tag:blogger.com,1999:blog-84332935128466437592024-03-13T11:38:52.199-07:00Fellowship of ExcellenceThe FoE is a group of individuals who seek excellence in all areas of life. There are 4 "pillars" of discussion and practice. Education, Media, Spirituality, and Governance. These pillars are the cornerstones to civilized society. This blog reflects my thoughts in regards to these 4 "pillars".Anonymoushttp://www.blogger.com/profile/05709988392563707203noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-8433293512846643759.post-28897351415851400622013-05-19T16:43:00.004-07:002013-05-21T04:40:12.635-07:00Unschooling in the Teen YearsI'm a 30-something guy that was unschooled in his teens. What does it mean to be unschooled? It means I was home-schooled, minus the curriculum or structured schooling times when at home. Instead, I did what I wanted to do and my mother trusted me to learn everything I needed to learn, and did what she could to assist me in whatever venture I found interest in. There are many concerns people have about unschooling, but so far my life has not encountered the hardships people assume unschooling might lead to later on in life. I might make a post going into my experiences another time tho. For now, this post is in response to a question I received from a friend of mine, mother of a teen girl.<br />
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<b>~ The Question ~</b></div>
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<a href="http://4.bp.blogspot.com/-9QemYRnLYbM/UZlbm-FK1KI/AAAAAAAAAl4/lNL0j3O9IHw/s1600/girl-with-question-marks.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-9QemYRnLYbM/UZlbm-FK1KI/AAAAAAAAAl4/lNL0j3O9IHw/s1600/girl-with-question-marks.jpg" /></a>She asked, "My 13 yo daughter loves the 'home' part of homeschool, but she seriously hates the 'school' part. I'm afraid she's been hand-fed 'learning' for so long that if we did quit school, she doesn't even know what her passion is or what to be interested in.<br />
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How does one begin unschooling without feeling like a school drop-out?"<br />
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<b>~ Some Foundational Concepts ~</b></div>
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In my opinion, there are a few very important things to understand when unschooling.<br />
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First and foremost is <b style="color: cyan;">communication</b>. Unschooling requires a great deal of communication between family members. Specifically, open, honest, and frequent communication. This one thing makes a huge difference in any relationship; and during the teen years it's definitely needed in all directions.<br />
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Second is the hand-in-hand duo of<b> <span style="color: cyan;">trust and respect</span></b>. I count these as one topic because you simply cannot truly have one without the other. The most important thing to know about trust and respect is there is only one way to get it: You must be consistent in giving it. <br />
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Many times when someone acts out it is because they are being expected to give trust and respect because someone demands it, but that someone isn't willing to truly give it in return. For me, this remains true even today.<br />
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Third is to<b style="color: cyan;"> lead by example</b>. This one is fairly straight forward. Just be the model of whatever behaviors you would like your daughter to adopt. <br />
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Fourth is that <b style="color: cyan;">everything happens in it's own time</b>. Things will happen when they need to happen, if allowed. The more you try to force something, the more resistant it will become until something reaches a breaking point. This holds true for bending down a tree branch, trying to loosen a stuck bolt, or attempting to coerce someone to do something they don't want to do. What happens when the breaking point is reached depends on what, or who, breaks.<br />
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<b>~ How to Make the Most of Communication ~</b></div>
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<a href="http://4.bp.blogspot.com/-Jo8jOt6uZh4/UZlcRAUEyrI/AAAAAAAAAmA/GdSN3ZQJ6ao/s1600/communication+strat..jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-Jo8jOt6uZh4/UZlcRAUEyrI/AAAAAAAAAmA/GdSN3ZQJ6ao/s1600/communication+strat..jpg" height="191" width="320" /></a>The best way to make the most of your communication is to always assume you are talking to an equal. It doesn't even matter if the person is your boss at work. Your boss is still just a person with a specific job that has it's specific tasks. Likewise, it doesn't matter if it's a 5 year old neighbor kid, or the teenager with the goth makeup and piercings that works at the fast food place, or the pope, or the president of the US, or the Mormon at your door, or your favorite celebrity, or your spouse, or your parents, or your own children; <b style="color: cyan;">they are all equals with you</b>. <br />
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The idea that all are equal is not an idea that is shared by the masses, but it is essential when it comes to communication. Too often communication breaks down because of some perceived status difference. Everyone has different experiences; thus, everyone has something they can share and teach, as well as having plenty they can learn. <br />
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So when you talk to your daughter, tell her the things that concern you. Include her in the process of figuring out what needs to happen and how to make those things happen. <br />
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Here's an example from my personal experience:<br />
When I was in 7th grade, I told my mom I was tired of school and wanted out. School was boring to me and I wasn't learning anything. So she explained to me that there are laws about kids going to school. She wasn't sure how soon I could be free of school completely, but she told me what she did know and <b style="color: cyan;">we worked together to learn</b> the rest and figure out how I was going to get out as quickly as possible.<br />
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When home-schooling, there's usually some sort of yearly test or evaluation that is required by law to "ensure your children are being educated" (I have many negative thoughts about this, but those are for a different blog). Let your child know what the law is and ask them to help figure out how to satisfy the requirements. Let her know what happens if the requirement for the law is not met - the courts will step in and force her to go to a regular school.<br />
[<i><b style="color: cyan;">Tip:</b> <u style="color: #ffe599;">Don't</u><span style="color: #ffe599;"> remind her about this part. Once you say it and she understands it, that's all that's needed. You can remind her when the test or evaluation date is coming but don't turn natural consequences into some kind of tool for passive aggressive threats, or else you risk undermining trust and respect between you.</span></i>]<br />
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The next way to ensure good communication is to allow it to go both ways. Notice I used the word "allow". Some parents talk about how their kids wont talk to them or refuse to talk to them. This is a direct result of not allowing them to talk by virtue of not listening to them. If you form a habit of not listening, then it should not surprise you if your child stops speaking to you. Who likes to waste words talking to a wall?<br />
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Finally, to enhance communication beyond anything you can imagine, practice keeping your mouth closed and your ears open. Listening is a very powerful communication skill when developed; and like all skills, it must be practiced to strengthen it. So start off by talking to your child about your decision to practice listening. Ask for her help; and be honest about your intent to practice. Then allow them to communicate with you... as an equal.<br />
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<b>~ How to Build Trust and Respect ~</b></div>
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As I mentioned above, there's really only one way to build trust and respect; that's to give it. However, this isn't always easy to do. In my experience, there are three different kinds of trust:<br />
