Such a wonderful experience to partner with the Center for Transformative Leadership and bring this event to Europe for the first time in 2012!
We hosted the seminar in Trondheim, Norway, at Skistua, June 24-29, 2012.
We live in a time when it is easy to feel overwhelmed by the challenges being faced on personal, relational, professional, community and societal levels. Yet these very challenges also are gifts that give us hints at where the next step in our growth can come from. Hidden in the curriculum of life are the catalysts that can ignite a passion for learning in us. A passion for evolving, transforming, and learning in ways that allow us to thrive in the world.
We invite you to join us for five days of immersion in a community dedicated to evolving new depths of transformative learning from an integral perspective. Whether you are a teacher, trainer, coach, counselor, or simply dedicated to serving others to make the world a better place, you will find the passion you have for this work enlivened. You will also come away with a much deeper understanding of skillful means for improving your practice in new and innovative ways.
Registration now closed.
- Do you long for educational experiences that engage not only your mind, but also your heart and hands?
- Do you want to feel a passion for your learning experiences?
- Do you want to be able to inspire others through your teaching, training, coaching, counseling?
We will spend five days together in an intensive seminar with faculty from North America and Europe who are working with these issues. They are educators who have explored, experimented and refined practices of such integrative, transformative education. The program will be a mix of lecture, discussion, practice, dialog and networking, and cover themes around:
- The Context for Integral Transformative Learning
- The Student/Teacher Relationship
- The Classroom
- The Work of putting this into Practice
Jonathan Reams, Ph. D. is currently an associate professor at the Norwegian University of Science and Technology, where he teaches and does research on leadership development. He is also co-founder of the Center for Transformative Leadership
(CTL). In addition, he serves as Editor-in Chief of Integral Review, A Transdisciplinary and Transcultural Journal for New Thought, Praxis and Research.
A passion for understanding human nature has guided much of his experience, and eventually led to a doctorate in Leadership Studies, with a dissertation on The Consciousness of Transpersonal Leadership. His interest in innovative, integral pedagogy has led to experimentation with creating transformative learning spaces in a variety of domains. In addition to this work, he has presented at international conferences on topics such as leadership, consciousness, transformative learning, spirituality, and science and religion dialogue. Jonathan also does consulting and training for a diverse range of clients in the US, Canada and Europe.
Jonathan’s publications have been widely read and used in graduate level leadership programs at a number of universities. In addition, he is co-editor of Integral Education: New Directions for Higher Learning (2010) with SUNY Press, and a contributor to Igniting Brilliance: Integral Education for the 21st Century (2010).
Miriam Mason Martineau is vice-president of Next Step Integral – an international organization that specifically focuses on bringing integral evolutionary visions into action. She works as a coach, counselor, educator, and writer. In Miriam’s own words, “Education and Parenting need to be radically re-contextualized within an evolutionary understanding of transformation, sustainability and integrity, so that they can truly be vehicles of service and a way to drive evolution forward, both in ourselves as educators and parents, in the children and students we serve, and subsequently in our world.” For the past 17 years Miriam has studied how parenting can be pursued as a spiritual practice. She teaches courses on the topic, works as a coach for parents, and she is a contributor to Igniting Brilliance: Integral Education for the 21st Century (2010)
Miriam‘s formal training lies in the areas of psychology, dance, choreography, and voice. She has a Masters Degree in Psychology from the University of Zurich, with a specialization in Youth and Child Psychology, and is also a certified teacher of Laban Modern Dance, as well as a singer and vocal instructor.
Miriam is a private practice integral psychotherapist. She lives in West Canada with her husband, Stephan Martineau, and their 8-year old daughter, Adonia, whom they homeschool.
Stephan Martineau is the founder and President of Next Step Integral, an international organization that focuses on putting integral visions into action, particularly in the areas of community development, education, parenting, and ecology.
