Study Guide - Master of Learning LTR 2009-2010

MASTER OF LEARNING
2009 - 2010
LEARNING FROM THE SUBJECTIVE
This breakthrough “Learning from the Subjective” programme

adds a ‘new’ dimension to learning that helps to transform the
perspectives of learners towards Holism, Multiple Intelligences,
Sustainability Development, etc. and caters from within to their
inner needs.
CARIBBEAN INTEGRAL INSTITUTE

DIDOWEG 8, CURACAO, NETH. ANTILLES
+599 9 5110041
INFO@CIIEDU.ORG
WWW.CIIEDU.ORG
MASTER OF LEARNING
Learning from the Subjective
 FOUNDATION CARIBBEAN INTEGRAL INSTITUTE

Didoweg 8 • Santa Rosa
Curacao, Netherlands Antilles
Phone +599 9 5110041 • E-mail info@ciiedu.org
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Table of Contents
FOREWORD 1
CARIBBEAN INTEGRAL INSTITUTE 2
ACADEMICS 2
THIS PROGRAMME 3
MISSION 3
WHY THIS APPROACH? 5
FROM TEACHER TO LEARNER CENTERED PEDAGOGY 6
LEARNING FROM THE SUBJECTIVE 7
TWELVE STAGES OF TRANSFORMATION 9
AWARENESS KNOWLEDGE AND SKILLS 11
DIA-GNOSTIC AND FEEDBACK SKILLS 12

AWARENESS AND KNOWLEDGE 13
PRACTICE 14
INTEGRATION 14
AWARENESS AND ORGANIZATION 15
THE PROCESS OF LEARNING 17
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
SCIENCE OF THE SUBJECTIVE (SCI) 23

PROCESS PHILOSOPHY (PRC) 23
SYSTEM DYNAMICS (SYS-1) 23
ACM DYNAMIC THEORY (SYS-2) 24
LEARNING FROM THE SUBJECTIVE (LRN) 24
EXPLORATION FROM THE SUBJECTIVE (EXP) 24
BIO-PSYCHOPHYSIOLOGY (BIO) 25
DIA-GNOSTIC OBSERVATION & FEEDBACK (DGN) 25
HEALING FROM THE SUBJECTIVE (HLT) 25
LEARNING FROM THE SUBJECTIVE IN PSYCHOLOGY (PSY) 26
THE SOUL OF TEACHING (TCH) 26
LEARNING FROM THE SUBJECTIVE IN THE CLASSROOM (CLS) 26
CREATIVE SELF-DISCOVERY (CRE) 26
THE SOUL OF ORGANIZING (ORG) 27
SUSTAINABILITY AND ECOLOGY (SUS) 27
DIALOGUING (DIA) 27
FINDING YOUR OWN VOICE (VOI) 27
SUPPORTIVE PRACTICES (PRA) 27
INTERNSHIP 28
RESEARCH 28
THESIS 28
LESSON PLAN 29
FIRST SEMESTER 29
THEORY I 29
PRACTICE I 29
SECOND SEMESTER 30
THEORY II 30
PRACTICE II 30
THESIS 30
RECOGNITION, ACCREDITATION & COLLABORATION 31
ADMISSION, EVALUATION & GRADUATION 32
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
ORGANIZATION, DURATION, FEES 35
DURATION 35
START 35
PLACE 35
FEE 35
PART-TIME 35
FULL-TIME 35
CONTACT 35
LEARNING ENDOWMENT FUND 36
WAYS TO CONTRIBUTE 36
BANK DETAILS 37
GLOSSARY 38
REFERENCES 43
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© CARIBBEAN INTEGRAL INSTITUTE
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.
In order to verify this proposal I suggested that Carlo give a demonstration to

Blake, one of my Post Graduate students, one who I considered to be very
knowledgeable regarding this subject. Carlo gladly accepted. After the
demonstration and explanation, Blake gave me very positive feedback about his
experience. He was especially fascinated with the detail of private information that
Carlo could feed back to him after reading his pulse.
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.
Stanley Krippner, Ph.D.
[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.
This programme assists learners in simultaneously observing abovementioned

dynamic flow of experience within the spiritual, psychological and physical
domains, from the subjective. The ‘deep’ understanding that flows from this
learning-from-within not only enables learners to raise their own awareness and
continuously observe and relate to ever continuing human processes within these
multiple domains in connection with the world, but it also raises the capacity of
dynamic self-management, self-organization and self- or co-creation. By basing
their objective learning experience on abovementioned learning from the
subjective, learners become co-creators of their own personal learning
environment and path of personal growth.
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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Learners will develop the following:
• 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.
We encourage learners to grow beyond the parameters of their skills-based

training and recognize from within the powerful connection between the skills and
the learning of mind, body, soul and spirit.
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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.
Consequently the educational field is shifting away from traditional pedagogical

