Welcome to this on-line course to be held Feb. 6 through June 11, 2012.

Webinars will be held via AnyMeeting.com on these dates:

Feb. 6 & 20, March 5 & 19, April 2, 16, & 30, May 14 & 28, June 11.

Time:  11am to 12:30pm Pacific Time.

Notes to participants:
• Here are the learning objectives for each session and the preparation I would like you to make in advance of each teleseminar (including the first). E-mailing notes and other material to the rest of the class ahead of time will facilitate class discussions and help us use our time together efficiently, but I don’t consider this a requirement for the class. Please share only what you feel comfortable sharing—personal process and information and/or perspectives on theory and content. Please do the readings, exercises, and make notes as suggested, but make your own choices about what you want to share with the class. If you prefer to send some material to me alone, that will work, too.
• I have only included the preparations for the five sessions here, along with the learning objectives for all ten sessions. I will complete the syllabus as we go along, and may make changes as needed. This is how I envision at least the first five sessions unfolding now, but even that is not set in stone. We will address all the learning objectives, but I may need to change the order or session within which each is covered.

Session 1 – Feb. 6
Learning objectives:
Identify whom you want to teach and what their needs might be.
• Select a format for your teaching (a series of classes, a workshop, or a retreat) appropriate to your purpose, situation, and prospective audience.
• Explore your life situation and emerging possibilities through “the process of psychosynthesis” drawing exercise, and describe how this exercise might be used in teaching.

• Send an email to the group describing yourself and your work, your background in psychosynthesis, and what has attracted you to this course. Also mention specific plans you have to teach psychosynthesis, if any.
• Find a quiet time and place and do four drawings as described in Unfolding Self, pp. 102-3. The drawings are also described separately in Growing Whole on pages 21, 56-57, 66, and 118-119. Make a few notes about your experience doing this to share in our class meeting.
• Review the books on the reading list. No specific reading for this first meeting.

Session 2 – Feb 20
Learning objectives:

Clarify and articulate your purpose in teaching a course or workshop.
• Choose themes for a class series or workshops.
• Create a script for an opening awareness and centering meditation for your workshop or class.

• With another member of the class, do the “purpose exercise” described in Unfolding Self, p. 6 or Growing Whole, p. 58-59, focusing on your purpose in teaching p/s. Share your insights with the group in an email.
• List themes and possible titles of workshops or class series you would like to teach, and why these themes attract you.
• Browse through Brown, Ferrucci, and other books for ideas about awareness and centering meditations you might use to open your workshop or class. Then write one up (in outline form or word-for-word). Each student will guide the group in an opening meditation over the next 6 weeks.
• Continue your review of the books on the reading list, focusing on suggestions that may have come up in our first session.

Session 3 – March 5
Learning Objectives:

Design your workshop or class series in terms of theme, title, concepts to be addressed, practices or exercises used, and order of presentation.
• Define and describe teacher presence and personal authenticity.
• Create an experiential lesson plan for teaching the concept and practice of “the Observer,” and introducing “disidentification.”

• Create a preliminary draft of your workshop or class series, identifying the theme and title, concepts you want to address, exercises you might use, teaching points, and the order in which you would present this material.
• Read Chapter 4 in Unfolding Self. Do the exercise “The Ideal Guide,” (pp. 56-57) substituting “teacher” for “guide.” Make notes about your experience.
• Do the exercise “Developing an Observer” on p. 16 in Growing Whole, and make notes about your experience.
• Read Chapter 5 in What We May Be and other readings that speak to the concept of the Observer and disidentification. Try out different versions of the “Identification exercise” and notice which you personally find most helpful.

Session 4 – March 19
Learning objectives:

Select which form of a “disidentification” or “self-identification” exercise you find most effective, and explain why you choose this form over the others.
• Create an experiential lesson plan for teaching the psychosynthesis principles of the “egg diagram” and the levels of the unconscious.
• Create an experiential lesson plan for teaching the psychosynthesis principles of “I” or personal self, Transpersonal Self, and disidentification.

• Read Unfolding Self, Chapter 2; Growing Whole, Chapters 3 & 4, Assagioli’s Psychosynthesis, Chapter 1; What We May Be, Chapter 3; Firman/Gila’s Psychosynthesis-A Psychology of the Spirit, Chapter 2. Pay special attention to how each author presents the egg diagram and the concepts of “I”, Self, and disidentification, and how you respond to each. Consider under what circumstances you might choose to present the egg diagram, what your purpose would be, and how you would present it. How might you incorporate an experiential exploration into your teaching?
• Do the exercise “Levels of Consciousness” on pp. 44-47 of Growing Whole, and make notes about your experience.
• Consider (and makes some notes) how you want to teach the principles of “I” (personal self) and Transpersonal Self, and how you might help your students explore their corresponding experiences.
• Choose which form (if any) of the Identification/Disidentification exercise you want to use in teaching, or create a new form. We will discuss the pros and cons of the various versions in our class session.

