Nordic Integral Education

Creating Dynamic Harmony in a Classroom. Nick's May 19 seminar in Copenhagen. Part 1: Intro by Peter Bastian

Tue, 15 Jul 2008 08:17:00 +0100

In this podcast Peter Bastian introduces Nick Drummond at the May 19 seminar he presented in Copenhagen. Peter points out "Can you imagine the level of differentiation that Tiger Woods is aware of? Integration at his level means Hole in One. In this incredibly complex area of details he is aware of he is able to make a conclusion and integrate all these details [weather, grass, club, ball, body mind, soul]." But, "differentiation without higher integration leads to extinction" Peter Bastian points to the need for a vertical perspective in education. Peter Bastian www.peterbastian.dk has an education in theoretical physics from the University of Copenhagen, and classical bassoon playing by Professor Aage Bredahl at the Royal Danish Conservatory. During the 70's and 80's he was a private student of the conductor and philosopher Sergiu Celibidache. He is cofounder of The Danish Wind Quintet and the style-transcending multi-music-group BAZZAAR. In 1987 his book, 'Into the Music' was released and became a Danish bestseller, with 100.000 sold copies. The impact of the book has led Peter to becoming a highly demanded lecturer in all kinds of gatherings. He is a popular guest on Danish television and radio and is a producer of numerous programs about music and consciousness. He is regularly invited by the Danish Ministry of Education to give lectures to teachers and people in education. Peter Bastian is also the managing director the EnlightenNext center in Copenhagen. To find out more please contact nick.drummond@nordicintegral.com http://www.nordicintegral.com

There is always further to go: Camp True North (Part 4)

Fri, 11 Jul 2008 16:55:00 +0100

In this podcast Nick Drummond talks with youth consultant Martin Fluri who has been working as a volunteer trainer with the Danish educational organization True North. Martin shares his experiences of what it is like to participate on the camps and engage with the kids as well as the other volunteers. He senses that many are connecting to a bigger vision of what is possible in education and culture. Martin also describes the field of creative energy that is created on the camps and that without it learning won’t happen to the degree that it can happen. Martin also participated in the recent workshop that Nick held in Copenhagen and is familiar with the work and perspective that he is using. They talk about some of the similarities, differences and potential for what could come about from a collaboration. To find out more please contact nick.drummond@nordicintegral.com www.nordicintegral.com

School of the Future: Camp True North (Part 3)

Fri, 11 Jul 2008 07:50:00 +0100

In this interview, recorded Monday July 7, Nick Drummond talks with Danish learning style specialist Susanne Aabrandt, director of the Danish Learning Style Institute www.dlsi.dk We begin with Susanne talking about a project called School of the Future that she is developing together with Camp True North. She showed me the following 4 minute film clip that describes the model www.youtube.com/watch?v=0bYR6nMwNkw “In the Danish school law it says that all students should be taught according to their potential and their best way of learning. My work has been recognized by Howard Gardener and Hans Henrik Knoop. The way we do it in Denmark is to our knowledge not practiced anywhere in the world.” This August Camp True North will be applying their program and methods within the traditional Danish school system and this will take place at Vejle in Jutland. Susanne Aabrandt is regarded as Denmark’s leading expert in reading and learning styles as well as Multiple Intelligence and works with Europe’s leading experts in reading and learning. Susanne is a teacher, author and public speaker, has given more that 800 talks on multiple intelligent theory (Howard Gardener), learning styles (Professor Rita Dunn), reading styles (Dr. Marie Carbo) and flow and regularly holds workshops in Scandinavia and in the USA. She is on the Intellectual Advisory Board for True North together with Hans Henrik Knoop, Svend Erik Schmidt and Chris MacDonald. To find out more please contact nick.drummond@nordicintegral.com www.nordicintegral.com

An example from the forefront of teaching and learning in Denmark: Camp True North (Part 2)

Wed, 09 Jul 2008 16:26:00 +0100

In this interview Nick Drummond talks with John-Erik Bang who is an instructor and teacher trainer consultant at True North www.truenorth.dk John-Erik talks about the program and the methods used, like how to maintain the energy in a group and techniques that can also be used in all classrooms and how these offer students and teachers both personal and social skills that are not presently offered in Danish public education today. He also talks openly about the vision behind True North, the attention it has received in the Danish media, from Danish political leaders and from educational professionals who have given both criticism and praise. He also talks about an important part of the program which includes cultivating mentors amongst the young people who pass through the program and become role models and leaders. John-Erik Bang’s CV includes training and teaching consultant at True North, school teacher, headmaster, NLP Master/trainer and the owner of the consultancy company www.lykion.com To find out more please contact nick.drummond@nordicintegral.com www.nordicintegral.com