perspectives towards frameworks based on Holism, Constructivism, Multiple-
intelligences, Development Oriented Education (OGO), Systems philosophy and
supported by Learner-centered didactics.
Educators seek a deeper understanding of their own and the learner’s

developmental processes that embody the linguistic, logical-mathematical, spatial,
bodily-kinesthetic, musical, interpersonal, intra-personal and naturalistic
intelligence. The so-called Multiple-intelligences! (Gardner, 1983). Through the
raising of awareness teachers are stimulated to align what they think, learn, do,
express and communicate with what they feel. This synchronizes their Self or the
subjective with the immediate world outside and integrates the emotional,
intellectual and physical domains.
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This breakthrough “Learning from the Subjective” programme adds a ‘new’

dimension to learning that helps to transform the perspectives of learners towards
Holism, Multiple Intelligences, Sustainability Development, etc. and caters from
within to their inner needs.
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.
FROM TEACHER TO LEARNER CENTERED PEDAGOGY

While traditional pedagogy focuses on teaching subjects, testing, examining and
achieving high scores; development oriented approaches like Waldorf, Foundation
Based Education, Montessori and Social Learning focus on providing learner-
centered learning and a safe, healthy and engaging environment in which learners
can feel stimulated.
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.
As a ‘Master of Learning’ graduate you will have an opportunity to assist learners, in

the broadest sense, through diagnostic observation and feedback. This can raise their
awareness about their subjective reality and motivate them to become a co-creator
within their own learning process. This consequently ignites the genius within learners
and helps them realize their potential simultaneously as individuals and connected with
the society in which they live.
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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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At abovementioned subjective levels of experience, from behind a veil of

ignorance lies the subconscious where the Self (Jung) is mostly disconnected from
the immediate world outside due to the very coping strategies that try to protect us
from experiencing pain. The so-called ‘pain-body’ is a filter that divides the reality
of the Self and the objective reality of the World. It contains both the traumatic
pain and the patterns of coping strategies (fear, sadness, etc.) that ‘protect’ us from
feeling pain. This is how the pain-body takes over the role from the Self in the
interaction with the world outside. Hence we think that our pain is caused by the
person or situation that ‘triggers’ the subconscious traumatic pain when in reality
our pain is kept hidden by the previously mentioned coping stratagems (fear,
aversion, self-rejection and so on); ready to be triggered by the outside world.
Consequently when the pain-body is agitated through triggers it becomes
objectively visible as emotions of sadness, anger, aversion, fear and dissociation. It
creates a veil, division or blind spot that we cannot go beyond without an
awareness of the subjective reality within. Thus we feel lost and experience
discomfort, agitation and dynamically changing symptoms created through
different bio-neurological responses (tension, burning, pain, pressure, heaviness). The
creation of imbalance through abovementioned bio-neurological responses
happens in six stages. These develop when time advances. From “dis-ease to
disease”!
The different stages are:

1. Accumulation,
2. Agitation,
3. Spreading,
4. Fixation (in the weakest parts of our body where they may after some time
manifest as),
5. Manifestation (of static symptoms) and
6. Consequence (the clinical image).
[Conventional Medicine, Psychiatry and Modern Psychology are mostly aware of the latter two
stages of development.]
This is how we describe the pain-body to be responsible for disturbances in mind

and body as a whole and how it initiates and feeds the development of emotional
and physical discomfort, learning disabilities and even disease. As we interact with
the immediate world outside, the pain-body is triggered through different
situations, which then acts from subjective levels (subjective conscious and
subconscious). These subjective actions or bio-neurological responses are then
externalized as bio-behavioral responses, our behavior, communication, actions
and so on. The following are just a few examples of the possible effects of
abovementioned pain-body.
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
8
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.
TWELVE STAGES OF TRANSFORMATION

The twelve stages of a transformational process of learning from the subjective
are:
• Assurance – to give comfort to the learner,
• Dia-gnosis - observation through pulse-diagnosis of experiential processes
(consciousness related anomalous physical phenomena) on subjective
levels and connected with the observation of externally visible physic-
psycho-emotional characteristics on objective levels (bio-behavioral),
• Feedback – direct feedback about the abovementioned experiential
processes involving a description of the underlying traumas and patterns
of stratagems of coping,
• Persuasion – is how to proceed through one’s experiential process (register,
recognize, acknowledge, allow oneself to feel, follow-through)
• Guidance – direction on what to do or not with regard to the traumatic pain
and bio-neurological responses that keep on manifesting erratically from
the same internal processes,
• Learning – understanding the pain-body; its connection with certain
emotions, patterns and other events; how it relates to situations or events
that act as triggers; and how it relates to objectively visible characteristics
like our habitual (health) behavior and so on,
• Modification – the course of action induced by the pain-body is changed by
the raising of awareness which directly increases the capacity of dynamic
self-organization, which is in turn based on three dynamic co-creative
(Quantum) force fields: kinetic, electromagnetic and gravitational,
• Dehypnotize – the power of illusion of patterns of strategies of coping and
connected bio-neurological responses, that used to determine our
behavior, communication and our actions, is now weakened,
• Desensitization – the traumas and connected coping strategies lose their
influence on our behavior, communication and our actions,
• Catharsis – a transformational cleansing takes place that neutralizes the
pathogenic bio-neurological actions emerging from the same traumas and
coping strategies,
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• Satisfying – a harmonious flow of the co-creative force fields: kinetic,

