White Paper on Education

Education White Paper

08 August 2016

White Paper on Education
Training, Intervention and Self-Enrichment

The White Paper on education and training asserts that a series of complex issues within modern educational methodologies has, over time, become a serious cause for concern. The increasing neurosis arising within children and young people worldwide can be mitigated if educational and training trends are addressed at a deeper level. The White Paper proposes to seek concise clarification and to present a vital reform of educational practice around the world.

The White Paper is initiated out of a perceived need for a futuristic soul psychology that can penetrate deeper into underlying issues that pertain to the soul life of a human being. The word ‘soul’ is used with no reference to any religious thought or conviction. The word serves the fundamental purpose of framing our understanding to a soul / spirit context and yet remains in the scientific realm by demanding clarity of logical thought. Despite the fact that we are grasping into a deeper working of the inner soul life of mankind a cognitive frame work of understanding for all to understand is presented. It enables us to contextualise and address the crucial impact of the modern education and training methodology as a dilemma which stressfully impacts on the inner life from this newly gained perspective. A soul psychology in this context is crucial. Such a ‘Psychosophy’ embraces a threefold understanding of the human soul that elucidates the relationship between the thinking, feeling and the doing faculties in the learning process, herein delineated as ‘Axiomatic Tri-Core Wisdom’.

The White Paper prompts a far-reaching review of the current education and training methodology through ‘eyes’ gained by adopting the ‘Axiomatic Tri-Core Wisdom’ frame of reference. To meet the demands of current educational practice without any reference to the deeper soul level activities of the human soul constitution is sheer folly. The necessity to positively engage with the negative impact that current methodology has on an ever increasing number of learners prompts at the onset a need for a ‘Tripartite Psychosophy of the Soul’. The course ‘A Chance for Every Child’ was written from within the ‘Axiomatic Tri-Core Wisdom’ paradigm is revealing its fruits. Although ‘A Chance for Every Child’ has been tailored for certain of the disadvantaged communities in South Africa, ‘Axiomatic Tri-Core Wisdom’ meets the educational and training shortcomings of the modern scenario worldwide. ‘Axiomatic Tri-Core Wisdom’ brings about a new understanding and a greater possibility for an intervention modality which flows forth from it, so that we can introduce wholesome capable young people into our society.

Further contextualising:

Modern education worldwide, tutors from within the scientific paradigm which was inculcated at the inception of the industrial revolution. It accepts only the physicality of the world. Current education is thus designed to meet the modern needs of the global physical/ socio/ economic/ scientific industrial era. The educational objective is understandably to produce learners to meet this criterion and at present finds no need to address the deeper soul requirements of the modern child. However the impact a purely intellectual information gathering approach and being exposed to media and information technology is having a huge fallout throughout the world.. The various stages of childhood development are viewed only from the perspective of the intellectual standards dictated by the modern scientific education and ignore the soul criteria of the awakening young persons. The various stages of childhood development at the deeper soul level are thus violated. The deeper soul requirements of youth are not referenced enough in the current approach. This continues despite indications that factual knowledge which is taught by memorising from a very early age cannot produce highly effective people. A growing child, finding this approach difficult, is considered abnormal and medication is administered to bring the young person into line with the standards of the modern educational criteria. Due to the fact that great emphasis is placed on route memorizing of outcome-based knowledge to meet incumbent assessment protocols, education at present, produces neuro-centric human beings who are exposed to a vast array of stress factors and syndromes associated with neurosis.