An example from the forefront of education in Denmark: Camp True North (Part 1)

Wed, 09 Jul 2008 11:43:00 +0100

In this podcast recorded Monday July 7, Nick Drummond reports from a youth camp at Rungsted Gymnasium (north of Copenhagen) and speaks with two of the leaders behind the camp that are pioneering a unique educational concept being introduced into Denmark's schools. On this particular 5 day camp for 13-17 year olds, their largest so far, they have 160 teenagers, 26 volunteer team leaders, 13 mentors as well as support staff. The camp begins on a Monday and finishes on a Saturday morning, with each day starting at 9 am and finishing at 10 pm. Each day is full packed and the program is extremely well planned. Through experientially learning the kids learn about leadership, values, behaviors, authenticity, their Visual, Auditory and Kinesthetic learning styles, their strengths and weakness in terms of Multiple Intelligences, group dynamics, goal setting, key factors to maintain group and individual motivation, energy and attention, public speaking, as well as how to have lots of fun. During the five days the kids go through an amazing developmental transition that affects them both socially and academically. ----------------------------------------------------------------------------------- At a recent seminar I gave in Copenhagen I met with Nicolai Moltke-Leth who told me about a unique educational concept that he is introducing into Denmark to fill a gap being created by conventional education, called Camp True North www.camptruenorth.com/denmark108/ In this podcast I talk with Nicolai and his partner American Greg Evens from Seeds Training about the pedagogical methods and perspective behind what they are doing, what they see as being the need in education today, what education will be about in the future, as well as the goal and vision behind their recent collaboration. Greg Evens says,"The same challenges that are faced in education in the USA are faced almost everywhere else. There is a real opportunity in education now for organizations like ours to come to the table with solutions. We know that we don’t have the total solution, we can’t fix education as a whole, but we know we have part of it. We are really looking to partner with other organizations like True North and people like Nicolai and start to create programs and sets of solutions that will make a difference." They talk about an integration of methodologies that give teachers their passion back for being teachers and motivate students to learn in accelerated ways. Both see it is a model that is desperately needed in many countries, as Nicolai says "only helping the Danes to think better will not help this planet, but if we can prove a model here then we can apply in many other places." In the interview Nicolai Moltke-Leth mentions a recent film clip by Dr. Daniel Goleman where he talks about and endorses the importance of Social as well as Emotional Learning in schools www.edutopia.org/daniel-goleman-sel-video Prosocial behavior goes up by 9-10%, negative behavior goes down by the same amount, and academic achievement goes up by 11%. Nicolai Moltke-Leth is the director of True North www.truenorth.dk His CV includes a degree in sociology, soldier in the Danish Special Forces, NLP master practitioner, peak performance coach (Anthony Robbins) as well as having competed in a range of endurance events like the Paris-Dakar rally. He is a well known public speaker in Denmark and regularly holds leadership training courses. Greg Evens is director of Seeds Training www.seedstraining.com a rapidly expanding youth-based training company and consultancy offering youth programs, teacher development and educational services in the USA, Asia, Middle East and Europe. To find out more please contact nick.drummond@nordicintegral.com www.nordicintegral.com

What number are YOU at today? We're going to 5 and beyond! Nick's visit to Joan Berland's class (Part 15)

Tue, 08 Jul 2008 16:15:00 +0100

The last episode of Nick Drummond's 4 day visit to Joan Berland's 3rd grade class (eight-year-olds), January 17, 2008. Day 4. Nick begins talking about sitting still as a way to be relaxed, focused and concentrated, and thus raise the energy field in the class. Nick and Joan then talk to the children about the most important thing to do in Life. "Making positive choices 24/7." Where are WE right now? 5. We care that the positive choices we make as individuals are strengthening the class. 4. I understand how my behaviour affects others and nearly always choose to make positive choices. 3. I can care about making positive choices if the teacher or a positive leader reminds me. 2. I don’t really care about how my choices affect the whole class. I zigzag up and down between positive and negative choices throughout the day. 1. I make negative choices even though I know what positive choices are. To find out more please contact nick.drummond@nordicintegral.com, http://www.nordicintegral.com

