Applied Consciousness Sciences: Difference between revisions
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'''Applied Consciousness Sciences''', which isn't considered a science as per the definition of the scientific community, is a collective name for a multiplicity of different holistic approaches that follow their own methods, techniques and theories. It is an attempt to bring together and systematize these holistic approaches by offering a common basis from where they can be described as a single transparent field. | '''Applied Consciousness Sciences''', which isn't considered a science as per the definition of the scientific community, is a collective name for a multiplicity of different holistic approaches that follow their own methods, techniques and theories. It is an attempt to bring together and systematize these holistic approaches by offering a common basis from where they can be described as a single transparent field. ACS also offers to follow a holistic version of the scientific method to investigate different aspects of experience, from a greater connection. This article offers to describe a common vision, scope, orientation, point of departure and general approach by which one can recognize an ACS approach. | ||
As a field ACS has a systematic ''learning from the subjective'' approach that guides each learner towards contemplative stabilisation combined with liberating discernment or awareness. It therefore connects with practices like [ | As a field ACS has a systematic ''learning from the subjective'' approach that guides each learner towards contemplative stabilisation combined with liberating discernment or awareness. It therefore connects with practices like [[Mindfulness]] and [[Vipasana]]. Its practice also relates to diagnostic and touch practices in [[Traditional Tibetan Medicine]] and [[Ayurvedic Medicine]]; and its theory relates to amongst others the aforementioned practices, modern [[Systems Thinking]] and [[Systemics]]. In the past decade it has grown into a contemporary 'open' field with a unifying theory that explains the various aspects of consciousness, various diagnostic and feedback practices and a view on how individuals, organizations and society can be guided towards wholeness. Its theory facilitates visualization, interpretation and simulation of the dynamics behind creative, pathological, psychological and physiological processes. Its objective is to create clarity, understanding and to facilitate transformation. | ||
''ACS is a [[Creative Commons]] Share Alike 3.0 development. The use of any aspect of ACS is free. It can be modified to suit different needs and environments and it can be incorporated in any field, discipline or program. It isn't attributed to one person or organization and can therefore not be monopolized. It can be used by academic, research or other organizations to make these developments available to learners and citizens, young and old, irrespective of religious or social background. This takes away any financial burden that might limit people in their capacity to engage in activities that support personal and social transformation.'' | ''ACS is a [[Creative Commons]] Share Alike 3.0 development. The use of any aspect of ACS is free. It can be modified to suit different needs and environments and it can be incorporated in any field, discipline or program. It isn't attributed to one person or organization and can therefore not be monopolized. It can be used by academic, research or other organizations to make these developments available to learners and citizens, young and old, irrespective of religious or social background. This takes away any financial burden that might limit people in their capacity to engage in activities that support personal and social transformation.'' | ||
== History == | == History == | ||
The international development of ACS was started in 2001 in The Netherlands and it continues to evolve internationally. Organizations in The Netherlands, USA and India continue to support the research and development of this relatively new field. Amongst the institutes that support ACS are the [ | The international development of ACS was started in 2001 in The Netherlands and it continues to evolve internationally. Organizations in The Netherlands, USA and India continue to support the research and development of this relatively new field. Amongst the institutes that support ACS are the [[Men-tsee-khang|Men-Tsee-Khang Institute]], which is the ''Tibetan Medical & Astrological Institute of H.H. the Dalai Lama'', Aradne (USA), Stichting Business Universiteit (Netherlands), Stichting-Reis (Netherlands) and my eyes Group (Netherlands). | ||
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== Point of Departure == | == Point of Departure == | ||
Our capacity to perceive reality as-it-is, largely depends on whether we are capable of perceiving past our own limiting convictions and engrained patterns. That, which makes us asume these convictions and patterns as our own, is ''[ | Our capacity to perceive reality as-it-is, largely depends on whether we are capable of perceiving past our own limiting convictions and engrained patterns. That, which makes us asume these convictions and patterns as our own, is ''[[Identification (psychology)|identification]]''. This ''filters'' or ''distorts'' <ref>R.G. Jahn and B.J. Dunne (2004). Sensors, Filters, and the Source of Reality. Journal of Scientific Exploration, 18 (4), pp. 547-570.</ref> our perception of reality and makes us feel separate. Consequently we refer from this false sense of separation to: 'I'. This is where we mostly tend to look from! Identification or the lack thereof can respectively limit or free our perception. Different aspects of consciousness that ACS refers to are: | ||
* '''Roles''' - the [ | * '''Roles''' - the [[role]]s and concrete experiences, amongst which [[knowledge]] and skills with which we normally identify. | ||