Stephan spent five years visiting intentional communities, educational communities, ashrams, and monasteries. During this time he studied the myriad exterior systems & structures, as well as the cultures and interpersonal dynamics present in them. Following this, he founded an intentional, integrally informed community in 1992, where he lived and taught for a decade. This community was founded with the specific intent and vision of exploring and teaching what becomes possible when participants share an evolutionary contract together and are committed to coming together in service to individual and collective transformation.
Since then, Stephan has continued to design and organize numerous transformative community and educational events internationally, as well as teach courses on community development and integral parenting.
Stephan also works as an integral consultant for organizations, businesses and educational communities, especially as they develop vision, interpersonal and intrapersonal discernment skills and practices, and seek to implement in ways that are effective and resilient to (in other words, welcoming) change. He has also worked in watershed management, ecosystem-based planning and community development since 1993. Stephan was chair of the Slocan Valley Watershed Alliance for four years. He is the business owner of Ecozy – a microhome building company that specializes in small footprint, mobile, custom-made studios.
Stephan is the president and business manager of the Slocan Integral Forestry Cooperative (SIFCo), which manages a 35,000-acre community forest in the Slocan Valley, BC, where he successfully spearheaded an integral approach to a multi-stakeholder situation in one of BC’s most contentious areas in regards to forestry practices in Canada.
Stephan lives in British Columbia, Canada, with his wife, Miriam Mason Martineau, and their daughter, Adonia, whom they homeschool.
Thomas Huebl will be present with us via skype — bridging and co-creating a learning community with us from Germany to Norway! Thomas was born in Vienna in 1971. As a 26-year-old medical student who was also very interested in bodywork and related therapies, he felt a strong inner calling. He took the radical step of following this inner wish, abandoning his studies and spending the next four years in retreat in the Czech Republic. During this time he did almost nothing except meditate and explore the spaces of inner consciousness. Looking back on this time, Thomas speaks of a fundamental opening that took place.
After returning to Vienna, he started offering one-to-one sessions. His ability to touch people very deeply and encourage them to take a look beyond what they usually see soon led to invitations to lead larger workshops.
His popularity then grew further and he became known internationally. Since 2004 Thomas has been active worldwide, organising talks, workshops, trainings, tonings and larger events such as the immensely popular Celebrate Life Festival or his Healing Events which have brought together thousands of Germans with many Israelis to acknowledge, face, and heal the cultural shadow left by the Holocaust. When he is not travelling, he lives in Berlin together with his partner, the Israeli artist Yehudit Sasportas.
Gaudenz Assenza leads the School for Transformative Leadership at Palacký University, one of the three top universities in the Czech Republic. He is the originator and team leader of the School’s main project, which involves designing a new higher education system oriented by ecological resilience, social well-being and human potential, with a view to concrete implementation. He holds five degrees, including a Masters from Harvard University, and a Doctorate from the University of Oxford. His background combines academic research, teaching and project development. From 1994 to 2002 he was Senior Research Fellow and Project Manager at the Fridtjof Nansen Institute in Norway. Since 2004 he has designed and managed projects in the sphere of leadership and personal development. His School for Transformative Leadership is the first educational initiative in Central Europe aimed at promoting a holistic approach in this sphere. He has worked with international companies and organizations including the World Bank Group and UN. He has also taught at such prestigious universities as IE Madrid, King’s College London and the Friedrich Schiller University of Jena.
Geoff Fitch is founder, faculty, consultant and coach at Pacific Integral, where he helps create and teach GTC, their transformative leadership certificate program, and leads organizational change efforts for organizational clients. Prior to PI, he worked for 18 years in the high-tech industry, in product development, brand management, and strategy. For over thirty years, an avid student of business, philosophy, psychology, and spirituality. Geoff is also a passionately engaged parent of two teenaged boys. You can read more about Geoff’s work here.
