ED 107 626

AUTHOPTITLEINSTITUTION

PUB DATENOTEAVAILABLE FROM

EDPS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

SP 009 249

Poberts, Thomas Bradford; Clark, Frances VaughanTranspersonal Psychology in Education.Phi Delta Kappa Educational Foundation, Bloomington,Ind.7536p.Phi Delta Kappa, Eighth and Union, Box 789,Bloomington, Indiana 47401 ($0.50)

MF-$0.76 HC-$1.95 PLUS POSTAGE*Creative Development; Education; EducationalInnovation; *Educational Psychology; *Psychology;Self Concept; *Self Congruence*Transpersonal Psychology

The introduction to this booklet states thattranspersonal psychology focuses attention on the human capacity forself-transcendence as well as self-realization, and is concerned withthe optimum development of consciousness. This booklet attempts toillustrate the value of this psychology in educatf.on, not as acomplete substitute for traditional educational psychologies, butworking in conjunction with them. The first seclic,i, "CurrentClassroom Application," discusses the following nays of shifting thefocus from external to internal awareness: relaxation andconcentration, guided fantasy, and creativity. Section 2, "AlteredStates of Consciousness," stresses that open discussion of alteredstates of consciousness can inform students of ways of exploring andcontrolling consciousness without the use of drugs. Discussed in thissection are dreams, meditation centering, biofeedback,parapsychology, spirituality, and growth potential. The finalsection, "Future Trends and Implications," highlights possibilitiesfor transpersonal psychology in research, teacher education, andphilosophy. (JA)

TRANSPERSONAL PSYCHOLOGYIN EDUCATION

By Thomas Bradford Robertsand

Frances Vaughan Clark

U S DEPARTMENT OF HEALTHEDUCATION 4 WELFARENATIONAL INSTITUTE OF

EDUCATIONTH.S DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEvE0 FROMTHE PERSON OR ORGANZAT,ON ORIGINAT INC T PON TS Of %new OR OPINIONSSTATED DO NOT NECESSARILY REPOFYEN, OI'IC SAL NATIONAL IN Or

D,,C A T q-)N POST nON OR Pr (-1

PERMISSION TO REPRODUCE THIS COPY

RIGHTED., MATERIAL HAS BEEN GRANTED Byf.

X

tzl,LiL; e1,1,1? ..fraY?To Ent( AND URGANI;ATIONS OPERATINC,

ONCEP ACRE EP.i MTH THE NATIONAL IN

STOWE OF ETA _ATiON FURTHER REPRO

DUcTION OU,SIDE THE ERIC SYSTEM RE

MIRES PERMISSION OF THE- COPYRIGHT

OWNER

Library of Congress Catalog Card Number: 74-33809Copyright 1975 by The Phi Delta Kappa Educational Foundation

Bloomington. Indiana

TABLE OF CONTENTS

Transpersonal Psychology ........ .. .... .. . . 7

Current Classroom Applications 9

Relaxation and Concentration 9

Guided Fantasy 11

Creativity .... 14

Altered States of Consciousness 17

Dreams 18

Meditation and Centering 20

Biofeedback . 23

Parapsychology 24

Spirituality 26

Growth Potential . .. ......... .... ... ........... .. 27

Future Trends and Implications . 29

Research*- 29

Teacher Education 30

Philosophy 31

Summary 35

Recommended Resources 36

Arevolution in psychology usually foreshadows a revolution ineducation, and the current developments of a new psychologyraise a number of questions and possibilities for educators. Thenew psychology is called "transpersonal" psychology. It is re-asking basic educational questions. What are the limits of ourcapacity for leaning? Can we learn to use our minds in wayswhich surpass our present expectations? Are there new ways ofteaching which are superior to our current methods? Are theredifferent kinds of learning which we are failing to develop? Thisbooklet describes the emerging psychology, then outlines someof its educational applications, first to the classroom, then toteacher education and research.

5

TRANSPERSONAL PSYCHOLOGY

The development of a comprehensive educational psychologyrequires a theoretical framework which includes all the phe-nomena related to human learning, and must therefore includeareas of human experience which previously have been ignoredby traditional academic psychology. Freudian, behavioral, andhumanistic psychologies are seen as useful, but incomplete psy-chologies Trarspersonal psychology offers a more inclusive v.-sum of human potential, suggesting both a new image of manand a new world view. Using transpersonal psychology in edu-cation does not require a complete rejection of established edu-cational psychologies, but may be used in conjunction withthem Conflicts occur at some points, and agreement occurs atothers.

An underlying assumption of transpersonal psychology is

that physical. emotional, intellectual. and spiritual growth areinterrelated, and the optimal educational environment stimulatesand nurtures the intuitive as well as the rational, the imagina-tive as well as the practical, and the creative as well as the re-ceptive functions of each individual Transpersonal psychologyhas focused attention on the human capacity for self-transcen-dence as well as self-realization, and is concerned with the op-timum development of consciousness.

Most topics being investigated by transpersonal psychologistsconsist of the psyc hological aspects of at least one of the follow-ing a new image of man and a new world view, altered statesof consciousness (including meditation, dreams, etc.), impulsestoward higher states (such as peak experiences), self-realizationand self-iransc ender ce. subjective experience and inner states.

7

spiritual growth, parapsychology and pstchn phenomena, othercultures and then psti hologies iespeciallt Eastern psychologies).newly chs«itered forms ut energy, recent physiological research(such as voluntary control ot internal states), and evolving con-s( musness

Many psychologists judge that we use less than 10 percent ofour capacities Transpersonal psychologists are seeking to increaseour understanding ot human abilities in order to unlock some ofour latent potentials How (an we learn to use some of the abil-ities which may be hidden m our own minds? A partial answermay be tound in studying people who have unusual abilities, andin the c ultural, social. and psychological factors affecting theirdevelopment

transpersonal psychology gives us a new perspective on theold Delphi( precept, Know thyselt In turning our attentionto the inner world ot man. we are indeed discovering a wealth ofunsuspected resources. Many of the transpersonal techniques forusing inner imagery in the process of self-discovery are wellsuited to classniorn use and may easily be introduced in the exist-ing educational system As the unitersal language of human ex-perience, inner imagery tinds expression in all forms of creativ-ity, be it artistii , scientiti«ir philosophical As a student becomestamiliar with his own Miler resources, he develops a new aware-ness of his individual uniqueness and his relationship to othersand the environment Research in transpersonal psychology hasindicated that cork ing with imagery can have a beneficial effecton physical. emotional, mental. and spiritual well-being It is im-portant that we begin to give students access to these took thatcan be used for continuing growth and awareness throughouttheir lives In applying transpersonal psychology to education,both students and tea( hers can assume responsibility for makinghones. and develop a sense ot inner direction in their lives

8

CURRENT CLASSROOM APPLICATIONS

The first step in applying transpersonal psychology to educa-tion usually involves shifting the focus from external to internalawareness As students become aware of their own inner states,thus can begin to re«)gnite important conditions which affecttheir learning ability.