* '''Knowing'''- the (universal) knowing that intently perceives different roles and experiences, local (knowledge) and [ | * '''Knowing'''- the (universal) knowing that intently perceives different roles and experiences, local ([[knowledge]]) and [[remote viewing|remote]]; past, present or future. | ||
* '''Witness''' – from a bird’s-eye-view the witness [ | * '''Witness''' – from a bird’s-eye-view the witness [[mindful|mindfully]] receives all perceptions and is then presented with possibilities to choose from and explore through "knowing". | ||
[ | [[Identification (psychology)|Identification]], as opposed to [[mindfulness]], keeps us from experiencing all of these aspects as holistically interconnected or as a ''whole''. Identification ''attaches'', ''assimilates'', ''filters'' and ''distorts'', but it also keeps us from finding balance and is the basis from where we focus on differences and miscommunicate. The countless ''roles'' that we act out, the ''knowing'' and the ''witness'' are different aspects of who we are. Because of ''identification'' we assimilate and become a particular [[role]] and it then appears as though we're constantly shifting between different roles and in and out of ''knowing''. In reality everything happens at the same time. We are the ''witness'' who [[mindful|mindfully]] oversees the totality of what we experience; we are the ''knowing'' that has access to different experiences; and we are the countless ''roles'', connected with particular knowledge and skills that we use in different situations. | ||
== Aspects of Awareness == | == Aspects of Awareness == | ||
Different approaches can be used to create more [ | Different approaches can be used to create more [[awareness]] or [[mindful|liberating discernment]] about those mechanisms that keep people from feeling/being [[Holism|whole]] or [[mindful]]. They aim at helping individuals, groups and organizations use feedback to ''dynamically recognize patterns'' to raise their own awareness. This can enable individuals to let go of limiting convictions and engrained patterns that filter their perception and create adverse effects <ref>[http://www.vimeo.com/18819660/ Adverse Effects] - Dr. Willoughby Britton - Adverse Effects and Difficult Stages of the Contemplative Path.</ref> in mind and body. The following aspects of awareness are enhanced when individuals, groups or organizations start using feedback to dynamically recognize patterns. These aspects of awareness enable them to continually grow, anticipate change, find balance and creatively develop the conditions by which they can cater to their own needs in the present. The aspects of awareness described below are slightly different from how these are described by the Consciousness Quotient Institute (CQI) <ref>Brazdau, O. & Mihai, C. (2011). The Consciousness Quotient: a new predictor of the students’ academic performance. Elsevier Procedia Social and Behavioral Sciences, 11, 245–250.</ref>. In addition to the 6 aspects of awareness that are described by the Consciousness Quotient (CQ), ACS also describes ''Feedback-Relational Awareness''. We consider this aspect very important in all processes of self-organization on different levels. Moreover, ACS goes beyond the challenges of describing consciousness <ref>R.G. Jahn (2001). The Challenge of Consciousness. Journal of Scientific Exploration, 15 (4), pp. 443-457.</ref> by helping learners expand all of the aspects of awareness described below. This expands the foundation that learners can use as a basis for the investigation of consciousness. | ||
<gallery> | <gallery> | ||
File: | File:ACS_CQ.png|Aspects of Awareness. | ||
</gallery> | </gallery> | ||
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* '''Self-relational awareness''' - clarity about how we relate to our individual self. | * '''Self-relational awareness''' - clarity about how we relate to our individual self. | ||
* '''Social-relational awareness''' - clarity about how we relate to others. | * '''Social-relational awareness''' - clarity about how we relate to others. | ||
* '''Feedback-relational awareness''' - clarity about the use of information (feedback) for self-adjustment and [ | * '''Feedback-relational awareness''' - clarity about the use of information (feedback) for self-adjustment and [[self-organization]]. | ||
* '''Meta-awareness''' – opens up the possibility of raising the other aspects of awareness. Meta-awareness (witnessing), the bird's-eye-view, is simultaneous, continuous, un-filtering, simple, authentic, creates clarity and knowing. | * '''Meta-awareness''' – opens up the possibility of raising the other aspects of awareness. Meta-awareness (witnessing), the bird's-eye-view, is simultaneous, continuous, un-filtering, simple, authentic, creates clarity and knowing. | ||
<gallery> | <gallery> | ||
File: | File:ACS CQ 2.jpeg|IQ, EQ and CQ. | ||
</gallery> | </gallery> | ||
== Channels of Perception == | == Channels of Perception == | ||
Different forms of reading or [ | Different forms of reading or [[biofeedback]] <ref>''C.G. Monsanto (2011). Applied Consciousness Science, A Reference Guide'', First Edition, ISBN 978-0-557-65237-2</ref> <ref>''biofeedback'', are forms of diagnosis that focus on continually and dynamically reading and feeding back interpreted signals during an undetermined period of time. This is in contrast with differential-diagnosis, which makes a before and after measurement to evaluate changes. Biofeedback is qualitative and differential-diagnosis is quantitative.</ref> are available to facilitators <ref>''facilitators'', are trained to use the instruments of ACS to facilitate awareness-raising.</ref> to dynamically create awareness about those mechanisms that keep people from feeling/being [[mindful]]. In ACS, reading or [[biofeedback]] is primarily used by the ''learner'', to learn to continually witness [[feedback]] from the mind-body <ref>R.G. Jahn and B.J. Dunne (2001). A Modular Model of Mind/Matter Manifestations (M5). Journal of Scientific Exploration, 15 (3), pp. 299-329.</ref> and recognize dynamic patterns. This continually enhances the aspects of awareness mentioned above. When witnessing becomes continuous, learning and awareness-raising continually arise from within. Consequently all patterns of dependency (and connected bio-responses) will gradually cease to exist. Most approaches that guide towards wholeness make use of one or more of the following forms of reading or biofeedback. | ||