Education of necessity should address this imbalance. It is incumbent on every trainer, teacher, caregiver and individual co-worker of the youth to re-educate themselves into a deeper, soul-centred ‘Tripartite Psychosophy of the Soul’. Purely intellectual processes administered without mitigation impacts on the feelings and willing nature of the young person We are required to meet the current state of affairs with renewed insight. To become acquainted with the individual soul dynamisms as related to willpower and the poignant state of the emotive responses is which so lacking in current educational methodologies, now become imperative. Present and future generations of teachers and trainers should be able to apply intervention techniques that arise from within a newly-instituted soul-level hypothesis. The fact that the human soul comprises of three soul faculties, the Cognitive, the Emotive and the Active and is dependent on each other to work harmoniously to provide the vigorous mental health of a high functioning personality, must now be considered. This becomes extremely relevant when crucial motivation and enthusiastic interest in learning desires to be instilled, directly applicable in meeting the complex of modern educational criteria. If, however, a learner is not educated from within such a paradigm where the Cognitive, the Emotive and the Active soul faculties are often placed into conflict with each other, then the instilling of learning in the classroom environment increasingly becomes difficult to manage. When young people are confronted with intellectual boredom and neuro-related dysfunction, misbehaviour is bound to result. An understanding of how these three soul faculties awake and function in the youth is necessary for any educational transformation or for a deeper level intervention that does not just address symptoms, to be successful. Such an ‘Axiomatic Tri-Core Wisdom’ of soul faculties is required to realign the soul life of the learners and the educational methodology, to produce a virtuous mental health in our learners, but also to infuse meaningful therapeutic intervention practice on the deeper soul threshold.

The ‘Axiomatic Tri-Core body of knowledge’ progressively achieves the following twofold goal:

To aid the teacher and facilitator to contextualize learner dysfunction directly relating it to the disharmony that arises from the disruption of the three soul faculties i.e. the cognitive thinking, the emotive feeling and the active willing.
To provide a basis for correctional and or therapeutic intervention in all such cases by providing a threefold methodology i.e. to help realign the cognitive thinking, the emotive feeling and the active willing of the learner.

‘Axiomatic Tri-Core Wisdom’ thus tutors ‘The Triune Progression’ of human aptitude within the Cognitive thinking, Emotive feeling and Active willing. It not only instils a revitalization of learning and teaching but also enhances the therapeutic value in the art and craft of education. The ‘Axiomatic Tri-Core Wisdom’ is thus a specialized self-enhancement program which aims to Understand, Facilitate and Align the ‘Tri-Core Soul Dynamics’ discernible in the soul life as cognitive, emotive and active at a deeper level of soul understanding and how to harmonise these soul faculties with constructive insight directly affective within each learner’s Neuro- behavioural potential, Pulmonary- cardio- vascular and circulatory system and the Metabolic-vasor- motor system.

By applying the Tri-Core Axiomatic Methodology, we enable the awakening of the individual to meet the highest potential of self-knowledge, thus releasing the hidden talents and potential strengths within an enhanced expression of self.

Axiomatic Tri-Core Wisdom - Available in three precise courses.

If you are a teacher, caregiver, trainer or facilitator in fact all professionals within the human sciences who needs to gain a major shift in their life’s task, you will benefit immensely from these course. You can refresh your view on life and at the same time regain your creative spark and enthusiasm for what you do. ‘Axiomatic Tri-Core Wisdom’ is a shift of your mind-set from the norm in which we have been educated into a wider, inventive dimension of self-expression. Why live lives based on outcomes that were memorized as an educational cerebral process, when you can re-enter the creative field from which all Imagination, inspiration and intuition spring?

‘Axiomatic Tri-Core Wisdom’ re-educates your worldview and at the same time, deconditions your mind-set and reintegrates the cognitive thinking, the emotive feeling and the active willing. You thus align the current materialistic outlook on life to a greater moral cosmo-conception, which removes current limits to this field of knowledge.

‘Axiomatic Tri-Core Wisdom’ is based on the work of the following educators but not exclusively so, Dr Rudolf Steiner, Dr William Spady, the Masters of Wisdom. It is written by Ralph Douwe Raaths with 40 years of experience in this field.

The courses are currently marketed as

Awakening Imagination Level 1
Awakening Imagination Level 2
Awakening to Language

For further inquiries contact Ralph Douwe Raaths at osirisrising.douwe@gmail.com