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First, there's the trust that a baby has for it's <b style="color: cyan;">caregiver</b>. Right now, my wife and I are rescuing a baby sparrow we found in the front yard. According to our research, it had zero chance of survival if we left it there, or tried to put it back in the nest. To raise it's chances, we took it in and assumed the caregiver role. Within two days the trust between us and the bird had grown to the point that the bird recognized us and was eager to see us when we approached.<br />
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The same holds true for human babies. They trust their caregiver to the point of eagerness. This eagerness continues as they grow and want to help with whatever mommy is doing. This kind of trust stems from necessity; young life depends on the strength of this trust. <br />
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Sometimes there comes a point where this seems to taper off; but I'll talk a bit more below about why this might happen.<br />
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Second, there's the trust we have in friends, non-caregiver family members, and peers of all sorts. These are the interpersonal relationships where we develop trust. This trust is<b> <span style="color: cyan;">earned</span></b>.<br />
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Finally, there's the trust we have in business. When we make a deal with someone, we trust that agreement. We accept money and trust it is not counterfeit, we accept services and trust in the quality, we accept goods and trust in the value for their purchase. This trust is <b style="color: cyan;">expected by default</b>.<br />
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Most have experienced some kind of betrayal of trust. When a betrayal happens, it becomes a bit more difficult to trust again. Depending on the betrayal, the trust may or may not be reparable.<br />
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My young life was full of various betrayals (mostly by my adoptive father and peers). By the time I had reached my early teens I had endured enough betrayals that I found it difficult to trust others, with the exception of my mother. After wrestling with whether or not there was a need for trust, and learning what skepticism and critical thinking were, I adopted a method from the business type of expected trust and applied it to earned trust.<br />
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The metaphor for it goes like this:<br />
<ul>
<li>When I first meet someone, I give them a trinket amount of my trust, then watch what they do with it. </li>
</ul>
<ul>
<li>If they toss it away, or stomp on it, or treat it as tho it was their due, they get no more. This results in them receiving no trust (or respect) from me.</li>
</ul>
<ul>
<li>If instead, they hold it tight and tuck it away to keep it safe and guarded, then they shall be guardians of a trinket of my trust and respect. While not altogether a bad thing, this does not promote growth.</li>
</ul>
<ul>
<li>However, if they add a bit of trust, respect, and appreciation to the trinket and hand it back to me. Then I will do the same, and the trust between us can grow.</li>
</ul>
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Trust shared with a caregiver is the most highly valued; and because of that, it can withstand some betrayals if they aren't major. This is good as it means that when it comes to parents and their children, the trust stands a good chance of being rebuilt. Unfortunately, earned trust is a bit more fragile. The more earned trust is built up, the better it's resistance to minor betrayals; but a major betrayal (or repeated small betrayals) will erode that trust and the respect that comes with it. A betrayal of expected business trust is almost always permanent. <br />
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So to build trust, start by giving a trinket of trust along with respect. It can be hard at first, but where would you be if you didn't have the capacity to trust? It is important to do your best to remain consistent about your trust, and when you don't, be open and honest about that and the reasons why.<br />
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<b>~ Learning to Relax ~</b></div>
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<a href="http://2.bp.blogspot.com/-_rwWwLgW9SA/UZlfU8FEmYI/AAAAAAAAAms/lSQcQqedCm4/s1600/SpiralClock2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-_rwWwLgW9SA/UZlfU8FEmYI/AAAAAAAAAms/lSQcQqedCm4/s1600/SpiralClock2.jpg" /></a></div>
I'm not sure who came up with the guidelines that everyone is to know a particular thing by a particular time, but they really should be gifted with a rotting fish; because that entire idea reeks and is ready for composting.<br />
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The idea that everything will happen during it's own time (if it is needed at all) is one that throws many people for a loop. This is very easy to prove though. K-12 school taught most of us adults (living in the US anyway) that Pluto was a planet, and the 4th of July celebration was all about independence and freedom. Of course it never taught anyone I know how to write a check, or negotiate terms when buying real estate, or even how to be a decent sales person.<br />
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However, Pluto's status is now changed, we're not free to buy any of the good fireworks in many states, and the majority adults have somehow learned how to write checks and make a living as sales persons. When would they have learned these things? When they needed to know them of course. So why is this a loop-inducing concept for so many? Because they also weren't taught how to<b style="color: cyan;"> think critically</b><span style="color: cyan;">.</span><br />
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Everything that needs to be learned will be learned at just the right time. Looking around in nature the same pattern is seen over and over again. It's true in the animal kingdom, and the plant kingdom, and the mushroom kingdom (fungi aren't plants by the way), and so on. So it's okay to give yourself permission to relax and trust that everything that needs to be learned will be, when it is most appropriate.<br />
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<b>~ Passions ~</b></div>
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<a href="http://1.bp.blogspot.com/-e5A-uHgfMQA/UZlhU8rqmEI/AAAAAAAAAm8/EbU38nep6co/s1600/follow_your_passion.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-e5A-uHgfMQA/UZlhU8rqmEI/AAAAAAAAAm8/EbU38nep6co/s1600/follow_your_passion.jpg" height="320" width="320" /></a></div>
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Schools do not allow children to discover or pursue passions unless that passion is to become a teacher in a public school. The truth of this is seen in the high amount of directionless college students that have no idea what they want to do once they have finished.</div>
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<b style="color: cyan;">Finding passions is a process of trial and discovery.</b> Unschooling allows the freedom to pursue anything and everything a child might have interest in. As the facilitator of your daughter's learning, it is your task to know what interests she has (this is where that listening skill, and a healthy bond of mutual trust and respect really comes in handy) and to help her pursue them the best you can.<br />
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Don't be surprised if she discovers many different passions, or even lets some go after pursuing them for a time. If the interest fades away, that is an indication that learning from that particular outlet has stopped (at least for the moment).<br />
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<b>~ In Closing ~</b></div>
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"How does one begin unschooling without feeling like a school drop-out?"</div>
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Discard the idea that being a school drop-out is a bad thing. I celebrated being a drop-out; then again some time later by going to college and pursuing degrees in things I was actually interested in learning - just because I could. I wouldn't have had the drive to go 16 terms straight (4 per year) and maintain <b>above</b> a 4.0 GPA if I hadn't first been unschooled and allowed to find things to be passionate about. Being a drop-out was the best thing that ever happened to me. I gained the self-confidence to trust myself and find inner motivation.<br />
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I don't believe it's ever too late to begin unschooling. Unschooling is more than just not having a secular curriculum. It's a <b style="color: cyan;">mindset that can be learned and adopted at any age</b> (kids come naturally into it). While it may be more difficult the older you get, the freedoms you once knew you were supposed to have can still be yours. The past can't be changed, but that doesn't mean your future has to be more of the same. <br />