* Reading of external psychophysical characteristics, such as facial characteristics, build, movement and posture, makes the ''learner'' aware how the world outside sees him/her. | * Reading of external psychophysical characteristics, such as facial characteristics, build, movement and posture, makes the ''learner'' aware how the world outside sees him/her. | ||
* Inquiry into the constituent parts of subtle subjective experiences in the mind-body allows the ''learner'' to become aware of emerging patterns in the present moment. | * Inquiry into the constituent parts of subtle subjective experiences in the mind-body allows the ''learner'' to become aware of emerging patterns in the present moment. | ||
* [ | * [[Pulse diagnosis]], which is different from pulse-diagnosis in Ayurveda, Traditional Tibetan Medicine and Traditional Chinese Medicine; allows the ''learner'' to become aware amongst others about: 1) how s/he has accumulated traumas and connected bio-responses from the prenatal period till the present and how these may be recognized; 2) how patterns of bio-behavioral responses (''fear'', ''sadness'' and ''rejection'') dynamically act on mentioned [[Psychological trauma|traumas]] and how these can be dynamically recognized; 3) how one can recognize to what extent the transformational process is active; 4) how one can recognize one's [[constitution]]; 5) how one can recognize one's [[personality type]]. | ||
* Touch biofeedback of 108 vital points allows the ''learner'' to become aware exactly where in the body subtle biobehavioral responses <ref>Brian H. Harvey, Carla Naciti, Linda Brand, Dan J. Stein (2006). Serotonin and Stress: Protective or Malevolent Actions in the Biobehavioral Response to Repeated Trauma?</ref> manifest and how these can be recognized. These can manifest amongst others as 1) ''tension'' (kinetic-electric), 2) ''burning'' (electromagnetic), 3) ''heaviness'' (gravitation), or a combination of the same (''pain'', etc.). The learner can also learn to apply ''touch'' biofeedback practice on him/herself. | * Touch biofeedback of 108 vital points allows the ''learner'' to become aware exactly where in the body subtle biobehavioral responses <ref>Brian H. Harvey, Carla Naciti, Linda Brand, Dan J. Stein (2006). Serotonin and Stress: Protective or Malevolent Actions in the Biobehavioral Response to Repeated Trauma?</ref> manifest and how these can be recognized. These can manifest amongst others as 1) ''tension'' (kinetic-electric), 2) ''burning'' (electromagnetic), 3) ''heaviness'' (gravitation), or a combination of the same (''pain'', etc.). The learner can also learn to apply ''touch'' biofeedback practice on him/herself. | ||
* Empathic reading allows the ''learner'' to become aware how s/he communicates non-verbally through ''[ | * Empathic reading allows the ''learner'' to become aware how s/he communicates non-verbally through ''[[transference]]''. | ||
* Reading information from the sound and rhythm of speech and breathing allows the ''learner'' to use the feedback from these subtle characteristics (sound, etc.). | * Reading information from the sound and rhythm of speech and breathing allows the ''learner'' to use the feedback from these subtle characteristics (sound, etc.). | ||
* Reading the nine forms of facial expression: love, laughter, anger, compassion, aversion, fear, heroic, wonder, peace; allows the learner to be aware of feedback from the same. | * Reading the nine forms of facial expression: love, laughter, anger, compassion, aversion, fear, heroic, wonder, peace; allows the learner to be aware of feedback from the same. | ||
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While through the Brain a learner can perceive the content of ''what'' is communicated verbally, through the Heart the learner can perceive ''how'' this is communicated nonverbally. While the Brain perceives ''form'', the Heart perceives ''presence''. For instance it is through the Heart that we can sense danger or that someone is staring at us. In activities like ''learning'', ''communicating'' and ''dialoguing'' the Heart can therefore allow learners to perceive aspects which otherwise remain invisible. For example: miscommunication and arguments have their basis in the invisible aspects of communication. Learners can thus become ''aware'' of reality as-it-is, which goes beyond what they ''think'' about that reality. They can also see how what they perceive from different points of departure is complementary. | While through the Brain a learner can perceive the content of ''what'' is communicated verbally, through the Heart the learner can perceive ''how'' this is communicated nonverbally. While the Brain perceives ''form'', the Heart perceives ''presence''. For instance it is through the Heart that we can sense danger or that someone is staring at us. In activities like ''learning'', ''communicating'' and ''dialoguing'' the Heart can therefore allow learners to perceive aspects which otherwise remain invisible. For example: miscommunication and arguments have their basis in the invisible aspects of communication. Learners can thus become ''aware'' of reality as-it-is, which goes beyond what they ''think'' about that reality. They can also see how what they perceive from different points of departure is complementary. | ||
