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Course Criteria
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1.00 - 3.00 Credits
This course is a practical introduction to the elements of life balance and stress management. We will define stress, distress, work-life balance, prioritizing, time management, and other stress-management concepts. We will use self-assessments and the students' own experience as an opportunity to explore these issues. This course will give individuals the effective skills to identify stress-related symptoms and help them to deal effectively with overcoming stress. They will learn specific tools that will immediately reduce negative stress, help increase productivity, teach them how to use energy in the right direction, and improve life balance. Creative projects, reflection papers, and proven relaxation techniques such as mindfulness and breathing exercises will be integrated into the course to facilitate the learning of students.
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3.00 Credits
The course will explore the life and work of the physicist and philosopher David Bohm, who interacted not only with Oppenheimer and Einstein but also with J. Krishnamurti and the Dalai Lama. Bohm had argued that because "we are suspended in language," there is a limit to the way wecan understand the quantum world. Bohm felt that we could approach the quantum world through a new form of language-the strongly verbbased "rheomode." In his later discussion with Blackfoot people, he discovered that their worldview was very close to the process-based viewsof quantum theory and their language was also richly verb based. (We shall discuss something of this world.) Bohm was convinced that the future of physics could not be resolved through some new theory alone but rather that a radically new order to physics was required-something as radical as the Copernican revolution that replaced Earth as the center of the universe. He came to see the everyday world of well-defined objects in interaction as an "explicate order," one that is in a constant process of unfolding and enfolding out of a much deeper level-th"implicate order." While mind and matter remain distinct in the explicate order, they become two sides of the one reality in the implicate order.In addition, Bohm introduced the notion of "active information"-an electron is able to "read" the active information about its surroundings in this sense has proto mind.
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3.00 Credits
Current political rhetoric seeks to mobilize constituents against "evil" others. In this course, while reflecting on readings related to the diversityof cultural understandings of morality, students critically explore how social psychology and depth psychology each frame good and evil. Through this transdisciplinary approach, students critically assess their own relationship to a good-evil duality and their susceptibility to ideological and political rhetoric that dehumanizes the other and constructs the enemy.
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3.00 Credits
Students will engage in readings and dialogue about sustainability while engaging in personal and community projects that promote sustainability at personal, social, and global levels. At the same time, through readings and discussions students will be introduced to eco-philosophy and green psychology while exploring lifestyles that integrate body, mind, and spirit in a sustainable whole.
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3.00 Credits
This course begins with a survey of the wide range of research methodologies, or approaches to knowledge, suggested by Wilber's AQAL model. In particular, it will examine methodologies from all four quadrants and in each case from both inner and outer perspectives. For example, the upper left (UL) quadrant concerns the inner life and can be seen from its own inner perspective (heuristic inquiry, phenomenology), or it can be seen objectively from an outer perspective ("structural" approaches such as Piaget's developmental psychology, Loevinger's ego developmenetc.). Likewise, the lower left (LL) quadrant can be studied in its own interior (Socratic dialog, Buber's "I and thou," hermeneutics) or objectivelfrom outside (Spiral Dynamics' "value memes," linguistics, European structuralism). The course surveys these methodologies, emphasizinthose that deal with inner experience and social realities. Then students will concentration on one or two methods of particular interest, developing a deeper knowledge of them and working in small groups to actually carry out and report a study using their method of choice.
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3.00 Credits
An introduction to the person and teaching of J. Krishnamurti, this course examines his approach to thought, conditioning, religion, education, meditation, and personal transformation. The class will explore the process of dialogue and will attempt to experience his teaching in personal awareness. The course is also an inquiry: Does Krishnamurti's teaching constitute an integral approach to personal and societal transformation
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0.00 - 3.00 Credits
The advanced student's researching and writing of a thesis or dissertation progresses with the mentorship of, and in close consultation with, one's Thesis or Dissertation Chair and Committee. Prerequisites: TSD 6900; advancement to candidacy.
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3.00 Credits
Integral visionaries and practitioners from Sri Aurobindo to Ken Wilber have provided the most comprehensive, relevant, controversial, and practical attempts to synthesize ancient, modern, and even postmodern understandings of the kosmos. This course examines the deep thought and practices of the most important of these with an emphasis on coming to a full appreciation of the radically new kosmos disclosed by the Grand Integral Vision. We examine this great vision while at the same time exploring its implications for spiritually informed personal growth and effective action in the world.
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3.00 Credits
This course briefly reviews the development of science as a masculine philosophy, examines the impact of feminism on it, and then expands on the qualities and ways of seeing offered by what Jung calls "the feminine principle." We will explore the role for feeling, nurturing, receptivity,subjectivity, cooperation, relatedness, and intuition in the questions, methods, and goals of science. It is the instructor's conviction that the feminine in both men and women can infuse science with a new spirit of cooperation and compassion. It can change long-held ideas about progress and about what makes "good science."
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3.00 Credits
This course introduces the fundamentals of distinguishing, knowing, communicating, and facilitating transformative process. In this course spanning individual, relational, organizational, and cultural perspectives of transformation, students will explore how change may be understood and practiced. Particular emphasis will be placed on the development of transdisciplinary views of systemic complexity, higher order processes of change, and the ways in which academic inquiry itself can become a self-organizing transformative process.
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