Book the inner knowledge

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THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching Processes

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THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching Processes UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS DEPARTAMENT OF GRADUATE STUDIES FACULTY OF EDUCATION

THE INNER KNOWLEDGE: A Paradigm in the Resilience Learning and Teaching Processes

Submitted as a partial requirement for the Exam for the Doctoral Degree in TESL

By Pablo Fernández-Colón MA, BA, in TESL (1985, 1980) University of Puerto Rico

September, 2013

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DEDICATION:

Dedicating a book is not just a literary formalism. It is the genuine and sincere wish for those whom the book is dedicated to, feel the same and profound satisfaction of as the person who dedicates it feels. This already is my personal style of presenting my books, and this paper, as well as my other publications, in a much more special way yet.

This paper is dedicated to those who were phisically, menthally and emocionally afected by the September 11 of 2001 sucesses, whom today, almost ten years later of that desastrous morning, feel the closing of a painful circle caused by that terrorist deed.

But in a very much more special way yet, to those who survived that event and to the families and beloved ones of the deadly victims of 9/11.

Dedicated on: September 11, 2013.

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ABSTRACT

In this paper there is a proposal for a Personalized Education Model based on principles regarding the Theory of Resilience or Resiliency. In addition to definitions of terms such as resilience, resiliency, cognitive processes, bi-cognitive process, the triune brain, multiple intelligences, origin of resilience, traditional model of learning, a model of energy-based learning, and also the introduction of the concept if Inner Intelligence, proposed as a paradigm for the resilient learning.

Different sources and theorists concerning human learning as well as the cognitive development theories have been reviewed in this paper. Philosophical positions such as Plato's and Aristotle's conception of matter, ideas, and perception have also been included in the review of literature.

New theories concerning universal learning and knowledge such as Quantum Vacuum, the Theory of the Seven Strings suggesting the idea of a source of eternal knowledge as well as principles concerning the concept of Flow Theory or TeorĂ­a del Flujo as alternative learning processes are also included.

Finally, a phenomenological approach has been used as a Qualitative Method in addition to biographical as well as autobiographical methods are presented as case studies validating their contributions to sustain the resilience theory as well as the Inner knowledge proposals; herein presented as main dish in this exquisite work of cognition,

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recognition, bi-cognitive development of the brain as a whole unit and seen the human beings as an integrative instrument of knowledge, wisdom and evolution of the thought.

Experience is also seen as main key to the adaptation as well as transformation capabilities in human beings.

Pablo Fern谩ndez Col贸n September 11, 2013

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THE INNER KNOWLEDGE: A Paradigm in the Resilience Learning and Teaching Processes

CHAPTER ONE: INTRODUCTION

AIM: This paper aims to present a literature review of the main theories on Resilience, their evolution, Multiples Intelligences involved in the Theory of Resilience and finally, a Proposal for developing a Model of Resilience, suggesting possible Paradigms in the Resilience Learning and Teaching Processes.

RATIONALE: During centuries the concept of learning, and consequently, teaching processes have been hypothesis, theorized, and simply debated on the academic arena. The ideas of great teachers such as Plato, Aristotle, and theorists on the animal and/or human behavior such as Piaget, Pavlov, Skinner, Social learning theorists as Bandura among others have also been in the public as well as academic debate. Furthermore, theories on Resilience and the resilient learner are nowadays on stage.

Questions such as: When does the Cognitive Processes initialize in human beings? How do humans learn? Is there a knowledge conscience prior to birth? Is there a social learning passed generation to generation? Are humans more intelligent than

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before? Are there privileged minds? Can humans develop knowledge at a higher level?

And many other unanswered questions.

Furthermore, questions surge among intellectualists in terms of: Where the knowledge come from: within or outside us through the five senses? (ADN Decodification Studies [1953], Theory of Relativism of Einstein, A.) Is it possible there exists a cosmic energy which is an eternal source of knowledge? (Theory of the Vacuum Empty- Quantic Space: Theory of the Eleven Strings). Can human access such kind of universal knowledge or wisdom? If so, Can all humans develop higher learning capabilities than the average ones? And finally, How does the resilient learning processes affect resilient themselves and other’s?

It seems humans place more questions than (there are) available answers in terms of the learning and teaching processes. Nevertheless, there are still spaces for new proposals on this field.