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As your daughter discovers herself while unschooling, mentally and emotionally allow the same for yourself. Take the journey together.<br />
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<a href="http://1.bp.blogspot.com/-_wwqhRLl0CM/UZljX81o5aI/AAAAAAAAAnM/SflPlibN0xY/s1600/coaching+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-_wwqhRLl0CM/UZljX81o5aI/AAAAAAAAAnM/SflPlibN0xY/s1600/coaching+2.jpg" height="320" width="277" /></a></div>
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<span style="font-size: x-small;">[I claim no credit for the photos used]</span></div>
Anonymoushttp://www.blogger.com/profile/05709988392563707203noreply@blogger.comtag:blogger.com,1999:blog-8433293512846643759.post-65339242364881982872013-02-17T06:34:00.005-08:002013-02-17T06:41:07.035-08:00The Power of Choice<!--[if gte mso 9]><xml>
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<br />
<div align="left" class="MsoNoSpacing" style="text-align: left;">
When I was younger, I
came upon a truth that had two aspects. I designed a coin to express this
truth, each side bearing a statement that represented one of the two aspects. The
coin is about taking responsibility for your choices; and allowing others to be
responsible for theirs.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-34z1SMe4HyU/USDm65Cv0nI/AAAAAAAAAfI/EPnXL5Qgu4A/s1600/sedwick_cusco_peri_2escudo_1698.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-34z1SMe4HyU/USDm65Cv0nI/AAAAAAAAAfI/EPnXL5Qgu4A/s1600/sedwick_cusco_peri_2escudo_1698.jpg" height="148" width="200" /></a> </div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
One side of this coin
had the words, “<b><i>You cannot MAKE anyone do anything.</i></b>”</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
The other side had the
words, “<i><b>No-one can MAKE you do anything.</b></i>”</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Only you can be
responsible for the choices you make. The only exception to this is a parents
choices until a child is of age to make their own.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Some have argued that
a person can be coerced or forced. While there are many situations where that seems
to be the case, this truth is about the choices people make. Others say there are
choices that effect their lives which are not choices they made. I would say
that in such cases, they have made a default choice; allowing someone else to
make choices for them - which is also a choice. -Opting not to make a choice is
a choice in itself.-</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>~ What Is
Responsibility? ~</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
The way to exercise
control of your life and express your personal power and freedom is to take responsibility
for your choices. Occasionally I feel it is a burden to be responsible, and
seek to hand that off to someone else in order to “let go” and “have fun”… Then
I remember that is the lure of those who want me to allow them the power of
making choices for me. I can have fun and be spontaneous while still taking
responsibility for my choices.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
There’s another way to
phrase “taking responsibility” that is generally viewed more positively; that
is “taking credit”. When we create something and share it with others, we
happily take credit for the accomplishment. That accomplishment happened as a
result of a choice.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
It would appear that
taking responsibility for a choice and taking credit for a choice are two
aspects of the same thing. One cast in a desirable light, and the other as a
burden; and this seems to be the difference between the terms.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>~ Owning Choices ~</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
By definition, we want
desirable outcomes for our choices. Why else would we make the choices we do? It’s
well known throughout most cultures that growth and wisdom come as a result of
learning from mistakes. When we shy away from our mistakes and fail to learn
from them, we are destined to repeat them.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Personally, I find it
empowering to own my choices. My choices are always made in the most desirable
way I know how to make them. If they turn out to be a mistake, then I find
power in learning why I didn’t get the desired outcome. This curiosity to learn
from mistakes enables me to make ever better choices as I continue thru life.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>~ In Conclusion ~</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
I choose to own my
choices, and take both the credit and responsibility for them. In doing so, I
continue to grow and learn and become a more excellent version of who I am. My
choices become my lessons; both accomplishment and mistake. If I get desirable
results, then I know what to do next time, and if I don’t, then I know what not
to do.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
At the same time, I don’t
seek to make choices for others. To do so robs them of the chance for them to
grow and learn. I made the choice to help others become more excellent versions
of themselves; I do that by sharing with them, not making choices for them. Own your choices by taking responsibility for them, and allow others to be responsible for theirs.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>There is power in
owning your choices. Claim it, own it, the choice is yours after all!</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-FSH7w1V6I18/USDpQst4DJI/AAAAAAAAAfU/-NHOpTlIeBw/s1600/4783474143_0044bae5b0_z.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-FSH7w1V6I18/USDpQst4DJI/AAAAAAAAAfU/-NHOpTlIeBw/s1600/4783474143_0044bae5b0_z.jpg" height="158" width="320" /></a></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
Questions, comments and discussion are all welcome at the <a href="https://plus.google.com/u/0/communities/102952343955977924706">Fellowship of Excellence</a> G+ community. Looking forward to your thoughts! </div>
Anonymoushttp://www.blogger.com/profile/05709988392563707203noreply@blogger.comtag:blogger.com,1999:blog-8433293512846643759.post-56845954472994087042013-02-14T01:21:00.002-08:002013-02-14T01:21:52.457-08:00Super-Learning: A Method to Getting Out of Your Way<!--[if gte mso 9]><xml>
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<br />
<div align="left" class="MsoNoSpacing" style="text-align: left;">
When it comes to
modalities (Visual, Audio, Kinesthetic, etc), I never considered myself to be
much of an audible person. However, I know (intellectually) that I use all my senses
to gather information, including my ears. Hearing may not be my strongest
modality, but I still depend on it regularly throughout each day. It’s my
guess, this situation is not limited to just me. This article was written as a
result of a brief conversation with <a href="http://overtherainbowagain.blogspot.com/">Andrea Sumers</a>. </div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>~ What is Super-Learning?
~</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Super-Learning is a
method that accelerates the learning process using the audible modality. In the
field of hypnosis, there are a series of steps for any session. </div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
1> Focus the
attention of the client (also known as “induction”). </div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
2> Distract the
conscious mind (also known as “by-passing the critical factor”). </div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
3> Use a "deepener"
strategy to “lock” the conscious mind out of the way.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
4> Input
suggestions for change (this is where the learning program or lecture fits in).</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
5> Re-orient the
client, allowing the conscious mind to return to normal awareness.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
[<i>Note: I use the term “client”
to mean “the person being hypnotized”, even for self-hypnosis.</i>]</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
There are many ways to
accomplish all of these steps, and many programs to teach them. When using
light hypnosis as a tool for accelerated learning, that is Super-Learning.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>~ The Learning Problem
~</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
When I apply
Super-Learning to study courses, the information is allowed directly into my
subconscious mind without the hassle of my conscious mind getting in the way.
