mastery program
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Who gets to build the world we live in?
The final goal of this mastery program is to increase you ability to be a key agent in the building of the world at whichever scale of impact you choose.
On the professional level, we highlight two professional tracks that are increasing agency today:
Horizons of Biological Intelligence
Naturalizing Machine Agency
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Overcoming itself, the mind recognizes its innate wisdom.
1) Introduction to the program, key concepts and practices, goals and attainments.
2) The Transparent Mind
3) The Road to Wisdom: Nomological, Videological and Lyric Thought4) Patterns and Process: Seeing Mind in Nature
5) On Being Conscious: Cosmological Consciousness and Mind Everywhere
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Item description
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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.
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The next Mastery Program begins in October 2025.
who gets to build the world we live in?
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: