Category Archives: Healing Education for Democracy

Schools impose pre-existing learning structures and classifications of exclusion upon atypical learners who naturally learn and come to knowledge using intuitive, non-discursive modalities. Their personal knowledge and tacit learning are neither recognized nor valued within prescribed, compartmentalized curricula. Stigmatized by their cognitive typical peers, as well as by faculty and staff who tightly manage academic choke-hold points, nonconventional learners undergo cognitive splits and suffer scarring of their authentic being that may last a lifetime and thereby contributes to the global mental health crisis. Our schools must cease making cognitive fragmentation acceptable and impairment of mental and psycho-emotional fitness permissible. We must discontinue support of a narrow word and number-based educational model that, by itself, leads to stunted intellectual and emotional growth instead of individuated wholeness. The prevention of mental health wounding caused by education is our dire ethical responsibility every bit as much as the restoration of well-being of those learners harmed by schools. We need a salutogenic educational approach to prevention of student impairment that enhances epistemological and cognitive diversity and is well suited to effective decision making, problem solving, and assessing contradictory claims to truth in a democratic society. “Healing Education,” a holistic and integral approach that features concepts of “Noetic Literacy” and “Cognitive Imagination” developed through the arts, humanities, folklore, and indigenous wisdom traditions, is discussed as a means to nurture mind-body integrity of citizens needed to achieve socio-political concord and democratic participation. Noetic principles and values explored here do not establish strict rules, a detailed roadmap, or a how-to, one-size-fits-all guide to establishing a Healing Education curriculum or pedagogy, so much as provide a basis for further development.

Imaginalia, Folk Wisdom, and the Eclipse of the Literal

Peter M. Rojcewicz, PhD

In his impactful book, “The Grammar of Science,” philosopher Karl Pearson celebrated the objective basis of valid knowledge and the scientific mind divorced from personal feelings, declaring, “The scientific man has above all things to strive at self-elimination in his judgements.” The objectivism at the core of the sciences rejects the credibility of the spontaneous life of our pre-objective and pre-conceptual lived experiences. Ways of thinking and knowing self and the world that involves human subjectivity are considered false and invalid. With the loss of values comes a loss of purpose and meaning. We live in a pointless universe.

Objectivism is a reduction of the wholeness of reality, separating distinct things and, as such, constitutes what is referred to as ontic knowledge. Depth psychology, arts, humanities, folklore, myths, visions, and dreams, on the other hand, offer, as antidotes to the reductionist mind, various forms of noetic learning that do not break the unity of subjects from objects, or perceivers from what is perceived. Noetic literacy celebrates all encompassing ways of thinking and knowing and leads to intellectual holism and epistemological pluralism. By avoiding naive reductionism, noetic literacy constitutes a cognitive freedom to access multiple realities – physical, spiritual, aesthetic, psychological, imaginal, and eco-sentient.

William James spoke on behalf of cognitive freedom when he challenged the solidity and stability of a totally objective reality by asserting, “The world is … a pluralism of which the unity is not fully experienced as yet. But as fast as verification comes, trains of experience, once separate, run into one another; and this is why … the unity of the world is on the whole undergoing increase.” There is much difficulty, if not outright reluctance, in naming new realities. So much depends upon reality, as we know it. Acknowledging new aspects of the real can cause the breakdown of old thought patterns, emotional constructs, and social attitudes. Transcending the constraints of vernacular objective reality requires use of different thoughts and words.

The novelist Dostoevsky insisted, “Reality is not limited to the familiar, the commonplace, for it consists in huge part of a latent, as yet unspoken future word.” Some folklore, anthropology, and integral scholars have recently referred to extraordinary and supra-personal experiences, that may one day graft themselves to the older mass of our consensus reality, as “deep weird,” high strangeness,” and “exo-studies.” Depth psychologists and folklorists have for some time now referred to uncanny phenomena that carry both mundane and extramundane features and thereby constitute a kind of phenomenological oxymoron, as “imaginalia.”

Islamic scholar Henri Corbin defined the “imaginal” as an intermediate state of reality between the concrete and abstract. For Corbin, the imaginal world is perfectly real and more coherent than the empirical world. Contents of the imaginal realm are multiple-presence phenomena that carry ontological legitimacy across various cultural frames of reference. Encounters with ETs, fairies, angels, demons, Tibetan tulpas (i.e., materialized thought-forms) and yidyams (i.e., meditation-based deities) ghosts, Men in Black, and apparitions are imaginal, para-physical manifestations of the varieties of existence. They stand between fact and fiction. David Abram points to the shamans of traditional tribal and indigenous cultures who traffic in this intermediate reality between human and more-than-human worlds, serving as “the primary strategist and negotiator in any dealings with the Others.”

The discarnate beings of our imaginal cosmologies are autonomous archetypal phenomena, the fundamental ground of mind and nature. C.G. Jung pointed out that although archetypes originate in the mind, they occasionally transgress the psychic realm and appear in the physical world as “psychoid.” The psychoid archetype is a portal to the psychophysical background of existence. Our every idea, perception, and bodily sensation is an imaginal event existing first as an image and incarnating as an action, work product, art piece, relationship, or event in the world.

All realities are inferred from psychic images. Images make up the fundamental stuff of mind and reality. When we say that incorporate beings and worlds recorded in folklore and religious systems, such as Tantra or Vajrayana Buddhism, are archetypal aspects of the psyche, we don’t mean they are aspects of the conventional dualistic mind, or the conventional ego structure. We mean, instead, they are intimately related to something considerably vaster, what Buddhist practitioners call the “awakened mind.”

The paradoxical nature of imaginal phenomena is amply described in folk and religious wisdom traditions and widely known among artists, writers, and poets as the stuff of their creative work. Archetypal images are at the same time immanent and transcendent of us. We can never be sure if we invent them according to patterns they set, or if they invent us. The poet W.H. Auden aptly wrote, “We are lived by powers we pretend to understand.” Any definition of imaginal realities is an approximation at best, a metaphor existing in a realm of “as-if.” Extraordinary encounters with nonmaterial entities, as found in folklore, world religions, and dreams nudge our awareness toward the archetypal image of the One World (i.e., Unus Mundus) that is the ground-zero of the unfathomable soul.

