Up One, Down One, Integrate

 

Overview of Creative Critical Teaching and Mentoring, Parenting

 

Through the senses experientially, foster an environment where the student begins to ask questions. Through asking the right questions they will build on a mentality that utilizes their ability to intuit which will guide them for the rest of their lives. Soon their inquiring mind will lead them throughout their lives and set them on a path towards continual growth, both personally and professionally.

 

When engaging the student ask questions, don't necessarily rely on pedantic lectures, but on asking the next question beyond theirs in an universal sense towards integrative thinking, and then one step back to get them to see if they've missed anything. This fosters a synthesizing intuitive mind set.

 

Goals in mentoring self-motivated creative critical thinkers

 

“There are no techniques in Excellence, only Excellence in total”

-Gump

 

Internal locus of control, Fully Responsible

Maintains internal focus with minimal projections

Able to reset focus quickly after discordant experiences, and assimilates lesson.

Reaches, Proactive, willingness to learn, risk and grow

Honest and vulnerable internally, admits mistakes, remedies them

Has a creative outlet that they “flow” in daily, their Art

Can discern people, events and situations.

Effectively leads others

They possess a Why that pulls them forward, Self-regulated, Self-motivated

A good psychologist and can connect with people individually.

 

 

Start with the Whole, how everything fits together, showing the pieces and how they work within the whole. This stimulates wonder and reignites curiosity.

 

Involve the student experientially and sensorially. Paint a picture, let them feel the picture and then let them paint their own picture.

 

Draw out their natural curiosity, creativity and imagination by encouraging them to ask questions. Lead them towards the mindset where they begin to synthesize the right questions, so they themselves begin to integrate the pieces into the whole.

 

Start BIG!, The Universe, with all of its' wonders and strange pieces. Then onto galaxies, Solar Systems and Stars, and all the types of Planets, always relating the pieces back to the whole allowing the student to put the pieces together.

 

Encourage risk taking and reinforce their questions and answers with questions that make them reach even further.

 

Never scold for wrong or silly answers, discern what they are thinking and show them the way without giving your answer. Let them integrate the whole so they can see the interconnectedness of all things.

 

Start with the Universe and Human Nature and show its parts, always showing how the parts relate to the whole.

 

Whatever particular skill set you want to develop can be intertwined throughout the Universal teachings.

 

 

When mentoring, while being a good example or a model of what you want to develop in others is mandatory, it is not enough. As a result of the pervasiveness of externalized thinking, most people hold those that express at the highest levels as superhuman, and knowing that they themselves are not, they cannot envision themselves operating at such levels. This culture celebrates and reinforces financial success, athletic ability, looks and intelligence above all else no matter anyone says to the contrary. Those who achieve, though adored to one degree or another, are seen as different, lucky, blessed or destined in their endeavor(s). Though most would parrot that, “they put their pants on one leg at a time”, they hold themselves to a lower standard than those they put on pedestals.

 

We can get into trouble when the student is motivated by the mentors belief in them and the mentors ability to “see” the real person. Students initially require the energy of the mentor but can come rely upon it at the expense of their continued learning. The students existing Schema can usurp new programming and the student is apt to project onto the mentor their own sense of unworthiness. This must be handled directly but with sensitivity towards the concerns of the student.

 

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