Elaborated Profile of the Development of Consciousness ELO

Short Definition of the Development of Consciousness ELO

Graduates are able to. . .

Identify improvements in their behavior, perception, thinking, feeling, and overall growth of consciousness from the technologies for the development of consciousness offered by the University.

These improvements are verified through both objective measures and subjective experience — through physiological, psychological and behavioral indicators of growth of consciousness, and through self-reported experiences outside of the Transcendental Meditation practice itself.

Elaborated Definition

This outcome is considered to be the primary result of Consciousness-Based Education, which includes the regular practice of Maharishi’s technologies for the development of consciousness combined with opportunities to reflect upon one’s progress in relation to these technologies. The Development of Consciousness program referred to includes:

1. Regular individual and group practice of the TM program, including pranayama and asanas when possible
2. Regular individual and group checking
3. Optimal daily routine, including healthy diet, adequate sleep and exercise.
4. Discussion of class content in light the Science and Technology of Consciousness

Additional elements of the program available to all students, though not necessarily practiced by all, include:

1. Regular individual and group practice of the TM-Sidhi program,
2. Self-pulse diagnosis and other recommendations of Maharishi Ayurveda regarding diet and daily routine
3. Regular TM Retreats that provide additional opportunities for deep rest, rejuvenation, and knowledge.

The predicted result of the campus Development of Consciousness program is the balanced growth toward higher states of consciousness, as defined by Maharishi in his writings (e.g., his commentary on the Bhagavad Gita and his Science of Creative Intelligence course), as well as by research on development of consciousness, for example in Alexander and Boyer (1989), Travis (2013), Pearson (2015), and Rosenthal (2016). While results are highly individual, research has shown improvements in behavior, health, mental functioning, feelings, self-concept, and overall self-actualization, among other indicators. There are both objective, clinical measures of these improvements and subjective, self-report measures. The objective research is on-going. At the same time, we would like to support the faculty in guided discussions and written exercises that enable students to reflect and notice changes in their perception, thinking, feeling, or overall growth of consciousness.

Indicators of Growth of Consciousness

Instead of using a rubric with this outcome, we have developed a set of indicators that can be applied as a guide for reflection rather than a decision matrix. Obviously not all students will experience all of these changes, and rates of change may vary even within the same individual at different times. The following list was generated by the faculty based on their experience with students, as well as from research conducted on the Transcendental Meditation and TM-Sidhi program. These indicators are not to be confused with indicators of higher states of consciousness — only growth in this direction.

Behavior

• Increased success in activity, better performance
• More support of nature
• Greater efficiency in action

Body

• Greater physical health and vitality
• Fewer illnesses
• Lower blood pressure
• Better sleep at night

Cognitive Functioning

• Greater clarity of mind
• Quicker and/or better decision making
• More alertness
• Increased ease of learning
• More creativity

Feelings and emotions

• Better mental health and emotional balance
• More balance in the personality (e.g., between intellect, heart, and physiology)
• Better coping ability and the ability to handle pressure
• More capacity for warm interpersonal relationships
• Greater compassion, empathy
• Increased happiness and/or fulfillment
• Greater acceptance of self and others
• Greater self-confidence
• Clearer sense of purpose in life
• Inner peace

Experiences of higher states of consciousness

• Broad awareness combined with sharp focus
• Clear experiences of pure consciousness, silence, or pure wakefulness during the TM technique
• Effortless flow of activity
• Witnessing in activity (growing inner stability in the midst of dynamic activity)
• Witnessing in sleep (light and restful sleep, but waking up refreshed)
• Greater appreciation of beauty in people and the environment
• Increasing sense of oneness with people and the environment

Supporting the development of consciousness in every course

One of the following strategies can be used in the context of each of the TM Retreats or WPAs held during Forest Academies twice a year and in regular classes as appropriate where the faculty feels comfortable discussing growth of consciousness. Most of the strategies described below are ungraded opportunities for self-assessment, but some may be integrated into graded assignments. It is important, however, that the aspect of any assignment dedicated to self-assessment of growth of consciousness NOT be graded or evaluated for competency. Any assessment of this competency is self-assessment, emphasizing progress. It should be light and encouraging, noticing general growth in a positive direction rather even than specific degrees of progress.

The exercises below may be done as stand-alone class activities focused just on personal development or they may be done as a way of personalizing course content; but in both cases they should allow students to reflect on their own growth and ideally, but not necessarily, connect that growth to elements of the DC program. Discussion should avoid the meditation experience itself if the teacher is not a recertified TM Teacher and instead focus on any benefit, improvement, or change outside of meditation (“in activity”) that may be related to the technologies for the development of consciousness. Everyone should be encouraged to write something down and everyone should be encouraged to share to the extent they are comfortable.

It is worth mentioning also that the exercise should not be seen as a veiled attempt to get students to admit that they are growing in consciousness through Maharishi’s technologies, since they will likely resist any suggestion that they are fulfilling our promise or prediction. Rather the discussion is an attempt to see what is changing in a very innocent manner and where progress is being made irrespective of attribution, unless the student makes that connection themselves. It will present opportunities to address possible concerns, as well as to share pleasant improvements or benefits.