The imaginal content of our dreaming and waking lives can help us recover the vocabulary of the spiritual imagination, the picture language of soul. When we “speak” to the self-originating images of the psyche through the method of active imagination, or when we “see” beneath the surface of images toward realities beyond the literal, we expand soul through extended sentience and aesthetic reason. Such forms of noetic understanding make important contributions to knowledge generation based on principles other than strictly scientific.

It is as if the ego must undergo disarming encounters with unseen but viable beings, or experience “abductions” to other worlds of the unfathomable soul, where we ourselves are images, in order to behold those images as true realities and creative powers. The imaginal content we “create” in turn creates us. As such, our encounters with imaginal figures of the psychic depths point to the warp and woof of a larger whole. C.G. Jung stated, “The psychic depths are nature and nature is creative life.” Paradoxically, the mysterious figures of our depths are also intimations of “death.” 

We die to the illusion of ourselves as a literalism of biology and society when we realize we are multiple personifications of images within us. We die to the mirage of a soulless planet “out there,” disconnected from ourselves. Soul, as described by Robert Sardello, is an expanded self in conjunction with an objective sense of the inner quality of the outer world. By engaging our imaginal source and legitimizing noetic ways of knowing psychic images, we experience the greater portion of soul as outside the body, shattering the illusion of the world as without psychic life, adding increase to the pluralism of realities we live.

Showing Up for Life: the Artist-Intellectual

Peter M Rojcewicz, PhD

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The most expected requirement for private and professional success is “showing up.” To prosper in life requires more than training, hands-on experience, competency badges, or academic credentials. More than possessing the necessary chops, making one’s way in life requires something less concrete, less technical, and more essential.

Showing up in any real sense presupposes we exhibit energetic and conscious presence in each moment. Showing up appears both profoundly simply and all encompassing – entalling social engagement and empathy, as well as the self-affirmation of interconnectivity that makes learning an essential human activity beyond mere self-reflection and narcissism. Admittedly, showing up is difficult; not showing up is a travesty, a waste of talent and possibility.

In some real sense, not showing up as a citizen means going missing. Divorced from civic duties, we’re neither recognized nor cared about. Missing-in-action, we forsake community in the double sense of its membership and ownership. In the former sense, we are outsiders or strangers; we don’t belong. By the latter, we avoid accountability that comes with co-creating a way and place to live. As such, we’re invisible and can neither be counted on nor trusted. We wear cloaks of suspicion.

How do we need to show up in our life relative to present challenges – uncertainty, chaos, change, and indeterminacy, all of which seem to make sense only within the logic of chaos theory? We face thorny issues, solutions to which cannot be found in books or databases or resolved by current knowledge. Technical challenges of the past have given way to what Heifetz and others call “adaptive challenges,” the answers to which emerge by shifting our perception, judgment, beliefs, or priorities (R. Heifetz). Adaptive challenges raise the question – Who do we need to be– for ourselves, for others, for the earth?

Each of us carries an existential obligation to make apparent our “being” as we speak, listen, and act. Manifesting our essential being means showing up in novel ways at deep purpose in all that we do. It means seeing as an artist, listening as a mediator, thinking as an intellectual, and extending bonds of affection as a lover. The artist seeks the deep unseen; the mediator seeks peace and concord; the intellectual seeks truths and meanings; the lover seeks the beloved. The outcomes of those generative obligations are permutations of self – personal, aesthetic, and social.

One such formulation of self is that of the intellectual (Sartre). What might it mean to show up today as an intellectual? Do intellectuals pursue knowledge for its own sake or engage in pure research?  Are they elites who speak in a specialized jargon impenetrable to the popular ear? Some people look down upon intellectual learning, prizing instead material acquisitions, professional accomplishments, or overwhelming power. Intellectual learning, on the other hand, results in transformation of one’s whole being. Truly educated people, who live a life of the mind, seek to wed interiority and exteriority, form and substance, right views and right practice. They stand on two feet – disciplined knowledge of life and reflexive self-awareness. The goal of the intellectual is not to get something but to release learning into the world.

There are diverse intellectual models after which to fashion a life of inquiry, self-reflection, and deep purpose. One possible permutation of the self to be made evident by living is that of the Artist-Intellectual. What exactly does it mean to be an intellectual who is an artist? How might the Artist-Intellectual be distinguished say, from the intellectual as historian or technician?

The intellectual as historian is a collector of ideas. Historians love the “objects” of their study – chronicles, travel logs, letters, and various other documents needed to tell a story of the directly unknowable past that meets the present needs of a professional community of historians. Supplementing literary documents, some historians examine “silent” artifacts as material manifestations of culture, such as vernacular architecture, artifacts of wood and stone, to substantiate their narratives (H. Glassie). Literary documents and material artifacts together provide evidence of the personality and culture of people of the past. We certainly need intellectuals as historians.  A problem, however, is that their object-love may lead to a dangerous insularity, a self-satisfied retreat from the world.

The intellectual as technician offers a valuable but different model of showing up in our world of complex change, racial and viral pandemics, nationalism, and climate change. Our STEM dominated universities enflame human desires for certainty, predictability, and mechanical control of nature through scientific materialism, technology, and calculative reason. Technicians as practitioners of practical knowledge love their methods of study, efficient, cool, theoretical, and pure. Research methods, however, can be fickle, faithful only in a theoretical, unchanging setting. Method-love is no advance over object-love, and so another move is needed – the Artist-Intellectual.