The Inner Knowledge: a paradigm in the Resilience learning and teaching processes surge within the consideration of long struggles between those who believe (or have believed) there is nothing written on our thinking tables or tabula rasa theorists and new theorists who consider the possibility of innate capabilities for learning in humans as long as men exist on earth.

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Still others suggest (that) ancient alien visitors have come to our planet Earth and have brought humans ancestral knowledge such as ability to build huge structures such as the Pyramids and great temples of legendary cultures such as Mayans, Incas, Aztecs and others that no longer exist; (Acient Alien Astronauts Theory [2013]. Fernández-Colón, P., Vidas [Lives], 2012); www.issuu.com/pablofernandez024/docs/ , supernatural powers as levitation, telepathy and the ability to travel in time as a sample (Quantic Physics and Quantic Chemistry Theories). Maybe these assumptions are lacking of evidence, but their historic legacy are certainly there as testimony of higher intellectual cultures.

The Inner Knowledge, as it is called in this paper, suggests the possibility humans have to be self-taught; to have capabilities within themselves which guide them in the learning processes; extra sensorial skills to communicate, reconstruct their experiences and knowledge, and many other psychic development such as been able to know future events, hidden evidences and the ability to “read” others’ minds as well.

And probably these abilities have been present in humans for centuries and millenniums ago, since men exist.

A long ago colloquial phrase says: knowledge is within us (unknown source) that suggests that the learning processes start just right there; in our own self. If it were the case, a consideration regarding this possibility is herein proposed as a paradigm for explaining and guiding both the learning as well as the teaching processes.

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In addition, Resilience learning processes or Resilience Theory as a Framework for Teaching Human Development as it has been called by Alaine Toomey, Eileen M. Brennan, and Barbara Friesen (http://www.rtc.pdx.edu/PDF/pbResilienceTheory.pdf ) can

set the new paradigm in the Resilience Learning and Teaching Processes.

These and many other aspects molded within the Resilience Model of the learning experience will be fully presented, developed and proposed in the following chapters.

But, lets first review the concepts to be sustained as fundamentals for presenting a model of personal education within the Resilience Theory.

The process of self-taught has a long history. There is plenty of humans who, during their lifetime, have learned by themselves different skills: musical, academic, intellectual, politic, artistic as in literature and poetry and so on. In Puerto Rico’s history, there is the case of Luis Muñoz Rivera, our first Resident Commisioner at Washington, D.C., Ramón Emeterio Betances, the teacher of the Americas as he is known in the Latin American communities, Pedro Albizu Campos, a social leader and politician who fought for the independence and freedom of Puerto Rico, and our well remembered and loved teacher, Eugenio María de Hostos, father of our educational philosophy, in memory of whom our Faculty of Education building (UPRRP) honors his name.

There is no doubt concerning the great wisdom and intellectualism these Illustrous men (Hombres Ilustres) had, and how their knowledge has impacted others even nowadays.

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Worldwide well known cases of people who demonstrated to have a special inner knowledge and wisdom, are Nelson Mandela, who became President of South Africa after being put into prison and obtained the Nobel Prize of World Peace; Indira Gandhi, spiritual leader and social reformer of India, and Víctor Frank[l], a psycoanalist of Austria who lived during the concentration camps of the Nazzi Germany during World War I and became free after the war, who created the concept of logoteraphy. And, why not: Madre Teresa de Calcuta (Mother Theresa of Calcuta), a religious woman who fought poverty, social despair, and hunger among many, becoming a Nobel Prize for the world peace too. Probably the most mentioned as being a resilient person, even when there was not such designation of the term, was FRIDA KALHO, an admirable woman from whom these words: “…I do not need my legs if there I have wings that make me fly…” (translation from: …“NO NECESITO PIERNAS…TENGO ALAS PARA VOLAR”!), certainly Frida is the very best of Resiliency.

A common characteristic in these men and women’s experiences was that they have made their marks, footprints, as people who developed a higher intelligence, social involvement and empathy towards others; even when they had to cross their dry deserts and survived. Not only survived their humiliation, disgrace and ignominy, but they overcame all their limitations and struggles in their lifetime, showing others how to “produce fruits in any ground” (Mathew 13; 8 RV 1960), even at the desert. These extraordinary citizens of the world and of humanity showed characteristics that evidence they belonged to a group of people who are named Resilient or who shared Resilient behavior.