Gary Hampson is Senior Research Fellow at the School of Transformative Leadership, Palacký University, Czech Republic. He is a member of the School’s core team designing a new higher education system oriented by ecological resilience, social well-being and human potential, with a view to concrete implementation. With a background in Geography (University College London), therapy and leadership (UK), Futures Studies (Swinburne University, Melbourne) and Integral Studies and Education (Southern Cross University, Australia), his published material includes work on global mindset change for sustainability, transformative human identity, the scholarship of integration, eco-logics and complex integrative thought (philosophical, historical and cross-cultural). A joint winner of the 2009 International Association of Universities / Palgrave Essay Prize for social inclusion in higher education, and nominee for the AARE Australian national award in education at the doctoral level, he is a Fellow of the Global Dialogue Institute (Philadelphia), member of the World Futures Studies Federation, and Editorial Board Member of the transdisciplinary journal Integral Review.
John Gruber, M.S., will be with us via skype from his home in Philadelphia. John holds an undergraduate degree in Environmental Studies and a graduate degree in Medicinal Chemistry and Pharmacognosy. As an undergraduate faculty scholar at Brown University he worked to integrate studies in biology, geology and environmental science, and received the C.F. Ma Research Fellowship for Natural Products research as a graduate student. In 2001, he was a Teacher Recognition Awardee in the United States Presidential Scholars Program. As a science teacher and long-time student of evolutionary biology and natural history he is particularly interested in ways to apply integral thinking to the secondary school classroom. Having taught a botany seminar for twelve years, John uses that particular class as an experimental ground, a place to explore the application of integral approaches to teaching with a group of willing and interested students. He emphasizes field-work, experimental observation, and direct perception alongside conceptualization in his science courses, and continues to develop ways to build interior and exterior experiences into his science teaching.
In addition to his work and research as an educator and administrator, he is involved in an active research program in insect ecology and systematic biology of moth species.
John is one of the directors of Next Step Integral, and currently he also serves as Chairman of the Upper School Science Department and the Director of the Summer Science Institute at Friends’ Central School, an independent Quaker day school where he has taught for sixteen years.
James Alexander Arnfinsen is a five-year teacher student at the Norwegian University of Science and Technology. He is also a teacher at a local high school in Trondheim. Besides this he works as a mediator in Konfliktrådet and is affiliated with Center for Transformative Leadership and Skapende sirkler SA. In his free time he hosts a Scandinavian podcastshow called LEVEVEI, which is all about exploring different perspectives relating to personal, relational and organizational development.
Together with different practitioners from Scandinavia he is also developing practices for Social Presencing; an embodied awareness based technology derived from the work of Peter Senge and Otto Scharmer and refined by Arawana Hayashi.
Anne Caspari holds an MSc in Environmental Planning from Hannover University, Germany. She has since worked in the field of landscape ecology, strategic environmental planning and sustainability in many international projects. In 2000 she moved to Rome, where she started on a parallel track with intensive work on adult development, self leadership and consciousness training. From 2002 to 2007 she taught Environmental Planning at Rome University “La Sapienza” as a private lecturer. Both in teaching and in her practical project work, she introduced Ken Wilber’s Integral Theory with great enthusiasm (www.integral-sustainability.org, www.integralmentors.org) and has been presenting her work at international conferences. Integrating the different disciplines, she started teaching in the field of Corporate Sustainability, Business Ethics and Leadership at the European School of Economics in Rome and London and has designed and facilitated transformational workshops and trainings worldwide for private and corporate clients, NGOs and institutions. She currently operates from Basel, Switzerland on the development of value driven business meshworks and is also teaching at the Alanus University of Arts and Social Sciences in Cologne, Germany.
Bonnitta Roy Associate Editor, Integral Review, is a process philosopher. Her work has been recognized at the Integral Theory Conferences 2008, 2010, for academic achievement in meta-theory. She is currently developing an on-line course in post-conventional explorations across multiple domains (psychology, biology, evolutionary systems, cosmology, process theology, and Buddhist process dialectics).