The intellectual as historian knows what; the technician knows how; the Artist-Intellectual knows why. It may be the case that the Artist-Intellectual shows up as an artist in the generally understood sense of one who writes, paints, dances, sculpts, etc. On thbis point Cicero noted, “We must see not only what each one says, but also what he thinks, and also why he thinks it. As with Eratosthenes, Da Vinci, Thoreau, Sartre, C.S.Lewis, Czeslaw Milosz, Simone de Beauvoir, Ayn Rand, Camus, Duchamp, W.E.B. Dubois, and C.G. Jung, Artist-Intellectuals may be artists in the generally understood sense of one who writes, paints, dances, sculpts, etc. However, the necessary and sufficient element of distinction is their awareness of their goals of study in relationship to what and how they work. Their commitment to deep purpose is a matter of ethics, values, alliances, and responsible actions in the world. It is a matter of thoughtfulness, understood not as the pursuit of irrefutable logic but rather as a commitment to avoid self-deception.

The Artist-Intellectual exemplifies an ideal permutation of self in which one intentionally sets and adroitly arranges and rearranges one’s life’s objects, methods, and goals to desired outcomes. The Artist-Intellectual knows that the same strategic approach to an issue may not succeed from one setting to another. The social setting may require one to creatively apply alternate or mixed methods of research to various objects of study in order to discern solutions to a community issues. This is not to say that one can control the world or always find solutions to problems. This is to say, however, that Artist-Intellectual move fearlessly toward unknowns as opportunities to un-learn what has led us into current dilemmas, displaying radical availability and responsiveness to what emerges in the learning environment.

The transdisciplinary nature of problems we currently face call for both a knowledge of analytical reason plus noetic inter-sensory and tacit knowing that plumb the depths of issues not possible by the discursive intellect alone (W. James,). The noetic literacy of the Artist-Intellectual allows for adaptive decisions, bypassing the reductionist, routinized, or uninspired mind that is never a rigorous mind, so much as a rigor-mortis of the mind (P.M. Rojcewicz). Nietzsche insisted, “One thing is needed: to give style to one’s character – a great and rare art! (It is to) see all the strengths and weaknesses of one’s nature and then turn them into an artistic plan until every appears as art and reason and even weaknesses delight the eye.”

Showing up for life as Artist-Intellectuals is a move beyond resilience to response-ableness, the ability to discern what is positive and possible in any challenge. Our artistic expressions and intellectual achievements mean little unless we can derive from them a guiding perspective for life, moral and intellectual authority, and demonstrate to others that we have been made better by the practice of our art and the extent to which we value learning in all we do.

Artist-Intellectuals are capable of thinking in the fullest sense at the borders of objective and subjective knowledge. They are true trans-disciplinarians who eschew artificial distinctions among academic subjects. Still, solutions to intractable problems will not result from our best individual efforts alone, but from dynamic, relational exchanges among people capable of making explicit the deep learning yet to be spoken, heard, documented, and artfully brought forth, as seedlings of change. Eschewing both aestheticism and intellectualism for their own sakes as necessary but insufficient ends in themselves, the Artist-Intellectual shows up as a generative, engaged citizen, learning with, from, and on behalf of others and the earth we share.

References

Glassie, Henry. Folk Housing in Middle Virginia, A Structural Analysis of Historic Artifacts. Knoxville: The University of Tennessee Press. 1975.

Heifetz, Ronald et al. The Practice of Adaptive Leadership, Tools and Tactics for Changing Your Organization and the World. Boston: Harvard Business Press. 2009.

James, William. The Varieties of Religious ExperienceA Study of Human Nature. 1902. New York: Collier Books. 1961.

Nietzsche, Frederich. The Gay Science. 1882. Transl. Walter Kaufman, New York: Vintage 1974.

Rojcewicz, Peter M. “Imagination and Poetic knowing in Higher Education: Toward A Noetic Education.” In Prospero, A Journal of New Thinking in Philosophy for Education. 2000.

Sartre, Jean-Paul. “A Plea for Intellectuals.” In Between Marxism and Existentialism. 1972. New York: Pantheon Books, 1974.

Existential Intimacy in Learning: A Noetic Turn from STEM

Peter M. Rojcewicz, PhD

STEM Education:

Science, technology, engineering, and mathematics (STEM) courses permeate the academy, valuing technical training over broad based learning. While its scientific and technological literacy provides some skills essential to employment, STEM’s tech savvy and quantitative focus undervalues imagination, separates perception from cognition, narrows intuitive awareness, and validates nature’s domination. Its grand narratives encourage universal generalizations and unrealistic taxonomies.

STEM enshrines logic and calculation; it idolizes objectivity. Privileging exteriority over interiority, it projects a flatland view of reality. Its dominant modes of knowing are scientific materialism and positivism. What begins in our elementary and middles schools on a personal level as an instrumentation of reason that narrows and routinizes thinking, ends up on the socio-cultural level as a mechanization of life, shackling cognitive freedom.

As such, we witness today an imbalance in the academy injurious to one’s integral humanity. We stand at a decisive crossroad and must decide whether we shall continue to support narrow, piece-meal growth over human wholeness. The analytical STEM disciplines of higher education with their codified procedures do not address full human development. STEM knowledge by itself leads to a narrow view of knowledge and life as wholly rational, controllable, and objective.

Higher education needs a pluralistic conception of what constellates intelligent thought and behavior that joins analytical reason with hands-on engagement with art making to derive more accurate models of mind and reality. To that end, I offer Noetic Education as a constructive postmodern critique of higher education’s hyper-rational emphasis as displayed in STEM-heavy curricula.

Noetic Education:

The purpose of Noetic education is to enhance the capacities of the mind-body, transforming the self through a release of the reconstructive imagination that allows us deep entry into an alien state of mind. A noetic approach originated in the phenomenology of Edmund Husserl’s so-called transcendental turn, as developed in his lecture courses “Introduction toLogic and Theory of Knowledge” (1906/07) and “Logic and General Theory of Science”(1917/18).  “Noetic” comes from the Greek word nous, meaning all encompassing ways of knowing, discursive and non-discursive (James). Noetic education values learning through a wide repertoire of modalities, including the imaginal, aesthetic, and transcendent. Its vision of the interdependence of mind/body/spirit and humanity with the earth emphasizes holistic, cooperative, and relational learning.