In fact, the conscious mind can only handle 7 bits of information (+/- about 2
bits) at any one point in time. This is one reason we feel overwhelmed or get
confused if we have many different facts tossed at us at one time, and we’re
expected to remember them all. </div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Brute force memorization
is probably the worst form of learning there is. There is certainly a time and
place for it (as there is for everything), but it falls short as the “go to” default
since it involves more work than is needed for most learning. This is where
repetition comes in.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Repetition is well
documented and accepted as the power behind really learning something. While
this is true to a certain degree, it is most often misapplied as the reason for
brute force memorization thru repetition. This method of learning (more often
than not) results in frustration, and general feelings if inadequacy. So why
are we all taught this is <b>the</b> way to learn?</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>~ Getting Out of Your
Own Way ~</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
If you need to take
something away from a toddler there are some things you can expect. If you just
take it away, you can expect anything from fussy disappointment to full blown tantrum.
Mothers learn quickly there is a power in distraction and substitution. If you
need to take something away from a toddler without the fuss, you better be in
the process of handing that toddler something else to be interested in.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
This same concept is
what happens with our conscious. Our conscious mind wants to be in the middle
of everything we do; even if it slows everything to a crawl. When our conscious
mind wants to be in control, it tries to handle everything that comes in and
analyze it all. We are taught to memorize stuff, and so we try to do so. This
is especially true of things we feel is important to learn.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
When you want to learn
something, it is easiest to do when your conscious mind is not getting in the
way. The goal then is to find a means to busy your conscious mind and get it
out of your way. There are many ways to do this, but they all involve some form
of Super-Learning as described above. I’ll give a few examples of these
methods.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>~ Doodling, Jogging, &
Soundscape Mapping ~</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Doodling has been
around for a very long time, and most of us have doodled something at some
point in time. Most of the time, doodling is done while listening to a lecture,
such as in a classroom or during a board meeting. Why? Because when we doodle,
we are distracting the conscious mind from what is going on, and allowing the
subconscious to absorb the information audibly.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
The same thing happens
when you play a game like solitaire or perform a repetitive activity such as jogging.
Jogging tends to work better for people who are more kinesthetic, whereas
doodling seems easiest for more visual people. For those who are already
audible, Soundscape mapping seems to work well.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Soundscape mapping is a
method of closing the eyes and focusing on subtle sounds in the area, focusing
awareness beyond the sound of the lecture. The point is to divert the
analytical conscious mind to something else, and therefore allow the
subconscious to have full access to the lecture.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>~ Finding Balance ~</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
There is a catch to
using these types of distraction methods though. If the distraction uses too
much of your cognitive skills, then your subconscious mind becomes focused on
the distraction and away from the lecture. If the distraction uses too little
of your cognitive skills, then your conscious mind becomes bored, and can
actually hinder your learning efforts as it begins to mentally fidget. </div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Finding your personal
balance is an essential and very deliberate thing to do. The better you get at
finding and then maintaining your personal balance, the more supercharged your
learning becomes.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>~ Intention Directs the
Capacity of Super-Learning ~</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
The best way to find
your personal balance and maintain it is to direct your intention. This is the
underlying psychology behind why methods of intentional doodling (like
<a href="http://theraggededge.hubpages.com/hub/Zentangle-How-To">Zendoodling</a>) work as well as they do.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Intentionally doodling
with the purpose to distract the conscious mind and allow yourself to slip into
a light hypnotic trance performs the task of distracting your conscious mind,
while naturally being flexible enough to easily find and maintain an optimum
balance for Super-Learning.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>~ In Practice ~</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
In the late 1970’s, an
experiment was done at a private K-12 school in California (which will remain unnamed
for now as I do not have their permission to mention them). As a child, I was
attending that school during the time when this experiment of intentional
doodling was being taught as a learning tool. As the instructor would lecture
on a topic, the students were to doodle while listening. </div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
The students had to be
able to answer questions if asked, and were to ask questions if they had them
(which they did). This requirement seemed to turn random doodling into
intentional doodling. The result of the experiment was an amazing increase of
retention, ease of learning, and higher testing scores across the board.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
I have heard of many
other experiments done along these same lines. In fact, during the tutor
training course I took, the other students and I (all adults) were told to play
with wooden blocks while listening to the lectures to increase our learning;
this is another example of the same Super-Learning principle.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Unfortunately, this
research doesn’t seem to have reached public schools yet. I personally know it’s
been around for decades as an amazing, proven, time-tested learning tool. So
why isn’t it more widely taught, and used? Why torture students with the old brute-force memorization method of learning for everything? </div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>~ In Closing ~</b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
The easy way to do
this yourself is to get some paper (or use the borders of your note-taking
paper), and a pen or pencil (I prefer pencil since shading becomes part of my
intentional doodling fun), and doodle with simple shapes; lines, squiggles,
circles, curves, and angles. These are the basic palette to use.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
The object is not to draw
something specific. The object is to doodle something abstract and detailed. A
few small circles bunched together, connecting to a squiggly line that is then
traced in parallel a few times, and so on. The intentional doodle should focus
more on small details than on any big picture.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<u><b>Here is the important part
for true Super-Learning:</b></u> While creating your super-detailed doodling, have your lecture
or audio training program (which is what I prefer) playing and pay <b>just enough</b> <b>attention</b> to make sure you
can answer questions about what is going on if someone were to ask you.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
I said I prefer audio
training programs. The reason is because I can listen to the same one multiple
times. Using the Super-Learning method of intentional doodling while listening
to an audio program I have listened to before increases the power of learning
by adding repetition. Generally, I give myself some time between repeats for
my subconscious to digest what it has learned (which is much less time than
trying memorize by brute-force).</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b><> <>
<></b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
Thanks for reading
this article. Comments, questions, discussion, and stories concerning this
article (or any of the articles from this blog) are all welcome at the G+
community, <a href="https://plus.google.com/u/0/communities/102952343955977924706">Fellowship of Excellence</a>.</div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b>We're looking forward to what
you have to share there!</b></div>
Anonymoushttp://www.blogger.com/profile/05709988392563707203noreply@blogger.comtag:blogger.com,1999:blog-8433293512846643759.post-15770881320820499302013-02-10T03:54:00.000-08:002013-02-10T04:00:38.491-08:00Spirituality - A pillar of civilized society<!--[if gte mso 9]><xml>
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<br />
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">The subject of
spirituality has more to do with the vitality of the miracle we call “life”
than it does about whether or not there is a God. Some believe that all of
creation is a result of some random happy happenstance. Some believe in a
personal God with whom to communicate thru prayers. Some believe there is an
intelligence responsible for creation, but that this intelligence is not
embodied in a single entity, but is instead part of everything that is. Some
believe things I can’t imagine without further study. </span></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">Unfortunately, too many
get hung up on questions that I find distracting from the subject of
spirituality; such as:</span></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;"> “Does God exist?”</span></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;"> “If not, how can so many
wondrous mysteries be explained?”</span></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;"> “If so, what is God’s
name, and what does God want from us?”</span></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;"> “Is God a male, or
female, or both, or neither?”</span></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;"> “What’s God’s favorite
hair and clothing styles?”</span></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">These questions are fine
for those who enjoy talking about such things. However they have little to do
with spirituality itself. </span></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b><span style="font-family: "Cambria","serif"; font-size: 13.0pt;">~ What Is Spirituality?
