awareness in a way that is demanded by how processes unfold from within
individual learners. Furthermore we aim at preparing our Graduates for the
challenging task at hand, that is, to prepare teachers to effectively and affectively
assist learners from a place within themselves where they might not feel emotionally
safe. In our theory and practice we go beyond present-day ‘Whole Child’ practices
that focus on the domestic, social and environmental factors surrounding learners to
assist them from within. It is from the subjective within learners that their reality
takes form. This programme prepares our Graduates to assist teachers and learners
in (re)synchronizing their subjective Self (Jung) with the learning environment that
they together create.
Even though we present these courses in a classroom environment we emphasize
assisting our learners in one-on-one sessions to individually tune the curriculum to
the learner’s individual needs for growth. Learners are assisted to look at,
recognize, understand, explore and learn from the subjective.
T
his Master’s programme constitutes in the following subjects that are
offered dynamically and in an integrated manner to reinforce the learning
process. Hereby the connection between different subjects is continually
described. Furthermore instead of following a particular structure we
stimulate learners in jointly designing or co-creating, through dialogue, the process
of learning as it naturally unfolds from their inner needs. The so-called nonlinear
or discontinuous approach to learning strengthens our general “Learning from the
subjective” approach. The following subjects will be offered as areas of study and
research.
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Bio-PsychoPhysiology (BIO)
Objective: Learn to look at the process of human psychology and physiology as a
whole functioning on different levels.
• ACM’s 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.
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Dialoguing (DIA)
Objective: Learn to assist in dialoging.
• Different formats of dialogue
• The World Café Community Conversation and its practice
• Integrate Learning from the Subjective in Dialoging.
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INTERNSHIP
From the start learners are stimulated to create an environment in which they can
objectify what they’ve learned in a practical sense. This informs the learner about
the effects of such practice. Apart from regular practice and investigation learners
are expected to create an internship opportunity that will enable them to develop
their critical thinking and professional skills. Learners can make contact with
organizations to negotiate about the viability and meaningfulness of their ideas
about an internship within these organizations. The Institute will offer its support
in realizing such a dialogue.
This internship experience can stimulate learners to choose a subject for their final
thesis.
RESEARCH
Learners can engage in research activities as individuals or as groups. They can
study and describe in which ways “Learning from the Subjective” can effectively
contribute 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 hypotheses
within 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 Learning programme is only complete when the learner has defended
his/her thesis about a topic of practical relevance to the learner’s professional
development. A committee will review the evaluations regarding the learner’s
knowledge and skills, practical work, research activities, internship, final thesis and
defense and most importantly his/her personal growth with regard to learning from
the subjective. The latter will reflect in the learner’s awareness and degree of
synchronization between his/her Self (Jung) and his/her immediate world.
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Chapter
9
LESSON PLAN
The lesson plan reflects in what order we present and guide in studying different
subjects.
A
part from classroom (group) sessions which are reflected by the
following lesson plan, learners are individually guided in one-on-one
sessions to connect the theory and practice offered with one’s own
awareness, understanding and process of learning and inner growth.
Please note that the following lesson plan is developed for a full-time programme
and is subject to change according to new insights and input from guides and
learners.
FIRST SEMESTER
Theory I
Science 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 I
Exploration 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 II
Dia-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 II
Exploration From The Subjective (EXP)
Healing From The Subjective (HLT)
Supportive Practices (PRA)
Thesis
Write a thesis according to the institute’s guidelines.
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Chapter
10
RECOGNITION,
ACCREDITATION &
COLLABORATION
The Caribbean Integral Institute is a private institute that offers pioneering
programmes that are not yet offered at traditional academic institutions. We take
pride in the fact that we can offer these programmes that assist in “Learning from
the Subjective” to individuals and organizations.
T
he Caribbean Integral Institute is in a process of getting its Master’s and
continuing education programmes recognized in the Netherlands Antilles
and works closely with organizations in The Netherlands for
accreditation. Furthermore it welcomes organizations in other countries
that wish to assist in accrediting this programme in their respective countries. We
wish to raise the public awareness with regard to the same programmes by
organizing informative meetings and other such activities.
Even though we don’t issue any credits, because our programmes don’t follow
traditional academic policy, we have and will always be committed to collaborate
with universities, colleges, institutions and other organizations that wish to
collaboratively develop new programmes, curricula and learning environments that
foster a ‘learning from the subjective’.
We believe that in due time our faculty and/or graduates, through their awareness
and expertise, will be able to prove the necessity and value of Learning from the
Subjective in regard to the development of sustainability within educational, social,
healthcare and other environments. They will themselves need to create the
opportunities that will elicit positive change and recognition within their own
professional environments. This will have a ripple effect that will positively
influence our global community.