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METHODOLOGY: The methodology to be used in this paper is a Qualitative one; proposing a Fenomenological Approach to develop the Theory of Resilience with the objectives already presented in the Aim. Within the Phenomenological Aproach, an Autobiographical or Personal View on the narrative will be heard directly from the experiences lived by the author of the paper, in order to provide a living example of a Resilient person as a Case Study.

DEFINITION OF TERMS:

RESILIENCE or RESILIENCY

Resilience, which is defined as the capabilities humans have to overcome, reconstruct or re-shape their learning as a product of their own experiences (Combariza, 2006, Rutter, 1930, and others), in terms of self-teaching subjects provide an educational ground to implement this paradigm. Resilient people are example of humans who have developed this inner knowledge to overcome their limitations, difficulties and disgraces in their lives.

Resilience or Resiliency is also defined as follows: [in] children who experience trauma or other circumstances that put them at risk yet emerge from their challenges with positive developmental outcomes (Garmezy, 1985; Rutter, 1987; Sameroff, 1993).

Another description of resilient (children and adults) is the following:

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The social circumstances of substantial numbers of children are declining in contemporary society. The developmental processes of these children, and of the adolescents and adults they become, are put at risk by circumstances of poverty, violence, discrimination, abuse and neglect, and parental mental illness or substance abuse (Institute of Medicine, 1989; U.S. Department of Health and Human Services, 1991).

Resilience is the capability of a human being to overcome his/her dificulties and at the same time learn from his/her errors. It is the capacity (capabilities) of an individual or social system to live well and to positively develop, among the difficult life conditions they may have, and much more, to get out strengthened and transformed from them (Combariza, 2006).

The term Resilience is also applied to characterize or define those people whom eventhought being born and lived under high risk situations, (they) have been psychologically healthy and successfully developed (Rutter, 1930).

Other areas of application: (as a) noun 1. The power or ability to return to the original form, position, etc., after being bent, compressed, or stretched; elasticity.

2. Ability to recover readily from illness, depression, adversity, or the like; buoyancy.

Also, re路sil路ien路cy. (taken from: http://dictionary.reference.com/browse/resilience ).

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In general usage of the word, Resilience or resiliency, in its origins was defined as: Origin: 1620–30; < Latin resili ( ēns ), present participle of resilīre to spring back, rebound (see resilient) + -ence. Also: resiliency the state or quality of being resilient; Ecology: the ability of an ecosystem to return to its original state after being disturbed.

And in Physics: the amount of potential energy stored in an elastic material when deformed (Collins English Dictionary, 10th Ed.)

Helena Combariza (2012) in her presentation (ppt) Compensar: El Arte de Formar Servidores, presents a model of Service, where she applies the concept of Service Intelligence and describes it as the interaction of a variety of other intelligences: Spiritual, Practical, Presential, Virtual, Rational and Emotional (see illustration 1).

(Illustration 1: Inteligencia del Servicio, Combariza, H., 2012)

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In addition, Helena places these intelligences in three (3) levels of achievement: Basic, Inter (or intermediate) and Advanced.

Previously in April 14, 2011, Combariza expressed herself towards the concept of Resilience as follows: “El término resiliencia se refiere originalmente en ingeniería a la capacidad de un material para adquirir su forma inicial después de someterse a una presión que lo deforme. Al hablar de resiliencia ...” that is: this term was initially related to engineering applications; as the capability (or capacity) of a material to regain its shape after been subject to pressure which has deformed it previously. (http://prevencioncolonia.blogspot.com/ ).

The origin of the term R is resilio as the capability or capacity of returning to the original form or state - “Se refiere a la capacidad de los materiales de volver a su forma cuando son forzados a deformarse. El estudio de la energía invertida en la deformación sin ruptura se profundizó en relación con los metales y las consecuencias de los choques entre objetos”. http://www.discyresiliencia.com/wp-content/uploads/Tesis.pdf Based on this Engineering view of R, there, then, are Resilient cars, metals and materials.