~</span></b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">Our spirit is the life force
within. It may be consciousness, it may be emotional, it may be something else
entirely, or a combination of these things. However, what we know is that we
currently have life, and thus, we have spirit (if you are not currently living
as you read this, then let me know, and I will make efforts to redefine this part). We also know
we have intrinsic motivations that can not solely be attributed to physical
desires. When we satisfy our spiritual desires, we have a positive emotional
response.</span></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">The desire to understand
why we feel awe and wonder, during those times when we do, is the desire to
develop a spiritual understanding. When we become fascinated with a puzzle or
mystery and feel compelled to figure it out, that is an expression of the intrinsic
motivation of our spirit.</span></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b><span style="font-family: "Cambria","serif"; font-size: 13.0pt;">~ The Problem ~</span></b></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">When people seek to
understand the connection they feel for something greater than themselves (the
awe and wonder of looking at the stars on a clear moonless night for instance),
they turn to those who claim to have some answers. Almost all turn to fellow
humans for answers. Some organizations such as scientific institutes or
organized religions of the world claim to have answers.</span></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">However, none of these
organizations have all the answers. In fact, that tends to be one thing they
all agree on. Science is continually searching to understand more and more of
our universe, how it works, and what it all could mean; never once claiming to
have all the answers. At the same time, religions generally have some point at
which there are mysteries that are divine, and unknowable to us.</span></div>
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<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">This becomes a problem
when doctrine starts getting in the way of our pursuit of understanding. As a
whole, we agree that we are alive; but we disagree on how and why we are alive.
Inadvertently, we have pigeonholed spirituality into boxes of religion or
science (which claims not to have anything to do with spirituality, but really
science just uses different words for the same thing - the magic of life).</span></div>
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<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b><span style="font-family: "Cambria","serif"; font-size: 13.0pt;">~ Freedom From Religion,
Not Freedom Of Religion ~</span></b></div>
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<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">When it comes to
religion, I can think of no other social system that does more to promote
segregation. “Divide and conquer” is a well-known term attributed to Philip II,
king of Macedon in the 3<sup>rd</sup> century BC, and is a strategy used to
break up large groups to be more manageable.</span></div>
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<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">Many religions believe
in the need for salvation; be it from hell, or oblivion, etc. This belief is
then followed with rules that must be followed in order to be granted
salvation. The segregating belief follows the logical course to conclude that
those who do not follow the rules of salvation as they understand them are (at
best) lost, or (at worst) knowingly evil.</span></div>
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<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">The concept, “Freedom from
religion, not freedom of religion” is one which I will write an article for
itself. For now I will just say that segregation does not lead to an open and
honest flow of communication and ideas between people; likewise, it does not
lead to a higher understanding of spirituality.</span></div>
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<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<b><span style="font-family: "Cambria","serif"; font-size: 13.0pt;">~ A Real Discussion Of
Spirituality ~</span></b></div>
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<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">The ability to discuss
spirituality, consciousness, emotions, and life as something we are
continuously learning about and growing with is foundational to a civilized
society. It is the purpose of this post to spark real discussions about
spirituality, and set aside the distractions of whether or not God exists as an
entity.</span></div>
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<br /></div>
<div align="left" class="MsoNoSpacing" style="text-align: left;">
<span style="font-family: "Cambria","serif"; font-size: 13.0pt;">Personally, I believe
that intelligent life exists within me and around me; and because I can feel
awe and wonder, then I am part of a larger system of life. That larger system
includes you, and everything else in the whole of creation. I believe the sum
of all intelligence, in every way that intelligence is expressed, is greater
than my intelligence alone. Therefore, I believe in a greater intelligence,
though I do not feel a need to argue about defining it.</span></div>
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<br /></div>
<span style="font-family: "Cambria","serif"; font-size: 13pt;">I hope this provides
a new way to discuss spirituality as understandings we can grow in and share
with each other. Sharing with each other in this way is everything segregation
is not.</span><br />
<br />
<span style="font-family: "Cambria","serif"; font-size: 13pt;">Comments, questions, ideas and discussions of everything mentioned here and more, is welcome and encouraged. Please feel free to join the discussion at the G+ community, <a href="https://plus.google.com/u/0/communities/102952343955977924706">Fellowship of Excellence</a>. </span><br />
<br />
<div style="text-align: center;">
<span style="font-family: "Cambria","serif"; font-size: 13pt;">Thanks for reading! </span></div>
Anonymoushttp://www.blogger.com/profile/05709988392563707203noreply@blogger.comtag:blogger.com,1999:blog-8433293512846643759.post-87547154774423937062013-02-09T02:43:00.000-08:002013-02-09T07:01:26.064-08:00NLP for the Kinesthetic I had been meaning to create this blog for some time. Then I came across a question by <a class="g-profile" href="https://plus.google.com/101524184889041913998" target="_blank">+Travis Ramage</a> in the G+ Community <a href="https://plus.google.com/u/0/communities/104944485318734925884?cfem=1">NLP, Timeline Therapy & Hypnosis</a>, and wanted to help him with an issue I have heard people asking for help with many times.<br />
<br />
<div style="text-align: center;">
<b>~ The Problem ~</b></div>
<br />
While we all use all of our modalities (Visual, Auditory, Kinesthetic, etc) most people are primarily visual learners, seconded by auditory learners. Even so, there are many people who prefer a very hands-on kind of learning because they learn best by <b><i>doing</i></b>. For these people, life is more difficult, since most systems cater to Visual learners, and then Auditory learners.<br />
<br />
"Why don't more systems cater to Kinesthetic learners?" The simple explanation is it is more difficult to explain feelings and sensations in the context of teaching other than doing so hands-on, and in person. Even then, it is sometimes tricky because those who have learned via Visual or Auditory means tend to try teaching using those same methods.<br />
<br />
<div style="text-align: center;">
<b>~ A Solution ~</b></div>
<br />
One solution to the problem is to figure out some way to increase acuity in Visual or Auditory modalities. For instance, Travis (hope you don't mind being an example Travis) is more of a kinesthetic learner. He wants to make use of NLP patterns which are mostly taught with visual learners in mind. So he asks (in his post) for help learning how to visualize.<br />
<br />