electromagnetic and gravitational, establish a balanced state of mind and body,
• Growth – one’s awareness is consequently expanded.
The abovementioned transformational process leads to self-organization, catharsis

and the expansion of awareness which helps to reverse the six stage development
of disease on psycho-emotional and physical levels (page 8).
Furthermore it restores the dynamic capacities of mind and body to for instance
meta-cognize, learn, balance, heal and dialogue.
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.
11
DIA-GNOSTIC AND FEEDBACK SKILLS

Traditionally diagnostic methods are applied differentially at certain time-intervals
(before, during and after) to look at the progress of learners. This information is
used to fine-tune the interventions applied to reach a predictable goal state. Within
traditional educational environments diagnosis is therefore mostly related to
controlling the outcome of the educational process and is evaluated through
testing of the cognitive development of children. In such environments the learner
is only valued in accordance with his/her testing scores.
Educational innovations try to shift away from abovementioned limited ‘linear’

perspective in Education by introducing a learner-centered paradigm in which the
learner becomes the center of the educational ‘universe’. Educational systems that
have a learner-centered approach mostly base their perspective on Constructivism,
Multiple Intelligences (Gardner, 1983), etcetera.
The ACM Living Awareness approach presents an approach to diagnosis termed

"Process Dia-Gnosis" that continuously observes subjective processes in
connection with objectively visible processes (behaving, living, working, etc.). In
Latin the word “Dia” means “seeing through” and “Gnosis” means “knowledge”;
so, “Process Dia-Gnosis” means to derive knowledge about internal and external
processes by looking through a person.
ACM’s Diagnostic Observation & Feedback offers to integrally observe the

following dynamic characteristics:
• Radial pulse characteristics – through the diagnostic observation of the

bio-energetic characteristics of the Radial Artery (Arteria Radiale) and
feedback thereof, the learner can be assisted in becoming aware of the so-
called ‘consciousness correlated anomalous physical phenomena’ or
traumas and correlated emotional bio-neurological responses which reveal
the learner’s present subjective reality, namely:
o The course of bio-psycho physiological development from
conception to the present moment as experienced from the
subjective. This constitutes the history of development of
mentioned ‘traumas and correlated emotional bio-neurological
responses’;
o The present subjective reality which the learner can become aware
of by seeing and feeling one’s natural and abnormal inclinations
including abovementioned layers of traumas and correlated
emotional bio-neurological responses (strategies of coping). These
strategies and responses have been induced through ancestral
patterning. The latter can be made visible to the mind’s eye. This
patterning constitutes in anchoring within a child’s mind-body
system of strategies of coping through conditioning by (mostly)
parents. This takes place through verbal and non-verbal
communication, including the expression and body-language;
o The locations within the learner’s body of particular patterns of
conditioned bio-neurological responses and their transference to
other locations;
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o The change of amplitude and quality of correlated bio-neurological

responses.
• External physic-psycho-emotional characteristics – through observation of
these external characteristics the learner can gain a deeper understanding
of:
o One’s inborn and present personality and body types;
o Natural and deviated psycho physiological inclinations.
• Pitch, amplitude, rhythm, and location of voice and breathing – through
the observation of these characteristics the learner can learn to understand
how s/he has adjusted away from his/her own nature (Self). A learner can
learn to find his/her own authentic voice and correlated breathing, pitch,
amplitude, and rhythm through feedback.
• Posture and movement – this describes how bio-neurological responses
act on the learner’s posture and movement in an (un)balancing way;
• Behavior and communication - this helps the learner in becoming aware of
how the subjective bio-neurological responses cause one to behave and
communicate in a like manner.
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.).
AWARENESS AND KNOWLEDGE