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Chapter
11
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 candidate’s personal, social and
professional development based on its learning from the subjective approach and on
acquiring the meta-cognitive awareness, deep understanding, ability to learn
independently and capacity to assist others. Only if the candidate is found to be
ready for the task at hand s/he will be granted a Master’s degree.
ADMISSION
Before the commencement of the programme we will evaluate whether the registrants
have a professional attitude, academic level of thinking, leadership qualities and if they
are open to grow on a personal level.
TESTING
Because of the radically different approach followed in this programme we will not test
or examine learners in regard to their cognitive development. Instead of making
learners dependant by demanding them to acquire certain knowledge and skills and get
certain grades for exams, we continually observe, evaluate and stimulate their progress
on subjective and objective experiential levels through observation and feedback.
MENTOR
The learner will be assigned a mentor who will guide, evaluate and report about
the learner’s progress.
GRADUATION
Graduation will take place at a date; time and place designated by the institute’s
staff and will be communicated to the candidate at least a month before the day of
graduation; the media (news papers, and other media) will publish this event at
least one week before the day of graduation.
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Chapter
12
GENERAL INFORMATION
REGISTRATION
At a time designated by the secretary learners can register through the usual
registration forms available at our institute, through e-mail or through web
registration; selecting a programme previously planned with the institute’s
academic advisor. Learners may also register during the late registration period up
and 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 final
arrangements have been made to pay their term bills and to fulfill any other
outstanding financial obligations.
Cancellation of Classes
It is the general policy of the institute not to cancel classes. However, exceptions
will be made for exceptional conditions. Learners will be notified ASAP.
Student Counseling
Counseling services at the institute are directed towards meeting the learner’s
needs for personal, social and spiritual growth. A professional counselor assists
learners to develop healthy attitudes and abilities in a confidential environment.
The services provided include: individual, couples and group counseling; learning
programs; and referral to other (clinical) agencies.
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International Learners
The institute gives special guidance to international learners who decide to
participate in its programmes. Please call us if you need assistance with your
decision making, registration, housing, etc.
Research Policy
Research at the institute, apart from that conducted by learners in connection with
their 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. The
institute does not accept grants from or enter into contracts with governmental
agencies or any other sponsors for research projects of which the results may not
be 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 Address
Didoweg 8, Curacao, Netherlands Antilles
Tel.: +599 - 9 - 5110041 (Curacao)
Tel.: +31- 84 - 8329975 (Netherlands)
Tel.: + 1- 415 - 8303763 (USA)
Fax: +1 - 319 - 856-2779 (USA)
E-mail: info@ciiedu.org
Website: www.ciiedu.org
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Chapter
13
ORGANIZATION,
DURATION, FEES
DURATION
1 – 3 years depending on the learner's pace (full-time/part-time).
START
September or January
PLACE
Beatrixlaan in building: Laboratorio de Medicos
FEE
Part-time
Locals: 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-time
Locals: ANG 4.500,- / semester or ANG 9.000,- / year
US Citizens: $ 4.500,- / semester or $ 9.000,- / year
EU Citizens: EUR 4.500,- / semester or EUR 9.000,- / year
Others: Please call.
CONTACT
Programme director: Carlo Monsanto – carlo.monsanto@ciiedu.org
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Chapter
14
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 to
the institute’s 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 ensure
the continuity of the endowment while providing the institute with income each
year.
E
ach year, a percentage of the market value of the contribution is used to
support the institute's programmes while the remainder is reinvested to
protect the fund.
The institute will use the fund each year to support programmes selected by the
institute’s 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 and
recognized as a single endowment. The institute will communicate to the
contributor as to how his/her contribution will be used.
WAYS TO CONTRIBUTE
The Learning Endowment Fund offers alumni and friends of the institute several
ways to contribute.
• Alumni and friends can offer gifts as a pledge to the fund which may be
contributed 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 year
to the fund. This gift, compounded with additional gifts and interest, will
grow substantially over many years.
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BANK DETAILS
Maduro & Curiel's Bank (Curacao, Netherlands Antilles); account: 1975 6205;
Beneficiary: Foundation Caribbean Integral Institute Curacao; SURF code: MCB
KANCU; Subject: “Endowment”.
For more information please e-mail to: financial@ciiedu.org
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Chapter
15
GLOSSARY
ACM Living Awareness ACM is an acronym of “A” (Act), “C”
(Change) and “M” (Manifest). ACM
Living Systems approach aims at
assisting learners in raising their
awareness regarding their own life and
living from the subjective. It is based on
its own living systems theory (see
‘Living Systems theory’).
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Chapter
16
REFERENCES
Caribbean Integral Institute (2008). ACM Living Awareness, www.ciiedu.org
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