Learning to visualize is one solution Travis can use. It will take practice and dedication to become good at visualization since Travis is a kinesthetic learner; I fully believe Travis can do this if he puts the effort into it.<br />
<br />
There's an inherent downside to this solution though. Travis wants to make use of the NLP patterns in the way that will provide him with the powerful change he seeks. That is one of the primary purposes of practicing NLP after all. Learning to visualize will be awesome for Travis, but since it is not his primary learning modality, visualization will never be as powerful for Travis as a kinesthetic method could be.<br />
<br />
<div style="text-align: center;">
<b>~ Another Solution ~</b></div>
<br />
Another solution is to learn the skill of tailoring NLP patterns into kinesthetic patterns. While this skill will also take time and practice to master, just as enhancing visualization skills would be, it has the added benefit of being more powerful for Travis since it makes use of his primary learning modality.<br />
<br />
Tailoring NLP patterns from one modality to another can be done for any pattern and any modality. Here are the basics of how this is done:<br />
<br />
The first thing to do is <i><b>identify the framework </b></i>(the way the pattern works). Next, you want to <i><b>figure out what is really going on</b></i> with the pattern; what makes it work. Finally, <i><b>apply the new modality to the framework of the pattern.</b></i><br />
(This is harder to explain without an example, so I will provide an example below.)<br />
<br />
<div style="text-align: center;">
<b>~ Transmuting Modalities For The Swish Pattern ~</b></div>
<br />
In order to alter the Swish pattern for a kinesthetic learner, I borrow from another pattern called the Circle of Excellence. The reason I do this is because the Circle of Excellence is primarily a kinesthetic pattern, which means it has elements I can use.<br />
<br />
(For the purposes of this post, I am going to assume readers are already familiar with the Swish pattern. Thus, I will touch on points of it, but not go into great detail) <br />
<br />
<i><b>First, we identify the framework of the classic Swish pattern</b></i>:<br />
<br />
1> Visualize a picture of yourself with the state you desire, in a situation appropriate to when and where you want that state expressed. Mentally set this Positive picture aside.<br />
<br />
2> Visualize a picture of yourself in the state you wish to change away from, in the situation where it is a problem for you. Mentally set this Negative picture aside.<br />
<br />
3> Visualize a distant point where the Positive picture is super tiny, fuzzy, still, and colorless.<br />
<br />
4> Over the top of the distant point, visualize the Negative picture as huge, clear, vividly colored, and animated.<br />
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5> As quick as you can, shrink the Negative picture to that distant spot while draining the color from it, allowing it to get fuzzy, and slowing all motion to a halt.<br />
<br />
6> <u>At the same time</u> as step 5, grow the Positive picture to become huge and trade places with the Negative picture; watch it fill with vivid and crisp colors as it becomes clear and animated.<br />
<br />
(Steps 5 & 6 happen at the same time, as quick as you can. This is the "Swish" part. It is alright for this to be slow the first couple times, it will speed up as you repeat it a few times as mentioned in step 8.)<br />
<br />
7> <u>Break state</u> for a moment, and reset both pictures to their starting points. (It is<u> vital you do not swish them back</u> to their starting points. This is resetting, not swishing back.)<br />
<br />
8> Repeat steps 5 thru 7 at least 6 times, getting faster each time.<br />
<br />
9> Fully allow yourself to visualize a few situations in the future where this new state would be used.<br />
<br />
<div style="text-align: center;">
<b><> <> <></b></div>
<br />
As you can see, the Swish pattern requires plenty of visualization. <br />
<i><b>So next, we figure out what is really going on</b></i>:<br />
<br />
A> In steps 1 & 2, we are creating two anchors for Positive and Negative states in relation to a specific type of situation.<br />
<br />
B> In steps 3 & 4, we are creating two "locations" to swish between; a Powerful location and a Weak location. The "locations" are defined using sub-modalities. In the example above, the sub-modalities I used are size (huge & tiny), clarity (clear & fuzzy), color (vivid & drained), distance (close & far), and motion (animated & still). I generally use 4 to 5 sub-modalities when using the Swish pattern.<br />
<br />
C> In steps 5 & 6, we are "swishing" the anchors between the locations. The Negative anchor begins at the Powerful location and swishes to the Weak location, while the Positive anchor begins at the Weak location and swishes to the Powerful location.<br />
(This drains the power out of the Negative and gives it to the Positive)<br />
<br />
D> In steps 7 & 8, we stop and reset everything to repeat the swish in a single direction; each time making the Negative incrementally weaker, and the Positive equally more powerful. It is vital to stop and reset instead of just swishing back and forth, because being wishy-washy with the power doesn't drain it from one and fill the other as well as doing it only one way.<br />
<br />
E> In step 9, we are "future pacing" the change to help lock in the Positive state for future situations where it is applicable.<br />
<br />
<div style="text-align: center;">
<b><> <> <></b></div>
<br />
Now that we know what's going on with the pattern at a fundamental level, you <i><b>keep the framework while applying a new modality</b></i>.<br />
<br />
A> Create two anchors for Positive and Negative states in relation to the situation. This is where I would take a page out of the Circle of Excellence pattern by designating two physical locations on the ground; one each to represent the Positive and Negative states.<br />
<br />
B> Next, choose a few physical sub-modalities to use as physical means to represent the Powerful and the Weak. For this example I will use facial muscles (smile & frown), hands (clenched fist & limp), arms (high in victory & drooped at side), posture (standing proud & slouched), and head angle (looking down & looking up).<br />
<br />
C> Swish by stepping from the Negative physical location and its associated state to the Positive physical location and its associated state, while swishing all the sub-modalities from the Weak to the Powerful.<br />
<br />
D> Step away from both physical locations and assume a completely neutral posture for all sub-modalities. (This resets without inadvertently swishing back.) Repeat multiple times, resetting between each.<br />
<br />
E> Future-pace by imagining how it will feel for you when the appropriate situation next presents itself to you.<br />
<br />
<div style="text-align: center;">
<b>~ The Kinesthetic Swish Pattern ~</b></div>
<br />
I can now write all the steps using the new modality. (Notice that the steps do not directly match-up with those of the regular Swish, but instead follow a logical progression outlined above.)<br />
<br />
1> Using a pointed finger, indicate a circle on the ground to be the Positive circle. As you step into this circle, imagine feeling the state you desire and the situation in which you desire it, and allow your body to feel it fully. Feel it in the muscles of your arms and legs, in your gut and stomach, feel it in your chest, back, neck and into your head. Allow the Positive feeling to fully wrap around you and thru you. Then step out of the circle leaving all those feelings and the emotional connections they have in the circle.<br />
<br />
2> Indicate a second circle on the ground to be the Negative circle. Step into this circle only for a short time as you get a feeling of the way things currently are with the situation you wish to change. You only need to remain there long enough to fully enter the state. make sure to associate the circle on the ground with all the feelings, and then step out of the circle, leaving those feelings there.<br />
<br />