If we are to foster human wholeness and not fail people in the healthy formation of their lives, definitions of being smart must move beyond a strict definition of reason as but a tool of quantitative efficiency.  We must understand learning not only in terms of what can be assessed by tests of strict quantification.

Noetic Education through the arts and sciences makes available to the mind-body more than logic, not less, integrating bodily perceptions with rational thought. Noetic education pursues the intimate engagement of myth, symbol, art, and religious systems of knowledge with the calculation and logic of modern empirical science. Mytho-poetic thinking in images allows one to see all experiences as fundamentally literal and metaphoric, subject to interpretation and change.

Metaphor drives beyond the literal, liberating us from repressive cognitive styles. Mythic thinking is direct critical thinking in images and metaphors that provide perspectives toward life, capable of transforming mere events into meaningful experience of soul.  Literate “readers” of images are empowered to enter the designs and expressions of the peak achievements of knowledge along the human adventure. Without this rational and aesthetic capacity to grasp images, we are orphaned from the rich conversation of humanity begun in primeval times. This union of objective and subjective knowledge is best achieved through the arts and sciences that include art making and aesthetic literacy.

Noetic Literacy through the Arts:

Creative and innovative people in all fields demonstrate a broad-based literacy beyond written language and numbers, joining discursive and non-discursive knowing, as well as abstract and embodied learning. There is something inherent in the images of each art’s “language” that prepare the mind for sophisticated cognitive activities, conceptual and perceptual.  Image making is the mind’s fundamental means of knowing; no cognitive operation is more central to consciousness. New learning results when lived experiences provide, confirm or modify images of oneself and the world. Not simply metaphors for ideas, images relate to how people acquire, organize, retrieve, and use information.

Accomplished scientists, like artists everywhere, note the importance of imagery in their most significant work. Jerome Friedman knew scientific “Reasoning is constructed with movable images, just as poetry is.” By imagining he could travel with a beam of light at 186,000 miles per second, Albert Einstein acknowledged the key role kinesthetic and visual images played in his Gedanken thought experiment. A vision of molecules forming the archetypal image of the uroboros snake led to Frederick von Kekule’s discovery of the six–carbon benzene ring. Creativity and innovation always result from the generative union of imagination and reason.

Whether we look to art or science, it is clear that broad based knowledge rests upon interrelationships between distinct clusters of multi-sensory images in the mind. The best artists and scientists integrate intuition and unconscious processes with mental skills, including accurate observation, spatial and kinesthetic thought, identification of key parts of a complex whole, and recognition or invention of patterns governing systems (Root-Bernstein). When STEM-based elements fuse with the arts and humanities through complex, creative work, people achieve an existential intimacy of learning with their all-sided humanity.

Peter M. Rojcewicz, PhD

Provost and Vice President of Academic Affairs

Pacifica Graduate Institute

Why Pacifica Now? A Meditation & Imagining

All true things change and only those things that change remain true.”   C.G. Jung

Peter M. Rojcewicz, PhD

People are carefully thinking about educational opportunities during this time of radical uncertainty.  They hope to strategically find their way through a world of increasing complexity and rapid, unpredictable change.  Grasping the nature, order, and the way of the world has long been a goal long sought throughout higher education. Today, however, this question is highly problematized and traditional certitudes of the Academy are hotly contested. 

As the present scale and pace of global change is enormous, universities currently experience social pressure to justify their relevance, not only regarding the liberal arts and humanities, but also the ostensible importance of entering higher education during a time of record unemployment.  How should higher education institutions respond to a world of the COVID-19 pandemic, systemic racism, Neo-liberalism, an increasing global mental health crisis, economic volatility, and planetary deterioration and therefore make matriculation a sagacious decision?  This post is simultaneously my meditation on existing conditions at Pacifica and an imagining of where I hope it soon will be.

At Pacifica, graduate education prepares people to grasp the warp and woof of our unique times: paradox, chaos, liminality, asymmetry, emergence, and synchronicity.  To that end, we are fashioning our curriculum and pedagogy to support people to navigate global turbulence by featuring adaptive psychological skills that include frustration tolerance, cognitive flexibility, resilience, response-ableness, and discernment of the difference between personal agency as a doer and one being done to.  

Pacifica is a living entity, animated by multiple images of our common purpose. Rather than having curricula focused reductively on discrete academic disciplines, a curriculum model more suited to worlds of memory, we favor holism and systems thinking, while emphasizing transdisciplinarity, interdependence, relations, fields, and context. Our knowing is transformative and not mere data acquisition, when we experience the self as semipermeable and nonlocal, heightening our intersubjectivity. We seek new conceptual frameworks to challenge our fundamental ideas as to how knowledge is created, transmitted, and maintained by whom and why.

Institutions in every sector of society are undergoing internal self-examinations and assessments of mission, vision, and values; Pacifica is no exception. Alarmed by denials of potent realities, including the potentially deadly pandemic, institutional racism, and climate change, we are asking meta-questions about how Pacifica itself learns and engenders learning, the basis for our knowing, and whose values and group interests are codified within and privileged by celebrated bodies of knowledge in our curricula.  

We resolutely commit ourselves to critically interrogating our organizational biases and assumptions that are necessary to engender organizational transformation.  This commitment is of two fundamental kinds: a comprehensive commitment to Pacifica’s health as a living, whole system, and not to the self-interest of any one group, since no one works, let alone thrives, in isolation; and a commitment to uncompromising thoughtfulness in all things, understood not as irrefutable fact, but a refusal to live hypocritically, forging a community of incontestable honesty, wherein everyone can be themselves, safely and without intimidation. 

Pacifica is positioning itself to make pedagogical, technological, and methodological adjustments that enhance Zoom teleconferencing practices and optimize our digital learning management system (D2L) for easier navigation, dialogic activities, and library research support.  Recent student and faculty surveys have targeted key areas of remote delivery that call for immediate improvement.  While it is certain much more needs to be done, Pacifica is moving its degree programs beyond passive modes of knowledge transmission to active forms of knowledge creation. 

