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ISPE-6000 |
Ethnoautobiographical Inquiry - Ancestral and...
ISPE-6000-Ethnoautobiographical Inquiry - Ancestral and Historical Research 13CreditsThe differences in personality or identity process between Indigenous individuals and typical Western individuals (at times called WEIRD in the research literature) are significant. While the Indigenous sense of self is structured through the engagement with community, the surrounding world (ecology), and spiritual dimensions, the Western sense of self is structured by normative dissociation, a splitting from the sources that nurture the sense of Indigenous selves (the Andean phrase criar y dejarse criar, to nurture and be nurtured, is emblematic for this sense of self). The exploration and affirmation of ancestral indigenous roots in all their complexity is mandatory for students engaging in Indigenous science inquiries and practices. This process acknowledges the multiplicities or hybridities of identity embodied in most individuals today (in contrast to ideals of purity and supremacy espoused by racist science). The first part of the class catalyzes the process through autobiographical writing and historical research of ancestral lines (genealogy). During the second part of class in the second semester students are expected to deepen their process and, if at all feasible, to make a pilgrimage to at least one of their ancestral sites of cultural importance.
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Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Brian Donald Rice(Canada)
Dr. Brian Rice is a full professor and holds the position of Indigenous land based educator in the Department of Kinesiology and Recreation management at the University of Manitoba. He is also one of the first graduates of the Indigenous Knowledge and Recovery of Indigenous Mind doctoral programs developed by Dr. Apela Colorado in the 1990’s. Originally born in Buffalo New York, Dr. Rice is an enrolled member of the Indigenous Mohawk Nation at Kahnawaké Quebec, Canada. Besides being a teacher and an interim principal for four years in an Indigenous operated school, he has taught full time in the departments of Native Studies, Religious Studies, Continuing Education, and Education over a 30 year period. He continues teaching courses in Indigenous history and culture both national and global. He has published three books Seeing the World with Aboriginal Eyes; The Rotinonshonni: A Traditional Iroquoian History Though the Eyes of Sawiskera and Teharonhia;wako; and A History of Newcomer and Indigenous First Encounters from the East to the Mid-west for Educators. He has also published various chapters and articles on Indigenous issues, history and culture within various books centered on peace studies. He did his doctoral course work in California, Hawaii, Mexico, Thailand and Senegal and has presented in Guyana, Ireland, Israel, Palestine, Thailand, Australia, Myanmar, Kenya, Japan as well as other regions in the United States and Canada. Previous to writing his dissertation and as part of his research methodology, he embarked on a 700 mile walking journey following the path of the Peacemaker who confederated five warring Indigenous nations including the Mohawk, that later influenced the federation of the 13 thirteen American colonies becoming the United States of America. He then contributed by helping to facilitate journeys consisting of elders and community members back to their traditional homelands.
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3 |
3 weeks |
10-Jan-2022 28-Jan-2022 |
8:45am.-11:45am. |
Classroom #2 |
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ISPE-6002 |
Indigenous Knowledge & Research Methodologies
ISPE-6002-Indigenous Knowledge & Research Methodologies 3CreditsThe focus of this class is the intricate epistemological, ontological, and ethical understanding of Indigenous knowledge. At the beginning of class, the distinctions to research methodologies in the Western paradigms, where Indigenous knowledge commonly only appears partially, are highlighted. The most recent advances in Western scientific models, from participatory knowing to quantum field theories, are discussed to show emergent convergences between cutting edge Western science and Indigenous science. Objectivity, validity, reliability, and other concepts central to research are analyzed critically. This background story prepares students to engage deeply in the knowing process of Indigenous science which is one of the major intellectual traditions of humanity; it is distinguished from other knowledge traditions in that it is both a way of knowing and being that emanates from the Earth. Like western forms of inquiry, Indigenous Science includes a study of foundational literature but unlike other forms of science, the pedagogical foundation of Indigenous Science also derives from ancient rock writings that set forth knowledge and ways of merging with the earth-based, holistic consciousness. On an individual level, Indigenous science is embodied wisdom, which forms the dynamic core of the Indigenous mind process. In this survey course, students study traditional indigenous stories, learn from Elders and review literature that compares and contrasts Indigenous science with western science. These streams of thought and study merge in the meditative engagement with and research of ancient symbols, ceremonies, and sacred sites of students’ own ancestral heritage.