Expressions of Level 1 as well as Monumental Change: Nick's visit to Joan Berland's class (Part 14)

Tue, 08 Jul 2008 14:44:00 +0100

Day three of Nick Drummond's 4 day visit to Joan Berland's grade 3 class (eight-year-olds), January 16 2008. In this episode Nick and Joan talk about the kids that drew themselves expressing a level 1 leadership on the WE wave as well as one boy who clearly sees himself being divided between a 1 and a 5. Joan then describes the monumental development that occurred when I spoke with her several weeks later. To find out more please contact nick.drummond@nordicintegral.com, http://www.nordicintegral.com

Expressions of Level 3: Nick's visit to Joan Berland's class (Part 13)

Tue, 08 Jul 2008 13:53:00 +0100

Expressions of Level 5: Nick's visit to Joan Berland's class (Part 12)

Tue, 08 Jul 2008 13:33:00 +0100

Day three of Nick Drummond's 4 day visit to Joan Berland's grade 3 class (eight-year-olds), January 16 2008. In this episode Nick and Joan talk about the kids that drew themselves expressing a level 5 leadership. Joan also comments on the development that has happened since she started using the rubrics. To find out more please contact nick.drummond@nordicintegral.com, http://www.nordicintegral.com

Where am I right now – between 1 and 10 – in taking absolute responsibility for myself as a learner in school? Joan Berland (part 5)

Fri, 16 Nov 2007 02:52:00 +0100

How would you, as a teacher, get a young child to take absolute responsibility for their learning right now? In part five I talk to Joan Berland about development scales as one way to make a vertical perspective, in regards to behaviour and learning, something tangible. We can use a scale of 1 to 10 to individually (Upper Right Quadrant) and collectively (Lower Right Quadrant) describe a particularly area of development. Ten is where we want to be all the whole time; it is where the field is created and comes alive. It is where everyone is taking full responsibility for the direction the field is headed in. It is where I take full responsibility for everything I do and say, Life and learning has meaning, and I care! One is where I take no responsibility for anything I do or say. I am barred from class. Life and learning is meaningless. I don’t care! To find out more please contact nick.drummond@nordicintegral.com, http://www.nordicintegral.com

"What is your goal?" Creating a classroom that motivates vertical development. Joan Berland (part 4)

Wed, 14 Nov 2007 16:11:00 +0100

Where am I now and where do I want to be? Imagine if you where an impulsive, ten year old, Red, power driven, here-and-now, egocentric kid and had a teacher who was NOT stuck in a Green leadership style but actively judged your and everyone else’s behaviour, and did so openly on a scale of one to ten. At the end of each lession you got given a grade which you had to show your parents. And imagine if good behaviour not only received praise but even got rewarded - materially. And imagine if good behaviour not only received praise but even got rewarded – materially – and that bad behaviour was either completely ignored or completely stopped once and for all (see Introduction to three-step model). How good would you be? From a moral development perspective (egocentric to ethnocentric to worldcentric to kosmocentric) what might you expect to happen in such a class after a nine month period? In part four I talk to Joan Berland about leadership styles and fields of consciousness that motivate vertical development in the classroom. To find out more please contact nick.drummond@nordicintegral.com, http://www.nordicintegral.com

Field accelerated development: Creating a field where individuals have immediate access to healthy levels in the Spiral and choose to express them. Joan Berland (part 3)

Wed, 14 Nov 2007 07:24:00 +0100

We don’t have to wait until everyone in the group reaches second tier or beyond before accelerated development becomes possible. In part three I talk to Joan Berland about one of the first times I used the model “It’s your choice” with a group of twelve year old students who were all centred in Red. I discovered that we don’t have to wait before taking responsibility for the choices we are making. Even kids in Red can identify the choosing faculty and be motivated to choose a vertical dimension almost immediately . I discovered that even someone centred in Red can see themselves as being fully responsible for choosing the field of consciousness that is being created and shared in the group, and that they are already fully awake – at a very fundamental level – to the quality of the choices being made. My job is to bring awareness to the choices they are making, and motivate them into wanting to make positive choices, choices that lead to vertical development. When this happens a developmental field of awareness is created. Everyone in the group has access to it and is coming from a vertical perspective – a perspective that Green normally has great difficulty in seeing – and the atmosphere in the group just keeps developing and deepening each and every moment For most Swedish teachers, centred in Green, all we really care about is having the atmosphere in the classroom either become or remain safe, secure and comfortable. So in effect Green is also consciously choosing to create a field of consciousness where there is no expectation of vertical development, or any kind of positive evolutionary tension or change, build into the fabric of our relationships. It becomes a moral issue because if we don’t care about vertical development then we really don’t care about Life. To find out more please contact nick.drummond@nordicintegral.com, http://www.nordicintegral.com