The above also applies to becoming aware of those mechanisms that underlie the development of disease and self-healing or homeostasis. The learner can constantly gain more clarity about unresolved trauma's and associated patterns of [ | The above also applies to becoming aware of those mechanisms that underlie the development of disease and self-healing or homeostasis. The learner can constantly gain more clarity about unresolved trauma's and associated patterns of [[stress response]]s that underlie the same. Learners will therefore be more able to constantly recognize patterns of (stress)responses as feedback. Their mind-body can therefore more effectively regain its capacity to continually find balance and turns the ''adverse effects'' <ref>[http://www.vimeo.com/18819660/ Adverse Effects] - Dr. Willoughby Britton - Adverse Effects and Difficult Stages of the Contemplative Path.</ref> associated with contemplation and personal transformation, into a ''healing effects''. In a healing crisis people feel sick as a result of the mind-body releasing conditions of the past. There is a notable difference between a ''disease crisis'' and a ''healing crisis''. The learner needs to be able to recognize the different patterns associated with both. And only through this dynamic pattern-recognition or awareness, can a learner continually strengthen the mechanisms of healing. | ||
There is a lot more that a learner can discover experientially when learning is based on the trinity of ''witnessing'', ''knowing'' and ''experiencing''. Awareness about this subjective aspect of learning can be a basis for a new direction in education, health care, ... society in general to cater to the ''inner'' needs of individuals. It can also offer an enduring basis from where individuals and organizations can foster the capacity to continually align processes, anticipate change, find balance and live and communicate with compassion. | There is a lot more that a learner can discover experientially when learning is based on the trinity of ''witnessing'', ''knowing'' and ''experiencing''. Awareness about this subjective aspect of learning can be a basis for a new direction in education, health care, ... society in general to cater to the ''inner'' needs of individuals. It can also offer an enduring basis from where individuals and organizations can foster the capacity to continually align processes, anticipate change, find balance and live and communicate with compassion. | ||
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ACS's views, theories and practical instruments for research, which are elaborately described in the ''Applied Consciousness Science, A Reference Guide'',<ref>''C.G. Monsanto (2011). Applied Consciousness Science, A Reference Guide'', First Edition, ISBN 978-0-557-65237-2</ref> start from and aim at bringing individuals, groups and organizations, to a point where they can perceive from the ''witness'', ''knowing'' and various ''roles'', all at the same time. Towards this end it describes a ''meta-awareness'' paradigm as the basis of its theories and practices. Apart from empowering the learner, it also empowers a multitude of different approaches, theories, models and methodologies. Its unifying approach abridges the gap between academic developments and everyday life in society. | ACS's views, theories and practical instruments for research, which are elaborately described in the ''Applied Consciousness Science, A Reference Guide'',<ref>''C.G. Monsanto (2011). Applied Consciousness Science, A Reference Guide'', First Edition, ISBN 978-0-557-65237-2</ref> start from and aim at bringing individuals, groups and organizations, to a point where they can perceive from the ''witness'', ''knowing'' and various ''roles'', all at the same time. Towards this end it describes a ''meta-awareness'' paradigm as the basis of its theories and practices. Apart from empowering the learner, it also empowers a multitude of different approaches, theories, models and methodologies. Its unifying approach abridges the gap between academic developments and everyday life in society. | ||
== Research & Development == | |||
ACS offers to follow a holistic version of the scientific method wherein the learner continually observes, senses, experiments, and systematically formulates, tests, and adjusts hypotheses. The point of departure in this holistic research is based on the trinity of ''witnessing'', ''knowing'' and ''experiencing''. It therefore starts at the subjective end of the spectrum of experience, which is oposite to the third-person point of view of conventional scientific research. Because of the highly subjective nature of this form of research, outcomes have a more personal aim, which is to recognize the patterns within experience in general and specially those within ''adverse effects''. Through discernment these can be transformed into ''healing effects''. As a field, ACS recognizes and describes recognizable patterns within experience. And through the use of biofeedback tools learners can learn to recognize or discern these patterns within the shortest time possible. | |||
Within an ACS context, holistic research may be seen as a synonym of ''learning from the subjective'' or simply ''learning''. We believe that as we grow up we trade in ''(early) learning'', which we consider to be a ''learning from the subjective'' for a learning that is based on modern pedagogy. We believe that ''learning from the subjective'' is the only basis from where educational transformation can be successful. | |||
The following research activities have led to the development of amongst others the theories, biofeedback and other practices in ACS. | |||
Phase I: | |||
* '''Literary Research''' | |||
* '''Fundamental Research''' | |||
* '''Holistic Research''' | |||
Phase II: | |||