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Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Catherine Alum Odora Hoppers(Uganda)
Catherine Alum Odora HoppersUganda
Bio for Prof. CAO Hoppers: Professor Extraordinarius, University of South Africa,
Prof of Education, Gulu University
Professor Hoppers is a scholar and policy specialist on International Development, education, North-South questions, disarmament, peace, and human security. She is a UNESCO expert in basic education, lifelong learning, information systems and on Science and Society; an expert in disarmament at the UN Department of Disarmament Affairs; an expert to the World Economic Forum on benefit sharing and value addition protocols; and the World Intellectual Property Organisation on traditional knowledge and community intellectual property rights.
She got a Masters and PhD in International Education from Stockholm University, Sweden; was a recipient of an Honorary Doctorate in Philosophy from Orebro University (Sweden), and an Honorary Doctorate in Education from Nelson Mandela Metropolitan University in South Africa. In South Africa, Professor Hoppers was awarded Professor Extraordinarius in 2019 at University of South Africa (Pretoria). She held a South African Research Chair in Development Education at the University of South Africa (2008-2018) a National Chair set up by the Department of Science and Technology. Prior to that, she was a technical adviser on Indigenous Knowledge Systems to the Parliamentary Portfolio Committee on Arts, Culture, Science and Technology (South Africa) and led the Task Team to draft the national policy on Indigenous Knowledge Systems.
She was a Distinguished Professional at the Human Sciences Research Council; an Associate Professor at the University of Pretoria; a visiting Professor at Stockholm University (Sweden) where she led the Systems Research Collaboration (Sweden and South Africa), bringing together policy makers and professionals in the academia in the two countries. She is a Visiting Fellow at Cornell University (New York) and was formerly a member of the International Faculty of the United Nations International Leadership Academy (Amman-Jordan); and more recently, Prof Hoppers was appointed to the Faculty in the Master of Arts in Indigenous Science and Peace program at the UN University for Peace in Costa Rica (2021).
She is a member of the Academy of Science of South Africa (ASSAf, 2002), and was a member of the Academy of Science Special Panel on the Future of Humanities (South Africa). She serves as member of the Board of the PASCAL International Observatory (initiated by the Organization of Economic Cooperation and Development Countries (OECD)), and was the Scientific Coordinator and Campus Director for the Council for the Development of Social Science in Africa (CODESRIA) Annual Social Science Campus (2006). She is a Fellow of the African Academy of Sciences (AAS, 2012) and was the Chair of the African Academy of Science Membership Advisory Committee on the Social and Cultural Sciences (2014). In 2013, she was appointed by the Minister of Higher Education (South Africa) as Member of the Task Team on the Ministerial Project on the Future of the Humanities and Social Science.
She has addressed the International Bar Association, the Swedish Research Council, and Academy of Science of South Africa, the British House of Lords (British Parliament), and the Royal Dutch Shell. She was the Goodwill Ambassador for Makerere University in Kampala Uganda; and Ambassador for Non-Violence at the Durban Universities’ International Centre for Non-Violence.
She was given the Presidential Medal of Honour by the President of Uganda on the 9th October 2013, marking Uganda’s Golden Jubilee, for her ground-breaking academic research and leadership. She received the South African National Pioneers Award for her contribution to the development of Indigenous knowledge systems since 1994, given at the Freedom Park in 2014 (South Africa).