Creating the field: “If the field is not created then the future is not going to happen.” Joan Berland (part 2)

Thu, 08 Nov 2007 16:22:00 +0100

Imagine if you had a teacher who was paying more attention to the field of consciousness being created in the classroom than the individuals in the classroom. In part two I talk with Joan Berland about fields of consciousness, and that we as teachers and adults are fully responsible for the quality of the field being created in the classroom. When we see ourselves as being fully responsible for holding the field of consciousness being generated, then miracles of learning and development start happening. Only in this position are we always fully available and always on the edge, in a natural learning position of not knowing and wanting to know. To find out more please contact nick.drummond@nordicintegral.com, http://www.nordicintegral.com

Creating a classroom beyond ego: From following class rules to choosing to be autonomous and taking responsibility for developing. Joan Berland (part 1)

Wed, 07 Nov 2007 06:11:00 +0100

Imagine being nine years old and having a teacher with twenty five years of experience who was resolute in her intention to create the perfect classroom for learning and development. In this episode I talk with Joan Berland, a third grade teacher working in the public school system in Upstate New York. Joan contacted me several months ago and wrote that she wanted to create a classroom beyond ego, a classroom where the kids would be coming to school each day entering and co-creating a field of consciousness where everyone’s attention would be more focused on continually taking responsibility for developing and learning than anything else. She wanted to know how this could be done. While we definitely do not have all the answers, we both found it a hugely inspiring question. This kind of question and the ongoing enquiry it has started points to, I believe, the future of education. It points to the potential of a collective engagement between individuals where we care more about our autonomous responsibility, going beyond ego, and exercise it to expect development from ourselves and each other. In this first episode Joan talks about how she went from thinking about the need to create a set of class rules that the kids themselves formulate but seldom follow. Instead her class formulated seven statements, similar to a constitution, that inspires them to autonomously choose to take responsibility for developing. To find out more please contact nick.drummond@nordicintegral.com, http://www.nordicintegral.com

Releasing a forest fire of passion in Sweden

Tue, 02 Oct 2007 05:56:00 +0100

In this episode Mats Edin talks with Nick Drummond about some recent experiences pointing to the fact that there is nothing in the way of an explosive and passionate stand for a new moral consciousness in Swedish culture. This passion is deeply connected to meaning and purpose and the lack of it we see in schools and throughout the Swedish culture. This passionate fire to stand for something, last seen in the seventies, has been dead for decades. Releasing it now goes radically against the status quo Swedish nature to be passionate about anything greater, higher, deeper, purposeful, meaningful, developmental, goal orientated and Life positive. When we don't express these qualities as ourselves then there is nothing to meet with and we cannot come together to care about anything. Seen from a perspective of what is possible, stopping it is literally an evil act of violence. To do the opposite is based on aligning ourselves with a literally uncontrollable vertical and evolutionary impulse and passion to come together to create and be seriously responsible for the new, higher and deeper cultural values we release, express and create together. Are you interested to learn more about applying this perspective in education? Then please contact us: http://www.nordicintegral.com, email: nick.drummond@nordicintegral.com

One answer to all your questions about creating an optimal learning environment (Part 2)