Relaxation and Concentration

Can you remember a time when you were con( entrating so in-tently on something, perhaps a hobby, a sport, or some creativeendeavor. that you lost all sense of time and were able to thinkand act super-efficiently? Or can you remember a time when,ou were so clearheaded you learned a complex task easily?Ibis state of mind which occurs spontaneously at random. canalso he (ons(iou,.y developed. Although a person's state of mindis a major variable in how well he performs. we seldom teachpeople to move into an appropriate state of mind before under-talc ing a task Investigating such states of mind has been thetor us of transpersonal psychologists who are interested in self-induced altered states of onsc evidenced in psychichealing. parapsychological phenomena, yoga, biofeedback. andmeditation Teaching the voluntary control of internal states is

one area of transpersonal psychology which is easily applied toeducation. and the first step is the introduction of relaxationtraining Relaxation training is important both for everyday func-tioning and as a beginning step to more advanced training inmeditation and «m«,ntration The immediate effects of relaxa-tion can be experienced both by teachers and students. and

9

many who have tried it find short periods of Intensive relaxa-tion to be of considerable benefit

for example. a German teacher had a class in which the stu-dents seemed too keyed up for their own good "Whenever wewould have a Unit Test, always a biggie in their minds, nomatter how much I would try to play it down, the tensenesswould per 'caw the classroom.- In one unit test. his ten stu-dents scored 5 A's, 3 B's, ind 2 C's. The following unit test

had proved to be more difficult in previous years. so he tried toimprove their recall and ability, riot by pushing and drillingthem harder, but by relaxing them at the time of the test Hereis his report:

Y%ell, I chanced the great experiment My only worry was thetime element the QS nunute Class period was cut to 3U minutes asI darkened the mom and played a vommeo ial relaxation tape re-ceived trorn a mend the students sat in their seats, heads downon their to rearms, legs uncrossed then I took them on and throughan original fantasy journey in the German language Thrs par-hi old; pall had to be condensed into 8 minutes, because of thetime element Vvith about 28 minutes of time left, the studentsproceeded to work on the test whirl, usually takes at least 30 to35 minutes to complete Observing the students while they werewriting and thinking I detected the total absence of nail-chewingand the usual pencil tapping on the desktops and nervous, quickgiant es at the rlork I verybody finished the test on time Gradingthe test was tun, 7 N's and 3 13's was the obvious result The qual-ity of writing in some ot the usually more sloppy papers improvedmarkedly The student, just could not believe this Ii wa, onlyatter I explained to them that a lot of their learned knowledgewas not able to surface bemuse of their nervousness and fearand toe tension, and once they were relaxed, the learned store-house ot information was able to be tapped

Other teachers who have taught their students to relax findsimilar results. Some students who catch on to the techniquesuse them to reduce tension in other classes as well as in up-tightsocial situations when they want to feel more at ease.

These exploratory applications of relaxation training need notbe taken as proof that relaxation will automatically improve testscores, but these intriguing findings keep reappearing, and in-dicate an area where further investigation and experimentation

:0

may lead to the development ot transpersonal teaching methods.the tact that students are able to improve their recall by con-trolling their breathing. relaxing their muscles, and learning todirect their own attention exemplifies two important principlesFirst, our behavior is influenced by internal states, and thesestates can be controlled voluntarily Second. the mind and bodyare inextricably connected Vs hen we «itrol one. the other isinevitably affected

Etfective methods of mind body control have been practicedin yoga for thousands of years. yet we are only beginning to ex-plore the possibilities ot mind, body learning. Training in deeprelaxation has immediate physical benefits, since it can helppeople fall asleep quickly and gives the body a chance to revi-talue itself in brief periods of time Some wadies say they havefound that it allows their athletes not to waste their energy inpregame nervousness, but to «misciously direct their own levelsof activity by selecting the right amount of energy for the taskat hand Relaxation is a prime mental, phy SR al ability that peoplean use daily throughout their lives As such it certainly deserves

a plate in the physical education curriculum alongside the rulesof badminton arid the techniques of wrestling take-downs.

In schools, telaxanon is easily combined with concentra-tion After the students are relaxed, then they can direct theirattention toward academic content, or they can let their mindsidle in creative assoc 'anon Aldous Huxley could select his dc L,reeof relaxation and breadth of concentration when he worlo Ifhis wife were home, he would riot hear the doorbell or telephone, but if she went out, he would hear them. In his "deepreflection." as he called it, he had almost perfect recall. Prob-ably everybody has had instances of becoming so involved inreading or working that he temporarily forgets himself, arid thenis able to remember or an wmplisl- much more than usual. Per-haps we could all learn to do this at will, maybe not as well as\Idous Huxley, maybe better the challenge to educators is Canwe learn to do this so that we can do it whenever we want?Can we teach others to do it too?

Guided Fantasy

One method of tan ilitating concentration and directing attention

11

is guided fantasy Specifically, directed fantasy trips are usefulfor learning specific «intent, while open-ended fantasies evokecreativity and aid Belt discovery. The following example illus-trates the use of guided fantasy as an aid to learning content inan electronics class.

I took my beginning electronics class on a tantasv trip intothat mysterious land of invisible magnetic and electric fields sur-rounding the windings and core of a transformer The procedurewas as follows. The room was darkened and everyone put theirheads down on the desks and were told to relax and empty theirminds Prior to beginning the Journey a relaxation exercise wasperformed Everyone was told to imagine themselves as anelectron and to c oncentrate on what it might feel like to be such anincredibly small piece of (negatiyely charged) matter they wereto encounter two very large oils of wire, and around the wirethere was a huge and rapidly changing force field They were toenter the force field and reel the eftects of it They were then toldto enter the wire ot the coil and experience the movement of therest of the electrons within the coil of wire as they were affectedby the rapidly changing force held, which is the electromagneticheld I told the students that another coil of equal sire andstrength was willing toward them The two fields wore interact-ing, ind the interaction became very violent the closer the coilscame to each other The students were told that the increase instrength ot or 0 coil caused an increase in the strength of the otherevil This produced a super-strong tor« which moved the elections(students, very fast

)After a waking period, the teacher turned on a small light anddiscussed the experiem e with them

The next day the students read the c haptr in the book dealingwith inductiv coils The students said they had no trouble visual-umg the forces described in the book, and their qualitative workin the lab seemed to hear this out It is quite evident to me that thetrip was worth taking since I have taught this subject matter be-fore but not with this much success

Teachers who have used the fantasy Journeys hold a key toimproved instruction less stimulation, not more, and temporaryescape from the stimulus overload of a hectic, rushing world ofschool halls and ringing bells

Why do fantasy Journeys works This is a good question foreducational resean hers Recent spstculations of neurophysiologists

12

studying the brain suggest that the left hemisphere of the brainthinks in words and clearly defined symbols such as chemicaland mathematical symbols It is active, calculating, reasoning,and is predominantly sequential and analytic in its functioning.The right hemisphere, on the other hand, is spatially oriented,thinks in pictures, perceives patterns as a whole, and operatesin an intuitive, emotional, and receptive mode.

Although the "sidedness" of mental functions is highly specu-lative because it is based on split-brain research, Robert Ornstein'smetaphorical use of "right-function" and "left-function" is rele-vant to educators According to researcher Ornstein:

It is the polarity and the integration of these two modes ofconsciousness, the complementary workings of the intellect andthe intuitive, which underlie our highest achievements.

Most of our education, which emphasizes verbal knowledgeand reasoning, is predominantly left-brain education. Guidedfantasy offers the possibility of engaging the right half of thebrain in the learning process. We know that experience is thebest teacher and that teaching is easier when students have hadrelevant experiences. Some things, however, are difficult or im-possible to experience directly. The use of fantasy, however, cangive students an imaginary experience which they can relate tothe verbal, logical material which is usually presented in class.In this way, material geared to left-brain learning can be con-nected to the more diffuse, intuitive knowing of the right side.Providing students with experiences to match the usual didacticinstruction may also be a key to unlocking creative insight andintuitive understanding. Perhaps when something suddenly"makes sense" or "rings true," it is an instance of making aconnection between the two modes of knowing, Becoming awarein the left side of the brain of what the right side had intuitivelyknown but had not been able to verbalize may be experiencedas a flash of [might.