Since the shelter-in-place mandate, the Institute is designing virtual communities of inquiry, wherein synchronous and asynchronous remote learning activities can lead to cognitive engagements between students and course content, social exchanges among students, and pedagogical interactions between students and faculty.  We are recommending to faculty a constructivist model of learning that stimulates collaborative knowledge, as well as individual and collective forms of intelligence.  The online culture we envision is a critical community of learners who together in cohorts socially construct new knowledge.

So why Pacifica now? To help people navigate a turbulent world, each of our degree programs have roots in the fecund soil of depth psychology, since self-knowledge is a prerequisite for knowledge of the world. Our programs study the unconscious mind that is itself characterized by uncertainty, non-rationality, compensation, shadow, and self-organization expressed in dreams, myths, and synchronistic fusions of archetypal processes with physical events, emerging from the foundational ground common to psyche and nature that renders categories of opposites obsolete, and where the inner and outer worlds are one.

TOWARD ORGANIZATIONAL CITIZENSHIP IN TIME OF PANDEMIC: A VIEW FROM PACIFICA GRADUATE INSTITUTE

Peter M. Rojcewicz, PhD

This post is not primarily about the COVID-19 virus, so much as it is an occasion to address an emerging PGI response to one another and the school in the time of global illness. From a depth psychological level of meaning, coronavirus may be imagined as the objective psyche’s compensatory response to nationalism, tribalism, neoliberalism, identity politics, xenophobia, and all that isolates individuals from themselves, others, and the earth. 

The coronavirus pandemic eschews all conventional categories, carrying its invisible threat to all. The virus privileges no human hierarchy, rank, status, or power. Blue-collar workers, corporate executives, the homeless, professional athletes, film stars, heads of state, the young, and the old are equally at risk. Consequently, we now witness people around the world reaching across boundaries to assist and support one another. 

Even as we “shelter-in-place” and practice “social distancing,” we move paradoxically beyond radical autonomy of the “me-space” and professional specialization toward a “we-space” of civic relationship and job-related collaborations. Surgeons are now surprisingly aligned with seamstresses and those with 3-D printers in the construction of needed medical masks. 

Closer to home and within the organizational borders of Pacifica, we witness people manifesting powerful displays of what some of us refer to as Institutional Citizenship, grounded in our mission-related way of work, study, and relating to one another. Our Pacifica citizenship, grounded upon an ethic of care and extending outward by our bonds of affection, is geared to the professional growth and vitality of faculty, staff, and students, as well as sustainable well-being of the school.

Citizenship, defined as a community’s fully engaged individuals, means more than being simply an employee or student. The Institute can move forward our audacious and integral mission by supporting service-related activities that extend our learning beyond traditional job-description-borders of an office, academic unit, or student cohort and have a material impact on the quality and health of the work environment. Learning with, from, and on behalf of one another as fully engaged citizens is necessarily a collective act. It requires that we consider how we are to show up on campus and who we need to be for one self and others. Some recent example responses are worth noting here.

Pacifica’s “Circle of Chairs” and “Senate Leadership Council” submitted a proposal to the IMC and Board of Trustees, indicating a way to assist our housekeepers, receptionists, and ground crew, vulnerable to financial risk caused by the pandemic. In addition, Counseling Psychology created a webinar, focusing on maintenance of a relational and depth psychological frame for psychotherapists, as they move to the electronic realm of “telehealth.” Lastly, the Offices of Academic Affairs and Student Services offered support to the campus by running “PowerCampus” reports, providing PC information, orienting those unfamiliar with “Teams,” and advising on the handling of files on personal computers or flash drives, so as to avoid violations of FERPA compliance. The webinar was shared with students, practicum sites, sister schools, consortia, and local professional groups.

Such examples of our engaged-citizenship emphasize work actions, values, and service that generate, maintain, and improve the infrastructure, values, morale, and safety of the campus: commitment, care, selflessness, respect, mutuality, availability, and willingness to inform oneself of institutional operations. To prize citizenship at Pacifica means we acknowledge the mutual obligation to enhance our personal agency and growth and act in ways that increase the effectiveness of others, while furthering PGI’s future. This is our emerging covenant of faith and solidarity in the possibilities of one another. This trust is based on a healing fantasy of reciprocity and creative synergy that comes from leveraging upward our resources and potentials. 

A school of engaged citizens must be more than a collective ego or wego; it must recognize everyone’s contributions as forms of intelligence, creative presence, and ways of knowing. Knowledge by presence means not only that we consider the outer data of the world of our decision-making but also that we stand available to ourselves and others, embracing non-defensive openness, flexibility of thought, curiosity, suspension of disbelief, willingness to be changed by self-inquiry, and courage to stand up to toxic rumor and falsehood.

Our availability and presence requires self-monitoring and self-governance. This means we command our impulses toward an optimal self and openness to a greater good. To enhance our self-agency and optimize the capacities of others requires emotional intelligence that minimally includes an ability to modify our personal agendas on behalf of others. 

More work needs to be done, however, to strengthen our new compact with the PGI community beyond whenever the present threat may end. We must continue to speak the language and enact the values of fully engaged-citizenship, so that it doesn’t degenerate into a code of obeisance or servitude. The three-legged stool of reciprocity and care upon which it stands must extend to all, even those who are out-of-step, eccentric, or contrarians.

Linguistic anthropology indicates that language, among cultures everywhere, initiates and holds its members within its unique discourse. A community’s way of speaking is the unofficial but lived record of community values and acts. It presents an ideal image of how a culture sees itself and wants to be seen, as well as a shadow portrait of whom people are not, how they definitely do not live, and what topics, attitudes, practices, or perspectives are prohibited. For our campus to be healthy, our common discourse of engaged-citizenship and its embodiment must make room for diverse, dissenting views.

Because dissent is kin to diversity, a diverse community is never conflict free; rather, it is a place where conflicting ideas offer us learning opportunities. We can let go of doubts that lead to resistance and fear only by naming and expressing them. From this perspective, dissent itself can be a form of unspoken caring, a constructive first step toward finding a cultural role that would enhance self-development and the empowerment of others, while simultaneously moving the institution forward. 