The Graduate should have the knowledge and awareness to observe and
distinguish between his/her own developmental processes and that of the learner.
Thus the Graduate will be able to observe what the learner is experiencing without
any personal filtering from his/her part. S/he can learn to read the Radial pulse,
translate the same and directly and dynamically feed back the resulting information
to the learner. The purpose of feeding back information from and about the
subjective is always to help raise the awareness of the learner about his/her own
subjective experiences and thus create transparency between the (a) subjective
conscious and subconscious and (b) the subjective and objective realities.
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.
13
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.
This programme supports learners in adopting a healthy lifestyle, wholesome diet,

and health promoting practices to support one’s transformational process of
learning.
In this learning process interviews, behavioral observation and physiological

measures in addition to the dia-gnosis and feedback are used for the purpose of
monitoring the progress of learners. The Graduate’s awareness, knowledge and
his/her skills assist in aligning his/her Self, thinking, feeling, expression, habitually
(healthy) behavior and other important parameters that determine the quality of
living, learning and working.
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.
Through its complementary approach to diagnosis and feedback, learners are

assisted in going beyond the limited range of sensitivity of the physiological
sensors to become increasingly aware of the complete spectrum of stimulation at
subjective levels that include the quantum, biochemical, emotional, psychological
and spiritual levels. Abovementioned feedback offers a continuous stream of
insights about the very nature of subjective experience including the pain-body
and a broad range of anomalous phenomena or bio-neurological responses.
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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.
15
Even though a self-learning organization has general objectives and defines

milestones to achieve this, its primary objective will be to increase the
organization’s capacity of dynamic self-organization within the processes involved.
Within an educational context this means that together teachers and learners can
be in a constant dialogue to reinforce one another in an effort to keep on evolving
on personal and organizational levels. Within this programme we will focus on the
co-creational role of teachers and learners within the organization in connection
with the learning process. This enables policy makers to continually adjust the
course of the organization as a whole.
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.
This programme is geared toward assisting educational professionals to go

through a transformational process that will prepare them to assist learners in
releasing from their subjective reality all those traumas and conditioned responses
that keep the learner from feeling whole. The starting point is that learning from
the subjective takes place from where people can experience everything as being
united or whole. This consciousness related approach is based on the principle of
Autopoiesis (Maturana & Varela, 1973) or self- or co-creation and self-
organization that describes how learners only need to become aware of what
17
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.
THE LEARNING PROCESS

The ACM Living Awareness programme guides in the learning process in three
dynamic and interconnected cycles 1, 2 and 3 that emphasize different aspects of
the integrated development of learners. Although we differentiate these different
cycles they actually cannot be separated and thus take place simultaneously and
dynamically to assist in enhancing above self-organizing and self-learning process
in learners. Within an ACM context the term 'cycle' is used to denote the
unfolding of an integrative learning process that can be conceptualized, observed,
stimulated and reflected upon at and from subjective levels. Instead of only
focusing our policies on the cognitive development we assist in the integration
within learners of the emotional-, cognitive- and physical domains at subjective
and objective levels. Although we don't focus on the results we do connect the
learning process to these results for the purpose of understanding the connection
between all aspects of learning involved.
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.
By involving learner participation from the very beginning, this programme

proposes to reduce the lack of participation in the process of development of a
learner-centered didactic methodology.
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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:
• Development of autonomous learning processes in individuals, based on their self-activity

and sense of self-responsibility (autodidactic),
• Supporting and further developing self-learning competencies (lifelong learning),
• Social-emotional development,
• Development of the Multiple Intelligences and more.
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.
THE CLASSROOM EXPERIENCE

In the classroom learners are guided to gain a deeper understanding of the
conceptual basis behind learning from the subjective and learn to look at human
existence, experiencing, living, working, organizing, from within; they are also
guided to present their ideas, ask and give feedback from an ever growing
awareness of what they think and feel; they learn to see and communicate from
the subjective and recognize how views from different learners can add strength to
theirs; from inner dialogue to meaningful conversations. Furthermore learners
learn to value and emphasize the quality of the learning process instead of only
focusing on end-results. What learners feel can be a much more meaningful basis
for what they think.
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
20
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.
Awareness is non-judgmental and in the present-moment which allows learners to

integrally see how and what they feel, think, understand, learn and experience.
Dia-gnostic Observation & Feedback, an ACM based diagnostic technique that

allows learners to continuously observe from the subjective and receive feedback
regarding the same, gives teachers a valuable tool to effectively assist learners in
integrally cultivating above integrated states of awareness. Through reflective
practices the learner can make the growing of awareness essentially continuous.
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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Science Of The Subjective (SCI)

Objective: Gain a deeper understanding of the subjective reality.
• History
• Relationships and differences between Objective and Subjective realities
• The Inner Landscape
• Basic Principles regarding the Subjective (including: Awareness,
Autopoiesis, Quantum principles, etcetera)
• About Sensors, Filters and Anomalous phenomena
• ACM Living Awareness, a living systems view/theory
• The Self vs. development of the pain-body
• Pain-body: patterns of traumata and coping stratagems
• Constitution based dynamics vs. the fixation induced by the Pain-body
• Dialogue between the Self and the Pain-body (Inner Response Dialogue)
• (Re)synchronizing the Self (Jung) and the immediate world
• Using the Emotions Body Map for Bio-Neuro-Emotional integration.
Process Philosophy (PRC)