Philosophers and psychologists of education, al well as teachers,curriculum planners, textbook writers, and material makers canlearn from Ornstein's brain research that the linear, verbal-intellectual mode of knowing is clearly not the only mode avail-

13

able to man, 1A hat are other ways ot teaching for other modes oflearning? The held is open for reconceptualizing what it meansto teach and to be educated, tor cre tit classroom innovations,for research on new teaching styles, and for the development ofnew topics ot study and supporting educational materials.

Learning to understand and control one's own consciousnessincludes learning to pay attention to what one wants when onewants to, instead of being at the mercy of a roaming, untrainedmind Learning how to relax, concentrate, and freely associateare skills which we seldom teat h, but which give evidence ofimproving current instruction They are also basic skills for de-veloping turther transpersonal potentials, in school. outside ofschool, and later in life.

Creativity

'transpersonal psychology is also offering new insights intothe nature ot the r reatiye process and how it can be stimulated.It is eyident that allowing time for reyerie and free flowingimagery, encouraging yisualization and new configurations ofexisting patterns, and withholding critical thinking and analysistemporarily are important aspects of the creative processeswhir h are characteristic ot creatode scientists as well as creativeartists

the words ot the language, as they are written or spoken, donot seem to play any role in in mechanism of thought The phys-ical entities which seem to serve as elements in thought are cer-tain sign, and more or less images which can be "voluntarily- re-produced and «mibined The above tnentioned elements ate,ui any case. ot visual and Borne of muscular type Conventionalword, or other sign, Nye to be sought for laboriously only in asecondary stage, when the mentioned dsso( wow play is sufficientlyestablished and can be reproduced at will

Albert lInstein

Edith 1/Yeisskopf has formulated a useful way of thinkingabout reatiyity in education, presented as a four-stage process.It we acid some speculations suggested by Ornstein's brain re-

14

search, each step appears to be associated withmode of brain function, and with an appropriateteaching and learning

__________ _ _

(1) (2) (3)preparation incubation illumination

a particularmethod for

(4)

verification

left side right side lett becomingaware of right

lett side

learning facts,cognitive knowl-edge. verbal,memory

relaxationand lettingmind wander.holistic,preverbalassociation

insight, tuningthe lett side into the right side,intuitive, trans-ition from pre-verbal to verbal

testing hypoth-eses, experi-mentation,cognitivereasoning,verbalanalysis, criticalthinking

cons( lous unconscious preconscious conscious

It is esident that the scientific method we are accustomed totear ping is Just half the method, predominantly step one andstep four, both of which pertain to the reasoning half of thebrain If we look at how the most creative scientists such asEinstein actually describe their work, they report intuitive visual-ization, namely right-brain activity, comes first, followed by rea-soning Some scientists describe actually seeing the abstractionsthey think about. For example, Friedrich von Kekule discoveredthe benzene ring and other insights pertaining to organic chemi5try using a creative visual reverie, a mild altered state of con-sciousness commonly described as a daydreaming state. Appar-ently he was skilled at moving back and forth between stages twoand three and had the background and knowledge to provide theraw materials for his thoughts and the laboratory skills to verifyhis insights. This type of thinking is typical of creative mathe-maticians and scientists The creative artist must also master thetools of his trade in order to give form to his creative inspira-tions It is widely accepted that technical skill is a necessarybut not a sufficient condition for creativity

While we cannot expect a creative genius in every schoolchild, we may be able to develop creative abilities by showing

15

people how to tap the unused potentials ot their minds. 1his canhave very prar tir al benetits An experiment several years agoused psys-hedehc agents as a way to trigger creative conscious-ness amorq, 3 group of professionals who had been working onpar -uladv intractable problems for some months. With stagesone ,end two dire' ly ompleted. they were at stage three andused mescalin illumination A tollow-uf study sev-eral months hi d that most of the ideas generated hadresulted in pram,. ,olutions in architecture, engineering, andeven theoretical phy rc The point here is not that psychedelicsstimulate creativity. but that inside each of us there are reser-voirs ot untapped knowlcOte as well as practical skills andideas which can be elicited Male some psychoactive drugs maystimulate cornmormation between the lett and right hemispheresof the brain. there' are less risky. more reliable ways of releasingcreative potentials. Fantasy tourneys, as described above, areevidently one way of initiating the process. Teaching so-called"scientific method" which omits ways of using these transper-sonal potentials is historR ally inaccurate and psychologically un-sound Reason is important, but is only halt the process.

16

ALTERED STATES OF CONSCIOUSNESS

Wstern psychology has traditionally recognized only threestates of consciousness, namely waking, dreaming, and dream-less sleep. Meditation. daydreaming, hypnosis, etc. have beenconsidered variations of the waking state. 'n contrast, Buddhistpsychology identities well over a hundred different states ofmind Eastern psychologies apparently are more conceptuallyand theoretically sophisticated than Western psychologies inmatters ot subjective experience and altered states of con-ciousness.

The importance ot altered states of consciousness for psychol-ogy was first recognized by William James, who stated:

Our normal waking «,nsuousness. rational (onsmusness, as we(all it is but one special type of consciousness, whilst all about it,[oled from It by the filmiest ot screens. there he potential formsof consciousness entirely difterent No account of the universein its totality (an be final which leaves these other forms of con-sciousness quite discarded

Some altered states are currently off limits for use in schoolsbut may nevertheless be discussed Hypnosis, for example, shouldhi practiced only by a qualified hypnotherapist, but it is a fas-cinating topic for class discussion. Popular misconceptions re-garding hypnosis can be cleared up easily in discussion with awell informed teacher. Self-hypnosis deserves attention as a toolfor accelerating learning as well as a method of gaining volun-tary control over physiological functions

Psychoactive drugs, including alcohol, coffee, and marijuanaare on many student's minds. Andrew Weil, author of TheNatural Mind, says people have an innate desire to alter con-

17

sciousness Forcing this topic underground, like forcing the topicof sex underground, results in misintormation, rumors, and un-fortunate experiences Open discussion of d itered states of con-sciousne,s can throw some light on this mysterious topic and in-form students that there are effective non-drug ways of explor-ing and controlling consciousness. A complete drug educationprogram should recognize the natural human desire for explor-ing consciousness and should provide acceptable alternativeroutes

Dreams

What is important for education is the fact the,t altered states ofconsciousness, particularly the dream state, are eagerly pickedup by students at all levels of education as a topic of study.Dreaming' is an altered state that is being used successfully byteachers both as technique and as content. From a transpersonalpoint of view, dreams are important because they give us mes-sages from the unconscious, and they afford easy access to adifferent reality Dreaming is one door to our inner selves. Fur-thermore, there is a considerable body of research on dream., anddreaming is a state readily available to almost everyone.

Questions of how to interpret dreams will inevitably be a partof any classroom discussion. it is advisable for the teacher topoint out that there are many different approaches to dream in-terpretation, and that each person can get more out of his dreamsby exploring his own feelings and associations to the dream thanout of a standard interpretation of symbols occurring in thedream Interpretations often lead to blocking and forgetting ofdreams, as well as being potentially destructive or misleading.When using dreams as a source of creativity or as a beginningof self-exploration, it is therefore advisable not to interpret thedreams, but to accept them as messages, or stories, one is tellingoneself.

If some students have difficulty remembering dreams, theycan be reassured by a suggestion that if they do not rememberone, they can make one up. Allowing a few minutes of quiettime before working with dreams can help the recall process andallow time for anybody who wants to make one up to do so.

18

Initially, it is not important whether the dream is an actualdream or a made up dream. Either way the student has a chanceto explore and express his creative imagination.

Some methods which can help people remember dreams in-clude lying quietly for a few minutes after waking up and re-viewing dreams or dream fragments, setting an alarm in order towake up at different limes during the night to catch a dream inprocess, keeping a tape recorder or a paper and pencil next tothe bed to record dreams immediately Dreams which can beeasily recalled immediately after waking, may be forgotten in ashort time, so it is a good idea to record them as soon as possible.Sharing dreams can often be a way of remembering more dreams,and listening to others may also remind a person of dreams hehas forgotten.

