IfGIC Webinars 2018

Overwhelmed by the response from practices when we paused the webinar series for an update, we have reinstated our webinar program to ensure we continue to deliver our easily accessible education sessions to our general practice audience.

Our webinars continue to be interactive online experts exchange that are:

  • Free to all participants
  • Presented by experienced members of our institute
  • Scheduled to limit the disruption to your practice
  • Designed to support you in running a professional practice
  • Comprehensive, covering a range of topics
  • Can be viewed on your computer, iPad, iPhone, or Android device.
  • Recorded and made available on the YouTube channel.

 

Our webinars take place always in the second Monday

from 20:00-21:30 CET via ZOOM

 

Our main topics in 2018

 

  • Global Social Witnessing by Dr. Kazuma Matoba
  • The Maori Concept of Interconnectedness by Dr. Anna Storck 
  • Sexuality as communication for a peaceful world by Mari Sawada
  • MMIIRR Communication Practice: Minimal Structures to Maximize Awareness by Dr.Sergej van Middendorp
  • Reinventing organisations by Marion Weber

 

How to join us online?

All sessions will be held on the Zoom video platform.

zoom meeting

Once you’re set up, you can click the link below to join a session at the scheduled time. At the time we run our monthly webinars on the second Monday from 20:00-21:30 CET. All sessions will use the same access information.

If you’re new to Zoom, please see the Zoom instructions here: https://ifgic.wordpress.com/2017/07/14/how-to-join-a-zoom-meeting/

Meeting-ID: 106-320-695

ALREADY A ZOOM USER? We recommend updating to the most current version of Zoom. Visit this page to find out how to determine whether your Zoom is up to date. This page has instructions how to download the lastest version.

SUPPORT: If you have questions or need assistance, please contact Anna. She won’t be available just before the sessions begin so please get set up in Zoom well before the first session you’ll be joining.

What has happened last year?

In 2017 we provided 11 free Webinars with valuable educational information on timely, interdisciplinary topics around the Cosmopolitan Communication. A key feature of our webinars was to give, receive and discuss information and combine visions of transcultural justice, peace and conviviality with an ethical commitment to difference and alterity.

IfGIC Webinars 2017

 

All information about our webinars in 2017 you can find here:

https://ifgic.wordpress.com/2017/02/06/ifgic-webinar-series-online-in-2017/

 

 

 

We are looking to meeting you online soon.

IfGIC-Team

 

 

Train the Integral Trainer

I am passionate about education, both learning and teaching and I personally agree with Aaron Sorokin that we don’t need little changes, we need gigantic revolutionary changes here. Why? Well, everybody can see it, but  Prince Ea pointed it very well in his video:

It looks like there is a lots of work which could be done in the field of education. Fortunately, there are some thinkers such as John Dewy, Jean Piaget, Lev Vygotsky, Rudolf Steiner, Paulo Freire, John Holt, Ivan Illich, Parker Palmer, Maria Montessori, Jerome Bruner, Jack Mezirow, and Howard Gardner just to name few, who developed alternative pedagogical theories in response to the perceived deficiencies of traditional institutional education, theories of learning, and social knowledge creation modalities. We have also a growing number of educational programs trying to transform education like those in the Integral Studies department at JFKU, Sir Aurobindo New education for a New Future or Sir Ken Robinson activities that are striving to successfully included and apply holistic, progressive or alternative pedagogues and educational approaches.

I do not know, if you – the reader – has at least a passing familiarity with Ken Wilber’s Integral Theory and the AQAL and Spiral Dynamics models, it is not my goal here to introduce this complex approach, but you will find some more about “integral” and  what it has to add to education here.

aqal-of-education

What attracts me most here is that by using the Integral Approach—by using this Integral Map we are able to facilitate and dramatically accelerate cross-disciplinary and trans-disciplinary knowledge, thus creating the world’s first truly integral learning community. The integral view relates to the world as an interconnected system. This perception is the basis of the Integral Education, and thus defines a new integrated approach to teaching.
My attempt to apply Integral Theory to Education resulted among other in the beautiful Train The Trainer Program, which I’d like to introduce briefly here.