In July 2015, she received the Nelson Mandela Distinguished Africanist Award from HE Thabo Mbeki for her pursuit of the total liberation for the African continent through the promotion of Indigenous Knowledge Systems of Education and in the same year, Prof Hoppers was awarded “Woman of the Year” by the University of South Africa, and was named as a “Leading Educationist” and was honoured in the Gallery of Leadership as the 63 most influential people who have shaped Unisa since its inception in 1873, in a permanent exhibition in Kgorong Building in UNISA. In 2017, Professor Hoppers received the distinction from UNESCO as an Honorary Fellow in Lifelong learning. She is the Founder and Director, Global Institute for Applied Governance in Science, Knowledge Systems and Innovations (Uganda). She holds a Professorship in Education at Gulu University (Uganda).
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3 |
3 weeks |
31-Jan-2022 18-Feb-2022 |
8:45am.-11:45am. |
Earth Charter Auditorium |
|
ISPE-6001 |
Bridging Paradigms – The Role...
ISPE-6001-Bridging Paradigms – The Role of Dreams and Dreaming3CreditsDreams are important for bridging modern Western scientific and Indigenous ways of knowing. They have the capacity to slip past the watchdog of the modern ego-centered personality that is the anchor of Western thinking. In Indigenous understanding dreams represent unmediated communications from our ancestors and facilitate the recovery of interconnectedness and thus the potential for bridging paradigms. As basic Western and Indigenous dream concepts are understood during this class, deeper inner work emerges and mythological/archetypal images that shape our contemporary individual and collective lives are recognized and discussed. Students learn to discern and to make meaning of individual and collective dream patterns that are part of the remembrance process of their ancestral and Indigenous roots. This course emphasizes the rich Indigenous traditions of the moon and their relationship to dreams; it will assist students to become aware of their dreams, to become lucid in them and in their everyday lives. The course makes extensive use of dream journals, astronomy and astrology and group process.
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Mandatory |
Ryan Hurd(United States)
Ryan D. Hurd’s family has centered around the Great Lakes and the Eastern Woodlands in the US for ten generations. He currently lives in Philadelphia, PA on the unceded territory of the Lenni Lenapi and Delaware Peoples. Ryan’s ethnic roots are Scotch-Irish, Anglo-Saxon, Germanic and Norman; his ancestral homelands include the territories now known as Ireland, Scotland, England, France and the borderlands of Alsace Lorraine. Ryan has a MA in Consciousness Studies from John F. Kennedy University (2008), and a BA in Anthropology/Archaeology from the University of Georgia (1998) and worked in Cultural Resources Management as a field archaeologist until turning to holistic education and dream research. His peer-reviewed work has appeared in Consciousness and Cognition, International Journal of Dream Research, and Anthropology of Consciousness, as well as many invited book chapters, including a recent co-authored chapter with Dr. Apela Colorado in Land of the shamans: Archaeology, cosmology and landscape (2018). Ryan is the author of Sleep Paralysis: A guidebook for hypnagogic visions and visitors of the night (2011) and co-editor of the two volume research set Lucid dreaming: New perspectives on consciousness in sleep (2014). Ryan’s blog DreamStudies.org, a public education portal for dream research, has been featured on NPR, CNN, Mashable, Vice, and Gawker Media and he has been invited to lecture at venues as varied as Stanford University and the Rhine Research Center. He is currently serving as Director of Spiritual Development at Unitarian Society of Germantown in Philadelphia, PA, and as Lecturer in Psychology and Holistic Studies at John F. Kennedy University. Ryan is a member of the International Association for the Study of Dreams and abides by their ethical agreements.