Another two (2) terms that also fit into the Resilient Theory are Aprendizaje Experiencial (Learning from experiences or Experiences-based learning) and Modificabilidad Cognitiva (Modification of Cognition or Cognition Modification) theories as (they are) presented in the Thesis of Geraldine Diaz Rey and Dexy Mayerly Parra Sequeda (2007): Experiencia Pedagógica Formativa de Prevención con Niños,

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Ni帽as y Adolescentes en Riesgo de Calle en la Comuna 14, Municipio de Mucaramanga (Universidad Industrial de Santander).

For the purpose on this paper, Resilience or Resiliency is defined in the following terms: Resilience or Resiliency simply is a term that describes both people as well as any living thing or things, including animals, plants, or any other category or species that may surge in future, which (or whom) no matter (the) difficulties that may appear in their existential trajectory, this is, in their lives or lifetime, they get restored, (they get reshaped), overcome their adversities and finally, end their bad experiences with successful results.

In this definition, this writer does not limit the application of the term (Resilience) to humans only, but also to animals and plants which have shown similar characteristics of positive outcomes (in Spanish: superaci贸n) as humans, after having positively passed over their crisis (Translation from: Restore your Existential Circuits: A Model of Resiliency; Fern谩ndez-Col贸n, P., 2011).

INNER KNOWLEDGE (Inner Knowledge) In this way, inner knowledge can describe resilient people (or things and animals) as long as they have developed their auto didactical (self-improved or self-taught) capabilities. Inner strengths, innate and acquired understandings, Inter-personal, Intrapersonal Intelligences (Garner, 1994, The Theory of Multiple Intelligences) or Social Intelligences; new term conceived recently as well as Emotional Intelligence (Guerri, M.,

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2013) by a group of psycho-linguistics and social-linguistics (Mayer and Salovey, 2001) as the combination and modification of Garner’s Inter-Personal and Intra-Personal Intelligences.

As it will (be) briefly presented, and explained in details, Resilient subjects appear to have within them a sum of various types of intelligences: spiritual, emotional, musical, artistic, intra-personal and with the adaptative or social intelligences [inter-personal], rational, spacial, presencial, virtual (which can be socially acquired, developed, perfected and learned) as product between their interactions with their environments (social, religious, educational, cultural, etc.) and others. Experiences-based learning is also considered. The possibility of other inner intelligences, as product of their own experiences and memories (flujo), flow, stream, energy-based, reconstructive, (elastic intelligences) usually named for centuries as “wisdom” or moral intelligences appear to occupy a significant and pragmatic purpose in order (for the resilient) to be successful in life.

Moreover, their abilities to interact, help, and support others have a much more deeper nature. Much more than intra-personal, social, spiritual, maybe with the sense of been a gift, (un don), a virtue, provide them with a “don de gente” humanship, sensitivity, caring for others and other things beyond just humans.

A sense of well being, of not being attached or not having the need to be attracted to material things and possessions; (in Spanish: desprendimiento); that missionary spirit of helping others, giving their bests, sharing their bread with others, seem to be an extraordinary experience of evolved (evolucionado) or enlighted (iluminados) beings. In

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India’s terms, it could be said (as if ) “having reached illumination” as Ghandi, Budda, Christ, Mahoma, Mother Theresa of Calcuta (Madre Teresa), Saint Augustine, and many other spiritual teachers of ancient times had reached. The presence of light over their heads is considered as a physical phenomena which accompany them - not always - but when needed. (Moses, in Book of Exodus, The Bible). A sublime dedication in serving others instead of serving themselves.

SUMMARY AND OVERVIEW OF REMINDER OF THE PAPER

The figurative words (metaphoric) used previously just give us an idea of the greatness of serving others, to be part of humanity, without pretending power, outstanding, egocentricity, but in the contrary: simplicity, modesty, naturality and a sense of (having a) purpose in life. These introductory words describe a Resilient. In this consists the idea of developing a personal teaching model based on the Theory of Resilience.

In this Introductory Chapter the concepts of Resilience, Multiple Intelligences and their effect on resilient subjects were presented very briefly. An overview of a new paradigm in the Learning and Teaching Processes on Resilience: The Inner Knowledge was also introduced.

In the next chapter (2), REVIEW OF LITERATURE, the evolution (progression) of Resilience or Resiliency Theory will be traced, from its first proponents or theorists, until the newest theorists on the phenomenology of Resiliency.

