imported>John R. Brews |
|
| (8 intermediate revisions by 7 users not shown) |
| Line 1: |
Line 1: |
| {{subpages}} | | {{subpages}} |
|
| |
| == Removal {{Removal|call}} ==
| |
|
| |
| ''Removal suggested by ''[[User:John R. Brews|John R. Brews]] 18:27, 9 October 2011 (UTC)
| |
|
| |
| ''Editorial Council:'' [http://ec.citizendium.org/wiki/EC:Removals_2011 Case 2011-xxx]
| |
| : Opened:
| |
| : Closed:
| |
| ----
| |
| === Comments ===
| |
|
| |
| {{TOC|right}} | | {{TOC|right}} |
|
| |
|
| | '''Applied Consciousness Sciences''' (or '''ACS''') |
| | is not a scientific field but the name given to a project or institution founded in 2001 in the Netherlands that claims to guide and teach how to use and develop one's "awareness". |
|
| |
|
| '''Applied Consciousness Sciences''' or ACS, offers a theory and practical tools to inquire into the nature of ''being'' and the ''world''. It offers an open environment and a systematic view that a multiplicity of different [[holistic]] approaches can connect with. It attempts to show how these approaches are interconnected by offering a common basis from where they can be described as a single transparent field. From its common basis it offers to follow a holistic research method to investigate, from a greater connection, different aspects of being and the world, specially the relationship between subjective and objective experience. Because of this [[holistic]] or non-[[reductionist]] approach it is not considered a science as per the definition of the scientific community, which defines science as [[reductionist]]. This article describes the point of departure, the different objectives and the general approach by which one can recognize an ACS approach.
| | While there are several institutions involved that advertise ACS and refer to each other, |
| | | there is no evidence that they, their work, or the field they present are acknowledged by any third-party-reputed expert or institution.[[Category:Suggestion Bot Tag]] |
| As a field ACS has a systematic ''learning from the subjective'' approach that guides each learner towards liberating discernment or awareness regarding the nature of being and the world. It relates with practices like [[Mindfulness]] and [[Vipasana]] but also with diagnostic and touch practices in [[Traditional Tibetan Medicine]] and [[Ayurvedic Medicine]]. Its theory relates with modern [[Systems Thinking]] and [[Systemics]]. In the past decade ACS has grown into a contemporary field that offers various diagnostic and feedback practices and a view on how individuals, organizations and society can be guided towards wholeness. Its theory makes visible, interprets and simulates the dynamics behind creative, [[homeostatic]], [[pathological]], [[psychological]], [[physiological]] and any other process. Besides guiding towards discernment, ACS helps to create clarity and understanding concerning change and transformation.
| |
| | |
| | |
| == History ==
| |
| The systemization of ACS was started in 2001 in The Netherlands and it continues to evolve internationally. Organizations in The Netherlands, USA and India support the 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 the my eyes Group (Netherlands).
| |
| | |
| | |
| == Objectives ==
| |
| The main objective of ACS is to guide individuals, within organizations and communities, towards using their own awareness as a basis for personal, organizational 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; level of discernment, subjective experience and unfolding transformational process. A Science of the Subjective <ref>R.G. Jahn and B.J. Dunne (1997). Science of the Subjective. Journal of Scientific Exploration, 11 (2), pp. 201-224.</ref>!
| |
| | |
| | |
| == 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 assimilate these convictions and patterns as our own, is ''[[Identification (psychology)|identification]]''. This is how our perception of reality is ''filtered'' or ''distorted'' <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>. Identification makes us feel separate from others. Consequently we have this false sense of separation that we refer to as 'I'. This is where we mostly tend to look from! Identification or the lack thereof can respectively limit or free us. Different aspects of being that we normally identify with are:
| |
| * '''Roles''' - the [[role]]s and connected experiences, amongst which [[knowledge]] and skills that we normally identify with.
| |
| * '''Observer'''- the (universal) mind that intently perceives different roles and experiences, local ([[knowledge]]) and [[Extrasensory perception|remote]].
| |
| * '''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 the "observer".