Dreams can often be used as starting points for personalexploration in fantasy. Finishing an interrupted dream in imag-ination, or participating in the imaginary ending of a dream canbe an intriguing exercise. Frequently when a person learns toovercome difficulties in fantasies and dreams, the learning is

reflected in an improved ability to handle difficul* situations inthe external world. Solving problems in imagination is one wayto develop creative problem-solving ability

Keeping a dream diary can help even young children see re-curring dreams and recurring themes from different dreamsOften the feeling that different dreams are related is a morereliable indicator of their relationship than reasoned comparisonof the content. Asking students to retell their dreams in a

dimmeu classroom following relaxation helps the sharing process.One teacher completed her instructions this way. "After we havediscussed one person's dreams and have given our own visual-izations as well as emotions during that time, we will move tosomeone else. It is also important for you to know that you areinvited to share your dreams which are, in effect, your inner_life, only to the degree that 1 ou feel comfcrtable doing so "

The chairman of a high school English department useddreams this way:

I told them that I wanted them to be very quiet and try to crawlback inside their dream for about five minutes to "see" the way itwas and to recapture the feeling the dream gave them. Then, they

19

were to write Just as fast as they could without worrying aboutliterary style or net hams rhea purpose was to get as much oftheir dream as possible down on paper in vivid, sharp, detailedlanguage

We turned out the lights and pulled the drapes The room be-came semi-dark and very, very still

I had ,Ape,ted some resistance or at least some embarrasseduneasiness, there was none Some students leaned back andstretched their legs out in front of them, others put their heads ontheir desks, some Just sat with their eyes closed After about fiveminutes. one or two began to write One by one in the next fewminutes, they all began No one broke the silence until a few sec-onds before the bell rang when I asked them to bring their papersimam of which were finished by this time) with them the next day.

At the beginning of the period the following day I asked them togo through whdt they had written and to select the most vitalparts of their dream and the most vivid wording Using what theyselected, they were to write a poem. (We had only begun poetry,having spent two days of individual browsing,'reading in poetrycollettionsl MY only instructions to the students were that theyshould not try to use rhyme and they should "squeeze out" everyexcess word..

The assignment, I felt, was a success for a number of reasons1 Everyone had something to write about. 2. The students werefascinated by dreams and uninhibited about sharing them 3 Thevivid quality of dreams lendlitself to poetic expression

It was. I think, the best first experience in poetry that I haveever tried,

Working with dreams carries the implicit message that thedream state is usetul and worth studying. It gives students prac-tice in using an altered state of consciousness and may encouragethe exploration of other altered states which contain further re-sources that can be made available. An educational corollary toWilliam James' statement is No education of man can be com-plete which leaves these potential forms of consciousness un-developed.

Meditation and Centering

Meditation has already received some coverage in educationaljournals. Studies of the transcendental type of meditation show

20

improved Belt- control, improved social relations with fellow stu-dents. teachers, and parents. decreased drug abuse, improvedgrades, and increased stilt- actualization. The Illinois House ofRepresentatives resolved, ". . that all educational institutions,especially those under State of Illinois Jurisdiction, be stronglyencouraged to study the feasibility of courses in TranscendentalMeditation . Counselors trained in Zen meditation improvedtheir scores on self-actualization and on empathy measurementscales. Meditation has also been found helpful to athletes andeffective in other forms of physiological control. Hatha yoga,which has already been introduced in some departments ofphysical education, is one way of teaching mind,'body relation-,hips Various kinds of meditation are forms of altered states ofconsciousness which have many different uses in education.

Meditation offers anyone who engages in it seriously thechallenge of learning to do what he wants to do with his mind.A novice may be surprised by his inability to concentrate andfind it difficult to follow instructions to Just sit. As he learns toquiet his mind and focus his attention, the resulting peace ofmind is its own reward However, other beneficial effects ofmeditation are invariably reported in the research. The processof turning the mind inward and focusing on a central point is

sometimes described as centering Concentration is a way in whichthe mind can begin to know itself. Whether the concentration ison an external aid to meditation such as a flower, candle flame,or mandala. or on an inner visualization, or on a sound such as amantra. the process is essentially the same.

Centering exercises provide a good introduction to meditation,and are also helpful in quieting down. The process of centeringcan begin by focusing attention on the physical center of gravityin the body, feeling the relationship of the body to the earth andthe space surrounding it. Experiencing the sense of balance andsupport provided by the floor or the chair helps to focus atten-tion on physical sensations. Attention may be directed to thesurface of the skin, body boundaries, and the flow of energy as-sociated with the circulatory system In many Eastern traditions,including the Japanese martial arts, the center of physical energyis located in the belly, about two inches below the navel, andtwo inches in front of the spine. Focusing attention on this center

21

while noticing the movements of breathing in and out is an easyand widely used method of (entering. Centering has a calmingeffect which makes concentration easier and helps , tudents letgo of distracting anxieties by focusing on being here and now Agood question to ask after giving instructions for relaxation orcentering is ''How does it feel to be you at this moment?" Donot expect a verbal answer Allowing an experience of feelingwithout having to explain or name it is an important step inlearning about oneself.

Another way of introducing meditation in a classroom is

simply to suggest that students spend five minutes sitting insilence, with eyes closed. Additional instructions may be given,such as counting breaths from one to ten, and then starting atnumber one again, or visualizing a symbol such as a circle,cross, or triangle Such additional instructions may make it easierfor beginners to remain quiet and still, but are not essential.The instructions may be equally effective when students areasked to lust sit As the practice becomes more familiar, theperiod of time can be increased to twenty or thirty minutes, de-pending on the circumstan,es. Images which often emerge spon-taneously during a period of meditation may also be a source ofsubject matter for discussion. Such imagery may be treated inthe same way as dreams. A popular form of meditation amongthose who have not tried it before is observation meditation,where the students are instructed to simply observe themselves,and whatever is present on the physical (sensations), emotional(feelings), and mental (thoughts) levels. This process often facil-itates awareness of inner Imagery.

Some forms of meditation are defined as an active approachto making contact with transpersonal levels of awareness. Othersemphasize a shift from the active to the receptive mode of con-sciousness, here the process is one of allowing rather than direct-ing, of being rather than doing. The student who is introducedto meditation in a classroom setting may wish to find a teacherof meditation in order to pursue the practice more in depth inany one of many different approaches. More advanced practiceneed not concern us here. It is enough to know that there arenumerous effective meditative techniques which can be effec-tive adjuncts to education.

22

Biofeedback

Biofeedback has been widely reported in the professional andpopular press, and there is little need to go into detail here ex-cept as it applies to transpersonal educational interests. By am-plifying activities inside the human body so that we can listen tointernal processes such as heart beat, blood pressure, brain ac-ti lty, skin resistance, and many more, much of the autonomicnervous system can be brought under voluntary control. Thesepreviously hidden abilities of self-control open up whole newranges for teaching physical education, health, and/or biology.

After seeing the film, Involuntary Control, at Sycamore HighSchool in rural Illinois, some of the students tried some inexpen-sive biofeedback equipment borrowed from Northern IllinoisUniversity. One adolescent boy showed remarkable ability toraise and lower his galvanic skin response, a measure of generalemotional excitability. You can sure tell the girls I like," he saidas he looked from one to another around the room. By listeningto the tone of the machine and by correlating it with his internalfeelings, he was able to combine awareness of his own feelingswith biofeedback knowledge from the galvanic skin responsemachine If physical education means learning to control ourbodies for optimum health and physical fitness, biofeedback hasan important place coming in the curriculum of the late 1970s.