Apela Colorado()
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3 |
3 weeks |
21-Feb-2022 11-Mar-2022 |
1:00pm.-3:45pm. |
Classroom #6 |
|
ISPE-6003 |
Colonial History, Decoloniality & Sovereignty
ISPE-6003-Colonial History, Decoloniality & Sovereignty3CreditsISPE-6003 Colonial history, decoloniality, & sovereignty, 3 Credits
This class distinguishes the discourses of modernity (1), postmodernity (2), and Indigeneity (3) in the global context. 1) Modernity is the other side of the coin of coloniality and colonial history; part of modernity is cosmopolitanism, the universalizing practice of Western knowledge and political practices that is central to its understanding of person and society. 2) Postmodernity and decolonization are labels for the ongoing crisis of modernity/coloniality. 3) Finally, decoloniality and Indigenous sovereignty describe possibilities of a pluralistic cosmopolitanism grounded in the local ecology and traditions of different peoples. This is the framework for the affirmation of Indigenous rights and traditions and supports Indigenous futures. The goal is to develop a historical and paradigmatic understanding of Indigenous sovereignty and decolonial practices that supports students’ ethnoautobiographical and Indigenous science inquiries.
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Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Apela Colorado()
Elenita Fe M. Strobel(United States)
Elenita Fe M. StrobelUnited States
Leny Mendoza Strobel is Professor Emerita of American Multicultural Studies at Sonoma State University in Northern California. She is the author of Coming Full Circle: The Process of Decolonization Among Post-1965 Filipino Americans; editor of Babaylan: Filipinos and the Call of the Indigenous; co-editor (with S. Lily Mendoza) of Back from the Crocodile’s Belly: Philippine Babaylan Studies and the Struggle for Indigenous Memory. Her scholarly writing, creative writing, and other projects appear in academic journals and other media (ezines, webinars, podcasts).
She is a Founding Elder of the Center for Babaylan Studies, a nonprofit organization, dedicated to support and spearhead reconnection with the heritage and creativity of Filipino indigenous wisdom and spirituality in an age of globalization. She is also a sought-after mentor, consultant, and facilitator by organizations, graduate students, and community organizations about the process of decolonization and the recovery of the indigenous mind.
Currently, she is facilitating several small group cohorts of folks who are envisioning a “Ceremony of Apology and Forgiveness” to heal and repair historical trauma between settlers and indigenous peoples on Wappo, Southern Pomo, and Coast Miwok lands and beyond. This is under the guidance and support of Lakota elder, Basil Brave Heart.
She is also currently teaching and facilitating a large online group of diasporic Filipinos who are invested in the project of recovering Filipino
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3 |
3 weeks |
14-Mar-2022 29-Apr-2022 |
9:45am-12:45am |
Students Lounge |
|
ISPE-6004 |
Indigenous Science Methods
ISPE-6004-Indigenous Science Methods3CreditsISPE-6004 Indigenous science methods, 3 Credits
This class builds on the introductory course “Indigenous Knowledge & Research Methodologies”. It moves students from the general paradigmatic understanding of methodologies to the applied understanding of Indigenous science research methods and a decolonizing approach to knowing and knowledge. The class looks specifically at procedures of investigation and inquiry as well as documentation that are appropriate for relevant and urgent issues in Indigenous traditions and the recovery of indigenous mind process. After formulating researchable questions and designing research steps, we will focus on issues of gathering, analyzing and interpreting data. The critical discussion of objectivity, reliability, and validity serves to establish the relevance of Indigenous science research projects. Special attention will be given to the ways in which Indigenous science designs pertain to the recovery of ancestral memory and ways in which they can contribute to socio-cultural healing and the development of interventions. Students will leave this class prepared to begin thinking about their capstone project.
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Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Elenita Fe M. Strobel(United States)
Elenita Fe M. StrobelUnited States
Leny Mendoza Strobel is Professor Emerita of American Multicultural Studies at Sonoma State University in Northern California. She is the author of Coming Full Circle: The Process of Decolonization Among Post-1965 Filipino Americans; editor of Babaylan: Filipinos and the Call of the Indigenous; co-editor (with S. Lily Mendoza) of Back from the Crocodile’s Belly: Philippine Babaylan Studies and the Struggle for Indigenous Memory. Her scholarly writing, creative writing, and other projects appear in academic journals and other media (ezines, webinars, podcasts).