| |
| | |
| [[Identification (psychology)|Identification]], as opposed to [[mindfulness]] (an enduring state of being), keeps us from experiencing all of these aspects as holistically interconnected or as a ''whole''. Identification makes us ''attach'' and ''assimilate''. This keeps us from finding balance, makes us focus on the differences and miscommunicate. The countless ''roles'' that we act out, the ''observer'' and the ''witness'' are different aspects of who we are. Because of ''identification'' we assimilate and become a particular [[role]]. It then appears as though we are constantly shifting between different roles and in and out of ''observing''. 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 ''observer'' 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 raise [[awareness]] or [[mindful|liberating discernment]] about those mechanisms that keep us from feeling/being [[Holism|whole]] or [[mindful]]. These approaches aim at guiding individuals, groups and organizations towards using feedback to ''dynamically recognize patterns''. This raises their level of discernment or awareness about their being and the world and allows them to let go of limiting convictions and engrained patterns that filter their perception and that create adverse effects <ref name=AdverseEffects>[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 six (6) aspects of awareness that the Consciousness Quotient (CQ) test describes, ACS also describes ''Feedback-Relational Awareness''. We consider this aspect essential in all processes of self-learning and self-organization. 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 empowering learners to use these different aspects of awareness to holistically investigate their own consciousness.
| |
| | |
| <gallery>
| |
| File:ACS CQ2.png|Aspects of Awareness.
| |
| </gallery>
| |
| | |
| * '''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 [[Unschooling|self-learning]] and [[self-organization]].
| |
| * '''Meta-awareness''' – meta-awareness (witnessing), the bird's-eye-view, is simultaneous, un-filtering and the greater connection. It creates a greater connection amongst the other aspects of awareness.
| |
| | |
| <gallery>
| |
| File:ACS CQ.jpeg|IQ, EQ and CQ.
| |
| </gallery>
| |
| | |
| | |
| == Channels of Perception ==
| |
| Different techniques for reading or [[biofeedback]] <ref>C.G. Monsanto (2011). Applied Consciousness Science, A Reference Guide, First Edition, ISBN 978-0-557-65237-2</ref> can be used by facilitators <ref>''facilitators'', are trained to use the instruments of ACS to facilitate awareness-raising.</ref> to help learners raise their own awareness about those mechanisms that keep them from being [[mindful]]. Within ACS, biofeedback focuses on continually and dynamically reading and feeding back information coming from the ''material substance'' and ''energy-informational substance''<ref name=WaveGeneticsResponse>[http://www.emergentmind.org/gariaev06.htm The Wave Genetics Response] - P.P. Gariaev*, M.J. Friedman**, and E.A. Leonova- Gariaeva*** (2006). Crisis in Life Sciences. The Wave Genetics Response.</ref> levels, during an undetermined period of time. This is in contrast with differential-diagnosis, which focuses on making ''before and after'' measurements to evaluate quantitative changes at the ''material substance'' level. ACS biofeedback is qualitative and differential-diagnosis is quantitative.
| |
| | |
| A technique of particular interest is the biofeedback pulse diagnosis, which reads information at the ''energy-informational'' level within the mind-body as a whole. While the Genomic research conducted by Peter Gariaev and his team <ref name=WaveGeneticsResponse/> look at the regeneration processes at the DNA level, this form of diagnosis enables facilitators to stimulate the same regeneration processes, by making visible the speech-like patterns that emerge from ''high-level'' subjective experiences. Patterns of bio-responses (fearing, saddening and rejecting) that create adverse effects within the mind and body can hereby be recognized and transformed. By interpreting and feeding back the linguistic information that the ''energy-informational'' level reveals, the discernment and spectrum of perception of learners is expanded. This alone can transform the adverse effects experienced into healing effects. ACS researchers have noticed a correlation between the learner's level of discernment and the capacity to elicit healing effects at the ''energy-informational'' and ''material'' levels.
| |
| | |
| <gallery>
| |
| File:ACS DNA.png|Energy Informational and Material Substance.
| |
| </gallery>
| |
| | |
| In ACS, reading or [[biofeedback]] is primarily used by the ''learner'', to learn to continually witness the language-like [[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 the unfolding dynamic patterns therein. This self-learning process helps make witnessing continuous, which enhances the above mentioned aspects of awareness. When witnessing is continuous, learning, awareness-raising and healing continually arise from within. Consequently all patterns of dependency (and connected bio-responses) 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, allows the ''learner'' to become aware how the world outside sees him/her.
| |
| * Reading the nine forms of facial expression: love, laughter, anger, compassion, aversion, fear, heroic, wonder, peace; allows the learner to become aware how s/he reacts to the world outside behaviorally.