3> Test the circles to ensure that simply stepping inside the circle will bring up the correct feelings for that circle. If not, then repeat the steps above until they do. Be sure to step outside either circle and return to a neutral state and do not step directly from one to the other (yet).<br />
(While this step is not specified above, it is a good rule of thumb to test anchors for purity and strength before using them. This applies generally to all anchor setting and usage.) <br />
<br />
4> While not stepping into either circle, practice the Weak pose. The Weak pose is with the head hanging down with a slight frown, arms and hands limp at your sides, and posture slouched as if your entire body is saying "What's the point of doing anything?"<br />
Then break state and return to neutral. Repeat this a few times to get a good feel for it, ensuring you can return to feeling a neutral state each time.<br />
<br />
5> Again, not stepping into either circle, practice the Powerful pose. The Powerful pose is with the head held high and smiling brightly, your arms straightened and raised up in a big "V" for victory, as if you just won a race, fists clenched with strength as you stand tall in an awesome power stance. Make sure to enjoy this pose and really feel the power of it coursing thru every fiber of your being. Then return to a neutral state and practice it a couple more times to ensure you can get into it quickly just when you want to.<br />
<br />
6> Now it's time for the swish part of this pattern. To do this, you are going to keep the situation in mind and step into the Negative circle allowing your body to go from neutral to the Weak pose while inside the circle. Then step from that circle into the Positive circle (firmly keeping the situation in mind still) and in a fluid motion swish from the Weak pose in the Negative circle into the Powerful pose in the Positive circle, feeling the full power of the Positive circle combining with the Power stance.<br />
<br />
7> Now step outside of either circle and return to a neutral state. You might look about the room a bit and think about something else to really make sure you have broken state.<br />
<br />
8> Repeat step 6 and 7 at least 10 times. Each time you do increase the speed you fluidly swish from one to the other. Make the transition as quick and smooth as you can. (Kinesthetic feelings, both physical and emotional, generally take a bit longer to really sink in deeply; but when they do, it's powerfully strong.)<br />
<br />
9> Without stepping into either circle, imagine a future time when a similar situation might happen to you, and notice how you feel about it. Do you feel more empowered and full of confidence? If not, go back and repeat steps 6 and 7 a couple more times, being quick about it while keeping the transition smooth, and perhaps making a "swish" sound as you do.<br />
<br />
10> Once you have achieved the change you desire, imagine the Positive and Negative circles can be picked up like super thin pieces of paper. Pick up the Positive circle, fold it up and put it somewhere you can easily find it for when you want to use it again next time. Do the same with the negative circle.<br />
(You should find that the Positive and Negative states are no longer tied to those two physical locations anymore, since the circles have been picked up. Conversely, you can now unfold either of the circles and place them on the ground anywhere you like to get their full effect again whenever needed.)<br />
<br />
<div style="text-align: center;">
<b>~ Closing Notes ~</b></div>
<br />
This kind of transmuting of modalities can be done with any NLP pattern, but it does take time to get a feel for doing it. You may have noticed the text for the Kinesthetic Swish is nearly three times that of the standard Swish. This is what I meant by saying it is generally more difficult to explain a pattern kinesthetically as opposed to visually or audibly. <br />
<br />
Please let me know if you found this article to be helpful. If you have any questions or comments about this post, or want me to write an article about another aspect of NLP, hypnosis, or anything concerning the FoE, feel free to join the G+ community, <a href="https://plus.google.com/u/0/communities/102952343955977924706?cfem=1">Fellowship of Excellence</a> and we can discuss it there.<br />
<br />
<div style="text-align: center;">
Thanks for reading and have an awesome day! </div>
Anonymoushttp://www.blogger.com/profile/05709988392563707203noreply@blogger.comtag:blogger.com,1999:blog-8433293512846643759.post-21967174780619787662013-02-08T22:25:00.000-08:002013-02-09T02:58:13.541-08:00Education - A pillar of civilized society<div style="text-align: left;">
The 4 pillars of civilized society are all equal in their importance. This being said, I decided to begin with Education first. This post is merely an introduction to open the way for further discussion. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: center;">
<b>~ The Purpose Of Education ~</b></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Education has only two purposes:</div>
<div style="text-align: left;">
</div>
<div style="text-align: left;">
The <i><b>first</b></i> <i><b>purpose</b></i> of education is to learn how to express yourself, and how to understand expressions originating outside yourself.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
The <i><b>second purpose</b></i> of education is to learn from the lessons of others, and to pass on the lessons you have learned.</div>
<br />
<div style="text-align: center;">
<b><> <> <></b></div>
<br />
Within education, there are many sub-categories that need recognition:<br />
<br />
<div style="text-align: center;">
<b>~ The Basics ~</b></div>
<br />
There are three areas I consider to be the basics of education. These are the beginning points for all other education. While there are other areas of education and learning, these three things appear to be needed in all other areas. <br />
<br />
Basic<b> <i>language</i></b> is learning the alphabet and the beginning of how to speak, read and write. Learning to speak, read and write are important basics of education because they are a means of expressing self, and understanding expressions of others. Without language there is no meaningful communication.<br />
<br />
Basic <i><b>math</b></i> is the language of numbers and the beginning of how to understand operations. Learning to add, subtract, multiply, and divide are important basics of education because they are a means of expressing logic, and understanding expressions of logic. <br />
<br />
Basic <i><b>art</b></i> is the language of emotional connection using a creative medium; learning art is the beginnings of how to manipulate a creative medium to invoke an emotional comprehension. Learning to draw or paint or sculpt or sing or act or make music is important as one of the basics of education because they are a means of expressing self worth, and understanding the expressions of beauty seen elsewhere.<br />
<br />
Sadly, many institutions do not understand art to be of great importance. However, for teaching to be effective there must be some form of presentation. While math is the language of logic and precision, art is the language of connectivity; without which teaching and learning become much more difficult.<br />
<br />
<div style="text-align: center;">
<b>~ The Structure Of Learning ~</b></div>
<br />
I believe most of today's educational systems (either purposefully, or by some unknown design) lack an effective structure for learning. There are many structures in place for teaching, but very little for learning. Exploration of new methods to learn and comprehend ourselves and others is paramount to developing a more excellent learning experience.<br />
<br />
I believe in adapting Neuro-Linguistic Programming [NLP] into a system for more effective learning.<br />
<br />
<div style="text-align: center;">
<b>~ Discovery Of Passion ~</b></div>
<br />
When it comes to higher learning, I believe it is far more crucial to first discover a passion to pursue. This requires exposure to many different things, and a general allowance for exploration.<br />
<br />