First of all, applying Integral Approach to Education means:

  • Addressing them to any aspects of human being: body/mind/emotion/spirit;
    Including multiple holonic orders: the individual, aspects/parts of the individual, the classroom, the wider community and society;
  • Allowing for multiple ways of knowing: in terms of “quadrants”– subjective, objective, intersubjective; and types – multiple intelligences, and so-called masculine and feminine 
modalities;
  • Giving full attention to both internal realities (values, visions, feeling, motivations, relationships) and external realities (measurement, action, physical health, educational 
infrastructure);
  • Seeing knowledge in terms of the coordination of perspectives (including critical approaches to knowledge and power, epistemic or meta-knowledge, and dialogic approaches).

Based on the Integral Model I launched in 2011 an advanced course called: Trainer the Integral Trainer (TIT™) Program. This Program integrates the best components of both conventional and alternative approaches to education into a fuller, wider, deeper, more transformative educational space, honoring each and yet transcending the limits of both. This allows trainers to continually transform themselves, create multidimensional training curriculums, serve their customers and participate compassionately with others, supporting the health and dynamism of global systems.

trainthetrainer

For growing up, just watch a tree. There is a balance. The higher the tree goes, the deeper the roots will go.  – Osho

The growth increases through integration and balance, so we look for certain balance between the development and integrity and promote a conscious, harmonious and steadily developing in the space of ME-WE-SYSTEM. This educational space has at least four irreducible, equally important included in multiple ways dimensions: subjective experience, objective behaviour, intersubjective culture, and interobjective systems. Each of these four dimensions has depth and complexity that develops over time. This involves understanding the complex relationship between the capacity to take multiple perspectives, to interact in meaningful ways with others, and to engage in world-centric ethical action.

In this terms the Train-the-Integral-Trainer Program is a unique training program for educators that brings the experience of instructors and participants together with the modern developments in the field of positive psychology, neuroscience and the most effective methods aimed at learning both cognitive and affective as well as the action-oriented ones. In this way the teacher, the students, and the classroom engage in transformative processes through various practices of awareness, interaction, and organisation.

TIT™ Program is about finding our own passion and mission as an educator, in order to create a unique personal learning style. It is about how to manage ourselves and our resources in the most optimal way, in order to make meaningful contact with the group and build the most favourable conditions for accelerated learning. It is about the most effective formats and effective trainer tools in order to create our own unique learning space. It is a fascinating adventure with ourselves and our positive emotions and motivation, meaningful goals and satisfying work.

The Train-the-Integral-Trainer Program:

  • includes approaches to education from biological, neurological, societal, cultural, psychological, and spiritual fields of study;
  • involves considering the individual and collective aspects of teachers and students, as well as the interior and exterior modes of experience and reality;
  • considers the many developmental lines in a human being – cognitive, emotional, somatic, interpersonal, artistic, moral, spiritual and others;
  • understands that these lines evolve in stages, or levels, such as pre-conventional, conventional, and post-conventional, and that each human being passes through these levels and cannot skip any one;
  • also acknowledges the importance for an individual’s development and motivation of          states of consciousness;
  • Lastly, it considers types, people’s enduring tendencies and inclinations towards, for example, introversion or extroversion; agency or communion; and orderliness or spontaneity.

train-the-integral-trainer

The Train-The-Integral-Trainer Program is based on the holistic and integrated approach to values education for human development, which recognises the connectedness of mind, body and spirit. It means that we pay attention to the physical, personal, social, emotional and spiritual development of us and of our students as well as of cognitive aspects of learning. We see both our students and ourselves as integrated and interconnected. We recognise learning as a social activity, value collaborative learning and community participation as well as connections to the natural world.

This Program emerges from a commitment to peace, which as a process begins with the development of inner peace in the minds and hearts of individuals engaged in the search for truth, knowledge and understanding of each other’s cultures and the appreciation of shared common values to achieve a better future for all of us.
But it all starts with AQAL simple elements in the contours of your own consciousness…

Dr. Anna Storck | www.interkultura-consult.com

Integral Education

“The world is a good place, not a perfect place, as anyone can see, but a good place , a place worth the trouble of trying to make better.” -Peter Buffett

Education can be the way to make our world a better place for all of us!

Recently I actively explore the frontiers of education from an integral perspective. An Integral approach to education means that we include multiple perspectives. It seeks to understand the subjective experience of others and to find value in those, and offer an effective tool to transform ourselves, serve our students, and create multidimensional curriculum. Integral education attempts to discover how the many partial truths of educational philosophies and methods inform and complement each other in a coherent way, while acknowledging that the whole truth is still evolving and can never be completely captured.

But what exactly is „integral“ and what it has to add over and above all other theories to education?