She is a Founding Elder of the Center for Babaylan Studies, a nonprofit organization, dedicated to support and spearhead reconnection with the heritage and creativity of Filipino indigenous wisdom and spirituality in an age of globalization. She is also a sought-after mentor, consultant, and facilitator by organizations, graduate students, and community organizations about the process of decolonization and the recovery of the indigenous mind.
Currently, she is facilitating several small group cohorts of folks who are envisioning a “Ceremony of Apology and Forgiveness” to heal and repair historical trauma between settlers and indigenous peoples on Wappo, Southern Pomo, and Coast Miwok lands and beyond. This is under the guidance and support of Lakota elder, Basil Brave Heart.
She is also currently teaching and facilitating a large online group of diasporic Filipinos who are invested in the project of recovering Filipino
Valerie Ringland(United States)
Valerie RinglandUnited States
Dr. Valerie Cloud Clearer Schwan Ringland is a Frisian-Sumerian woman teaching within the Indigenous Science and Peace Studies program. Born on Shawnee land in the U.S., she now lives on Yuin land in Australia. Valerie integrates Indigenous Science throughout all of her work, which includes spiritual social work, research, writing, and community-building. She has a Ph.D. in social work, a J.D. in law, B.A. in mathematics, and certifications in mediation and restorative justice. Valerie has facilitated healing processes, engaged in social research, and advocated for changes in social policy and practice in Australia, the U.S., India, South Africa and Peru. Her Ph.D. focused on Indigenous science approaches to trauma healing, which included ceremonial healing and apprenticeships, ancestral healing, and Western scientific research. She has carried what she learned about trauma healing out of the academy and engages in gift economy knowledge-sharing through an organisation called Earth Ethos (www.earthethos.net).
|
3 |
3 weeks |
28-Mar-2022 06-May-2022 |
12:45pm-3:45pm |
Other |
|
UPM-6003 |
The United Nations System and...
UPM-6003-The United Nations System and UPMUNC (Part II)1CreditsThe UPEACE Model United Nations Conference (UPMUNC) is the second part of a composite three credit course that begins with the two-credit introductory course on the United Nations System, taught in the first semester. Through a simulation of UN bodies, committees, procedures, and codes of conduct, this immersive and experiential educational exercise encourages the application of knowledge gained in previous courses, including an understanding of the objectives and functions of the United Nations system, as well as the development of professional skills related to research, public speaking, negotiation, mediation of conflict, and the preparation of official documents.
Historically, the conference has been open to outside participants from colleges and universities both regionally and internationally, presenting additional possibilities for networking, dialogue, and educational exchange among all participants. UPMUNC is further enriched by special events, which typically include a panel of invited speakers, a diplomatic reception, an awards ceremony, and a closing celebration.
The UPEACE Model United Nations Conference (UPMUNC) is the second part of a composite three credit course that begins with the two-credit introductory course on the United Nations System, taught in the first semester. Through a simulation of UN bodies, committees, procedures, and codes of conduct, this immersive and experiential educational exercise encourages the application of knowledge gained in previous courses, including an understanding of the objectives and functions of the United Nations system, as well as the development of professional skills related to research, public speaking, negotiation, mediation of conflict, and the preparation of official documents.
Historically, the conference has been open to outside participants from colleges and universities both regionally and internationally, presenting additional possibilities for networking, dialogue, and educational exchange among all participants. UPMUNC is further enriched by special events, which typically include a panel of invited speakers, a diplomatic reception, an awards ceremony, and a closing celebration.
|
Mandatory |
Juan José Vasquez Pacheco(Costa Rica)
Juan José Vasquez PachecoCosta Rica
Juan José es mediador certificado por el Colegio de Abogados y Abogadas de Costa Rica. Estudió Derecho y Psicología en la Universidad de Costa Rica, en donde laboró como Asistente Administrativo en Consultorios Jurídicos. Ha trabajado como Asistente del Secretario en la Corte Centroamericana de Justicia, en Managua, Nicaragua y ha prestado servicios como mediador en las Casas de Justicia que tiene el Ministerio de Justicia y Paz de Costa Rica a lo largo del país. Realizó su maestría en Resolución de Conflictos, Paz y Desarrollo en la Universidad para la Paz, en donde actualmente se desarrolla como Asesor Legal y como profesor en temas de resolución de conflictos, paz y mediación.