Objective: Learn to understand the ontology of becoming. Process philosophy
does not characterize change as illusory or as purely accidental to the substance
but as the cornerstone of reality, or Being.
• Alfred North Whitehead
• The process: change is the only reality
• The `physics of being’ and the `physics of becoming’
• Complexes of occasions of experience that arise in becoming
• Process may be integrative, destructive or both together.
System Dynamics (SYS-1)

Objective: Learn to understand the dynamic organization of systems. Understand
coherence, dynamic self-organization, co-creation, instead of only looking at
isolated events and their causes (usually assumed to be some other events).
• Linear and Nonlinear thinking
• System Behavior and Causal Loops
• Feed Forward & Feedback
• General Systems Theory
• Living Systems theory
• Autopoiesis
• System Dynamics
• Modeling & Simulation Approaches
• Simulation tools.
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ACM Dynamic Theory (SYS-2)

Objective: Learn to see the dynamics behind the (co-)creative process from the
subjective and learn to describe them through ACM Dynamic Theory.
• The acronym “ACM” explained
• The First Cause
• Complimentary pairs – Unconditioned and Conditioned Consciousness
(Nature)
• Causes and effects
• Who am I?
• The Elements (Western and Eastern views)
• Non-linear Logics and Geometry described
• About the Process and Dynamism within Systems
• Describe Autopoiesis
• About transformations and interfacing
• A theory that interconnects everything
• Meta-physics and layered reality.
Learning From The Subjective (LRN)

Objective: Understand the present reality from the subjective.
• Process flow, fixation and the role of “feedback” in restoring flow
• About the twelve-stage transformational process, “Unitary” experience
and the expansion of awareness (page 9-10)
• Six-stage development of “dis-ease” (including: dynamic / static stages)
• Autopoiesis and dynamic self-organization
• Autopoiesis and Homeostasis
• How to increase Autopoiesis through awareness
• Dia-Gnosis explained - derive knowledge by looking through
• ACM Dia-Gnostic Observation & Feedback
• One-on-one sessions for deep-experiential learning
• Elicit personal change through inner dialogue
• Elicit social change through meaningful dialogue.
Exploration From The Subjective (EXP)

Objective: Learn to make the raising of awareness of and from the subjective
essentially continuous.
• Contemplative practices explained
• How to allow the process or flow to be essentially continuous
• Contemplative or Mindfulness practice
• InnerTouch practice
• Qigong practice.
24
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.
Dia-Gnostic Observation & Feedback (DGN)

Objective: Learn how to use different dia-gnostic techniques to assist learners in
learning from the subjective
• “Dia” - “Gnosis” explained
• Fivefold Dia-Gnosis: Pulse, Voice, External form, Posture and Behavior
• Observing the life process from different points of view (psycho-
emotional, bio-energetic, physical, etc)
• Copying and anchoring of ancestral (‘father’ and ‘mother’) patterns of
coping
• How to guide learners in becoming aware of trauma’s, patterns of coping,
patterning and de-patterning
• Dia-Gnosis and Multiple Intelligences
• Pulse Dia-Gnosis: levels I, II and III
• How to stimulate learning from the subjective through feedback.
Healing From The Subjective (HLT)

Objective: Learn how to support health and healing through the following
practices.
• Global Healthcare systems and the World Health Organization
• Allopathic medicine
• Traditional healthcare systems
• Complementary and Alternative Medicine approaches
• Whole Food
• Lifestyle
• Inner Touch
• Qigong
• Taichi
• Yoga
• Learning from the Subjective as a basis for healthcare.
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Learning From The Subjective In Psychology (PSY)

Objective: Explore how different forms of Psychology can assist individuals in
their development as social beings.
• Explore different perspectives in Psychology
• Jungian Psychology
• Humanistic Psychology
• Transpersonal Psychology
• Counseling, Psychotherapy and the use of Dia-Gnosis
• Learning from the Subjective and mental health.
The Soul Of Teaching (TCH)

Objective: Explore how different traditional and non-traditional educational
perspectives can complement learning from the subjective.
• Traditional vs Non-traditional perspectives
• Development Oriented Education (based on Constructivism)
• Waldorf
• Montessori
• Integrate Learning from the Subjective in Education.
Learning from the Subjective in the classroom (CLS)

Objective: Learn to understand how learning from the subjective can offer
another basis from where to guide learners in and out of the classroom.
• Feedback as a means to create awareness in class
• How to implement Dia-gnosis and Feedback
• Stimulate inner dialogue and dialogue
• Observe and evaluate the learning process
• How to design the discontinuous learning environment.
Creative Self-discovery (CRE)