Mon, 03 Sep 2007 08:34:00 +0100

In this episode Nick Drummond and Mats Edin continue talking about a perspective which addresses movement and vertical development in the classroom. What is really important? What is motivating you and how do you motivate the students? It has to be an authentic answer. Maybe you have never really thought about it or let the students understand that together with you. So you have to find out together with them why what we say and what we do is so important, and allow for that to sink in. Maybe break up into smaller groups (boys and girls separately) to start there and find out. And if it starts to get uncomfortable then that is a great sign. What is motivating you, really? That is the key thing. If the answer is survival, to get your salary and pay your bills, then you have to dig deeper. We are not saying that many teachers think like that. But what is it that we are expressing? Because kids are easily disillusioned and that is why it is so important to give them a much bigger context than we normally give them and to find the answer you have to go deeper than you maybe ever have done before. So what is life really all about? Are we nothing more than a chemical process? Is life totally meaningless? We can’t motivate kids to take on a responsibility for life and development by saying that there is no God, there is no meaning, that life is a big accident and totally meaningless and that the brain is nothing more than a chemical process that anybody can manipulate to create some sense of meaning. But that is what materialists say. But if that is true then we are really in serious trouble. As chemical processes we really do have to fight to create something really big, to create meaning and to motivate kids. And if we believe that there is deep meaning to life then we are responsible for what we give to these teenagers and kids. Meaning is not just lying out there, we have to create it. We don’t have to look far. Look around you at the school. Are there people who need your help and presence? If you look around and the answer is yes, then you have the meaning there. Realising that we are responsible for making whatever higher happens. There is no one else who is going to do it. Realising that we are capable of much more than we thought. We are an expression of the highest that life and consciousness has reached. You won’t have to say to the kids to develop, because they will say “I’m just doing what my teacher is doing. She keeps moving all the time. She is always changing and developing. I know what life is about now. I didn’t get it before. She kept saying that we should develop but she didn’t, she just kept doing the same.” This vertical perspective is implicating and people in Scandinavia, and in particular Sweden, become very suspicious when we start talking about it, because then it implies that they are going to be available. And Swedish people do not want to be available. “I want to have my time for myself. It’s my life!” And Swedish people love to be unhappy. But when you start expressing something else that is deeper than your own inertia you become available and responsible and you discover that life is inherently positive and what it is really all about. Are you interested to learn more about applying this perspective in education? Then please contact us: http://www.nordicintegral.com, email: nick.drummond@nordicintegral.com

One answer to all your questions about creating an optimal learning environment (Part 1)

Mon, 03 Sep 2007 06:33:00 +0100

In this episode Nick Drummond talks with Mats Edin about the difference between owning a problem, such as the need for more discipline in the classroom or girls being more participative, and owning a perspective which addresses movement and vertical development. Recently we met a teacher, who said, “I don’t have any problems. My kids do what I tell them to do.” “So everything is good?” “Yes, the girls might be a bit silent.” “Would you like them to talk more, to participate?” “Yes, but it is not a problem. They don’t disturb or anything. My pupils respect me fully.” “But you want the girls to take part more?” “Yes.” “So, your next step would be to engage the girls. That is great. Do you know how to do that?” “Not really.” “That would be great to share – many teachers are in this predicament. Let us go into it. That is your next step.” There is always more. This is the answer to everything. Whatever the problem is in school; be it in the classroom, between teachers and students, between teachers and parents, between teachers and headmaster or whatever, we are totally unaware of the context we are in together. What is the purpose of 700 people being together 35 hours a week? Why are we there? Is it just to have no disciplinary problems? What are the students to be motivated by? Look at why you are doing what you are doing. Help your students see that life is precious and short; you don’t have time to waste. You have to move now, you have to act and respond. There is constantly something happening and we are already together in something and it’s intersubjective. If everybody leans in and gives everything that is going to be the answer to if you have girls sitting there and being passive or being totally motivated. You can give them the chance to break out of the prison that they have created and are in a way trapped in because of culture, a culture which says for girls to be cute, sit down, be quiet and change their bodies artificially. Everybody has dark shadowy sides. We are all capable of not caring and destroying ourselves. But who really cares about going into that? We can take any question that can up from a teacher and say you have to look into vertical development as the remedy for everything. That means that YOU have to be that guarantee for vertical emergence and development. As well as seeing to it that everybody is going to be a guarantee for that, no matter if they are 7 years old, 17 years old or 70 years old. No matter where they come from, their background, or what childhood they have had. You show what is possible by being a role model and by owning a perspective rather than a problem. By focusing on what life is about. Give attention to that. And the more students that do that the safer it will be to really keep moving. Give attention and energy to the part of us that wants nothing more than development. What is life really all about? What is possible? Are you interested to learn more about applying this perspective in education? Then please contact us: http://www.nordicintegral.com, email: nick.drummond@nordicintegral.com