* '''Evidence Based Research''' (Seeking partnerships) | |||
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* '''Governmental''' - Officials - Consultancy and communication training. | * '''Governmental''' - Officials - Consultancy and communication training. | ||
NOTE: The application of ACS is not limited to the above environments because: 1) it is not a therapeutic intervention, 2) an intervention to gain control over; and the only objective is to create awareness about one's points of departure or points of view. | NOTE: The application of ACS is not limited to the above environments because: 1) it is not a therapeutic intervention, 2) an intervention to gain control over; and the only objective is to create awareness about one's points of departure or points of view and enable learners to find balance. | ||
== Programs == | == Programs == | ||
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* '''S.E.L.F.''' program - A 3-month individual (outreach) program that is tuned towards facilitating personal transformation. It affects all aspects of life, including learning, mental and physical health. | * '''S.E.L.F.''' program - A 3-month individual (outreach) program that is tuned towards facilitating personal transformation. It affects all aspects of life, including learning, mental and physical health. | ||
* '''Full-Spectrum Dialogue''' workshop - A program that guides learners towards making use of the full spectrum of perception (Brain-Heart) to communicate effectively and grow through dialogue. | * '''Full-Spectrum Dialogue''' workshop - A program that guides learners towards making use of the full spectrum of perception (Brain-Heart) to communicate effectively and grow through dialogue. | ||
Revision as of 09:55, 21 September 2011
Applied Consciousness Sciences, which isn't considered a science as per the definition of the scientific community, is a collective name for a multiplicity of different holistic approaches that follow their own methods, techniques and theories. It is an attempt to bring together and systematize these holistic approaches by offering a common basis from where they can be described as a single transparent field. ACS also offers to follow a holistic version of the scientific method to investigate different aspects of experience, from a greater connection. This article offers to describe a common vision, scope, orientation, point of departure and general approach by which one can recognize an ACS approach.
As a field ACS has a systematic learning from the subjective approach that guides each learner towards contemplative stabilisation combined with liberating discernment or awareness. It therefore connects with practices like Mindfulness and Vipasana. Its practice also relates to diagnostic and touch practices in Traditional Tibetan Medicine and Ayurvedic Medicine; and its theory relates to amongst others the aforementioned practices, modern Systems Thinking and Systemics. In the past decade it has grown into a contemporary 'open' field with a unifying theory that explains the various aspects of consciousness, various diagnostic and feedback practices and a view on how individuals, organizations and society can be guided towards wholeness. Its theory facilitates visualization, interpretation and simulation of the dynamics behind creative, pathological, psychological and physiological processes. Its objective is to create clarity, understanding and to facilitate transformation.
ACS is a Creative Commons Share Alike 3.0 development. The use of any aspect of ACS is free. It can be modified to suit different needs and environments and it can be incorporated in any field, discipline or program. It isn't attributed to one person or organization and can therefore not be monopolized. It can be used by academic, research or other organizations to make these developments available to learners and citizens, young and old, irrespective of religious or social background. This takes away any financial burden that might limit people in their capacity to engage in activities that support personal and social transformation.
History
The international development of ACS was started in 2001 in The Netherlands and it continues to evolve internationally. Organizations in The Netherlands, USA and India continue to support the research and development of this relatively new field. Amongst the institutes that support ACS are the Men-Tsee-Khang Institute, which is the Tibetan Medical & Astrological Institute of H.H. the Dalai Lama, Aradne (USA), Stichting Business Universiteit (Netherlands), Stichting-Reis (Netherlands) and my eyes Group (Netherlands).
Objective
The main objective of ACS is to guide individuals and organizations towards using their own awareness as a basis for personal and social transformation. Individuals can learn how to continually look at the complexity of life from where it originates, in the present moment. Seemingly complex problems lose their complexity when seen from this point of departure. Central in ACS theory and practice are the individual learner's point of departure or point of view; subjective experience and unfolding transformational process. A Science of the Subjective [1].
Point of Departure
Our capacity to perceive reality as-it-is, largely depends on whether we are capable of perceiving past our own limiting convictions and engrained patterns. That, which makes us asume these convictions and patterns as our own, is identification. This filters or distorts [2] our perception of reality and makes us feel separate. Consequently we refer from this false sense of separation to: 'I'. This is where we mostly tend to look from! Identification or the lack thereof can respectively limit or free our perception. Different aspects of consciousness that ACS refers to are:
- Roles - the roles and concrete experiences, amongst which knowledge and skills with which we normally identify.