If every young student knew by the time he finished his firstbiology class, in grade school, that the body responds to self gen-erated psychological inputs, that blood flow and heart behavior. aswell as a host of other body processes, can be influenced a, will,it would change prevailing ideas about both physical and mentalhealth It would then be quite clear And understandable that weare individually responsible to a large extent for our state of healthor disease Perhaps then people would begin to realiie that it is notlife that kills us, but rather it is our reaction to it, and this reac-tion can be to a significant extent self chosen.

iE Green, A Green, D Walters, "Biofeedback for Mind-BodySelf-Regulation Healing and Creativity." Menninger Foundation)

Biofeedback training also provides al., interesting link betweentranspersonal psychology and behavioral psychology. The way aperson learns to control these previously automatic functions issimply by being rewarded for doing the right thing to achieve his

23

purpose, whether it be to cure a migraine headache, slow downhis heart, or increase blood flow to injured organs Even thoughhe usually cannot explain what he is doing or how he is doing it,the feedback that he is accomplishing it is enough reward toimprove his performance.

An even more exciting link is being explored between thebiofeedback conditioning of brain waves and parapsychologyThe biochemical activities of the brain produce electrical currentthat pulses at different speeds.

delta 0-4 times a secondtheta 5-7 times a secondalpha 8-14 times a secondbeta 15-30 times a second

Different frequencies predominate as a person goes into differentkinds of awareness. For adults, beta is the normal waking state,alpha is a relaxed state bordering sleep; theta is associated withdreams, and delta is very deep sleep or coma. These frequenciesare also associated with various altered states of consciousness.Some provocative research conducted by the Greens at theMenninger Foundation, and by Stanley Krippner and MontagueUllman at Maimonides Hospital in Brooklyn, indicates that bothcreativity and telepathy may be enhanced by alpha and thetaconditioning. Yogic Masters develop complicated and precisecontrol of their physiology, including brain waves. Could thispartially account for the paranormal power attributed to ad-vanced yogis? Could this physiological control also account forsome instances of psychic healing?

Parapsychology

Parapsychological topics make excellent class reports Students en-joy learning about parapsychology and doing their own experi-ments. The readings may be newspaper articles, inexpensivepaperbacks. or highly statistical ;wirnal articles. Subjects whichwere formerly taboo for "respectable" psychologists are openingup. and they provide an excellent example of how fields ofknowledge change with the times. One of the hardest ideas toget across to students is that things are not always true or false.Aith scientific controversy surrounding parapsychology, it pro-

24

vides a natural topic for teaching how science expands to in-clude new observations and how our ideas of acceptability adjusttrom time to time.

Since many people see parapsychology in the gray area be-tween belief and disbelief, a good teacher can capitalize on thisto teach students that it is perfectly respectable intellectually tobe undecided about conflicting information and that knowledgeprogresses by exploring these gray areas One way to teach aboutparapsychology and other transpersonal topics is to treat themsimilarly to the way the theory of evolution was taught earlierin this century They can be presented as ideas which somepeople believe and others don't, without necessarily having beenproven true or false A teacher can simply say, "Here is what somepsychologists are saying . . . and here is the reasoning thatdisbelievers use The confrontation is taking place betweenpeople who cite empirical evidence and want to change ways ofthinking, and those who side with accepted ways of thinking andcriticize the evidence a classic battle between observationand reason.

Parapsychology is the scientific study of facts which do notfit in with the established theories of man which assume that heknows the world only through his senses. Selections from bookssuch as Psychic Ow uyeries Behind the /roll Curtain, ESP. ACurriculum Guide, arl Dream Telepathy can guide teachers.Investigation intc, parapsychology leads into other transpersonalareas too, as parapsychology is often linked with dreaming, re-laxe I receptivity, add other altered states. For example, statesof consciousness associated with the alpha and theta brain wavepatterns are frequently associated with parapsychological eventsin which ordinary limitations of time and space are apparentlytranscended Movies on parapsychology are also informativeand provocative, and are primarily oriented toward high schooland college audiences.

Stanley Knppner, president of the Association for HumanisticPsychology, and Gardner Murphy. past-president of the AmericanPsychological Association. suggest links between successfulteaching and student-teacher ESP. there is also some evidencethat parapsychological abilities are not just "gifts- or inherenttraits, but that they can be learned

Spirituality

Investigation of the phenomena of transcendence and peak ex-periences has also reawakened interest in spiritual experiencesassociated with higher states of consciousness, sometimes calledcosmic consciousness, mystical union, or enlightenment. Barry

Mc Waters has indicated:

Within the past five years there has been a resurgence of bothpersonal and empirical exploration of altered states of conscious-ness in which the individual experiences himself as haring trans-scended the limitations of his ordinary waking consciousness Phys-ical phenomena, such as clairvoyance and astral projection, andreligious phenomena, such as speaking in tongues and mysticalunion, are examples of transpersonal experiences

(Barry Mc Waters, An Outline of Transpersonal Psychology Its

Meaning and Relevance for Education")

Some transpersonal psychologists are attempting a system-atic study of spiritual experiences. Mystics, psychics, physicists,and other scientists often report their perceptions of the universein almost identical terms. Furthermore, if adjustments are madeto account for cultural differences, mystics from all over the

world agree on the phenomenology of mystic experiences. Re-search on psychic healers at the Menninger Foundation indicatesthat some healers describe a "field of mind" that surrounds theearth just as the magnetic, radiation, and gravitational fieldssurround it. Healers seem to be able to tune in to this force,suggesting the possibility that other people can learn to do this,perhaps through biofeedback training or developing other self-controlled altered states of consciousness

Interest in man's spiritual aspirations forms one of the his-

torical and conceptual links between transpersonal psychologyand humanistic psychology. A. H. Maslow, one of the foundersof humanistic psychology, proposed a five-stage theory of humanmotivation. In his studies of self-actualizers he discovered thatthis group reported peak experiences more frequently thanother groups. Following this lead brought him to the study oftranscendent experiences In some of his later work he describestwo kinds of self-actualizers. and seemed on the verge of addinga sixth stage of motivation, self-transcendence, or a motivationfor cosmic consciousness. Humanistic psychologists have used

26

the first five stages in counseling, teaching, and planning cur-ricula. Perhaps a sixth, transcendent, stage would be helpful inconsidering student motivation

Assuming such motivation helps explain why students likecertain kinds of drug highs, and it simultaneously suggests thatschools can help reduce drug abuse by teaching alternate meansof achieving higher states of consciousness. Peak experiencesand altered states occurring in poetry and prose are readilyavailable for exploration. They are useful concepts in the liter-ature of scif-actualization and can serve as a focus for develop-ing language skills. In social studies or other classes which con-sider why people do things, the desire for spiritual or transcend-ent experiences helps explain human behavior. For example,much religious and cultural conflict stems from disagreementover what mystical experiences are and who has the best wayof achieving them, leading to religious wars, persecution, andother intercultural conflicts. The interpretation of transcendentexperiences is central to the religions and world views of dif-ferent cultures Transpersonal psychology is useful in its accep-tance and study of transcendent, or spiritual, experiences as animportant aspect of human nature and a legitimate field forpsychological investigation. The scientific interest in transcendentexperiences should not be confused with teaching religion. Froma psychological standpoint, experiences are considered empiri-cally, without resorting to metaphysical interpretation or dog-matic assumptions. As in working with dreams and fantasy, in-terpretations are likely to inhibit sharing of experience, and astudent's subjective interpretation of his own experience shouldbe respected

Growth Potential

After visiting a growth center and reading some articles ontranspersonal psychology, an eighth-grade teacher developed aunit called "Growth Potential." The main theme was that allhuman beings have vast potentials that are seldom used. He in-cluded unusual cases of physical prowess and athletic records,new inventions and medicines, suggestibility, parapsychology,fantasy, and other neglected human skills. "Everyone seemed to