Designing a healthy passage through Purple, Red and Blue

Wed, 27 Jun 2007 07:26:00 +0100

In this episode Nick Drummond interviews integral practitioner Andy Jukes who is designing a passage for young people involved in gangs through the Purple, Red and Blue value systems (as described in the model Spiral Dynamics). Andy Jukes works for Leap Confronting Conflict, a voluntary youth organization and registered charity based in the UK with their headoffice in London. Their main work is teaching people skills in resolving conflict. They provide opportunities for young people and adults to explore approaches to conflicts in their lives, finding causes and new solutions for themselves. Andy’s area of work is with gangs and territorialism. Are you interested to find out more? Then please contact us: http://www.nordicintegral.com, email: nick.drummond@nordicintegral.com

A practical example of transcending “Green”: Exercising my capacity to judge and take immediate responsibility for my behaviour

Sun, 17 Jun 2007 13:09:00 +0100

In this episode Mats Edin describes a dramatic example of how to transcend the “don’t judge!,” every perspective is equal, unhealthy “Green” swamp. He uses the models “It’s your choice!”, the three step-model, together with a simple developmental scale. He goes against “Green” Swedish pedagogy and has students judge their own and each others behaviour. The result is nothing less than rapid and dramatic transformation out of a very troubled situation. “I asked twenty four thirteen year old kids to give a number on a scale between one and ten as to how much they contributed to the emotional and psychological climate in the class. Ten means ‘I take full responsibility for the whole class and I’m doing everything I can and even more.’ One means ‘I am totally destroying everything all the time, trying to sabotage.’” “This is the next level. My goal here was to point out, confront and have students map them selves on a development map. Because when you do that you can move forward.” Are you interested to learn more about applying this perspective in education? Then please contact us: http://www.nordicintegral.com email: nick.drummond@nordicintegral.com

Spiral Dynamics [*] and education: The desperate need to transcend “Green” Swedish pedagogy

Thu, 14 Jun 2007 05:12:00 +0100

In this episode Nick Drummond and Mats Edin discuss the desperate need for headmasters and teachers in Sweden to transcend 40 years of being stuck in the unhealthy "Green" egalitarian (every perspective is equal) swamp. “Green” Swedish pedagogy is preventing kids from moving into the "Blue" system and further along the Spiral. "Red" is romanticised by "Green" as being fully mature. From "Greens" perspective "Blue" is not a necessary system through which an individual centred in "Red" has to pass through. Because from “Greens” perspective nobody has the authority to tell anybody else what to do!! Edin and Drummond see very few Swedish teachers being able to create a healthy "Blue" teaching environment, while those few teachers who are able to express strong healthy "Red" and "Blue" are looked down upon by their colleagues for lacking empathy, for being too rigid and authoritarian and for not showing any love and compassion. When “Green” has power it is politically incorrect to judge, to push, to demand, to insist on development, and to say that maturity is vitally important. "Green" says: “Are you valuing people!? Are you saying that some people are better than other people!?" When "Blue" morality is not recognized as being a necessary system that EVERYBODY has to pass though, then headmasters and teachers who are centred in "Green" sanction students centred in "Red" – from preschool age and up - to do whatever they feel like doing, whenever they feel like doing it, without anybody having to take any responsibility for the results. Are you interested to learn more about applying this perspective in education? Then please contact us: http://www.nordicintegral.com email: nick.drummond@nordicintegral.com * See http://www.spiraldynamics.net

The leadership pyramid

Sun, 27 May 2007 09:10:00 +0100

In this episode Nick Drummond and Mats Edin discuss a model they use with teachers and school leaders called the Leadership Pyramid. The model is inspired by integral philosopher Ken Wilber and describes the relationship between Depth and Span. Depth refers to verticality or levels of development in human consciousness: eg. from egocentric, to group-centric, to worldcentric to kosmocentric. Span is show on the horizontal axis and refers to the number of individuals and groups at each level. The diagram shows that the number of individuals and groups decreases as depth increases. In the middle of the pyramid they point out a barrier to development, which is responsible for the choas in many schools. This position expresses the perspective: Don’t judge! Everything is relative! When teachers and school leaders move from the middle to the top of the pyramid then all levels become aligned and the whole class is participating on their developmental edge. See http://nick-nie.zaadz.com/blog for a more detailed description. See http://www.nordicintegral.com/education.html to download the model. Are you interested to learn more about applying this perspective in education? Then please contact us: http://www.nordicintegral.com, email: nick.drummond@nordicintegral.com