- Knowing- the (universal) knowing that intently perceives different roles and experiences, local (knowledge) and remote; past, present or future.
- Witness – from a bird’s-eye-view the witness mindfully receives all perceptions and is then presented with possibilities to choose from and explore through "knowing".
Identification, as opposed to mindfulness, keeps us from experiencing all of these aspects as holistically interconnected or as a whole. Identification attaches, assimilates, filters and distorts, but it also keeps us from finding balance and is the basis from where we focus on differences and miscommunicate. The countless roles that we act out, the knowing and the witness are different aspects of who we are. Because of identification we assimilate and become a particular role and it then appears as though we're constantly shifting between different roles and in and out of knowing. In reality everything happens at the same time. We are the witness who mindfully oversees the totality of what we experience; we are the knowing that has access to different experiences; and we are the countless roles, connected with particular knowledge and skills that we use in different situations.
Aspects of Awareness
Different approaches can be used to create more awareness or liberating discernment about those mechanisms that keep people from feeling/being whole or mindful. They aim at helping individuals, groups and organizations use feedback to dynamically recognize patterns to raise their own awareness. This can enable individuals to let go of limiting convictions and engrained patterns that filter their perception and create adverse effects [3] in mind and body. The following aspects of awareness are enhanced when individuals, groups or organizations start using feedback to dynamically recognize patterns. These aspects of awareness enable them to continually grow, anticipate change, find balance and creatively develop the conditions by which they can cater to their own needs in the present. The aspects of awareness described below are slightly different from how these are described by the Consciousness Quotient Institute (CQI) [4]. In addition to the 6 aspects of awareness that are described by the Consciousness Quotient (CQ), ACS also describes Feedback-Relational Awareness. We consider this aspect very important in all processes of self-organization on different levels. Moreover, ACS goes beyond the challenges of describing consciousness [5] by helping learners expand all of the aspects of awareness described below. This expands the foundation that learners can use as a basis for the investigation of consciousness.
Aspects of Awareness.
- Mental-awareness - clarity about what we think.
- Emotional awareness - clarity about what we feel.
- Physical awareness - clarity about what we sense.
- Self-relational awareness - clarity about how we relate to our individual self.
- Social-relational awareness - clarity about how we relate to others.
- Feedback-relational awareness - clarity about the use of information (feedback) for self-adjustment and self-organization.
- Meta-awareness – opens up the possibility of raising the other aspects of awareness. Meta-awareness (witnessing), the bird's-eye-view, is simultaneous, continuous, un-filtering, simple, authentic, creates clarity and knowing.
IQ, EQ and CQ.
Channels of Perception
Different forms of reading or biofeedback [6] [7] are available to facilitators [8] to dynamically create awareness about those mechanisms that keep people from feeling/being mindful. In ACS, reading or biofeedback is primarily used by the learner, to learn to continually witness feedback from the mind-body [9] and recognize dynamic patterns. This continually enhances the aspects of awareness mentioned above. When witnessing becomes continuous, learning and awareness-raising continually arise from within. Consequently all patterns of dependency (and connected bio-responses) will gradually cease to exist. Most approaches that guide towards wholeness make use of one or more of the following forms of reading or biofeedback.
- Reading of external psychophysical characteristics, such as facial characteristics, build, movement and posture, makes the learner aware how the world outside sees him/her.
- Inquiry into the constituent parts of subtle subjective experiences in the mind-body allows the learner to become aware of emerging patterns in the present moment.
- Pulse diagnosis, which is different from pulse-diagnosis in Ayurveda, Traditional Tibetan Medicine and Traditional Chinese Medicine; allows the learner to become aware amongst others about: 1) how s/he has accumulated traumas and connected bio-responses from the prenatal period till the present and how these may be recognized; 2) how patterns of bio-behavioral responses (fear, sadness and rejection) dynamically act on mentioned traumas and how these can be dynamically recognized; 3) how one can recognize to what extent the transformational process is active; 4) how one can recognize one's constitution; 5) how one can recognize one's personality type.
- Touch biofeedback of 108 vital points allows the learner to become aware exactly where in the body subtle biobehavioral responses [10] manifest and how these can be recognized. These can manifest amongst others as 1) tension (kinetic-electric), 2) burning (electromagnetic), 3) heaviness (gravitation), or a combination of the same (pain, etc.). The learner can also learn to apply touch biofeedback practice on him/herself.
- Empathic reading allows the learner to become aware how s/he communicates non-verbally through transference.
- Reading information from the sound and rhythm of speech and breathing allows the learner to use the feedback from these subtle characteristics (sound, etc.).
- Reading the nine forms of facial expression: love, laughter, anger, compassion, aversion, fear, heroic, wonder, peace; allows the learner to be aware of feedback from the same.