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THE INNER KNOWLEDGE: A Paradigm in the Resilience Learning and Teaching Processes

CHAPTER TWO: REVIEW OF LITERATURE: RESILIENCE: ITS ORIGIN AND EVOLUTION

Origin of the Term In its origins Origin: 1620–30; it was defined as: < Latin resili ( ēns ), present participle of resilīre to spring back, rebound (see resilient) + -ence. Resiliency was expressed as: the state or quality of being resilient (Collins English Dictionary, 10th Ed.).

The concept of Resilience or Resiliency is not new, since first applications of the term have been used in Physics. It was seen as: the amount of potential energy stored in an elastic material when deformed. Furthermore it was also applied to Ecology referring the term as: the ability of an ecosystem to return to its original state after being disturbed. (Collins English Dictionary, 10th Ed.).

Resilience, as a psychological phenomena in personal growth applications has been established by two major precursors of the term: Rutter (1992), as well as Kotliarenco (1997). Based on their definitions (breifly presented in the Introduction of this paper), are the ones that concern to the purpose of this study. A third important proponent and defender of the Theory of Resilience has been Helena Combariza (2006, 2012).

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Michael Rutter (1930, 1992/1993) one of the two pioneers on Resilience, signals it as: The term is also applied to characterize or define those people whom even thought being born and lived under high risk situations, (they) have been psychologically healthy and successfully developed (Rutter, 1930). Rutter also sees Resilience as: the combination of social and intra- psychic process which facilite or make possible for living positively well [sanos] in a hostile and insane environment [insano] (Rutter, 1992).

Finally, he considers that foundations or pilars of Resilience are both constitutional as well as environmental (Rutter 1990, 1993).

A second pioneering proponent on Resilience Theory is Kotliarenco (1997). He sees Resilience as Rutterâ&#x20AC;&#x2122;s vision. In addition he considers Resilience as a life-long process that takes place in children (and adolescents as well as adults) as product of their interactions with their environment during certain times or circumstances of opposition (Risk factors).

Both Rutter and Kotliarenco have been working in children as well as adolescent interventions and have a solid bibliographical repertoir. They have been working with Resilience, not just theorizing on it. http://www.discyresiliencia.com/wpcontent/uploads/Tesis.pdf .

Other proponent and defendant of the Resilience Theory is E. Groterberg, (2004), who sees R (Resilience) as the human capability to face, overcome and finally, to come out strengthed and transformed from adversal experiences in life.

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In the article: Resilience Theory as a Framework for Teaching Human Development within HBSE by Alaine Toomey, Eileen M. Brennan, and Barbara Friesen (2013) in the link: http://www.rtc.pdx.edu/PDF/pbResilienceTheory.pdf , they present how

R is been applied in helping children and adolescents by diferent organizations. The say: â&#x20AC;ŚThe developmental processes of these children, and of the adolescents and adults they become, are put at risk by circumstances of poverty, violence, discrimination, abuse and neglect, and parental mental illness or substance abuse (Institute of Medicine, 1989; U.S. Department of Health and Human Services, 1991). Theoreticians and researchers have recognized and responded to these challenges by examining resilience in children who experience trauma or other circumstances that put them at risk yet emerge from their challenges with positive developmental outcomes (Garmezy, 1985; Rutter, 1987; Sameroff, 1993).

According to these three researchers on R, they see R in the following conceptualization: Resilience Theory as a Framework for Teaching Human Development within HBSE; a Health and Human Services Program or Organization - (Institute of Medicine, 1989; U.S. Department of Health and Human Services, 1991).

They clearly expressed their aim in their paper when it is said: The purpose of this paper is to propose a framework for teaching human Development â&#x20AC;Ś http://www.rtc.pdx.edu/PDF/pbResilienceTheory.pdf .

As it has been previously presented, R has been evolving from its original postures and definitions and has become a social instrument for helping children,

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adolescents, adults, and in a broader scope, whole communities under adverse living developmental conditions.

EVOLUTION OF RESILIENCE THEORY:

La resiliencia es la obstinación de la vida sobre todas las formas de muerte.

Quizás uno tiene la sensación de que la vida es obstinada, la vida es resiliente, que tiene una potencia singular, incluso transformadora de la misma muerte, porque si tomamos en cuenta la humanidad, el proceso global y el planeta, vemos que la muerte fue incorporada en la evolución como una manera de permitir la creación de la vida. La vida no puede existir en el mundo sin la misma muerte y la muerte es aprovechada, en el fondo, para generar vida...

