Certificate of Mentorship of Holistic & Regenerative Learning Designs

A 12-month* intensive course highly customized to the candidate’s geography, culture and background. This course is designed to prepare a learner to work with Originateve Living Classrooms at any school offering holistic pedagogy or andragogy. The material covered will highlight the relevant discourse from traditional, alternative, cyclical and eclectic education models and journey through creatively contributing personal voice and reflection to a community of lifelong learners. Students will engage in practical study and student mentoring at a branch offering Originateve curriculum and will be overseen by a Certified Mentor Guide. In addition, students will access and engage in an on-line campus for theory and written assignments as well as engage with the global network of mentors and mentees continuously building a repository of data within the field of holistic education.

Course Outline

The Certificate Program is divided into three stages culminating with 60 Semester Credit Hours (800 practical hours) of study and practical application within a holistic environment and indigenously alive community that offers a wide range of learner types and ages with which to draw experience. The course is divided into the 3 rungs that build upon each other: Cipactli, Ehecatl and Calli.

CIPACTLI – Introduction to Holistic Education and Cultural Regeneration

260 hours (20 SCH)
Course overview: Imix is an intense, interactive, and practical study wherein the recipient will gain substantial general knowledge and understanding of the methodologies and vocabulary regarding Holistic Educational Environments, activities of Cultural and Ecological Revitalization and Sustainability, integration of the cognitive, affective and spiritual domains in the learning environment, and an introduction to Indigenous, Traditional and Alternative Literacy with a deep focus on narrative, folklore and myth as cultural seeds and mnemonic devices.

1.

The Game
Overview of the current narrative and argument of alternative education movements compared to conventional models.
Focus– Emotive models of education and use of prescription drugs, social justice in education (Freire), Ecologically Driven models of Education, Studio Schools

2.

Repairing the Education of the Past 
Qualifying education through our personal experiences
Focus
– Theories of behavior change

3.

Sacred Space
Understanding the qualities of various spaces and the attributes of those acute or comprehensive environments with regard to learning.
Focus– Theories of spatial conductivity and practice of observation and contemplation

4.

Composition of a Learning Environment
Articulation of outfitting a learning environment
Focus– Resources, aesthetics, architecture, environment, personnel, social structures

5.

Recent History of Newtonian Psychology
History of Structuralist Western Psychological/Pedagogical Development Theories, Ethics and Morality into the field of Developmental psychology, The spiritual domain in developmental psychology
Focus– Piaget, Erikson, Maslow, Kholberg, Fowler

6.

Language and Dreams
The wholesale loss of intellect due to loss of indigenous languages
Focus– Colonialism through language, ways of being expressed through language

7.

Grief and Praise
The nature of intact culture, problems of ecological and cultural authenticity and regenerative possibility in a hyper-consumerist society
Focus– Investigation of the realms where intact culture still exists and the challenges facing those cultures, how cultures celebrate and grieve as a predictor of sustainability

Cipactli Required Texts:

Prechtel, Martin (2005). The Disobedience of the Daughter of the Sun. Vermont: North Atlantic.

Campbell, Joseph & Moyers, Bill (1988). The Power of Myth. New York: Doubleday.

Prechtel, Martin (1998). Secrets of the Talking Jaguar: A Mayan Shaman’s Journey to the Heart of the Indigenous Soul. Vermont: North Atlantic.

OE Cipactli Short Story Anthology:

Whitebird, Mary (1970). Ta-Na-E-Ka.

Updike, John (1964). The Christian Roommates.

Asimov, Isaac (1977). True Love.

Carroll, Lewis (1864). Alice in Wonderland.

Allen, Woody (1977). The Kugelmass Episode.


Ehecatl – Intermediate Holistic Education and Cultural Regeneration

(Prerequisite IMIX) – 260 hours (20 SCH)
Ik builds on concepts sown in Imix and develops a broader understanding of the interconnection of Literacy and Language, Community, Culture, Ecology, and Spiritual Insight. During this time the intern will take on more independence with regard to facilitation of projects, be those educational or constructive. The holistic learning environment is not always a classroom. Indeed, it is all places and preparation of those spaces for intentional learning is key. The intern will focus on peripheral learning and prepared learning environments in this stage as well as cyclical, reflective learning models. Study of story/ myth/ folklore expands to sagas, is developed into the art of storytelling and integration of stories into spontaneous learning moments.

1.

To be a Plant
Sustainable and regenerative horticulture with an emphasis on developing deep ecological relationships with flora.
Focus– Permaculture, Biodynamics, Passive water harvesting, mycology, interspecies relationships/ polyculture, biomimicry, GMOs

2.

