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Course Criteria
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3.00 Credits
Ecstatic shamanism is the earliest form of transformative practice and is based upon heightened feelings that inspire music, shaking bodies, and enhanced states of consciousness. Its improvisational nature and emphasis upon wild experience distinguish it from routinized shamanism, the maintenance of stabilized rituals and guided fantasies. We will review several traditions of ecstatic shamanism, including the Zulu, Inuit, Japanese Seiki Jutsu, Shakers of St. Vincent, Kalahari Bushmen, and contemporary forms of ecstatic shamanism. Ecstatic shamanism will be considered as a well-formed model for whole mind/body/heart/soul transformation and will be used to evaluate subsequent historical approaches to transformation. We will question whether the latter approaches evolved or devolved from the earliest shamanic forms.
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3.00 Credits
Everyday routines will provide a laboratory for our attempts to transform the ordinary into the extraordinary. We will create experiments that aim to alter habitual patterns that may include reading and writing, watching television, washing the clothes, everyday greetings, taking out the trash, ordering a pizza, and so forth. We will situate the work within the traditions of absurd psychotherapy, experimental theater, and wild shamanism. The cybernetics of change, based on the epistemology of Gregory Bateson, Heinz von Foerster, and Francisco Varela, will be used to provide theoretical maps of understanding.
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3.00 Credits
Organic Inquiry (OI) is a qualitative research approach that engages story (narrative) and the liminal to deepen understanding and to foster insights about a personal, lived experience that has had a profound effect on the inquirer. In this course, learners study about OI's development and the enhancing characteristics it brings to narrative methods. Using their own area of interest, learners initiate a mini-inquiry, following the phases of the approach. Through readings by the major writers on OI and through applied practice, learners are prepared for writing their research comprehensive essay.
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3.00 Credits
In this course, "transformative learning" serves as an organizing frame in which to explore different theories and practices of transformativelearning, particularly in education. Learners are expected to critically engage with the readings and to articulate their resonance with or resistance to them. In addition, learners write an essay on an original inquiry proposal based on the dissonance or alignment between the theories and practices in the literature that they've reviewed and the lived-life circumstances with which they are familiar.
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3.00 Credits
This class is an exploration into the self as researcher using the heuristic method of qualitative inquiry and the ideas of J. Krishnamurti. This class will work as a whole to examine the theory and application of Krishnamurti's perspective to heuristic inquiry. Small groups will work toward conducting a complete heuristic inquiry around specific topics. The goal is growth in personal awareness and a deeper understanding of integral consciousness, as well as an increased capacity in the method of heuristic inquiry.
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3.00 Credits
In this course, learners observe their own feeling toward "other" while exploring the Western religious, philosophical, and psychologicalliterature on the wholly other and its relationship to the West's ontological and epistemological beliefs. To provoke awareness, literature from a tradition other than Western that discusses its relationship with the extra-ordinary is also engaged. With insight, learners write about how the prevailing culture's relationship to other (what is unknown) informs their own feeling about and relationship to strangeness.
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3.00 Credits
In this class, we will explore the relationship between creativity and personal transformation. The word creativity is typically associated with the arts and the sciences. We will use a broader approach, assuming that our selves are a creative product. Central to this course will be the development of the ability to take research findings about the characteristics of the creative person or process and relate them to our experience. We will discover our own "voice" as we learn to strike a balance between the "academic" and the "personal" in our writing. Students are invto see their lives as a creative process and to develop a creative vision of their future.
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0.00 - 3.00 Credits
Learning Community serves multiple purposes. It is designed to develop a community of online learners; to foster dialogue, reflection, and exploration about the coursework and its relationship to individual and collective interests; to develop or improve basic scholarly skills; and to integrate the material from the coursework. It also serves as an online "homeroom."
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3.00 Credits
This course provides an introduction to research as a creative and transformative process. It will address issues such as what the relationship is between the academic and the transformative; what it means to be a scholar in the 21st century; how to get in touch with one's research passion and integrate it into one's coursework; how to think about research in a way that integrates personal reflection and personal growth with solid, grounded scholarship in an academic context; what the role of the literature review is and how to approach it; and how to develop one's academic voice. The knowledge base is drawn from the philosophy of social science, educational and developmental psychology, creativity research, complexity, and inter- and transdisciplinarity theories and research.
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3.00 Credits
It is becoming increasingly clear that complex issues often cannot be addressed from the perspective of a single discipline. This course focuses on how research is conducted across disciplines. We will briefly explore the history of disciplines and inter- and transdisciplinarity, and study a number of exemplars that draw from disparate disciplines to assess a variety of possible strategies. Transdisciplinarity will be presented as an approach that is inquiry rather than discipline driven; is meta-paradigmatic rather than intra-paradigmatic; requires a form of complex thought to organize knowledge in a way that connects and contextualizes, rather than separates and reduces; and acknowledges the central role of the knower in all knowing. How can we learn to think across disciplines in a way that is inquiry based, when we have been taught to think inside our disciplinary silos The work of a number of transdisciplinary exemplars will be studied in depth. Topics include how to develop a knowledge base in a multidisciplinary approach; how to research, review, and integrate perspectives from different sources relevant for the student's research topic; how to develop a solid understanding of the dominant discourse(s) in one's area of inquiry and address its limitations; and how to develop a theoretical framework for inquiry. The course will also cover how to integrate the knower in the known-how to reflect on how who we are and our values, assumptions, and blind spots play a role in our inquiry. Students will be able to ground all the work in this class in their own chosen areas of inquiry.
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