insight training

  • Item description

  • Wisdom comes from the body, the body comes from the earth, the earth belongs to God.

    1) Introduction to the program, key concepts and practices.: Putting the mind back into the body and the body back into nature.

    This module covers the persistent degenerate ideas that plague popular embodiment courses as well as interpretations that emerged with the rise of westernized Buddhism.

    2) The Body: Nurturing Deeper Intimacy, Lighter Being, Greater Wisdom

    This module introduces a clear and precise grammar for developing greater awareness of the body, and improving your embodied practice. It includes a deep dive into dispositional states, affects & emotions, perceptions, thought as embodied activity, narrative meaning, memory & imagination.

    3) Subjectivity & Self: We make ourselves out of others: Individuation and Relation

    How does a self individuate from the relations out of which it is made and with which it maintains itself as an individual center of experience? This module emphasizes different meditative practices to answer this question through direct experience and insight.

    4) Consciousness & Awareness: The Direct Paths to Knowledge and Wisdom

    This module explores sensing and intuition as modes of direct knowledge and the source of wisdom.

    5) States of Consciousness and State Training

    States of conscsciousness are global phenomena that afford different kinds of minds. Learn to identify the parameters of different states of consciousness, mindfully track, and intentionally access optimum states.

  • The Insight Training Program consists of five 1 month modules

    The complete program includes 50 hours of live online classroom sessions:

    • 2 open discussion sessions (2 Hr) per month (x 5 months) = 20 hrs

    • 1- day weekend intensive (6 Hr) per month ( x 5 months) = 30 hrs

    Progam Price: $ 580
    Members Price: $ 380
    Installment Plan: $ 120/month for 5 months (includes 5 months membership)

  • Ideal candidates would be individuals who feel constrained by the conditions under which they work, and who can already see, or at least suspect, that there is much more potential afforded by the world than people can even imagine. They see the built world being developed at an exponential speed, but designed around obsolete and limiting assumptions about the human spirit and the power of peoples’ natural relationship with the earth, the life force, and with each other.

  • 2026 Dates: May, June, July (Aug Break), September, October

    Pre-register Here

who are we becoming as a people?

Dear Prospective Students,

I started teaching when I was 12 years old. I went to a Catholic grammar school. The School offered cathecism classes on Saturday mornings for families whose children attended public schools, but wanted their children to be exposed to religious teachings. My students were first and second grade children (6 and 7 year olds). I remember teaching how Adam gave the animals their names, suggesting that he named them just like children name their own real (or stuffed toy) pets— reflecting on they way naming creates intimacy, the intimacy of knowing each other by name. The school was terribly underfunded, and the teachers (who were mostly nuns) were not well educated. By the time I was in 6th grade, I taught math and science classes to my own classmates. I have been teaching in one way or another ever since: as an assistance teacher of ecology in college, as a biodynamic farm leader in my 20’s, a horse trainer and qigong teacher in my 30’s , as a integral philosophy scholar and an organizational development consultant in my 40’s and as the Program Director of the MA in Consciousness Studies and Transpersonal Psychology at The Graduate Institute (now Salem University) later on. When my masters program was transferred, I started a simple substack-based online campus called The POP-UP School. It was this experience, and the people who gathered there as a community, that eventually led to the development of The Divinity School.

And here we are.

I am often asked the same question in various forms of “How can students learn when … ?” When what? When they are so distracted, so distrustful, have too many social demands, have mental health problems, live in impoverished neighborhoods, are oppressed by the system … . My answer is always the same: “People can not not learn. It’s baked into who we are, it’s baked into life itself.” The proper question is “what are we learning?” or more precisely:

Who are we becoming as a people?