Juan Jose is a certified mediator by the Costa Rican Bar Association. He studied Law and Psychology at the University of Costa Rica, where he worked as an Administrative Assistant in the Legal Clinic. He has worked as an intern at the Central American Court of Justice, in Managua, Nicaragua and has served as a mediator in the Houses of Justice held by the Ministry of Justice and Peace of Costa Rica throughout the country. He completed his master's degree in Conflict Resolution, Peace and Development at the University for Peace, where he currently works as a Legal Advisor and as a professor on conflict resolution, peace, negotiation and mediation issues. He is deeply interested in peace, conflict and mediation.
|
1 |
1 weeks |
11-May-2022 13-May-2022 |
- |
Council Room |
|
ISPE-6005 |
Ethnoautobiographical Inquiry - Ancestral and...
ISPE-6005-Ethnoautobiographical Inquiry - Ancestral and Historical Research 23CreditsThe differences in personality or identity process between Indigenous individuals and typical Western individuals (at times called WEIRD in the research literature) are significant. While the Indigenous sense of self is structured through the engagement with community, the surrounding world (ecology), and spiritual dimensions, the Western sense of self is structured by normative dissociation, a splitting from the sources that nurture the sense of Indigenous selves (the Andean phrase criar y dejarse criar, to nurture and be nurtured, is emblematic for this sense of self). The exploration and affirmation of ancestral indigenous roots in all their complexity is mandatory for students engaging in Indigenous science inquiries and practices. This process acknowledges the multiplicities or hybridities of identity embodied in most individuals today (in contrast to ideals of purity and supremacy espoused by racist science). The first part of the class catalyzes the process through autobiographical writing and historical research of ancestral lines (genealogy). During the second part of class in the second semester students are expected to deepen their process and, if at all feasible, to make a pilgrimage to at least one of their ancestral sites of cultural importance.
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Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Elenita Fe M. Strobel(United States)
Elenita Fe M. StrobelUnited States
Leny Mendoza Strobel is Professor Emerita of American Multicultural Studies at Sonoma State University in Northern California. She is the author of Coming Full Circle: The Process of Decolonization Among Post-1965 Filipino Americans; editor of Babaylan: Filipinos and the Call of the Indigenous; co-editor (with S. Lily Mendoza) of Back from the Crocodile’s Belly: Philippine Babaylan Studies and the Struggle for Indigenous Memory. Her scholarly writing, creative writing, and other projects appear in academic journals and other media (ezines, webinars, podcasts).
She is a Founding Elder of the Center for Babaylan Studies, a nonprofit organization, dedicated to support and spearhead reconnection with the heritage and creativity of Filipino indigenous wisdom and spirituality in an age of globalization. She is also a sought-after mentor, consultant, and facilitator by organizations, graduate students, and community organizations about the process of decolonization and the recovery of the indigenous mind.
Currently, she is facilitating several small group cohorts of folks who are envisioning a “Ceremony of Apology and Forgiveness” to heal and repair historical trauma between settlers and indigenous peoples on Wappo, Southern Pomo, and Coast Miwok lands and beyond. This is under the guidance and support of Lakota elder, Basil Brave Heart.
She is also currently teaching and facilitating a large online group of diasporic Filipinos who are invested in the project of recovering Filipino
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3 |
3 weeks |
16-May-2022 03-Jun-2022 |
8:45am-11:45am |
Other |
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ISPE-6006 |
Representing Indigenous Mind – Decolonial...