| |
| * Reading information from the sound and rhythm of speech and breathing allows the ''learner'' to become aware how s/he verbally communicates with the world outside.
| |
| * Empathic reading allows the ''learner'' to become aware how s/he communicates non-verbally through ''[[transference]]''. Analogous to Peter Gariaev’s work on DNA phantom effects <ref name=WaveGeneticsResponse/>, transference is seen as a process whereby an individual’s ''energy-informational'' 'body’, the basis of non-verbal communication, (unconsciously) connects with and distorts the ''energy-informational'' 'bodies' of others, the receivers.
| |
| * Inquiry into the subtle psychophysical experiences (actions) in the mind-body allows the ''learner'' to become aware of how patterns emerge within the mind-body in the present moment.
| |
| * Biofeedback [[pulse diagnosis]], unlike pulse-diagnosis in Ayurvedic, Traditional Tibetan and Traditional Chinese Medicine, is an ''energy-informational'' form of pulse-diagnosis, which allows the ''learner'' to realize, discern and recognize amongst others: 1) the information regarding traumas and conditioned patterns of bio-responses (fearing, saddening and rejecting); this is read from the prenatal period till the present; 2) the location, movement and changes in patterns of bio-behavioral responses and [[Psychological trauma|traumas]] within the mind-body; 3) to what extent the transformational process is active; 4) one's [[constitution]]; 5) one's [[personality type]] (Jungian).
| |
| * Touch biofeedback of 108 vital points allows the ''learner'' to become aware about the exact location in the body where subtle bio-behavioral responses at the ''energy-informational level'' <ref>Brian H. Harvey, Carla Naciti, Linda Brand, Dan J. Stein (2006). Serotonin and Stress: Protective or Malevolent Actions in the Bio-behavioral Response to Repeated Trauma?</ref> manifest and act from. These can manifest amongst others as 1) ''tension'' (kinetic-electric), 2) ''burning'' (electro-magnetic), 3) ''heaviness'' (gravitation), or a combination of the same (''pain'', etc.).
| |
| | |
| Using the feedback from the above channels of perception, learners can learn to: 1) recognize bio-behavioral patterns underlying emotions, behaviors, communication, stories and the psychodrama; 2) discern between different bio-behavioral responses that make up these patterns; 3) understand how these bio-behavioral responses manifest, change location, shape-shift, et cetera. It is like discerning between the syntaxis, vocabulary and grammatical uses of different words (responses). Thus learners are empowered to perceive from a much broader spectrum of sensitivity. This enables them to independently raise their own level of discernment and breach their patterns of dependency.
| |
| | |
| | |
| == Communicate & Grow ==
| |
| The ''learner'' can learn to witness feedback from the mind-body through his/her expanded perception <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> and learn to dynamically recognize patterns therein. The clarity that arises in the learner stimulates him/her to continually readjust the way s/he relates to and communicates with the immediate world outside. The learner can gradually gain more clarity about how s/he can have access to different experiences, the countless ''roles'' that s/he can act from in different situations, including communication and dialogue, from a greater connection. S/he can also witness the dynamics by which ''witnessing'', ''observing'' and ''experiencing'' are holistically interconnected. The energy-informational coherence between the Heart and Brain <ref>[http://www.heartmathbenelux.com/doc/McCratyeal_article_in_integral_review_2009.pdf The Coherent Heart] - McCraty et al. (2009). The Coherent Heart.</ref> is one of the indicators of this interconnectedness. When in sync or interconnected the Heart enhances one's capacity to perceive reality.
| |
| | |
| While through the energy-informational Brain a learner can perceive the content of ''what'' is communicated verbally, through the energy-informational Heart the learner can perceive ''how'' this is communicated nonverbally. While the Brain perceives ''form'', the Heart perceives ''presence''. For example, we can sense danger or that someone is staring at us through the Heart. In activities like ''learning'', ''communicating'' and ''dialoguing'' this energy-informational perception through the Heart can allow learners to cognize aspects which would otherwise remain invisible. For example: miscommunication and arguments are rooted in those aspects of communication, which aren't content related. Learners can thus become ''aware'' of reality as-it-is, when they go beyond what they ''think'' about that reality. They can also learn to understand how what they perceive from different points of view is mutually ''inclusive'' or 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 response]]s that try to 'protect' one from feeling pain. Learners can become more able to constantly recognize patterns and make use of feedback to more effectively find balance and turn ''adverse effects'' <ref name=AdverseEffects/> that are associated with personal transformation, into ''healing effects''. In a healing crisis people may feel ill as a result of the mind-body releasing the conditions from the past. There is a notable difference between a ''disease crisis'' and a ''healing crisis''. Learners need to be able to recognize the patterns associated with both. And only through dynamic pattern-recognition or discernment, can a learner continually guard the conditions for healing.