Social/ Cultural Comparison
How are cultures different with regard to how they understand power dynamics, economic equity, long term thinking, and gender?
Focus– Colonial imperialism vs. indigenous culture, the link between language and social capacity, seven generational thinking, the role of the belief of reincarnation in a culture’s sustainable behavior

3.

Emotional and Spiritual Quotient 
Overview of Emotional and Spiritual competence and how these domains might be assessed
Focus– Authentic assessment, multiple intelligences, assessment design, emotional and spiritual intelligence theories

4.

Narratives of the Anterior, Exterior and Interior 
The cognitive importance of narrative in brain development and the role of metaphor in building relevance and deep memory
Focus– Tolerance for ambiguity, lyricism, narrative and linear abstraction, the psychology of the fairytale

5.

Cyclical and Holistic Learning
How do Holistic and Cyclical learning models differ from and Linear constructs?
Focus– Reflective personal integration with cyclical learning, observing and assessing students within cyclical and holistic environment

6.

Multi-Lingual Holism
Further research of indigenous and local languages, the importance of origins in language
Focus– etymology, linguistic forensics, endangered language, methods of language revitalization, techniques of polyglot language acquisition

7.

Gift for the Divine
How do our actions and devotion of energies represent our values?  How might that effort include the supersensory?
Focus– Creation and production of artistic project to honor something non-animate

Ehecatl Required Texts:

Gunn, Paula Allen (2001). Kochinnenako in Academe.
Tolkien, J.R. (1947). On Fairy Story.

Prechtel, Martin (1998). Long Life Honey in the Heart. Vermont: North Atlantic.

Yolen, Jane (1981). Touch Magic. London: Philomel.

Jung, Carl (1968). Man and his Symbols. New York: Random House Tower.

Louv, Richard (2005). Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. North Carolina: Algonquin Books.

Bettelheim, Bruno (1976). The Uses of Enchantment: The Meaning and Importance of Fairy Tales. New York: Vintage.

OE Short Story Anthology Ehecatl:

Jackson, Shirley (1948) The Lottery.

Marquez, G.G. (1955). A Very Old Man With Enormous Wings.

Steinbeck, John (1947). The Pearl.

Faulkner, William (1930). A Rose for Emily.
Baum, L.F. (1900). The Wonderful Wizard of Oz.


CALLI – Advanced Holistic Education and Cultural Regeneration

(Prerequisite IK)- 260 hours (20 SCH)
The final third of the program synthesizes the concepts of indigenous wisdom and indigenous land management (and the intentional regeneration and revitalization of such knowledge across cultures that may be unpopular with the oppressed) with permaculture design that integrates community development programs, and holistic cross-disciplinary approaches to educational facilitation with an emphasis on emotional and spiritual intelligence, assessments and individual longitudinal education plans, kairos and improvisational based facilitation techniques, and mentor/ learner relationship development. With Akbal comes greater responsibility and a commitment to the toil of the process of all things expected in the process of mentoring and constantly, consistently learning a multitude of skills simultaneously to demonstrate lifelong learning behaviors. Layers of wisdom regarding ancient narrative are demonstrated from the fable to the level of epic myths. Time-bending is effectively improved and reflections concerning the mentor, learner and community are evident and articulated.

1.

Alternative Currencies
How does the method of value exchange in a culture control the degree of relationship development possible? How does the conversation of value occur in different cultures?
Focus– Various modes of revaluing exchange i.e. technological, personal, ecological, educational, and etiquette.

2.

We Are All Animals
Investigation into ethnozoology and our relationships with animals. What is the process and implications of domesticity? How does our language and culture dictate our relationship with animals?
Focus– the story of the chicken, animal husbandry and ecological health, investigation of wildness, animals and education

3.

Toys From Trash
How do our resources define our relationship with our ecology and creativity?
Focus– Lesson design for students to build a  toy made from recycled o refused materials that have an aftermarket abundance, cultural/historical relevance of product

4.

Function and Design
Regenerative Design and its processes. How do we educate the whole process not just the end user components while maintaining aesthetics?
Focus– Milpas, Agents of Habitat, edible public trail systems, rooftop food forests, integrated prayer labyrinths

5.

Intending Intense Intention
How does a movement move beyond activism to action that is assimilated into a new routine?
Focus– Rudolf Steiner, deep change theory, Spiral Dynamics, Inquiry Based Education, Project Based Learning

6.

Early Childhood through Second Teeth
Cognitive/Emotional/Spiritual Development through lenses of various educational models
Focus– Personal bias in content delivery and expectation, Montessori, Waldorf and Reggio Emilia

7.

Sacred Geometry
Beyond linear mathematics
Focus– Tesseract, torus and lotus flower structures, Fibonacci series, Pythagorean theories

Calli Required Texts:

Jung, Carl (1968). Man and his Symbols. New York: Random House Tower

Bettelheim, Bruno (1976). The Uses of Enchantment: The Meaning and Importance of Fairy Tales. New York: Vintage.