27

enjoy the expeneme,- he reported. The only problem for mewas the insistent e on doing it again Imagination, creativity,Crank and open discussion were all results of what we had tried.-

Teachers are often surprised at how eagerly students respondto transpersonal teaching techniques Some of these approachesseem to awaken the natural desire in each of us to explore ourinner selves.

hase been overwhelmed bs the willingness and ability of thechildren to remain completely still, without a motion, for 30 min-utes Six months ago I would hase laughed at the idea JulioSam hez. extremely atke child. seems calmed down consid-erably lie also gets down to work much more quicklytalked about the directed &earns of Malayan children and the dif-tcrent ways in which dreams could better bc remembered or esolsedDuring all of our talks the (lass ibth grade) was in a state whichonly elementary teachers really understand All eyes on whoeverthe speaker was, no outside interruptions, mouths open. Oncestarted it was amazing how eagerly children want to look inwardand learn about themselves

This teacher's experience is typical. The first time an unusualteaching technique is tried, there may be some resistance orsilliness, but it almost always disappears the second time Is thisbecause we all have a natural desire to explore inner potentials?Perhaps dreams are successful as content because it is contentthat each person experiences, not just learning about something

out there," that seems to have no personal relevance.Further development of classroom exercises is possible in the

adaptation of adult-oriented exercises to schools, with a focus ondeveloping skills which would enable students to continue per-sonal and transpersonal growth on their own time or after theygraduate. Such books as Mind Gaines, Awareness, and Passagesprovide adult learning exercises. Educators can use these to con-tinue their own growth and as sources for classroom adaptations.Under a grant from the Quebec Ministry of Education, theCanadian Institute of Psychosynthesis has developed classroomtechniques for humanistic and transpersonal growth hi theUnited States, psychosynthesis groups in New York City andRedwood City. California, are adapting other growth techniquesdeveloped by Roberto Assagioli to the classroom and tocounseling

FUTURE TRENDS AND IMPLICATIONS

Research

Research in transpersonal educational psychology is currentlyat the exploratory and descriptive stages. However, some rough-hewn applications of transpersonal ideas show considerablepromise. Whenever new practices come along, the door is opento common research, which compares and evaluates new meth-ods Descriptive and exploratory research by teachers indicatesincreased content learned, student enthusiasm, student self-control, excitement in sel-exploration, and investigation of topicsusually shunted to the side in traditional as well as innovativeschools Relaxation, focusing, meditation, and other transpersonalpractices are open fields for traditional educational research.

The importance of subjective empiricism as a method of in-vestigation should not be overlooked, nor should the experi-menter imagine himself neutral during research.

A discipline comes of age and a student of that disciplinereaches maturity when it becomes possible to recognize. estimate,and allow for the errors ot their tools . . Yet there is one in-strument which ec.ery, discipline uses without checking its errors,tacitly a uniing that the instrument is error-free. This, of course,is the human psychological apparatus. As a result of the failure toconsider the sources of error in the human being himself, when ouracademic disciplines assemble together in our great educational in-stitutions. they re-enforce the tacit, tallacious assumption that mancan understand the world that lies outside ot himself without con-currentlk understanding himself Actually, each man is his ownmicroscope with his own idiosyncrasies, to which he alone canpem :rate

(Lawrence S Kubie, "The Forgotten Man of Education")

29

Considering the state of consciousness as a major variable of

all behavior is filled with implications. This is a previously dis-regarded variable in every experiment and during all teaching.If we erroneously assume there is only one state of conscious-ness or that all awake people are in the same state, we areneglecting this important variable Various states of consciousness,thkir intensities or optimal combinations, may he a major set ofvariables for a new generation of educational researchers to

study. Instead of changing the external stimuli given to a stu-dent, can we effect greater changes by teaching him to controlhis own state of consciousness?

Perhaps .claxation, receptivity, focusing, concentration, holis-tic perception, linear perception, reaysning, analysis, brain wavepatterns, and left-brain and right-brain activity are some of thebasic mental variables Just as reading and arithmetic are founda-tion skills for the intellectual, left-brain activities, there mayalso be primary level skills such as fantasy, dreaming, concen-tration, and other skills that will allow us to develop and usethe intuitive, right sides of our brains.

Teacher Education

During inservice education, teachers frequently go thrcugh threestages when they are introduced to transpersonal psychology. Atfirst they are puzzled, put off. or simply confused. Since a trans-personal approach to education requires them to look at theirwork in a different light, this is not surprising. The next step isaccepting one or two ideas for applying a transpersonal tech-

nique in their classrooms, or introducing some transpersonalcontent into their lessons. This is usually dreams, some form ofESP such as a classroom experiment, discussion of psychicphenomena, or a combination of relaxation and fantasy Final ly,,

having tried a transpersonal innovation, they are enthusiasticand eager to do more. I have found undergraduates generallymore willing to accept transpersonal content such as ESP,

psyc hic phenomena, and altered states of consciousness, whileinservice teachers are more willing to believe that developingright brain potentials is worth doing and that it can be done.

Here is a new realm for teacher education. Along with the

30

cognitive, affective, and psychomotor domains, we now havethe transpersonal domain Each subject area has its transper-sonal content too Work needs to be done on a basic informa-tion level for teachers, objective writers, textbook publishers,testing services, and others in the educational support serviceswho prepare materials Much of the original transpersonal re-search needs to be rewrit n so that school students can under-stand it. Some existing materials can be enlarged, while entirelynew lines of transpersonal materials remain to be created

How do we prepare teachers for their roles as transpersonaleducators? A new kind of teacher education and a new breed ofteacher-educators are needed too. Here is a wide-open oppor-tunity for colleges of education If we look back at the riseand fall of educational psychologies and the rise and fall ofvarious colleges of education, we see that frequently certainschools staked out a new educational psychology and built muchof their reputation on developing it. A good part of the reputa-tion of Teacher's College at Columbia University was due tofaculty members who were influential in the application ofFreudian psychology to education Stanford, Kansas, and otheruniversities are making themselves well known in teacher edu-cation by applying behaviorism to education. Humanisticpsychology applied to education is important at the colleges ofeducation at the University of Massachusetts and at the Univer-sity of California at Santa Barbara While several institutions ofhigher education are flirting with transpersonal educational psy-chology, none has yet staked a claim and consciously built a

reputation for transpersonal teacher education. Here too, thereare more tantalizing possibilities than tested programs.

Philosophy

Our locus here has been primarily on those applications of trans-personal psychology which can be adapted to education immedi-ately Howexer, the underlying philosophical assumptions haveimplications which go far beyond new teaching techniques, andwhich present new problems for educational philosophers towork on

A transpersonal approach involves new, open concepts which

31

are still being developed and clarified For example. the con-cept of consciousness carries a new meaning in this context. It

has expanded to include many different subjective and physiolog-ical states of consciousness, and should not be confused withterms such as political consciousness or social consciousnessCurrently there is considerable interest in theoretically concept-ualizing, or 'mapping.- inner states, in explc.ring methods foraltering consciousness, and in evaluating the importance of al-tered states.