Communicate & Grow
The learner witnesses feedback from the mind-body through different channels of perception [11] and aspects of awareness and learns to dynamically recognize patterns therein. The inner need that arises in the learner then stimulates him/her to readjust the way s/he relates to and communicates with the immediate world outside. The learner can gradually gain clarity about how knowing offers him/her access to different experiences, the countless roles that s/he acts out in different situations, including communication and dialogue, but now from a greater connection. S/he also witnesses the dynamic mechanisms by which witnessing, knowing and experiencing are holistically interconnected. The coherence between the Heart and Brain [12] is one of the indications of this interconnectedness. When synchronized or interconnected the Heart enhances the Brain's capacity to perceive reality.
While through the Brain a learner can perceive the content of what is communicated verbally, through the Heart the learner can perceive how this is communicated nonverbally. While the Brain perceives form, the Heart perceives presence. For instance it is through the Heart that we can sense danger or that someone is staring at us. In activities like learning, communicating and dialoguing the Heart can therefore allow learners to perceive aspects which otherwise remain invisible. For example: miscommunication and arguments have their basis in the invisible aspects of communication. Learners can thus become aware of reality as-it-is, which goes beyond what they think about that reality. They can also see how what they perceive from different points of departure is complementary.
The above also applies to becoming aware of those mechanisms that underlie the development of disease and self-healing or homeostasis. The learner can constantly gain more clarity about unresolved trauma's and associated patterns of stress responses that underlie the same. Learners will therefore be more able to constantly recognize patterns of (stress)responses as feedback. Their mind-body can therefore more effectively regain its capacity to continually find balance and turns the adverse effects [13] associated with contemplation and personal transformation, into a healing effects. In a healing crisis people feel sick as a result of the mind-body releasing conditions of the past. There is a notable difference between a disease crisis and a healing crisis. The learner needs to be able to recognize the different patterns associated with both. And only through this dynamic pattern-recognition or awareness, can a learner continually strengthen the mechanisms of healing.
There is a lot more that a learner can discover experientially when learning is based on the trinity of witnessing, knowing and experiencing. Awareness about this subjective aspect of learning can be a basis for a new direction in education, health care, ... society in general to cater to the inner needs of individuals. It can also offer an enduring basis from where individuals and organizations can foster the capacity to continually align processes, anticipate change, find balance and live and communicate with compassion.
Theory and Practice
While conventional Sciences focus on investigating and manipulating the content of experience, the Applied Consciousness Sciences focus on investigating and creating awareness about the point of departure or starting-point from where we perceive that content of experience [14]. The former departs from the point of view that a third-person can alter the content of experience for us, especially when we suffer, to prolong life and make it more enjoyable. The latter departs from the point of view that when we gain clarity about those mechanisms by which we suffer, we have the choice to refrain from feeding those mechanisms and create the enduring conditions by which we can enjoy life to the fullest. In the former we are dependent on others and in the latter we learn how to grow beyond our own patterns of dependency. This dissolves our own inner limitations. Moreover, ACS aims at guiding each learner towards contemplative stabilisation combined with liberating discernment or awareness.
ACS's views, theories and practical instruments for research, which are elaborately described in the Applied Consciousness Science, A Reference Guide,[15] start from and aim at bringing individuals, groups and organizations, to a point where they can perceive from the witness, knowing and various roles, all at the same time. Towards this end it describes a meta-awareness paradigm as the basis of its theories and practices. Apart from empowering the learner, it also empowers a multitude of different approaches, theories, models and methodologies. Its unifying approach abridges the gap between academic developments and everyday life in society.
Research & Development
ACS offers to follow a holistic version of the scientific method wherein the learner continually observes, senses, experiments, and systematically formulates, tests, and adjusts hypotheses. The point of departure in this holistic research is based on the trinity of witnessing, knowing and experiencing. It therefore starts at the subjective end of the spectrum of experience, which is oposite to the third-person point of view of conventional scientific research. Because of the highly subjective nature of this form of research, outcomes have a more personal aim, which is to recognize the patterns within experience in general and specially those within adverse effects. Through discernment these can be transformed into healing effects. As a field, ACS recognizes and describes recognizable patterns within experience. And through the use of biofeedback tools learners can learn to recognize or discern these patterns within the shortest time possible.
Within an ACS context, holistic research may be seen as a synonym of learning from the subjective or simply learning. We believe that as we grow up we trade in (early) learning, which we consider to be a learning from the subjective for a learning that is based on modern pedagogy. We believe that learning from the subjective is the only basis from where educational transformation can be successful.
The following research activities have led to the development of amongst others the theories, biofeedback and other practices in ACS.
Phase I:
- Literary Research
- Fundamental Research
- Holistic Research
Phase II:
- Evidence Based Research (Seeking partnerships)
Applications
In the past decade ACS has been the basis of programs offered in different environments, namely:
- Health care - Health care professional - Also offered to individuals with physical, psychological or psychiatric disorders.