Following that view, voicing dissent should not by itself cost one their community citizenship, as it may carry valuable alternatives to how we presently see and structure things. Dissent is constructive when it is a free act toward a desirable future, not a mere blaming, or fruitless complaintA learning Institute, conducive to free inquiry, requires an open community, guided by an ethic of caring with a foundation in human relationships. 

In this time of Pacifica’s transition to online delivery and suspension of campus residencies due to the pandemic, I have witnessed faculty selflessly modifying personal agendas, offering their gifts of experience and knowledge for the development and vitality of their peers. As they now design new structures for their academic units, faculty embodies leadership through peer mentoring, counseling one another concerning work productivity and personal well-being. I see them respond with care to others’ needs, visible and unseen.

Let us boldly take heart from numerous acts of engaged-citizenship witnessed across the Pacifica community in the midst of the present global challenge. Let us together find inspiration to see our institutional and planetary community imaginatively as poets, visioning the cool surface and fiery depths of those in need. Let us continue our timely conversation about effective, relational ways of showing up for one another that link us to a intimate sense of relatedness and belonging to whatever is larger than ourselves, vitalizing into action our mysterious, generative nature. 

Tending to Poly-capital Practices in Higher Education Management

Peter M. Rojcewicz, PhD

Accounting practices across higher education privilege money as the only legitimate form of capital. Colleges and universities place a price tag on programs, activities, and services, focusing on the all-important revenue-expenditure ratio. We should be diligent, however, to the possibility that our business model may measure the wrong things, leading to situations where operating budgets and financial assets increase, while the quality of campus culture, retention, and morale decreases. Financial considerations, while essential, do not by themselves lead to academic quality and human growth. 

We cannot sufficiently understand institutions of higher education numerically and by the flow of money. Financial principles are themselves never free from feelings and desires. Money carries a powerful archetypal load, existing as image, story, symbol, culture, and philosophy. It has links to non-rational values, the unconscious mind, and soul itself. We must necessarily operate our colleges and universities guided as much by social and cultural indicators. Honest judgments based on money alone can be, at best, partially true.

To stimulate achievement of profit and purpose, we can adopt what Per Espen Stoknes in Money and Soul calls “poly-capital” practices that extend beyond a narrow sense of what is profitable when we measure impact of capital as a single monetary factor. Absent from our budgeting, planning, and resource allocation are many essential forms of “capital,” including organizational, informational, technological, ecological, psychological, and epistemological.

Business models that deal exclusively with financial capital limit an organization’s sense of what can best be done, how, and for whom. They render a body-blow to innovation. The building and use of poly-capital indicators of institutional strength is equally essential for financial sustainability, mission, vision, and values. 

Impact-values, such as collegiality, care, service, nimbleness, and compassion are ignored by strictly quantitative business models – and at great cost. A purely financially oriented quantitative metric offers no distinction between financial transactions that add holistically to a university’s strength and those that diminish it. Such a model glamorizes fragmentation of essential university structures and values, portraying the breakdown as economic gain. 

Widening our understanding of capital and scope of accounting, we may include qualitative and quantitative impact-values. We simply can’t afford to address purely material matters facing our institutions without considering corresponding improvements to our social networks and cultural commons. Because the latter have no explicit price tags and therefore no quantifiable value, they are in danger of being ignored in our decision-making. 

We must be able to identify, deliver, and measure tangible and intangible assets intrinsic to poly-capital value and their respective mediums of exchange to survive and thrive in today’s competitive higher education marketplace. 

Is Living a Life of the Mind Elitist and Out of Touch?

Peter M. Rojcewicz, PhD

Some look down upon academic learning, as elitist or out of touch. They heavily prize worldly acquisitions, victories, or various ways of “going for the gold.” Learning is, on the other hand, an act of total personality and whole being. Truly educated people blend form and substance, right views, and right practice. They “stand on two feet.” They stand on a foundation of disciplined knowledge of the external world, yes, but their intellectual accomplishments that reflect that knowledge are balanced by emotional maturity and self-knowledge, the pre-requisite for all other forms of knowledge.

As such, a healthy mind-life displays the capacity to think, to question, to act, and be aware. Comparative religion and philosophy, East and West, reveal powerful landmarks of the life of the mind. From the Upanishads of India, we learn, “What a man thinks, that he becomes.” In the early discourses of the Buddha referred to as the Dhammapada, we are told, “All that we are is the result of what we have thought.” Renee Descartes, a seminal figure in Western philosophy, proclaimed, “I think, therefore I am.”

What does activity of the mind look like within a context given to integral understanding and human wholeness? University of the West’s curricula, inspired by Buddhist wisdom and values, combine inner vision and understanding with professional skills and community service. The mental life we value is not abstract, boring, or sterile. It doesn’t set into opposition an inner and outer world, or body from mind, or thought from action. Such simplicities would blind us to the fact that we are human beings, not simply human doings.

“Do nothing,” the Buddha is reputed to have said, “Time is too precious to waste.” In the Tao Te Ching, Lao Tzu informs us that “The Tao does nothing, and nothing is left undone.” Doing “nothing” allows for inner reflection upon oneself and the world. Reflection is not a retreat from reality but a means to be more fully present in the world. It is hard and difficult work; it can exhaust the most capable minds. Reflection by means of ideas is significant action, and action is in itself an important idea. What was inside is now outside and vice versa.

Practicing contemplation, we seek freedom from the “get-something” cravings of the consumer culture in favor of equanimity. This tranquility of mind and body leads us to the heart of scholarly achievement. The word “scholar” comes from schole, which means mental peace or stillness. Scholarship, within a whole-person education, harmonizes our inner and outer life. Our mind’s life is thus cross-referenced throughout our physical body, so that it is a “thinking” body. Thinking is not done by the brain but simultaneously in and through the mind-body, leading to a whole-intelligence, an embodied consciousness.