The mind, body problerr is central to transpersonal education.It is clear that mental and emotional states affect the body, andthat physical states affect the mind and motions. The implica-tion here is that the relationship between body and mind is farmore complex and important than was previously believedTranspersonal psychology is concerned with the integration ofphysical, emotional, mental, and spiritual development It alsoassumes that man as a living organism is continually evolving,and capable of develop'ng many capacities which have hithertobeen neglected Since we are concerned with the growing edgetit human development. we are continually expanding the rangeof topics and finding new ways of learning. The meaning of theword 'knowledge- ',sett is (hanging and expanding. Knowledgeis no longer limited to objective subject matter or content.Awareness of inner states, experiential learning, ESP, and con-trol of various autonomic functions are forms of knowledgewhich are not being incorporated in education Since innerstates cannot be observed by anyone other than the experienc-ing subject, subjective empiricism has become an importantmethod of investigation

New cross-cultural values are also emerging. The study ofpeak experiences and human potentials has led to a new ap-preciation of Eastern philosophies, and new definitions of "thegood.- As communication with other cultures has expanded, wenow have the opportunity to learn more about alternate meth-ods of training the mind and body Interestingly, contemporaryphysicists are now descr,bing reality in turns which coincide withthe traditional views of mystics from many different religioustraditions this view atfirms the essential unity of all life This

basic unity of man with his fellow fT1Cfl , with the environment,

32

and with the cosmos is also affirmed in parapsychology, and isan underlying assumption in psychic healing and other psychicphenomena such as clairvoyance and telepathy. Researchers atthe Menninger Foundation are investigating the speculation thatthere is a "field of mind" similar to the earth's magnetic field.Thoughts and ideas may exist in this field, and some people mayeven be able to tune in to it.

The emerging philosophy of education based or, transpersonalpsychology may be described as a combination of rational-analy-tic and intuitive-synthetic modes of knowing With its origins inanalytic philosophy, much educations thought has mistakenlyequated "thinking" with "reasoning." Rational thinking, associ-ated with the left hemisphere of the brain, is characteristicallyverbal. logical, analytic, and linear. Intuitive thinking, associatedwith the right hemisphere, is creative, holistic, visual, and pat-tern oriented. Its strength is in seeing similarities, patterns,and agreements among ideas rather than analyzing differencesand conflicts Intuitive perception frequently appears to transcendor anticipate reason. Philosophies of education which do not rec-ognize the importance of developing right-brain hemispherepotentials are seriously underestimating the human capacity forlearning.

A man, having looted a city, was trying to sell an exquisite rug,one of the spoils Who will give 100 pieces of gold for this rug?"he cried throughout the town.

After the sale was completed, a comrade approached the sellerand asked. "Why did you not ask more for that priceless rug?""ls there any number higher than 100?" asked the seller.

(Folk Tale from Central Asia, quoted from The Psychology ofConsciousness, Robert Ornstein)

A newly opened image of man assumes that we are capableof knowing, being, and doing far more than we thought possibleeven a decade ago As we continue to learn more about transper-sonal dimensions of human experience, our vision of the futureand the development of human potentials is constantly expand-ing It is important to recognize the necessity for educating thewhole person if we are to improve the human condition. Explora-tions in the study of consciousness hold considerable promise foreducation in the future.

33

SUMMARY

Major ideas and topics of interest in transpersonal psychologyhave been discussed and illustrated with examples of their ap-plication to education. Current applications are the first steps inusing transpersonal educational psychology and can be acceptedas consistent with present goals, techniques, and content. Theyare also the first steps toward a new vision of what it meansto be a person, our place in the universe, what we are capableof doing, what we can learn, and how we can learn. Althoughthe emphasis here is on day-to-day use in schools, it is im-portant to remember that this article focuses on a small part of amuch broader panorama of mankind. Some initial steps for in-troducing this new vision of man to education have been sug-vsted Have we been underselling our human capacities due toan unrealistically limited view of ourselves? Exploration and re-search on the transpersonal frontiers of human consciousness issuggesting new horizons, transcending old limitations, and af-firming the value of human life.

35

RECOMMENDED RESOURCES

Andersen. Marianne S and Louis Savary, Passages A Guide for Pilgrimsof the Mind, Harper & Row, New York, 1973.

Exercises for relaxation and concentration, excerpts from many otherauthors which accompany the text, beautiful photographs. particularlygood introductory experiences for adults that may be adapted forchildren, an easy-going, enjoyable book.

Green, Elmer E and Alyce M Green, The Ins and Outs of Mind-BodyEnergy." pp. 137-147 Science Year, 1974 World Book Science Annual,held Enterprises Educational Corporation, Chicago. III 1973

An easily readable summary of research from the MenningerFoundation having to do with biofeedback, Kirlian photography ofauras, psychic healing, mental control of the body, and Elq,rnphilosophy Written at the junior high level, photographs, bibliographyGood introduction to the field

Hartley Productions Cat Rock Road, Cos Cob, Conn 06807

These are all color movies about half an hour in length for advancedhigh school, college, and adults Psychics, Saints, and Scientists.Introduction to research in parapsychology, telepathic dreams, bio-teedback. etc The Ultimate Mystery Awareness in plants, and yog-hurt, psychic healing, acupuncture Supports clam that there is communication among all living things Fascinating Inner Spaces Astro-naut Edgar Mitchell presents recent information on telepathy andthe exploration of the unconscious, or inner space. Biofeedback Yogaof the West The Menninger Foundation's Dr Elmer Green summarizesrecent research at the foundation. investigates Indian yogis, and showsapplications to education, medicine, and corrections. Can we teachour minds to control our bodies? "Yes," he answers. Exciting,thought-provoking.

Hendricks. Gay and Russell Wills, The Centering Book TranspersonalEducational Exercises, Prentice-Hall, Englewood Cliffs, N J Forth-coming, 1975

Activities for children, parents, and teachers. relaxation, center-ing, stretching, movement, dreams, guided imagery Sufi stories. Fullof ideas for classroom exercises.

Journal of Transpersonal Psychology, P 0 Box 4437, Stanford, Calif.94305

A semi-annual publication, the one best source for keepinj; up-to-date in transpersonal psychology Some articles are scholarly andtechnical, others easy to read

Masters, R E L and Jean Houston, Alind Carnes The Cusch. to Inner Space,Delta/Dell, New York. 1973

A book of mental exercises for altering consciousness, mostlygroup experiences for adults including improved perception, memory,and c reativity, a yoga for the Western mind.

36

Ornstein, Robert, The Psychology of Consciousness, b4. H Freeman, SanFranc ism, Calif 1973

Excellent Ornstein combines information on the right and lefthemispheres of the brain with physiology, mysticism, altered con-sciousness, perceptual changes, and a host of other topics. What'smore, he makes it fascinating reading even for someone with littleor no psychological background Currents used as a text in over300 colleges and unixersaies for everything from religion to physiologyStrongly rec ommended

Ostrander, Sheila and Lynn Schroeder, Psychs( Discoveries Behind theIron Curtain, Bantam, 1970

These authors report in a journalistic style about astounding de-xelopments rn Russia and its satellites It is an exciting and mind-opening book that strains credulity. but apparently is factual. Theysuggest the United States may be in a transpersonal race whichmakes other competition pale by comparison A long book. but withchapters that may be read separately from each other. For peoplereading at adult levels

Roberts, Thomas B fed 1, "Transpersonal Psychology Applied to Educa-tion Part 4 of Four Psychologies Applied to Education, SchenkmanPublishing Co , Cambridge, Mass. 1974.

Contains an article on transpersonal psychology and its implica-tions for education and anthologized writings by twenty-two otherauthors, also sections on Freudian, behavioral, and humanistic psy-chologies as they apply to education.

Stevens, John 0 Awareness Exploring, Experimenting, Experiencing,Bantam, New York, 1973

Contains a curriculum of awareness exercises from simple tech-niques to more complex ones Many adaptable to schools. A guide toenriching life

Tart, Charles T fed i, Altered States of Cons( musness, Anchor/Double-day, Garden City, N Y 1972

The classic anthology in the field Readability varies from eaadult through &tilt ult Molt, contains sections on dreams, meditation,psychedelic drugs, hypnotism. and other topics. Lots of good factualinformation

37

This book and others in the series are made available at lowcost through the contribution of the Phi Delta Kappa EducationalFoundation, established in 1966 with a bequest by George H.Reavis The Foundation exists to promote a better understandingof the nature of the educative process and the relation of edu-cation to human welfare It operates by subsidizing authors towrite booklets and monographs in nontechnical language so thatbeginning teachers and the public gx Fix rally may gain a betterunderstanding of educational problems.