Integral Education Seminar Program Outline
Sunday, June 24th – Welcome and Orientation
14 REGISTRATION BEGINS
19 Introduction to the week and to each other
This opening session will provide a welcoming introduction, while including the importance and role of specific elements designed for integral/transformative education. We will be introduced to the sense of place at Skistua. All of our individual journeys intersect at this place and point in time, creating an unprecedented opportunity to deepen our practice, learn from each other, and build connections that will inspire and sustain us in our work as educators. We will begin to get to know each other and examine some of our hopes and expectations, sharing questions, interests, and glimpses of the paths that have brought us to this place. As a group, we will also reflect on how we can embody an integral/transformative educational experience, one that we will continue to create together during the seminar and in our lives going forward from this retreat. There will also be a brief orientation to the U process as a framing for the seminar design.
Monday, June 25th– The Context for Integral Education
7 Morning Practice: Singing with the whole You
Miriam Mason Martineau will lead us through singing together as we invoke the universal language of Sound, while evoking our Self as Instrument. What harmonies and resonances arise when we contribute our whole-self sound? And how can singing be utilized as a practice that builds community? We will find out by learning simple meditative chants and listening for the Sound that is brought forward when we each step into our own unique instrument and sing!
9 Introduction to Morning Practices, “Self as Instrument” and Group integration Sessions
In this brief session all of the week’s morning practices will be showcased. You will receive a brief introduction by each of our morning practice presenters. The concept of Self as Instrument will be described and the practices outlined to allow participants to get the most out of their seminar experience. Also, learning cohorts will be established to enable ongoing daily sessions to integrate seminar activities and the processes they initiate in each of us.
9:30 The Context of Integral/Transformative Education
Gary Hampson will give us a tour of the history of integrative education and the more recent advent of Integral Transformative Education. This will cover the historical roots and context for how the impulse for integrative and transformative education has appeared in history through various Western and Islamic traditions. It will also reveal more recent examples of this impulse in action.
11 What is happening in the field of Integral-Transformative Education?
Panel presentation with Stephan Martineau, Gaudenze Assenza, Geoff Fitch, Markus Molz.
This panel will describe a how various efforts and initiatives are currently aiming to address educating for the future and show how these initiatives can offer something new for the classroom and beyond.
14 Enacting Transformative Education
Miriam Mason Martineau & Jonathan Reams will explore and practice individual capacities & readiness that transform and make an educator integral. What does it take in us to become present to and contribute to the evolution of consciousness itself as we engage with our students? How can we meet ourselves more fully so that we can meet and guide our students more completely?
16:15 Group integration Sessions
19 How can we teach what we don’t see? Shadow Dancing: How to Release your Inner Creativity
Bonnitta Roy will show how in many places today, the term “Shadow” refers to a kind of subconscious repository where negative aspects of self are buried. Whereas, as Jung understood, the Shadow, once released, is found to be the seat of creativity. Dancing with the Shadow is a process of revealing deep insights and discovering the intuitive powers in the Shadow’s domain.
This presentation will be a guided meditation toward the inner recesses of self, toward the Shadow. Individuals share their experiences in order to facilitate the making of distinctions between levels of subjective content. Participants then help guide one another into the realm of the Shadow through a step-by-step process of unfolding these layers.
Tuesday, June 26th – The Student / Teacher Relationship
7 Morning Practice
9 Bringing Spirit back into the classroom: The Relational Field in Educational Moments
Geoff Fitch will describe how relational fields are generated, nurtured, and enable deep transformative learning processes to occur. Relationship is where the rubber hits the road – it is here that we developed all our survival strategies, our defences and ego patterns. We will explore how to make new tracks in the sand, discovering and practicing ways of being in relationship whereby our true self stays fully present and alive. We will include polarities work in this session as we delve into the realm of self and other.
