Integral Education Flow Essay

As I was making an Integral Education facebook group, I got carried away and wrote a few pages. =) Here is the rest of my writings:

Simply, this group is made for keeping connected and getting MORE connected through Facebook.

Members are encouraged to increasingly look "East" and "West" as they survey the future and past, seeking a new paradigm of education that serves and awakens authenticity, wholeness, critical consciousness, and heart-centering through the personal experience and understanding of potentials and pitfalls of life. As opposed to indoctrination about reality, we prefer an experiencial, wholistic model of reality that integrates all human knowledge. High or low, we avoid fear of the depths of human suffering by nourishing solutions to the root causes of sad issues.

We realize the history being taught in schools is often baloney... remarkably, in that it is written "about wars" and worse, by those who have "won" them. Education has been infiltrated by economic forces who are loosing power to the age of information... the system of dominating and compartmentalizing human beings cannot stand in the new age of information and integral education. Thanks to the internet, the world is now "flat" which enables us to keep connecting on higher levels. My brother now hangs our with his friends through video conference all the time.

History taught (at least in America), often, is xenophobic or purely ignores foreign cultures. The choices of languages taught in schools today are also, often, chosen in a racist manner. Such is the opposite of integral education. Integral education considers ethics on deep levels, and thus the deep reality of human services and rights, no matter how difficult and how downtrodden the economic and historical forces of evil have enslaved races, can be considered. "Economic history" indoctrination as it may be found to be dominated at King's College, Harvard and MIT by one "Emma Rothschild" should to be addressed in an open and nonviolent, productive dialog. The Rothschild family men should be exposed for their control and immense power.

Brain washing, domination, control of humanity and economic history is not acceptable behavior in the eyes of integral education. The ideas of empire and royalty are not positive to the extent that they encourage domination. Partnership and the True wealth of nations as described by Riane Eisler is a higher philosophy for economic and social, historical and political activism.

Integral education is positive and solutions-based. Though it, we flee oppression and educate for Liberation, Heart and Wisdom. Compassion and Peace are central, like freedom of the mind. We flee brain-washing, indoctrination, mind-control, and secrecy. We embrace dialog, subtle energies or body-consciousness and health practices, the sacred, world religions and cultures, statistics that help us understand the global condition of humanity. We realize that we can die any moment, and so we live each day and moment as if it is maybe the last. In this manner, we realize immortality now. When we have matured to this level of consciousness, we realize a deeper level of peace. In this, we are not afraid to speak our mind but instead empower with words. Lives of "Quiet Desperation" do not work with integral education.

Indeed, integral education is often concerned with the overlap of health and heart as opposed to the status quo of spiritless, sickness-centered health education. We support preventative and integrative health care. We detest ignorance in education while supporting socialized health care that is economical through PI (prevention and cross cultural integration of ancient and modern practices from tantra to prayer, yoga, tai chi and mediation). Health, spirituality, sexuality, mind-expansion, coaching and therapy can be interconnected in helping us develop to higher levels of consciousness and development.

We embrace a psychology that is spirited, wholistic and experiential less than a psychology that is xenophobic or in-doctrinal.

We embrace the scientific method as it, when applied to the true integral education model, can help prove efficacy of our studies which, ideally, unite science and ethics as all science should and must.

We do not argue because we KNOW the efficacy of integral education - nobody can argue with the truth. Despite the competitive, "standardized-mind" status quo of education, dynamic and INDIVIDUALIZED truth, objectivity and non-competition (cooperation, peace, harmony, organization, working together) are at the heart of what we seek within and through integral education. Conscious cooperation, wisdom and peace are hallmarks of our approach to life. We hold a high standard for humanity and do not accept the idea that ignorance is bliss. Though many have lost hope in life, we do not give up on them. Instead, we help to show them "the way" to happiness, truth, peace and spiritedness in whatever manner we can.

We oppose literal "running around in circles" during "physical education" courses in place of learning why people do this practice and what options are right for individuals to nurture their healthy heart and physical health and fluid happiness.

In I-edu we seek to make stellar theories flow into practice, serving others and ourselves until the world knows a deeper realization of true peace and justice that prophets, sages, saints and innocent children see as our birthright.

This avenue is essentially timeless... we achieve this Integral Education through a Life Practice of awakening to the natural lessons offered in each moment of the cosmic Gift we call Life. We also seek advice from those who have gone before us, learning from their lessons while flowing with the currents of change as they arise with all forms of sensory observation, love and conscious awareness.

As raised in the Essene gospels of peace, we realize that humanity is composed of positive and negative forces - evil and good. We do not deny this but instead seek to nourish our virtues and purify or balance the polarities that influence life. To be effective integral education agents, we do not shy away from our responsibility to share our wisdom with others, but instead seek to remain in the "flow state."