Well, “integral” means many things to many people, and the same is true for “Integral Education.” In one sense, integral has become a generic attractor for progressive and/or reform and/or alternative educational theories of all flavours. For educational practitioners and scholars, any particular school of educational thought may feel constraining and bound to a particular model or founder. The integral approach can embrace (and support a critical evaluation of) most of the values and deep principles embodied in progressive thought, and is thus not only compatible with them but offers a generous and welcoming meta-container (Murray 2009).

For the purposes of this blog, I will only provide a brief overview of these aspects in order to give you a sense of the potential of this framework. More could be found by Ken Wilber.

According to Ken Wilber the integral map is made up of 5 elements called quadrants, levels, lines, states and types and that gives us the AQAL model (all quadrants, all levels, all lines, all states and all types. The AQAL model not only provides an Integral Map that enables the user to gain a more comprehensive understanding of any issue – including education — but using an Integral Approach can help to facilitate greater self awareness. The integral approach is also described as a supertheory or metatheory as it has been developed to enable the integration of many different theories in a coherent fashion (Rentschler, 2006). The model itself is “content-free” and provides a framework into which people viewing a subject from any perspective can incorporate the specific content they want to study. (Esbjörn-Hargens, 2006).

bildschirmfoto-2017-03-03-um-13-36-18
AQAL Ken Wilber

Integral education attempts to discover how the many partial truths of educational philosophies and methods inform and complement each other in a coherent way, while acknowledging that the whole truth is still evolving and can never be completely captured.

The Integral model provides an effective template to design pedagogy, classroom activities, evaluations, courses and curriculum. Drawing on the five elements of quadrants, levels, lines, states, and types, an educator can be sure to include more essential aspects of educational space than most current approaches.

Integral education includes approaches to education from biological, neurological, societal, cultural, psychological, and spiritual fields of study.

  • It involves considering the individual and collective aspects of teachers and students, as well as the interior and exterior modes of experience and reality, termed the four quadrants.
  • An integral approach also considers the many developmental lines in a human being – cognitive, emotional, interpersonal, artistic, moral, spiritual, and others.
  • In addition, the Integral framework understands that these lines evolve in stages, or levels, such as preconventional, conventional, and postconventional, and that each human being passes through these levels and cannot skip any one.
  • It also acknowledges the importance for an individual’s development and motivation of states of consciousness.
  • Lastly, integral education considers types, people’s enduring tendencies and inclinations toward, for example, introversion or extraversion; agency or communion; and orderliness or spontaneity.

bildschirmfoto-2017-03-03-um-13-10-54

It is a transformative practice…

The teacher, the students, and the classroom can engage transformative processes through various practices of awareness, interaction, and organization. It is of utmost importance that the teacher continually engage in his or her own transformative  practices, such as meditation and shadow work, in order to better stabilize post-rational modes of being and knowing.

The educational space has four irreducible dimensions that are all equally important and must be included in multiple ways: subjective experience, objective behavior, intersubjective culture, and inter objective systems. Each of these four dimensions has depth and complexity that develops over time; this development can be facilitated. In particular, Integral teachers need to monitor how they are meeting their students where they are developmentally and not placing them in over their heads.

It is crucial to attend to the multiple developmental lines in teachers as well as students. This involves understanding the complex relationship between the capacity to take multiple perspectives (the cognitive line), to interact in meaningful ways with   others (the interpersonal line), and to engage in worldcentric ethical action (the moral line).

Teachers must recognize and work creatively with the many natural and non-ordinary states of embodiment and awareness that they and their students cycle through both in the classroom and in daily life in response to class content and activities. The more that teachers can support students in accessing various gross, subtle, causal, and witnessing states, the more fluid they will be in their own embodied awareness.

Because there are many types of learners and dimensions of learning, an educator needs to work with multiple typologies in order to provide the most responsive and effective educational space. Key typological categories to use include: the five senses, gender, personality, and preferred narrative style (i.e., first-, second-, and third-person).

bildschirmfoto-2017-03-03-um-14-14-01

 

To sum up, an Integral approach to education means that we include multiple perspectives. It seeks to understand the subjective experience of others and to find value in those, and offer an effective tool to transform ourselves, serve our students, and create multidimensional curriculum. Integral education attempts to discover how the many partial truths of educational philosophies and methods inform and complement each other in a coherent way, while acknowledging that the whole truth is still evolving and can never be completely captured.

Dr. Anna Storck based on Ken Wilber AQAL and  Sean Esbjorn-Hargens

www.interkultura-consult.com