Introduction to the three-step model

Tue, 22 May 2007 10:32:00 +0100

Nick Drummond talks with psychologist Mats Edin about the three-step model, which is used for creating more positive and more responsible behaviour in individuals and groups Step 1: Give attention to positive behaviour. Strengthen and reward the behaviour that you want to see. Step 2: Ignore negative behaviour. Ignore the behaviour that you don’t want to see. Step 3: Stop what has to be stopped. You do what has to be done to stop a behaviour that must be stopped. NB: Each of the steps in the three steps can also be found in the widely accepted and evidence-based Cognitive Behavioural Therapy (CBT). What is new is that we introduce a perspective to each of the steps that shines light on our ability to take absolute responsibility for our behaviour and the choices we are making, and to do so immediately. See http://nick-nie.zaadz.com/blog for a more detailed description. See http://www.nordicintegral.com/education.html to download the model. Are you interested to learn more about applying this perspective in education? Then please contact us: http://www.nordicintegral.com, email: nick.drummond@nordicintegral.com

Introduction to the model "It's your choice!"

Mon, 21 May 2007 21:48:00 +0100

Nick Drummond talks with psychologist and co-author Mats Edin and gives an introduction to the model "It's your choice!" used in education.

Introduction to our book "Order and structure in the school: one step on the path to dynamic harmony in the classroom"

Mon, 21 May 2007 05:45:00 +0100

Nick Drummond talks with psychologist and co-author Mats Edin about their book "Order and structure in the school: one step on the path to dynamic harmony in the classroom" (Ordning och reda i skolan - ett steg på vägen mot dynamik och harmoni i klassrummet). The book was published in Sweden in May 2006. In this discussion Mats and Nick give an overview and describe the use of Clare Graves model Spiral Dynamics, Kohlberg and Gilligan’s model of moral development as well as using Developmental Scales as a tool for objectively describing levels of maturity. The book also introduces the model It's Your Choice! which makes development and transformation from chaos to dynamic harmony an immediate possibility in every classroom and school.

Introduction: Experiences from Sweden in using an evolutionary perspective in education

Fri, 11 May 2007 14:20:00 +0100

Nick Drummond talks with psychologist Mats Edin to give an introduction to the work they are doing in introducing Integral Education in Sweden. They explain why the philosophy of evolutionary enlightenment (developed by Andrew Cohen) has inspired them to confront "Egalitarian Collectivism" by giving children (and adults!) meaning and purpose. Egalitarian collectivism can be described as a position towards values in a culture where every perspective is treated as equal. From this position we deny hierarchy and differences in levels of development, nobody’s truth or perspective is better than anyone else’s. Everyone is right and it’s considered politically incorrect to judge anyone, because NOBODY tells ME what to do! When this position takes hold in a culture - even in a classroom - we deny all forms of hierarchy and thus the possibility of further development. When a culture treats all perspectives as equal, human development towards higher levels of maturity (i.e. higher than egocentrism) becomes impossible and rampant narcissism takes over. Instead of experiencing a classroom environment where the atmosphere is constantly developing, we experience chaos or at best stagnation. Instead of helping kids mature, EVERYONE wants to be a kid. The result is a culture that doesn’t care about itself, the planet or the future of its children. Are you interested to learn more about applying this perspective in education? Then please contact us: http://www.nordicintegral.com email: nick.drummond@nordicintegral.com

Introduction

Fri, 11 May 2007 14:10:00 +0100

Introduction to Nick Drummond, leadership trainer and consultant for schools and educational institutions in Sweden. Nick says that one of his goals is to rescue education from what Don Beck calls Egalitarian Collectivism, where every perspective is treated as equally valid and nobody’s truth or perspective is better than anyone else’s. When this happens, development stops. Nick presents a simple model of human development to better understand the predicament faced by education in Sweden. He outlines four levels of human maturity (1. Egocentric, 2. Group/ethnocentric, 3. Worldcentric and 4. Kosmocentric) and explains that the Swedish culture prevents children and youth from actively developing up from egocentrism. For more information see: http://www.nordicintegral.com email: nick.drummond@nordicintegral.com

Introduction (short)

Fri, 11 May 2007 01:29:00 +0100

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