 

Facing the Future: Consolidations, Partnerships, and Mergers in Higher Education

Peter M. Rojcewicz, PhD

Moody’s Investor Services recently asserted that the rate of colleges and universities that will go out of business is likely to triple annually in the years ahead. Small, private independent institutions  of 1500 students or less will find it increasingly challenging to meet enrollment goals.  What are educational institutions doing to address this projected future?

To build toward sustainability, schools continue to increase online programs. Mergers will occur,  as will acquisitions and purchases of non-profit schools by proprietary institutions and groups. Online offerings will continue to proliferate. Nontraditional adult learners will be a premier target audience for enrollment and admission. International student recruitment methods and practices will change, due to travel bans, visa problems, and a general xenophobia sensed by students from abroad. It is expected that international student enrollment will decline this year, as it did in fall 2017. Higher education leaders are understandably  concerned with the present and future viability of their organizations.

In the face of the present challenges, traditional economic models in higher education are changing. Universities must balance costs, quality, and sustainability, on the one hand, with innovation and compelling learning experiences, on the other.  Colleges and universities are increasing considering and engaging in consolidations, partnerships, and mergers to decrease costs, enhance institutional strengths, and acquire infrastructure required to effectively deliver programs and support services.

By consolidating underperforming or noncompetitive offices or programs, some colleges and universities seek to add to their mutual capacity for producing educational effectiveness. Those schools may find that by consolidating, say, their individual offices of the registrar or financial aid,  into a single office that serves both institutions, they attain greater efficiency of function at a reduction of cost.

Entering into partnerships with third-party educational vendors is not uncommon today and is likely to increase. A few customized models are worth mentioning. Vendors, Wiley Education Services among others, offer, as part of their partnership selections, customized models: fee for services, co-investment, and tuition revenue share, to name a few.

The fee for service model provides services and solutions for targeted support of specific projects. Targeting needs to be addressed may include enrollment management or program development. This model is best suited for educational institutions that possess developed infrastructure, capital, and resources.

The co-investment or “risk sharing” model has both the third-party vendor and the university making joint investments in an educational project’s start-up costs and ongoing expenses. The university can pay either a flat amount annually or a portion of the projected expenses. This models best serves a school that has some infrastructure, capital, and resources to effectively maintain projects.

The tuition share partnership option has schools providing a share of its tuition generated revenue to the vendor. This partnership model option requires a limited up-front investment by a school and therefore carries lower risk. The vendor provides a suite of student life cycle support of a wide range of university services. This model works well for schools with limited infrastructure, capital, and resources.

While the consolidations of offices or academic programs or the entering into customized partnerships with educational third parties allow universities to maintain their distinct identity defined through their mission, vision, and values, mergers are a more radical option that may or may not result with their school’s brand identity and tradition intact. In the face of inevitable closure or acquisition by another institution, schools may intentionally choose to merge. Mergers can be beneficial to both organizations or not. Leadership and bargaining strength play significant roles in such outcomes.

IN 2017, the financially struggling 130-year old Wheelock College and its neighbor Boston University announced they had merged. In that case, the merger proved mutually positive, as the smaller Wheelock maintained its name, tradition, and niche in the field of educational psychology. A portion of Wheelock’s staff and faculty moved over to be employed by Boston University. As a result of the merger, it is now the Wheelock School of Education and Human Development-Boston University. A much different scenario took place at Mount Ida College, where a merger resulted in the loss of the college’s name and educational identity. Its 84 acre campus was divided up among different members of the Massachusetts State University System. Unlike the situation at Wheelock, alumni of Mount Ida have no current school to which to identify and support.

In the face continuing costs, dwindling enrollments, increased competition, failing public confidence, and a capricious economy, higher education leadership is well advised to consider multiple option scenarios that should include consolidations, partnerships, and mergers. Even so, small schools without a substantial endowment or ongoing financial subsidy will continue to close.

Peter M. Rojcewicz, PhD

Chief Academic Officer & Accreditation Liaison Officer

University of the West

Whole Systems Thinking in the Context of a University

We daily observe across the University of the West campus an inescapable mutuality of our roles and functions. Our most creative work is frequently accomplished in collaboration with others at the borders of our different units. How might the university effectively build bridges to new and current initiatives, leveraging this mutuality to enhance a synergy of positive, sustainable growth?

To ensure quality programming, a healthy workplace environment, financial viability, and recognizable educational brand, UWest must address all decisions at all levels of operation from a whole-systems perspective, rather than from an exclusive focus on isolated parts. A systems orientation to organizational development eschews acting ultimately as if programs are “stand-alones,” isolated from the whole by one-off procedures or implementation strategies. We should be weary of office-based or program-related “languages” and mini-cultures that foster intellectual silos, undermining team-orientated work.

A whole systems approach reinforces our intuitive insight that no discrete function can be understood isolated from the complex whole of which it is an integral part. “Silo-ed thinking” is atomistic, reducing things to its smallest component and favoring reductionism. As such, one may miss the forest for the trees. Systems thinking is, by contrast, contextual thinking that uses the logic of “both/and” and honors the long-range view, while favoring collaboration. Working in silos favors “nothing but” thinking, as in, “I am responsible for nothing but what’s in my job description and program.” Whole systems thinkers understand that, without discernment of the complete context, organizational meaning is truncated and partial. As a result, our knowledge of any single part is misleading, compromising the whole. This is as true for an organization that is a university as it is for a proprietary corporate business.

UWest’s holistic educational commitment by definition requires a systems orientation toward daily operations that addresses two important elements: structure and process. Our planning and implementation must have sufficient structure, so that we are not reinventing processes when a new opportunity emerges, thus dissipating resources, human and financial. At the same time, our systems must be flexible enough to enable us to respond nimbly and creatively to student and faculty needs, as well as to the interests of our community partners and university trustees. How might we achieve organizational deftness to make smart decisions quickly?

