The Delphi Academy
Education and Ecstasy: Spring 2008
Return to Homehttp://www.frankmarrero.com/Home1/index.htmlshapeimage_3_link_0
FrankMarrero.com
 
 

Education and Ecstasy.  What is the developmental process as it relates to education and maturation? What are the principles that relate to conscious child-rearing and elegant pedagogy? What are the SPIRITUAL PRINCIPLES of DISCIPLINE and how can these be applied in the home and in the classroom? How can education serve social and personal evolution? These questions and more will be contemplated in this interdisciplinary examination of affective and “spiritual” education.
CLICK HERE for my Overview and Rationale for Affective Education
Week 1: The Developmental Process FOR KIDS: What is it to Really Grow UP?

Here students will take a course from Big Philosophy for Little Kids designed the give 5th graders a vision of the developmental process! Students will make suggestions for additions/delections/clarifications to the curriculum and make a short reflection. 
CLICK BELOW FOR A LINK to my blog that has my WELCOME and OVERVIEW to this course.
Listen to:      
ASSIGNMENT for Week 1: Read "What is it to really grow up?" and the teacher prompts. You will be suggesting 3 more questions to prompt the students (I do this with 5th graders!) Write a BRIEF reflection (100-200 word) reflection on what this essay/consideration of FULL growth brings up in you. How do you feel about ecstasy? Is ecstasy an growing occasion or an emerging maturation?

Week 2:   The Developmental Process: The Ecstatic Dance of Apollo and Dionsysus.
Students will examine an ancient understanding of the pre-human, human, and trans-human levels of development and appreciate the process that matures into ecstasy. Students come to appreciate ecstasy as the teleology of the educational process. Students reflect upon their own process of maturation.
Click below to hear an interview with me on Dionysus and the sacred origins of theatre. Listen to:http://frankmarrero.typepad.com/my_weblog/files/InterviewDionysus-3.mov
Listen to: Click HERE for Commentary 2
Students have no assignment for this weeks reading, per se; BUT I expect everyone can submit a few questions and/or comments to show you have read the material and listened to the TWO commentaries.
Week 3: Ken Wilber’s Integral Model
An Overview/Introduction to Wilber’s Integral Model, as it relates to education.
Week 4: Steiner, Aurobindo, Plato, Dewey
Students can read from predecessors.  (Click on the theorist to read a bit of their thought.)
READ: HERE is a survey of mine on some of the Traditional Developmentalists.
Assignment for Weeks 3-4: Students pick a traditionalist from Week 4 and reflect upon that person’s contribution(s) and limitation(s). Also, “locate” them in Wilber’s model, using the AQAL four-quadrant model and/or the 10 step model in the “Developmental Streams”(Figure 3 in Wilber model). 250-350 words. 
Week 5-6: READ:  Ten Spiritual Principles of Discipline.
Listen to: Adi Da talk on the primacy of relationship in the process of human maturation.
Week 7: 2 Primary Principles of Conscious Child-rearing
Students will examine, and reflect upon the direct teachings of the Adi Da, especially Intimacy Is the Healing Principle and  The Principle of Attraction.
Assignment for weeks 5-7. A brief (~250 word) REFLECTION on the 10 Principles as a whole, and one (or two) that touched you... and why/how. THIS IS DUE at the end of week 7 and you may include that week’s readings and ideas as well.
Week 8-9: READ: Big Philosophy for Little Kids
Students will study this Integral Curriculum further; now focusing on the full lessons in: True Happiness, The First Secret, R-E-S-P-O-N-D, Damonia and Destiny, and Narcisus and Me.
Week 10-11: Who’s Next? 
FINAL ASSIGNMENT (especially recapitulating Weeks 8-11): Students create a lesson of their own for children (using the lessons in Big Philosophy as a model), nurturing and imparting wisdom dear to them. What kind of lesson and what kind of techniques would YOU add? If there is nothing particular that moves you, please consider making a lesson for a Service Hero of a Social or Ecological Significance.
ANNOTATED BIBLIOGRAPHY for the readings for this course LINK is HERE../BigPhilosophy/TED.html../BigPhilosophy/Really_Grow_Up.html../ViewfromDelphi/The_Ecstatic_Dance_of_Apollo_and_Dionysus.htmlhttp://frankmarrero.typepad.com/my_weblog/files/InterviewDionysus-3.mov../JFKUOrpheus/Further_Study.htmlWilber.htmlhttp://education.stateuniversity.com/pages/2453/Steiner-Rudolf-1861-1925.htmlhttp://www.ncte-india.org/pub/aurobin/auro_0.htmhttp://www.philosophypages.com/hy/2h.htmhttp://wilderdom.com/experiential/JohnDeweyPhilosophyEducation.htmlDewey+.htmlhttp://www.frankmarrero.com/Discipline/Introduction.htmlhttp://frankmarrero.typepad.com/my_weblog/2008/04/adi-da-on-child.html2PrimaryPrinciples.html../BigPhilosophy/TableofContents.html../BigPhilosophy/True_Happiness.html../BigPhilosophy/True_Happiness.html../BigPhilosophy/Start_Here-_Attention%21.html../BigPhilosophy/R-E-S-P-O-N-D.html../BigPhilosophy/Twin_Sisters.html../BigPhilosophy/Narcissus_%26_Me.htmlAnnotatedBibliography.htmlshapeimage_5_link_0shapeimage_5_link_1shapeimage_5_link_2shapeimage_5_link_3shapeimage_5_link_4shapeimage_5_link_5shapeimage_5_link_6shapeimage_5_link_7shapeimage_5_link_8shapeimage_5_link_9shapeimage_5_link_10shapeimage_5_link_11shapeimage_5_link_12shapeimage_5_link_13shapeimage_5_link_14shapeimage_5_link_15shapeimage_5_link_16shapeimage_5_link_17shapeimage_5_link_18shapeimage_5_link_19shapeimage_5_link_20shapeimage_5_link_21