Objective: To visualize the learner’s self-image through art; to have an inner
dialogue with this self-image; interpret and formulate key learning areas; develop
sensitivity regarding one’s own authentic qualities; develop sensitivity regarding
other people’s qualities; empathize, visualize and discuss.
• Work with visual art, drama, music, poetry and mimicry;
• To make visual the subjective reality of the learner by formulating how
they should work with different materials (clay, and etcetera);
• Develop an understanding regarding the different styles of learning;
• Learn to adjust creative expression according to the different styles of
learning. Take note of the Multiple Intelligences (Gardner, 1983).
26
The Soul Of Organizing (ORG)

Objective: Learn to understand the subjective within organizations; how the
awareness of the subjective can lead to dialoguing, which results in a greater sense
of belonging, safety, connectedness, contentment and togetherness; and how this
increases the capacity of dynamic self-organization and organizational learning.
• Traditional organization: Planning, deliverables, budget, turnover
• The subjective of individuals within organizations and its influence on
organizational design.
• How to make the subjective visible through soulful organizing
• Organizational Learning and Dialogue.
Sustainability and Ecology (SUS)

Objective: From a living systems perspective learn to assess the challenges of climate
change, gain a macro-perspective on our climate crisis, assess the root causes of climate
change and frame inclusive solutions.
• Study perspectives of “Friends of the Earth” and “Earth Charter
International”
• How to develop global sustainable solutions based on a ‘learning from the
subjective’ and ‘science of the subjective’.
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.
Finding Your Own Voice (VOI)

Objective: A practical way of discovering the effects of sound on your mind-body
system; how what you think affects how and what you speak; how you can speak from
the core of your being.
• The interconnection between sound, voice and breathing;
• Inner Voice and Inner Dialogue
• Inner Response Dialogue
• From Inner Dialogue to Dialogue
• The Voice as an instrument of learning from the subjective.
Supportive Practices (PRA)

Objective: Practices to support oneself in raising awareness, learning from the
subjective, integration of the psychological, emotional and physical domains and
the raising of the capacity of self-organization, self-healing, and etcetera.
• InnerTouch – systematic touching of 108 points that restore the balance
of the Quantum force fields (Kinetic, Electromagnetic and Gravitation).
From the subjective these force fields can be directly experienced;
• Qigong – balancing and developing the flow of the Quantum force fields
through simple postures and movements;
27
• Taichi (elective) – series of movements to balance and strengthen the

muscle-skeletal system, neuro-endocrinal system and the Quantum force
fields. Qigong in motion!
• Yoga (elective) – series of postures and movements to balance and
strengthen the muscle-skeletal system, neuro-endocrinal system and the
Quantum force fields.
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
Creative Self-discovery (CRE)
Finding Your Own Voice (VOI)
Dialoguing (DIA)
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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
Healing From The Subjective (HLT)
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.
31
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.
32
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.
POLICIES AND PROCEDURES

Attendance
Learners are expected to be on time and attend all scheduled course meetings,
although no special provisions are made to report occasional absenteeism from
class. It is the policy of the institute to excuse without penalty learners who are
absent because of illness or other legitimate reason and allow them to make up the
work missed because of such absenteeism. A learner absent from an examination
because of the same reason will be given an opportunity to make up the
examination without penalty. Learners are expected to report their absenteeism to
their mentor.
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.
33
Career Guidance And Placement

The mission of Career Services is to help learners discover their vocation. Staff
members support learners by testing for strengths and interests, providing
individual counseling about academic majors and career options, service and
entrepreneurial inquiry programs, creating greater awareness of internships and job
opportunities, and teaching workshops on topics such as resume writing,
presenting, dialoguing, networking and interviewing.
Staff members include a director, advisor and administrative assistant. In general,

Career Services collaborates with the teaching faculty to enhance the work and
professional opportunities available to learners, both during programmes and
upon graduation.
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.
Code Of Conduct Summary

The institute in a free society must be devoted to the pursuit of awareness, truth
and knowledge through direct experience, reason and open communication
among its members. Its rules should be conceived for the purpose of furthering
and protecting the rights of all members of the institute’s community in achieving
these ends.
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
34
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.
The fee is to be paid in advance of each semester or year, according to the

payment plan chosen. The fee includes all material related to the courses and is
established according to the socio-economical factors in your country of origin. At
this moment a limited amount of financial aid will be available to learners who
have fewer financial means. Please contact us for more information.
CONTACT
Programme director: Carlo Monsanto – carlo.monsanto@ciiedu.org
35
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.
36
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
37
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’).
Autopoiesis Means “auto (self)-creation” and

expresses a fundamental dialectic
between structure and function. The
term Autopoiesis was originally
conceived as an attempt to characterize
the nature of living systems.
Anomalous phenomenon Abnormal occurrence.
Bio-behavioral responses Biologically induced behavioral

