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Certified Mentor of Holistic Education & Regenerative Practices

Program Overview

The Originateve Certified Mentor Program (CMP) consists of three units (a total of 30 semester credit hours) intensive study and practical internship with a focus on holistic education and regenerative practices.  The curriculum consists of a spectrum of theory and practical assignments that assist a candidate on a journey through better understanding the conventional vs. holistic paradigms of education, consumerist, vs. regenerative lifestyles, linear constructivist models of human development and behavior vs. holistic multidimensional models of transformation, holistic lesson planning, prepared living educational environments, the analogies between ecology and social structures, nutrition within the learning process, deep and authentic assessment, and a transpersonal exploration of the role of the supersensory in the learning process.  Course expectations are highly customized to the candidate's geography, culture and background. The CMP is designed to prepare a learner to work with Originateve Living Classrooms at any school offering holistic pedagogy or andragogy, and/or to broaden the skillset of instructors within the public or private sector of education. The goals concerning the material and practical work is to acquire and hone instructional techniques that emphasize relationships and community development and personal growth through cyclical educational prompts which encourage the candidate to creatively contribute personal voice and reflection in order to shift personal behavior towards regenerative relationships which demonstrate deeper connections of accountability while facilitating a community of life-long learners. Practical study and student mentoring occurs at various locations offering Originateve crafted curriculum, enrichment services and/or community events and will be overseen by an Originateve Master Mentor Trainer. Students will access and engage via onsite dialogues and cyber forums to ongoing opportunities to discuss and digest 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.

Program Outline

Unit 1

Cipactli (160 hours of practical mentoring)


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 (Frere), Ecologically Driven models of Education, Studio Schools


Repairing the Education of the Past

Qualifying education through our personal experiences
Focus- Theories of behavior change


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


Composition of a Learning Environment

Articulation of outfitting a learning environment
Focus- Resources, aesthetics, architecture, environment, personnel, social structures


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


Language and Dreams

The wholesale loss of intellect due to loss of indigenous languages
Focus- Colonialism through language, ways of being expressed through language


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

Unit 2

Ehacatl (160 hours of practical mentoring)


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


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


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


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


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


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


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

Unit 3

Calli (160 hours of practical mentoring)


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. 


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


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


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


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



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