(Bienvenida del Director de la Fundación S.E.S (Sustentabilidad, Educación, Solidaridad) al Seminario Latinoamericano de Resiliencia: “Más que jóvenes en busca de oportunidades”, 2000 (26,27 de oct.), Buenos Aires.

A Thesis presented on the social work discipline, brings the concept of Resilience as a Paradigm to face or aboard the social problem of the disabled or handicap population in terms of providing functional tools to help them overcome their physical limitations and positively transform their adversities into positive results. Paradigma de Resiliencia. Un aporte significativo en el abordaje de la problemática social de discapacidad. (Daniela Renzi, 2010), Universidad Nacional de Lujàn.

In this Thesis a voluminous amount of definitions of R are presented. But it is on the Second Chapter that the concept of Resilience as a Paradigm is considered. Same title as the Thesis’s one; after considering the functions and responsibilities of Social Workers in benefit of others, Renzi proposes three stages (etapas) in the evolution of R.; they are:

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1- The First Stage of Resilience Theory: Individual Resilience as sustained and defined

by Kotliarenco, Wolin among others theorists. 2- Second Stage Social Resilience (Suárez Ojeda among others), and 3- Third Stage: Theory of embrace and psychological

contributions (Cyrulnik, V. Frank, among others).

-Teoría de la primera etapa (Resiliencia individual): Kotliarenco, Wolin, entre otros.

-Teoría de la segunda etapa (Resiliencia social): Suárez Ojeda, entre otros.

-Teoría del apego y aportes de psicología: Cyrulnik, V. Frank, entre otros. (Renzi 2010: 60).

Because the main purpose of this paper is to propose a model for the learning and teaching processes based on the Paradigm of Resilience, additional references related to the definition of R are not included; but indeed, they (additional definitions on Resilience or Resiliency) will be suggested for further reviews at the end of the writing.

RESILIENCE: FROM THEORY TO PRACTICE

As it is previously expressed in the Third Stage on the evolution of the concept of Resilience, suggested readings will be reviewed in this paper as long as they provide vital information, tools, techniques and practical applications regarding Resilience as a Paradigm for social change and service.

At the 2º Foro Social de Información, Documentación y Bibliotecas 7 y 8 de septiembre de 2006 Auditorio del Instituto de Investigaciones Antropológicas de la Universidad Nacional Autónoma de México - UNAM – México, DF, Eje: 2: Responsabilidad social y ética del profesional de la información, a qualitative

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investigation or research article was presented in this 2nd Social Forum of Information, Documentation and Libraries at the UNAM convention at Mexico, September 2006.

The article alluded is: Título: La animación a la lectura en una comunidad desplazada en Colombia, una experiencia de compromiso profesional, social y político del bibliotecólogo y de lecciones aprendidas.

Authors: Uribe, Tirado Alejandro* (auribe@bibliotecologia.udea.edu.co) Rivera, Hasbleidy ** (jazmin_gx@yahoo.com) Gutiérrez Lina, Marcela *** (marcela527@msn.com) Martínez, Maria Isabel *** (mariaisalbelh7@yahoo.com) Ballesteros, Natalia G. *** (eibnaty@bibliotecologia.udea.edu.co)

These researchers in the educational field of (Bibliotecología), who are mainly librarians, presented an etnographical fieldwork in a marginated (displaced) Colombian community: Alto de la Virgen (Medellín, Colombia), where students of Bibliotecología developed a social project : …con el objetivo de generar, mediante la lectura y la lúdica que la acompaña, un espacio de vida que permita a los niños de dicha comunidad tener momentos de ocio y recreación, y lograr con ello, además, el incrementar su autoestima y posibilitar la catarsis necesaria frente a sus condiciones de vida deshumanizantes, para que sus grandes valores y potencialidades no se pierdan ante dicha situación de injusticia social.