responses that result from triggering by
external stimuli. Example: you walk in
the dark; everything’s quite; you are
alert; suddenly a cat jumps out in front
of you; in no time your body is activated
and you react startled.
Bio-neurological responses Bio-neurological responses precede bio-

behavioral responses. They can be felt
in our physical body as tension,
pressure, pain, heaviness, etc.
Coping strategies The way we have been conditioned by

our environment (parents/ancestors) to
deal with pain.
38
Discontinuous Not a continuous flow of events.
Inner Response Dialogue The meaningful dialogue that results

from interactions between traumas and
correlated bio-neurological responses.
Inner eye How you mentally perceive something.
Dia-Gnostic (Gnosis) Observational Diagnosis that

continually observes experiential
processes. “Dia” (look through) and
“Gnosis” (Knowledge). To derive
knowledge by looking through
something.
General System theory It is a theoretical framework by which

one can analyze and describe any group
of objects that work in concert to
produce some result. The focus lays on
how these objects together form a
functional whole.
Interconnected(ness) Interconnectedness is part of the

terminology of a worldview which sees
oneness in all things.
Living systems theory Living systems theory is a general

theory about the existence of all living
systems, their structure, interaction,
behavior and development.
Mind-body or bio-psychosocial The bio-psychosocial model is a

general model or approach that posits
that biological, psychological (which
entails thoughts, emotions, and
behaviors), and social factors
(abbreviated "BPS") all play a significant
role in human functioning in the
context of disease or illness.
Mindful(ness) Mindfulness is the present-moment

awareness of one's feelings, emotions,
thoughts, actions and motivations.
Multiple Intelligences The theory suggests that, rather than

relying on a uniform curriculum,
schools should offer “learner-centered
education”, with curriculum tailored to
39
the needs of each child. (This includes

working to help students develop the
intelligences in which they are weaker.)
Non-linear(ities) A nonlinear system is any problem

where the variable(s) to be solved for
cannot be written as a linear sum of
independent components.
Pain-body The accumulation of traumas and

conditioned bio-neurological responses,
which we call coping strategies.
Paradigm shift Paradigm shift, sometimes known as

extraordinary science or revolutionary science, is
the term first used by Thomas Kuhn in
his influential 1962 book The Structure of
Scientific Revolutions to describe a change
in basic assumptions within the ruling
theory of science.
Part-to-Whole The semantic relation that holds

between a part and the whole or
something determined in relation to
something that includes it. Example:
“he wanted to feel a part of something
bigger than himself”.
Pathogenic / Six stages of pathogenesis The development of disease. In

traditional systems of medicine this is
described in six stages: (1) accumulation,
(2) agitation, (3) spreading, (4) fixation,
(5) manifestation and (6) consequence.
In the first three stages the bio-
neurological responses are dynamic, and
in the latter three stages the same bio-
neurological responses fixate the
physiology of the mind-body system in
the weaker parts.
Quantum (mechanics) Quantum mechanics is the study of

mechanical systems whose dimensions
are close to the atomic scale, such as
molecules, atoms, electrons, protons
and other subatomic particles. Instead
of only looking at these particles
Quantum mechanics looks at how these
particles function in concert.
40
Radial Pulse (Arteria Radiale) Reading of the Radial artery. In human

anatomy, the radial artery is the main
blood vessel, with oxygenated blood, of
the lateral aspect of the forearm.
Self Self-consciousness is a personal

understanding of the very core of one's
own identity.
Self-consciousness plays a large role in

behavior, as it is common to act
differently when people "lose one's self
in a crowd". It is the basis for human
traits, such as accountability and
conscientiousness. Self-consciousness
affects people in varying degrees, as
some people self-monitor (or scrutinize)
themselves more than others. Different
cultures vary in the importance they
place on self-consciousness.
Subjective reality / landscape That all subjective phenomena are

associated with a single point of view is
called the subjective character of
experience.
Subjective of the organizational system The subjective realities of individuals

working in organizations have a great
impact on the processes involved; they
generally aren’t made visible and they
cannot be managed in traditional ways.
Our observational dia-gnosis can assist
in making visible the subjective in
organizational processes.
System dynamics System dynamics is an approach to

understanding the behavior of complex
systems over time. It deals with internal
feedback loops and time delays that
affect the behavior of the whole system.
Unison United, Whole
Wholistic A contraction of the words “Whole”

and “Holistic”. Holistic is the idea that
all the properties of a given system
(biological, chemical, social, economic,
mental, linguistic, etc.) cannot be
determined or explained by its
component parts alone. Instead, the
41
system as a whole determines in an

important way how the parts behave.
42
Chapter
16
REFERENCES
Caribbean Integral Institute (2008). ACM Living Awareness, www.ciiedu.org
Monsanto, C. (2007). Inner Touch, Support Magazine, July 2007 (Curacao,

Netherlands Antilles)
Monsanto, C. (2007). Learn to experience consciously, Support Magazine, April