Prechtel, Martin (2006). Stealing Benefacio’s Roses. Vermont: North Atlantic.

Yolen, Jane (1981). Touch Magic. London: Philomel.

Gunn, Paula Allen (1992). The Sacred Hoop: Recovering the Feminine in American Indian Traditions. Boston: Beacon Press

OE Calli Short Story Anthology:

Tolkien, J.R.R (1967) Smith of Wootton Major

Goethe, J.W. (1790). Faust

Mansfield, Katherine (1922). Fly.

Kafka, Franz (1915) Metamorphosis.

Gillman, Charlotte (1892) Yellow Wallpaper.

Chopin, Kate (1899). The awakening Kage.

OE POETRY ANTHOLOGY

As you journey through the CMP, you will also be met by accompanying poems by many of the greats that have impacted the lives and thoughts of the interns before you: Debravo, Bly, Neruda, Rumi, Jimenez, Lorca, Cruz, Snyder, Celan, Whitman, Machado and many more…

General Comments on Assignments and Course Requirements

  • As the semester continues, your Mentor Guides may alter or add to the assignments. Heads up!

  • The Origins of the CMP trace back to epiphanies suggesting that one of the primary failures of modern education is that we lose, forget, hinder, squelch, suffocate our potential to be self-learners. One of the key qualities of a good self learner is the capacity and intention to exude one’s own timelines to complete the development that awaits those who trudge forth. You now have access to the material. Ideally each rung of the CMP material should take you 2 to 3 moons to complete. Finish them in good time and finish them well. The community you are growing into will benefit from your sacrifice, surrender and completion.

  • For all assignments, you are expected to draw heavily on readings from the entire course, and conversations taking place within the community, in justifying your research rationale etc. If all you can offer is your own opinion, why bother taking the course at all?

  • Professionalism is important. Grammar, style, organization, and clarity count.

  • Cite all your sources in APA format. If you don’t know APA, use google. This isn’t just narrow-mindedness; common formats help reduce uncertainty and facilitate the sharing of work and ideas, a critical component of a healthy intellectual community. To make life easier, acquire some form of computer-based reference and citation manager and use it (like Zotero). If you start building a reference collection now, it will serve you for a long time.

Policy on Original Work

  • Unless otherwise specified, all submitted work must be your own, original work. Any excerpts from the work of others must be clearly identified as a quotation, and a proper citation provided. You may obtain copy editing assistance, and you may discuss your ideas with others, but all substantive writing and ideas must be your own, or be explicitly attributed to another. An exception is group work, which is assumed to be a collaboration by all group members. Any violation of standards for academic integrity will result in severe penalties, which might range from failing an assignment to failing the course.

Heads up!

  • We reserve the right to change this syllabus at any time, and will notify the class of changes when they occur. These change may include additions or changes to the readings or assignments. Please pay attention to class announcements, both in class and on-line, to learn about changes!

Basic Rules of Thumb

  • You get out of class what you put in to class.

  • All ideas are worth consideration.

  • Everyone is responsible for their own learning.

  • Everyone is responsible for everyone else’s learning.

  • Only YOU are responsible for the quality of your work.

  • There is no such thing as “Fight Club.”

Acknowledgements

  • As with all emergent curriculum that our Certified Mentors go off and into the world to attempt to carry out in practice, so the CMP emerges from the wake of each ship that has sailed through her seas. A special thanks to each OE Certified Mentor (both active and distant) for demanding the growth of this program. Your tears, arguments, prayers and celebrations continue to inform the need for this program. A special thanks to Certified Mentor John Bunjil Brown for the incredibly laborious effort of moving all content from our 2007-2014 Engrade platform onto our new and improved open source learning platform, the infamous: OE GARDEN. Midgie, Ryan and Brooke you will always be the treasured first 3 musketeers. The memory of you and this material we began to gather for you back before we ever imagined what would come continues to nurture the soul on the weary and beaten nights. Mariel and Paula: you came much later, but your constant asking (often without asking) for more was like the growth spurt of the bones of a 14 year old boy: it stretched our tendons, caused some growing pains but the stature that ensued has made it all worth it. A special thanks as well to the many interns who though having chosen not to complete what they had started, are remembered. Those who have followed the piece of the trail you trod. Thanks to Ron Green the brain and heart behind all of this. You have known how to be the funnell of everyone and everything you have been blessedly water by in your journey. And to the Goddess and her mate who continue to guide with a soft glow through the thick darkness around us.

Long life, Honey in the Heart, No Evil, Thirteen Thank yous.

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