I have heard many complain that they aren't good at anything. I always wonder at that. How do they know? Have they tried dabbling in everything yet? A girl might not ever discover she's a good welder unless she tries it. <br />
<br />
So it is important to discover the things that cause wonder, develop fascination and drive passion. Once a passion to pursue has been discovered, then there exists the motivation to learn, but more importantly, there is a definite direction to focus higher education upon.<br />
<br />
<div style="text-align: center;">
<b>~ Higher Education ~</b></div>
<br />
Higher education can come in many different forms. Some become "street wise" learning from the "school of hard knocks". Some become apprenticed to masters in one trade or another, and gain a hands-on education. Some go to college and attend lectures on various topics that interest them.<br />
<br />
There is a sad form of higher education. Directionless attendance of lectures and classes which hold no interest for the one attending creates a negative learning experience, devoid of passion and motivation. This kind of "higher education" needs an upgrade.<br />
<br />
This is not to say that lectures and classes don't have value. They do. What I am saying is the value is directly proportionate to what the student learns by attending. If a student attends a class only to check it off a prescribed list of required courses, instead of having an interest in the class itself (or the direct results the class leads to) then the student is not likely to learn as well as they might otherwise.<br />
<br />
<div style="text-align: center;">
<b><> <> <></b></div>
<br />
This post is meant to open discussion for education. If you wish to participate, please join the G+ community <a href="https://plus.google.com/u/0/communities/102952343955977924706">Fellowship of Excellence</a>. <br />
<br />Anonymoushttp://www.blogger.com/profile/05709988392563707203noreply@blogger.comtag:blogger.com,1999:blog-8433293512846643759.post-76615128261434706412013-02-08T20:34:00.000-08:002013-02-09T15:43:56.709-08:00FoE IntroductionThe Fellowship of Excellence is a group of persons seeking excellence in all areas of life. This goal is both personal and global. There are core beliefs shared by all members of the FoE. These beliefs build upon one another. The foundational beliefs are:<br />
<br />
<div style="text-align: center;">
<b>~ No-one Knows Everything ~</b></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
No matter how much I would like to, there is no possible way for me to know all there is. Thus, it stands to reason that everything I believe is subject to change as I learn new things. This belief underlies all other beliefs I have. At the same time, this also means no one else knows everything either. We all learn and grow together, and are all subject to being right, and wrong.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
The benefit of this belief as the most important foundational belief is that it means it is alright for me to be wrong. My beliefs change according to supporting evidence; be it logical reasoning, experimental results, or personal experience. The more evidence there is for something, the stronger the belief. If the evidence changes to no longer support an old belief, then it is okay to change my beliefs based on the evidence there is.</div>
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<div style="text-align: center;">
<b>~ Experience Is Unique ~</b></div>
<div style="text-align: left;">
<br /></div>
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My personal experience in life is formed by many things. Among them are my thoughts and emotions, the situations and events I find myself in and at, and my free will to make the choices I deem to be the best I can from moment to moment. These things form the experience of my life. My personal experience is what truly makes me unique in all of existence. No one else will ever be in exactly the same situations, and have the exact same thoughts and feelings. My unique experience is the way in which I am unique; and so are you.</div>
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<div style="text-align: center;">
<b>~ Experience Has Structure ~</b></div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
Experience is not random; it has structure that can be learned, trained, developed, changed, taught, modeled, and much more. This fact allows me to grow in all areas of my life; as a person. I am not stuck with any parts of my life I do not want. Because my choices all have their reasons, this means they are based on a personal structure. My personal structure is constantly in a state of being redefined, and as such, my experience is in a state of continual creation. By my choices, I define myself from moment to moment.</div>
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<b>~ Mastery Is Achievable, Perfection Is Not ~</b></div>
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Since perfection is subjective, my definition of what perfection is changes as I change. Because of this, the closer I get to reaching perfection the more likely it is that my definition of perfection will change. Thus, to seek perfection is to set myself up for disappointment.</div>
<div style="text-align: left;">
Mastery is achievable as it is a measure of proficiency. Once I have reached a level of mastery, it becomes easier to see what else I can master next. Sometimes, this is further mastery of a single discipline, other times it is something completely different. Mastery is not a destination, but a way point of accomplishment along the road of life.</div>
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<div style="text-align: center;">
<b>~ Pursuit of Excellence Leads To Mastery ~</b></div>
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In whatever I seek to do, I want to be good at it. "<i>Anything worth doing, is worth doing badly... at first.</i>" (~unknown) To master something (anything), you must pursue excellence in it. Thus, excellence itself in whatever I choose to do, is the object of my dedication. When I am kind to someone, I seek to do so more excellently than I have before. When I cook breakfast, I seek to do so more excellently than I have before.</div>
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<b>~ Everyone Is Uniquely Excellent ~</b></div>
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Just like every individual has a completely unique life experience, so every individual also has a different idea of what is excellent to them. This means that everyone has a unique excellence within them which can be expressed, grown, taught, learned from, and nurtured. People are excellent individuals no matter what race, gender, age, or other perceived segregation label is applied.</div>
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Not all seek to develop or improve their experience in life. The choice is theirs and should be honored whatever it may be. It is my honor to make my own excellent choices, and help others in their pursuit of personal excellence by sharing what I know to help them improve their lives. This is the point of sharing my version of excellence, as well as being open to the excellence others share with me.</div>
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Members of the Fellowship of Excellence seek to continue creating excellent life experiences. Another common belief is that every society is made up of a diverse collection of individuals. If you help individuals to develop excellence within themselves, you help society as a whole to become more excellent.</div>
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This is the heart of the Fellowship of Excellence; a fellowship of like-minded persons helping each other develop personal excellence in all areas of life.<br />
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Comments, questions and discussion is gratefully welcomed at the G+ community, <a href="https://plus.google.com/u/0/communities/102952343955977924706">Fellowship of Excellence</a>. If you feel inclined to do so, please join us there!</div>
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Welcome!</div>
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