Teaching Strategies: a variety of options

 Discussions about development of consciousness revolve around the two main questions below.

Main Questions:

• Have you noticed any new or continuing changes in your behavior, body, mind, social relations, or overall perspective that you associate with development of consciousness?
• What has contributed to this (or these) change(s)?

1. Supporting the experience of the Transcendental Meditation technique in class each day

• Give attention to the quality of in-class group practice of the Transcendental Meditation technique: allowing adequate time, taking steps to ensure a settled and comfortable environment (lighting, cushions etc), seeking students’ input for what might make the experience more comfortable, supporting the two minutes eyes closed at the end, etc.
• Include group checking in class at least once each course – a TM teacher faculty member can be invited to do this, and some extra time could be allowed for some questions and answers about the practice.
• Include one exercise of at least an hour in length that incorporates a writing exercise and follow-up discussion on personal growth and its causes in the University’s Development of Consciousness program (as brought out through this document).

2. Teaching strategies for writing about and discussing the Development of Consciousness

Essays

• Reflective essay (ungraded) related to enrichment of understanding of course content – how has my own personal growth enriched my understanding and creative insights during this course? This could be done with a pre/post (beginning of course to end-of-course) structure if the course is one that may directly affect personal development). Dr. Travis uses the following ungraded question in an exam given in his class:

Reflect on your experiences during your TM practice.  Address one of the following three questions (50  – 75 words)

 Have your experiences during your TM practice changed during this month? If so, how.

 How have your experiences during your TM (TM-Sidhi) practice helped you understand material presented in the class?

 How have the class discussion explained your experiences during your TM (TM-Sidhi) practice?

• Graded paper integrated with course content in which students reflect on how the ideas of the course have been made more understandable or more meaningful due to their own personal growth of consciousness. These points can be discussed privately or read privately with written feedback (e.g. a paper in Lean Management class about how students’ own lives were growing to reflect lean principles, e.g. daily routine, habits, pre/post TM).

Class Surveys

• Survey on benefits – could ask for new and continuing benefits; have students fill out survey then discuss it as a whole class, even areas in which students experienced no growth or in which change is perceived as negative (e.g. creativity decreasing).
• Supermind survey – created for Normal Rosenthal’s book, already on Survey Monkey, with scoring built into it; may need to create an abbreviated version (30 questions currently)
• Experience Questionnaire that is already used as a general education assessment for undergraduate students (as freshmen and seniors) could be given in class with a discussion following? This questionnaire particularly focuses on experience of transcending during TM, on support of nature, and on witnessing in sleep and in activity.

Journaling

• Students keep a journal of experiences of personal growth, with time allowed in class or as homework to write a reflection based on the journal – or the reflection on the journaling could be brought into the final course paper.

Class Activities

• Small-group discussion or Write/pair/share – examples could include:
• using the Unified Field Chart structure to engage students in discussing their own growth related to levels of life from most expressed, concrete behavioral levels to more abstract levels of thinking and being;
• basing discussion on statements by leaders in each field (e.g. from tm.org website or from Pearson book) describing benefits of higher states experiences; students discuss whether they have had similar experiences and how this impacts ability to excel in the discipline. Each department could develop a set of such statements;
• group activity based around a quality of creative intelligence, e.g. adaptability, related to personal experience and the discipline.

Graphic exercises/Gallery Walk

• Students create visual illustrations – e.g. a Concept Map – in response to questions such as “What are the drivers for your growth,” or “How do you learn and how does consciousness influence that?” These could be discussed in small groups.
• Students’ visual work is displayed on classroom walls (could be anonymously), then students circulate and look for common themes, e.g., a visual display responding to students’ “big life questions” or “What has been the biggest change in your growth of consciousness that affects how you see yourself and how you see the world around you? Can you give an example?”

Q&A sessions (including, when appropriate, sessions in which the questions are asked anonymously)

This has been tested by Asaad Saad and Amine Kouider in a Compro class and found to be very useful for students with unresolved questions about TM, how it is taught, etc. For some student groups, this could be a valuable first step in strengthening students’ receptivity to this Essential Learning Outcome before embarking on a discussion of improvements.

Alexander, C. & Boyer, R. (1989). Seven states of consciousness: Unfolding the full potential of the cosmic psyche in individual life through Maharishi’s Vedic Psychology. Modern Science and Vedic Science, 2, 4, 325-373.

Harung, H. & F. Travis (2012). Higher mind-brain development in successful leaders: testing a unified theory of performance. Cognitive Processes, 13:171-181.

Maharishi Mahesh Yogi (2001). The Science of Being and Art of Living: Transcendental Meditation. N.Y.: Plume, Penguin.

Maharishi Mahesh Yogi (1964) Maharishi’s Commentary on the Bhagavad-Gita. NY: Penguin Books

Pearson, C. (2015) The Supreme Awakening. Fairfield, IA: MIU Press.

Rosenthal, N. (2016) Supermind. Tarcher Perigee.

Travis, F. (2013). Transcendental experiences during meditation practice. Annals of the New York Academy of Sciences, 1-8. DOI: 10.1111/nyas. 12316