ISPE-6006-Representing Indigenous Mind – Decolonial Representation in Publications and Media3CreditsThis course spans from the earliest representations in rock writing and earth monuments to the potentials opened up by recent developments in digital media. It uses a philosophical model of the universe which pays particular attention to the storied nature of reality and the languages in which stories are originally told. We begin our exploration with the study of ancient systems of knowledge, including rock art, indigenous symbols on utilitarian and ceremonial implements, and the surviving codices. We analyze both spoken and written forms of oral traditions. The class concludes with the discussion of decolonial representations in academia and artistic representations of Indigenous futurism. The class is designed to help students with their own academic and non-academic writing and other forms of representations. Some of the critical questions explored in this class are: What are appropriate contemporary expressions of ancient Indigenous knowledge representations? What are effective ways of communicating in academia that are consistent with Indigenous worldviews? What are effective ways of communicating in the arenas of grant applications and political discussions? To what extent are experiments in Indigenous futurism structured by the images and assumptions provided by dominant cultures? What are the opportunities provided by digital media that are consistent with Indigenous assumptions?
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Mandatory |
Grace Nono()
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3 |
3 weeks |
29-Aug-2022 16-Sep-2022 |
8:45am-11:45am |
Other |
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ISPE-6007 |
The Science of Archaeoastronomy &...
ISPE-6007-The Science of Archaeoastronomy & Indigenous Star Knowledge3CreditsTBD.
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Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Indigenous Practitioners ()
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3 |
3 weeks |
10-Oct-2022 28-Oct-2022 |
8:45am-11:45am |
Other |
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ISPE-6008 |
Interventions – Capstone Project Preparation
ISPE-6008-Interventions – Capstone Project Preparation3CreditsThe capstone project gives students an opportunity to develop and document an intervention that they themselves author. This seminar offers support for the development of the proposed capstone project using methods introduced in the research classes of the program.
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Mandatory |
Betty Jean Bastien(Canada)
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3 |
3 weeks |
31-Oct-2022 18-Nov-2022 |
8:45am-11:45am |
Other |
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ISPE-6010 |
Current Issues (sacred site protection,...
ISPE-6010-Current Issues (sacred site protection, truth & reconciliation commissions)3CreditsThis class explores specific issues from different continents that are critical in the affirmation of Indigenous sovereignty. Examples are: Truth and reconciliation commissions; the protection of sacred sites and species; definitions of tribal membership (blood quantum, lineal descent, etc.); or the protection of Indigenous languages. The class gives students an opportunity to develop ideas for their capstone project and to affirm and honor the healing interventions and defensive actions of Indigenous Elders and activists amidst the ongoing genocide, ecocide, and cultural destruction.
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Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Indigenous Practitioners ()
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3 |
3 weeks |
23-Nov-2022 14-Dec-2022 |
8:45am-11:45am |
Other |
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ISPE-7000, ISPE-7001, ISPE-700 |
Final Graduation Project Thesis, 8...
ISPE-7000, ISPE-7001, ISPE-700-Final Graduation Project Thesis, 8 credits, Final Graduation Project Internship, 8 credits, Final Graduation Project Capstone, 5 credits8CreditsThe Graduation Project is a concluding academic requirement intended to be a comprehensive and capstone outcome of the student educational performance. It is a higher academic exercise that enables the student to demonstrate the ability to identify a problem, determine an academic objective to address it, and utilize an appropriate methodology to attain such objective. The Graduation Project is also intended to demonstrate the student’s ability to write and critically develop a professional and scholarly report.
The Graduation Project can be fulfilled through one of the following modalities:
- Thesis (8 Credits)
- Internship (8 Credits)
- Capstone (5 Credits)*
Your Academic Department will provide Graduation Project Guidelines with detailed information on each modality.
*NOTE: Students who choose Capstone as Graduation Project must take an extra 3-credit course. Your Academic Coordinator will provide you with further information about this.
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Mandatory |
UPEACE Resident Faculty()
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8 |
8 weeks |
15-Dec-2022 14-Jun-2023 |
- |
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