Session 5 – April 2
Learning objectives:

List possible needs and themes that may emerge from the group in the course of your teaching, and suggest how you might address those needs and themes.
• Create an experiential lesson plan for teaching psychosynthesis principles and practices regarding subpersonalities.

• Read Unfolding Self, pp. 41-47; Growing Whole, Chapter 6, Assagioli’s Psychosynthesis, pp 66-69; What We May Be, Chapter 4; Firman/Gila’s Psychosynthesis-A Psychology of the Spirit, Chapter 4. Make notes about key concepts you would like to convey in your class, and which exercises you might want to use.
• Do at least one subpersonality exercise from Growing Whole, and at least one from What We May Be. You may do this on your own, or work with another class member. Email your notes about these exercises (pro and con) to the group.
• Think about groups or classes you have worked with in the past, as leader/teacher and/or participant. What individual and group needs came up, especially unexpected ones? What themes emerged from the group process? Thinking back on those experiences, how would you imagine addressing those needs and themes if you were the teacher? Make some notes about this, and email them to the group if you choose.


Session Six – April 16
Learning Objectives:

Describe how careful listening on the part of the teacher can enhance student learning.
• Give examples of empathetic responses to group members’ verbal and non-verbal communication.
• Create an experiential lesson plan for teaching psychosynthesis principles of the will in all its aspects.

Session Seven – April 30

Learning Objectives:
Give examples of how you might facilitate safety, mutual acceptance, and confidentiality within a group.
• Compose group guidelines, including a confidentiality agreement, to use in your course or workshop.
• Create an experiential lesson plan for teaching the psychosynthesis principle of the “ideal model.”

Session Eight – May 14

Learning Objectives
List some of the roles group members may take on (e.g., scapegoat, time keeper) and some ways you can facilitate awareness and choice regarding these roles.
• Describe how you personally can access guidance from your own unconscious and from the collective unconscious of the group.
• Create an experiential lesson plan for teaching psychosynthesis principles regarding “spiritual psychosynthesis,” adapted to your particular audience.

Session Nine – May 28

Learning Objectives:
• Articulate the purpose and value of group members’ exploration and expression of their pain for the world and their responses to it.
• Create lesson plans for a workshop or class incorporating two or more exercises that can facilitate group members’ exploration and expression of their pain for the world and their responses to it.

Session Ten – June 11

Learning Objectives:
• Articulate your evolving philosophy of teaching and learning.
• Discuss how to translate psychosynthesis terminology into more commonly understood wording when teaching psychosynthesis to the public, and the circumstances in which you might choose to do so.
• Refine and expand your workshop/class design and description, integrating the principles and practices you have learned in this course, and adapted to your particular audience.

Reading List

I strongly recommend everyone have read these books in the past and/or in preparation for the course. I will suggest specific readings as we go along. Starred books are more or less “required.” I welcome other reading suggestions from the group.

*Assagioli, Roberto. Psychosynthesis. Amherst MA: Synthesis Center Publishing, 2000. (First edition published 1965).
*Assagioli, Roberto. The Act of Will. Amherst MA: Synthesis Center Publishing, 2010.
Assagioli, Roberto. Transpersonal Development: The Dimensions Beyond Psychosynthesis. Inner Way Productions 2008.
*Brown, Molly Young. Growing Whole: Self-Realization for the Great Turning . Mt. Shasta, CA: Psychosynthesis Press, 2009.
Brown, Molly Young. Growing Whole: Exploring the Wilderness Within. Mt. Shasta, CA: Psychosynthesis Press, 1997. (CD/audio cassette with structured journal)
*Brown, Molly Young. Unfolding Self: The Practice of Psychosynthesis. New York: Helio Press, 2004.
*Ferrucci, Piero. What We May Be. Los Angeles: Tarcher, 1982.
Firman, John & Gila, Ann. A Psychology of Love: Psychosynthesis in Practice. Albany NY: SUNY, 2010
*Firman, John & Gila, Ann. Psychosynthesis: A Psychology of the Spirit. Albany NY: SUNY, 2002.
Firman, John & Gila, Ann. The Primal Wound: A Transpersonal View of Trauma, Addiction, and Growth. Albany NY: SUNY, 1997.
Hardy, Jean. A Psychology with a Soul: Psychosynthesis in Evolutionary Context. London: Arkana, 1987.
Macy, Joanna & Brown, Molly Y. Coming Back to Life: Practices to Reconnect Our Lives, Our World. Gabriola Island, BC: New Society Publishers