| |
| | |
| There is a lot more that a learner can discover experientially through [[autodidactism]] when learning is based on the trinity of ''witnessing'', ''knowing'' and ''experiencing''. This offers an enduring basis from where individuals and organizations can foster their capacity to continually align processes, anticipate change, find balance and live and communicate more compassionately.
| |
| | |
| | |
| == Theory and Practice ==
| |
| While conventional Sciences focus on ''investigating'' and ''manipulating'' the content of experience (the parts), the ''Applied Consciousness Sciences'' focus on ''investigating'' and ''creating awareness'' about the ''point of departure'' or ''starting-point'' from where we perceive the whole of experience <ref>R.G. Jahn and B.J. Dunne (1997). Science of the Subjective. Journal of Scientific Exploration, 11 (2), pp. 201-224.</ref>. 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 helps to dissolve our inner limitations. ACS aims at achieving this through liberating discernment. The basis for investigating one's own subjective experience.
| |
| | |
| 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 practically bringing individuals, groups and organizations, to a point where they can perceive from the ''witness'', ''observer'' and various ''roles'', all at the same time. Apart from empowering the learner, it also empowers a multitude of different approaches, theories, models and methodologies.
| |
| | |
| | |
| == Research & Development ==
| |
| ACS offers to follow a holistic research method wherein the learner continually observes, senses, experiments, and systematically formulates, tests, and adjusts hypotheses. The learner's spectrum of perception includes ''witnessing, observing'' and ''experiencing'', all at the same time. Within this spectrum of perception, the zeroth-person or the witness, is the point of view from where holistic research can be effectively conducted. This is opposite the third-person perspective assumed in modern scientific inquiry. This point of view allows the learner to perceive and describe experience that includes the zeroth, first, second and/or third-person points of view, all from a greater connection.
| |
| | |
| The research of the subjective, the formulation, testing and adjustment of hypotheses, have both a personal and general objective. The personal objective is to help raise the learner’s own awareness to recognize those patterns that create adverse effects and that keep him/her from aligning self with the environment. From the inside out! The general objective is to describe and formulate the dynamics, general recognizable patterns and characteristics, a ‘language’, by which these patterns can be recognized. Understanding this ‘language’ can raise the learner's level of discernment and capacity to recognize subjective experiences, which is the basis of self-organization, self-learning and personal transformation. ACS helps to accelerate this self-learning and awareness-raising through the biofeedback instruments previously described. The theory, which is a result of the combination of literary, fundamental research and systemization is validated through 'holistic research'.
| |
|
| |
| Within an ACS context, ‘holistic research’ may be seen as a synonym of ‘learning from the subjective’. We believe that as we grow up we trade our capacity to learn from the subjective, for a learning that is externally imposed. By helping learners to restore their spectrum of sensitivity we wish to enable learners to recreate the internal conditions by which learning can be independent, meaningful, integrated, connected with real-life and transformational. A learner-centered environment strengthens this and can make educational transformation viable.
| |
| | |
| 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'''
| |
| | |
| | |
| == Applications ==
| |
| In the past decade awareness-raising programs have been offered in different environments, namely:
| |
| | |
| * '''Health care''' - Health care professional - offered to individuals with physical, psychological or psychiatric disorders.
| |
| * '''Education''' - Educational professionals - offered to learners with and without learning disabilities.
| |
| * '''Business''' - Business professionals - Designer and communication trainings; individuals and groups.
| |
| * '''Governmental''' - Officials - Consultancy and communication trainings.
| |
| | |
| NOTE: The application of ACS is not limited to the above environments.
| |
| | |
| | |
| == Creative Commons ==
| |
| ''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.''
| |
| | |
| | |
| | |
| == References ==
| |
| <!--- See [[Wikipedia:Footnotes]] on how to create references using <ref></ref> tags which will then appear here automatically -->
| |
| {{Reflist}}
| |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| <!--- Categories --->
| |
| [[Category:Education Workgroup]]
| |
| [[Category:Consciousness studies]] | |