When too many players are involved, it’s often difficult to quickly pivot in new directions or implement new measures. A strategy to overcome these issues is to convene “skunkworks” projects. These are experimental teams of faculty and staff serving to provide the campus an entrepreneurial function and granted a freedom from conventional university procedures that can constrain customizing ideas and seizing opportunities on and off campus. Skunkworks operations can inspire and define feasible initiatives for investment. The initial campus learning community initiative referred to as “Self & Society” sprung from exactly this source. A small group of faculty and staff gathered under the auspices of the Office of Academic Affairs, armed with a “let’s make-it-happen” philosophy.

That learning community of first-time college students stood firmly upon the existing general education structures and processes of student support, featuring academic advisors, course coaches, community service learning, dialog and meditation groups, interdisciplinary courses, diversity activities, field projects, invited guest speakers, and a developmental math sequence highlighting quantitative reasoning. The learning community linked academic and student affairs with the offices of the registrar, wellness, student success, enrollment, marketing, and financial aid. The President and his Executive Team monitored developments and provided support.

Our learning community is now expanding into an innovative Undergraduate Curriculum Transformation initiative, launched by President Stephen Morgan, supported by the Trustees, and currently in the design phase. The first two courses of “Life and Culture” are scheduled for a fall 2018 launch. An interdisciplinary faculty team of boundary-crossers, who are insightful collaborators and designers of articulated pathways from classrooms to the campus to the community-at-large, has been for several months diligently at work. They are building toward a campus-wide cooperative accountability for the new undergraduate experience.

At the heart of our new undergraduate curriculum lies the big vision of a coherent and unified program of interdisciplinary learning, linked by a block schedule, common inquiry, socially relevant themes that will alternate over time, high impact learning activities, student-centered pedagogy, community service, and significant faculty/staff collaboration. This is meant as an antidote to the piecemeal-style curriculum extant throughout higher education that lacks clear vision and purpose.

Within the transformed undergraduate curriculum, UWest students and parents will easily perceive a learning arc, moving from the development of individuals capable of independent thought and self-agency to compassionate citizens capable of self-less service for the common good. We believe they will appreciate the focus on the interior and exterior life of individuals and groups. In core courses in the first two years and offerings in degree majors in their final two years, students will inquire into what it means to be and live as a human being in community. Critical thinking, self-reflection, intellectual agility, and pursuit of truth through inquiry, research, group projects, campus employment, and career advisement will develop skills that cross-train the heart and brain, suitable for personal satisfaction and global citizenship. Mutuality will be our watchword and our ethic.

Peter M. Rojcewicz, PhD

Chief Academic Officer

University of the West

Rosemead, CA

The Value of Small at University of the West

With the appearance in 1973 of Small is Beautiful, British economist E.F. Schumacher considered what might constitute sensible scale approaches to empowering people through economics. He launched an attack on the conventional notion that “bigger is always better” and that unlimited “growth is good.” Citing what he termed “Buddhist economics” based on the notion of “right livelihood,” Schumacher argued that for Buddhists the purpose of civilization is not the multiplication of wants and desires, but rectification of self through ethical formation of character. He coined the term “enoughness” in his consideration of human needs and limitations. University of the West (UWest), committed to whole-person education within the context of Buddhist wisdom and values, has held for 25 years this value of scale on behalf of human liberation through learning.

Located in east LA County, UWest is small by almost any standard of measurement of higher education. Presently enrolling 356 students, there is a 60% – 40% graduate to undergraduate ratio. Half of the total enrollment is international, mostly from Taiwan and China, but also with students from Sri Lanka, Thailand, Korea, Bangladesh, and Vietnam. While undergraduates hail from many states, the majority is from Southern California. Students share multiple perspectives and values in ongoing inquiry as to what it means to be human in a global society. However small in numbers, UWest is large in vision, seeking appreciation of East and West worldviews. A comprehensive university, UWest offers a BA degree, MA degrees, various MBAs, doctoral degrees, and certificates in liberal arts, psychology, religious studies, chaplaincy, and business. Tuition is relatively small, as UWest is rated in the top ten of the nation’s most affordable independent colleges and universities.

Small at UWest also means a dynamic support network of Academic and Student Affairs, Residence Life, Advising, Peer Mentoring, Financial Aid, Health and Wellness, Career Placement, and a Success Center. Students receive personal attention, featuring a 10 to 1 student-faculty ratio. They forge bonds with peers and staff. Advising is not an act faculty consider peripheral to teaching but integral to it, extending instruction to wherever students gather. Students are given space to be curious and explore rather than withdraw. A Student Early Alert System illuminates academic distress, providing strategic interventions for success. Students receive mindfulness and contemplative practice training within a whole-person orientation to growth and learning. They come to understand spirituality as an expanded identity and awareness of self interconnected with life. As outcomes of work-study, internships, and service learning, the sacred is valued as the practice of awareness and mutuality displayed in humanistic respect toward all. Dialog groups of faculty and students stimulate the mind to inquire.

Cross-campus communication is significantly enhanced by small. Town-hall meetings, open spaces, retreats, and student meetings with the President unify the campus. UWest uses a conversation-based model of learning both within and outside classrooms, so students can speak and be heard, see and be seen by others. They are provided platforms to develop leadership skills, emotional intelligence, deep listening, decision-making, and critical assessment as found, for example, in the MBA Financial Security Trade and Analysis course, wherein students handle a financial portfolio and invest responsibly in real time on Wall Street. Dialog is an effective mode of campus interaction, understood as “meaning flowing through community.” It rests on the notion that little can be understood in isolation. Through dialog, UWest students become people acting in relationship with others. Small at UWest increases relatedness, belonging, and community as a container of support, inspiration, reflection, and purpose.

UWest students see small as an opportunity to step into largeness. Students at large universities often feel overwhelmed and disengaged from campus life, and thus are implicitly encouraged to live small. At UWest, on the other hand, a learning community for first-time college students encourages the two-year cohort to live larger. Four special courses designed with their needs in mind are linked by theme, inquiry, and pedagogy, supported by learning pods, math and writing labs, interest circles, and peer and staff mentors. The learning community supports first-generation students to be who they are and who they can be. By stepping into a larger life, students expand their talents, skills, and knowledge beyond neediness and self-doubt.