14 Authentic Relationships – Thomas Hubl (via Skype)
We are all familiar with moments when we really say “Yes”, when life suddenly begins to flow and we are pure vibrancy. In a presence that is lived we can engage more deeply in the moment, its dynamics and our interaction with the world. Thomas, through dialogic exchange, will help participant gain a deeper dimension of self-awareness and responsibility for the whole. He will also help us discover tools to bring more transparency to our communication with colleagues and students and more clarity to our work.
16:15 Group integration Sessions
19 Social Presencing activities
James Alexander Arnfinsen will take the whole group through different exercises designed to embody awareness and presence in the moment. How can we be aware of ourselves and learn to sense what wants to emerge through the sense stream of our body, our feelings and mental perceptions? How can we expand and also sense what needs to emerge in the relational field in a group? Is it possible to “tune in” with others, and if so, what positive effects might such a competency mean for teachers and the work they do in the classroom?
20:30 Sharing circle
Wednesday, June 27th – The Classroom
7 Morning Practice
9 Transformative Leadership: Leading and learning as integrally interwoven practices.
Gaudenze Assenza and Jonathan Reams will share experiences teaching transformative leadership in classroom and corporate settings. They will show how leading is all about creating learning spaces. They will expand the idea of the student teacher relationship beyond the traditional classroom and illustrate practices for creating such learning spaces.
11 Transformative learning, the taste of integral Education
Examples from various practitioners will give specific practices for using in the classroom to enable integrally transformative learning spaces and processes.
14 The taste of integral education – notes from the field (Via Skype)
John Gruber has taught science for over twenty years in the field and classroom. In this discussion, we will focus on imagining the realm of what is possible in education using the integral framework as a guide to creating a space of deep inquiry. As a practice, integral education can engage every element of the learning space, starting with our own vision around the nature of curriculum, dialogue, and our experience in a learning space. We will review eight elements of an integral learning experience drawn from specific natural science courses and look at several examples of how students have responded to their experience of integral approaches. Group questions, reflections and discussion will allow further development of ideas and perspectives on an integral classroom.
16:15 Group integration Sessions
19 Concurrent sessions
These concurrent sessions will give an opportunity for a rich assortment of presentations and workshops prior to some
21 Social time and dancing!
Thursday, June 28th – The Work of putting this into Practice
7 MORNING PRACTICE
9 Belief Management and the Nature of Change
In this module Anne Caspari will show how the nature of beliefs is responsible for shaping our personal reality. Through a series of exercises, you will experience, first hand, the different aspects of beliefs, (such as form and content). This series of guided exercises will also help you see how your relationship to beliefs delivers information about the nature of consciousness and change.
Anne will then demonstrate how to identify inner patterns that are responsible for unwanted, mostly recurring personal life situations. Even though the exercises in this module will be extremely simple, they will reveal profound insights into the mechanisms of consciousness and the impact those insights can have on personal reality, paving the way for authentic, adaptive transformation.
10:45 Concurrent sessions
This space will allow for both local initiatives to present, as well as other domains of activity from the main faculty/presenters.
14 Prototyping: a mini-incubator for taking what we have learned and bringing it back home
This session will be a facilitated workshop to begin the process of developing ways to integrate and apply what has been learned in the seminar to the specific contexts that we will go back into the world into. It will begin with a whole group introduction to prototyping and break into small facilitated and self-organizing groups to work in depth.
15:30 What is the U-model and how have we experienced it?
Here we will “get up on the balcony” and meta-reflect on the seminar to name and anchor what we have experienced. This will take us back to the opening description of the U process and enable us to see what it has meant for us in practice and how we can use it in our lives.
16:15 INTEGRATION SESSION
19 Networking evening
Friday, June 29th – Going Home
7 MORNING PRACTICE
9 Inspirational final Key Note: Stephan Martineau and Jonathan Reams
10:30 CLOSING CIRCLE
12 SEMINAR ENDS