The Foundation exists through the generosity of GeorgeReavis and others who have contributed. To accomplish the goalsenvisaged by the founder the Foundation needs to enlarge itsendowment by several million dollars Contributions to theendowment should be addressed to The Educational Foundation,Phi Delta Kappa, 8th and Union, Bloomington, Indiana 47401.The Ohio State L. niversity serves as trustee for the EducationalFoundation

You, the reader, can contribute to the improvementof educational literature by reporting your reactions tothis fastback What is the outstanding strength of thispublication? The glaring weakness? What topics doyou suggest for future fastbacks? Write to Director ofSpecial Publications, PHI DELTA KAPPA, Eighth andUnion, Box 789, Bloomington, IN 47401.

All titty-eight titles can be purchased for $1500 ($1300 for paid-up mem-bers of Phi Delta Kappa)

Any six titles $3.00 (only $2,00 for members), twelve' titles $5.00 (only$4 00 for members)

Discounts for bulk orders ot the same title are allowed at the rate ot 10 to25. 10",, 26 to 99, 20",. 100 to 499, 30 500 to 999, 40 ",., 1000 or more 50",Disrounts are based on a unit «,st of 50c per copy (351 for members).

MONEY NILS! ACCOMPANY ALL ORDERS FOR l ESS THAN $5 00 ORADD $1 00 FOR HAND ING

The fastback titles now available are:

1 SCHOOLS WITHOUT PROPERTY TAXES HOPE OR ILLUSION'by Charles Benson Ind Thomas A Shannon

2 THE BEST KEPT SECRET OF THE PAST 5,000 YEARSWOMEN ARE READY FOR LEADERSHIP IN EDUCATIONby Etzabeth Koontz

3 OPEN EDUCATION PROMISE AND PROBLEMSby Vito Perrone

4 PERFORMANCE CONTRACTING WHO PROFITS MOST'by Chants Blaschke

5 TOO MANY TEACHERS FACT OR FICTION' by Herold Regier

6 HOW SCHOOLS CAN APPLY SYSTEMS ANALYSIS

by Joseph E Hill

7 BUSING A MORAL ISSUE by Howard Ozmon and Sam Craver

8 DISCIPLINE OR DISASTER' by Emery Stoopsand Joyce King Stoops

9 LEARNING SYSTEMS FOR THE FUTURE, by Ron Barnes

10 WHO SHOULD GO TO COLLEGE? by Paul "Vomiting

11 ALTERNATIVE SCHOOLS IN ACTION by Robert L. Riordan

12 WHAT DO STUDENTS REALLY WANT' by Dale Baughman

13 WHAT SHOULD THE SCHOOLS TEACH? by Fred Wilhelms

14 HOW TO ACHIEVE ACCOUNTABILITY IN THEPUBLIC SCHOOLS by Henry Dyer

15 NEEDED A NEW KIND OF TEACHER by Euabeth L Wilson

16 INFORMATION SOURCES AND SERVICES INEDUCATION by Lorraine Whits

I? SYSTEMAT,.. THINKING ABOUT EDUCATIONby At H HayJen and Gerald M Torkelson

18 SELECTING CHILDREN S RrAOING by Claire E Mn b s

19 SEX DIFFERENCES IN LEARNING TO READ

by to M Stanchtietd

20 IS CREATIVITY TEACHABLE' by E Paul Torranceand 1 Pansy Torrance

21 TEACHERS AND POLITICS by lames IN

Guthr,e and Pytricia A Craig

22 THE MIDDLE SCHOOL WHENCE' WHAT' WHITHER'by Maurice McGlasson

23 PUBLISH DON T PERISH by 1 Wilson McKenneY

24 EDUCATION FOR A NEW SOCIETY by Frederick Mayer

25 THE CRISIS IN EDUCATION IS OUTSIDE THE CLASSROOM,by James 1 Shields Jr

26 THE TEACHLR AND THE DRUG SCENE. by John Eddy

27 THE LIVELIEST SEMINAR IN TOWN by John I. Parker

28 EDUCATION FOR A GLOBAL SOCIETY by James Becker

29 CAN INTELLIGENCE BE TAUGHT'by Thomas G Sexton and Donald R Poling

30 HOW TO RECOGNIZE A GOOD SCHOOLby Neil Postman and Charles Weingariner

1: IN BETWEEN THE ADOLESCENTS STRUGGLE

FOR INDEPENDENCE. by Jerry DISQUP

32 EFFECTIVE TEACHING IN THE DESEGREGATED SCHOOL.

by lames H Bash

33 THE ART OF FOLLOWERSHIP (WHAT HAPPENEDTO THE INDIANS?) by Berlte I Fallon

34 LEADERS LIVE WITH CRISES, by Theodore Kauss

35 MARSHALLING COMMUNITY LEADERSHIP TO SUPPORTTHE PUBLIC SCHOOLS, by Nolan Estes

36 PREPARING EDUCATIONAL LEADERS NEW CHALLENGESAND NEW PERSPECTIVES, by Melvin P Heller

37 GENERAL EDUCATION THE SEARCH FOR A RATIONALE.by Harry S Broody

38 THE NUMANE LEADER, by Edgar Dale

39 PARLIAMENTARY PROCEDURE TOOL OF LEADERSHIPby King Broadrick

40 APHORISMS ON EDUCATION by Raymond Muessig

41 METRICATION. AMERICAN STYLE by John Ill

42 OPTIONAL ALTERNATIVE PUBLIC SCHOOLS.by Vernon Smith Daniel Burke and Robert Barr

43 MOTIVATION AND LEARNING IN SCHOOL, by Jack Frynuer

44 INFORMAL LEARNING, by Martha King

45 LEARNING WITHOUT A TEACHER, by Michael Rossman

46 VIOLENCE IN THE SCHOOLS CAUSES AND REMEDIES,by Michael Berger

17 THE SCHOOL S RESPONSIBILITY FOR SEX EDUCATION.by Elizabeth Mooney

48 THREE VIEWS OF COMPETENCY BASED

TEACHER EDUCATION I THEORY by Joel Burdin

49 THREE VIEWS OF COMPETENCY BASED

TEACHER EDUCATION II UNIVERSITY OF HOUSTON,

by W Robert Houston and 'leotard I. Jones

50 THREE VIEWS OF COMPETENCY BASEDTEACHER EDUCATION III UNIVERSITY OF NEBRASKA.

by Edgar Kelley

51 A UNIVERSITY FOR THE WORLD THEUNITED NATIONS PLAN. by Harold Taylor

52 OIKOS, THE ENVIRONMENT AND EDUCATION.by George 0 Hearn

53 TRANSPERSONAL PSYCHOLOGY IN EDUCATIONby Thomas Roberta and Frances Clark

54 SIMULATION GAMES FOR THE CLASSROOM.by Mark Heyman

55 SCHOOL VOLUNTEERS WHO NEEDS THEM?

by Charlotte Mastors

56 EQUITY IN SCHOOL FINANCING FULL STATE FUNDINGby Charles Benson

57 EQUITY IN SCHOOL FINANCING DISTRICTPOWER EQUALIZING, by James Guthrie

58 THE COMPUTER IN THE SCHOOL by Justine Baker

Order from: PHI DELTA KAPPAEighth and Union, Box 789, Bloomington, IN 47401

See inside back cover for prices.