2007 (Curacao, Netherlands Antilles)
Monsanto, C. (2007). Ayurveda, an overview, Support Magazine, January 2007

(Curacao, Netherlands Antilles)
Monsanto, C. (2002). Part 1) An Integral View of Ayurvedic Science, Journal of

Integrative Medicine 18-3 (Netherlands)
Monsanto, C. (2002). Part 2) Self-empowerment through self-realization, Journal
of Integrative Medicine 18-4 (Netherlands)
Monsanto, C. (2002). Part 3) The practical application of Awareness, Journal of
Integrative Medicine 18-6 (Netherlands)
R.G. Jahn and B.J. Dunne (2008). Change the Rules! Journal of Scientific
Exploration, 22 (2), pp. 193-213.
R.G. Jahn and B.J. Dunne (2004). Sensors, Filters, and the Source of Reality.
Journal of Scientific Exploration, 18 (4), pp. 547-570.
R.G. Jahn and B.J. Dunne (2001). A Modular Model of Mind/Matter
Manifestations (M5). Journal of Scientific Exploration, 15 (3), pp. 299-329.
R.G. Jahn and B.J. Dunne (1997). Science of the Subjective. Journal of Scientific
Exploration, 11 (2), pp. 201-224.
Prasad Kaipa (2006). Discontinuous Learning, e-book. www.kaipagroup.com
43

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MASTER OF LEARNING

This breakthrough “Learning from the Subjective” programme

CARIBBEAN INTEGRAL INSTITUTE

Learning from the Subjective

 FOUNDATION CARIBBEAN INTEGRAL INSTITUTE

CARIBBEAN INTEGRAL INSTITUTE 2

WHY THIS APPROACH? 5

FROM TEACHER TO LEARNER CENTERED PEDAGOGY 6

LEARNING FROM THE SUBJECTIVE 7

TWELVE STAGES OF TRANSFORMATION 9

AWARENESS KNOWLEDGE AND SKILLS 11

DIA-GNOSTIC AND FEEDBACK SKILLS 12

AWARENESS AND ORGANIZATION 15

THE PROCESS OF LEARNING 17

SCIENCE OF THE SUBJECTIVE (SCI) 23

RECOGNITION, ACCREDITATION & COLLABORATION 31

ADMISSION, EVALUATION & GRADUATION 32

ORGANIZATION, DURATION, FEES 35

LEARNING ENDOWMENT FUND 36

In order to verify this proposal I suggested that Carlo give a demonstration to

Stanley Krippner, Ph.D.

This programme assists learners in simultaneously observing abovementioned

Learners will develop the following:

We encourage learners to grow beyond the parameters of their skills-based

Consequently the educational field is shifting away from traditional pedagogical

Educators seek a deeper understanding of their own and the learner’s

This breakthrough “Learning from the Subjective” programme adds a ‘new’

FROM TEACHER TO LEARNER CENTERED PEDAGOGY

As a ‘Master of Learning’ graduate you will have an opportunity to assist learners, in

At abovementioned subjective levels of experience, from behind a veil of

The different stages are:

This is how we describe the pain-body to be responsible for disturbances in mind

TWELVE STAGES OF TRANSFORMATION

• Satisfying – a harmonious flow of the co-creative force fields: kinetic,

The abovementioned transformational process leads to self-organization, catharsis

DIA-GNOSTIC AND FEEDBACK SKILLS

Educational innovations try to shift away from abovementioned limited ‘linear’

The ACM Living Awareness approach presents an approach to diagnosis termed

ACM’s Diagnostic Observation & Feedback offers to integrally observe the

• Radial pulse characteristics – through the diagnostic observation of the

o The change of amplitude and quality of correlated bio-neurological

AWARENESS AND KNOWLEDGE

This programme supports learners in adopting a healthy lifestyle, wholesome diet,

In this learning process interviews, behavioral observation and physiological

Through its complementary approach to diagnosis and feedback, learners are

Even though a self-learning organization has general objectives and defines

This programme is geared toward assisting educational professionals to go

THE LEARNING PROCESS

By involving learner participation from the very beginning, this programme

• Development of autonomous learning processes in individuals, based on their self-activity

THE CLASSROOM EXPERIENCE

Awareness is non-judgmental and in the present-moment which allows learners to

Dia-gnostic Observation & Feedback, an ACM based diagnostic technique that

Science Of The Subjective (SCI)

Process Philosophy (PRC)

System Dynamics (SYS-1)

ACM Dynamic Theory (SYS-2)

Learning From The Subjective (LRN)

Exploration From The Subjective (EXP)

Dia-Gnostic Observation & Feedback (DGN)

Healing From The Subjective (HLT)

Learning From The Subjective In Psychology (PSY)

The Soul Of Teaching (TCH)

Learning from the Subjective in the classroom (CLS)