- Education - Educational professionals - Also offered to learners with and without learning disabilities.
- Business - Business professionals - Designer and communication trainings, individuals and groups.
- Governmental - Officials - Consultancy and communication training.
NOTE: The application of ACS is not limited to the above environments because: 1) it is not a therapeutic intervention, 2) an intervention to gain control over; and the only objective is to create awareness about one's points of departure or points of view and enable learners to find balance.
Programs
In the past couple of years in several countries, different programs have been developed that are based on ASC theories, practices and research, namely:
- Unifying Conceptual Designer program - A business oriented program that trains 'designers' who focus on facilitating organizational transformation.
- ACS Facilitator program - An education/social/health oriented program that trains 'facilitators' who focus on personal and social transformation.
- S.E.L.F. program - A 3-month individual (outreach) program that is tuned towards facilitating personal transformation. It affects all aspects of life, including learning, mental and physical health.
- Full-Spectrum Dialogue workshop - A program that guides learners towards making use of the full spectrum of perception (Brain-Heart) to communicate effectively and grow through dialogue.
Centers
- Aradne (USA) - R&D, all certification programs, academic partnerships in The Netherlands and USA.
- Stichting Business Universiteit (Netherlands) - Academic programs, academic partnerships in the USA
- Stichting-Reis (Netherlands) - R&D, all certification programs, academic partnerships in The Netherlands and Europe.
References
- ↑ R.G. Jahn and B.J. Dunne (1997). Science of the Subjective. Journal of Scientific Exploration, 11 (2), pp. 201-224.
- ↑ R.G. Jahn and B.J. Dunne (2004). Sensors, Filters, and the Source of Reality. Journal of Scientific Exploration, 18 (4), pp. 547-570.
- ↑ Adverse Effects - Dr. Willoughby Britton - Adverse Effects and Difficult Stages of the Contemplative Path.
- ↑ Brazdau, O. & Mihai, C. (2011). The Consciousness Quotient: a new predictor of the students’ academic performance. Elsevier Procedia Social and Behavioral Sciences, 11, 245–250.
- ↑ R.G. Jahn (2001). The Challenge of Consciousness. Journal of Scientific Exploration, 15 (4), pp. 443-457.
- ↑ C.G. Monsanto (2011). Applied Consciousness Science, A Reference Guide, First Edition, ISBN 978-0-557-65237-2
- ↑ biofeedback, are forms of diagnosis that focus on continually and dynamically reading and feeding back interpreted signals during an undetermined period of time. This is in contrast with differential-diagnosis, which makes a before and after measurement to evaluate changes. Biofeedback is qualitative and differential-diagnosis is quantitative.
- ↑ facilitators, are trained to use the instruments of ACS to facilitate awareness-raising.
- ↑ R.G. Jahn and B.J. Dunne (2001). A Modular Model of Mind/Matter Manifestations (M5). Journal of Scientific Exploration, 15 (3), pp. 299-329.
- ↑ Brian H. Harvey, Carla Naciti, Linda Brand, Dan J. Stein (2006). Serotonin and Stress: Protective or Malevolent Actions in the Biobehavioral Response to Repeated Trauma?
- ↑ R.G. Jahn and B.J. Dunne (2004). Sensors, Filters, and the Source of Reality. Journal of Scientific Exploration, 18 (4), pp. 547-570.
- ↑ The Coherent Heart - McCraty et al. (2009). The Coherent Heart.
- ↑ Adverse Effects - Dr. Willoughby Britton - Adverse Effects and Difficult Stages of the Contemplative Path.
- ↑ R.G. Jahn and B.J. Dunne (1997). Science of the Subjective. Journal of Scientific Exploration, 11 (2), pp. 201-224.
- ↑ C.G. Monsanto (2011). Applied Consciousness Science, A Reference Guide, First Edition, ISBN 978-0-557-65237-2
Resources
- Letter of Support - Letter of support from the Tibetan Medical & Astrological Institute of H.H. the Dalai Lama.
- HeartMath article - McCratyeal article in integral review 2009: The coherent Heart.
- ICRL papers - International Consciousness Research Laboratory (Princeton) that offers articles about consciousness research.
- Consciousness Quotient Institute - Resources on CQ and online Consciousness Quotient test.
- Thomas Jordan - Resources on 'The roles of consciousness development in social conflicts'.
External links
- Aradne - Institute in the USA that supports the research and development of the ACS; and offers various ACS based programs.
- Stichting Business Universiteit - Institute in The Netherlands that supports the research and development of ACS; and offers academic programs that include the Unifying Conceptual Designer program.
- Stichting-Reis - Institute in The Netherlands that offers various ACS based programs.
- my eyes Group - Network organization that supports the development and offers ACS and business oriented programs.
- The Baca Journey - A website that offers many resources regarding conscious living.