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This is, a reading and empowerment educational project with the objective of generating, thru Reading and its corresponding implications and by-products, in order to provide to this community’s children a living space for relaxation and recreation, focused on improving their self esteem, providing a catharsis (as) needed to face their dehumanized or inhuman conditions of living, as to avoid the loosing of their great values and potentialities because of their injustice social situation (translation). The article considers that there have been more than 200,000 displaced families, just in Medellin, Colombia. http://www.cec.org.co/img_upload/6e6f7469636961732d2d2d2d2d2d2d2d/Conclusiones _Informe_Desplazados.doc

The importance of this fieldwork, based on the Paradigm of Resilience, is the implementation of social or community based programs in Latin America in response to improve empowerment and empathy among resilient social groups.

The contributions of Helena Combariza (2012) in order to develop an adaptation of the Resilience Theory into the labor world, “la Inteligencia del Servicio” or Intelligence of Service (Serving others) is a clear transformation of the transition from theory into practice of the R T (Resilience Theory). As many other theorists previously presented in this chapter, Combariza has demonstrated to be among the “big ones” in the R T. A valid contribution to this transition from theory to practice has been the huge efforts of the Latin American organizations and support groups, especially in the

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discipline of Social Work, helping resilient children and adolescent to overcome their adverse living conditions as it has been already presented in this chapter.

A last big effort in developing community-oriented projects is the work of librarians working with displaced communities in Colombia, mainly in Medellin as it was discussed previously; specially with children and adolescents.

Empowerment techniques are being used to transform socially depressed communities in order to help them gain a better quality of living, as well as educational tools to help them reaching their dreams.

The following areas of interest related to the purpose of this writing are to be reviewed and discussed next. These theories are enclosed in the following contexts:

Theories on Learning Processes Considered

One of the major proponents on human learning of all times has been Plato (428427, A.D.), a Greek philosopher who interpreted the learning processes as reflections of the reality with the illustration of the man inside the cave. He suggested the reality was not what men were living, instead, they were not free; the men were inside a cave, where what they saw, thought, interpreted as reality was simple the reflections or shadows of reality itself, which was outside the cave, the real world.

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The theory of Plato’s conception of the Ideas and how they interact and are been transformed by such interaction among them, consists the process of learning.

(Enciclopedia Salvat, Vol. 10, pp. 2663-2664). Plato considered the origin of the learning processes as internal, from the soul. Arjé (Alma) is the Greek term used by Plato and other Greek philosophers (Cratilo, Socrates, Parmenides and Heraclito among others), suggesting that the Arjé or eternal source of knowledge, in combination with the ideas are the beginning and eternal source of the universe(s) and through the process of Reminiscience or re-acknowledge of the ideas, the human soul’s “true” knowledge is recovered; this because of the imprecision’s senses, especially the eye (vision, visual process of learning through senses), have lost or misinterpreted (the original and eternal) knowledge (p.2663).

Finally, Plato suggested that the Arjé or soul in addition to be eternal (eternal source of knowledge) is intelligent, organized and guides the universe in search of a finality (finalidad) or good [bién universal] (p.2663).

Aristotle the Estagirita (384-322 A.C.), disciple of Plato, reorganized Plato’s as well as other’s contemporary Greek philosophical ideas of the learning processes; and expanded their contributions to the development of a scientific approach - inductive learning (in search of individual acknowledge through observation), expressing the concepts of matter, (material logic, great logic) movements and induction as evolution of the deductive (the eternal concept of matter or great matter) evolving through movement,

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with its four secondary states or manifestations: forms or elements; earth (ground), air, fire and water. (Enciclopedia Salvat Vol. 1, pp. 276-277).

It is interesting the teaching method used by Aristotle, The Estagirita: learning while having a walk in the garden. In 335 A.D., he established the Liceo or escuela peripatética; (learning or discussing while walking) (p.276).

Albert Einstein (1879-1975) Novel Prize on Physics in 1921, in his Theory of Relativism (1916) studied the physical properties of (the element) Mercury, as its perihelion state of gas or perihilio de Mercurio as a process on which the luminance (luminance rays) of this gas’s deviation (movement away) while passing by the sun, sustained his experimental theory. Basically, it suggested a new conception of universal rules in physics and mathematics. He sees the universe as a moving matter; where matter in its two basic aspects: mass and energy, in the presence of movement at light speed, decreases, and vice versa: in relaxation it increases. (Elasticity). (1972), Salvat, Editores, S A Barcelona. Vol. 4, pp. 1152-1153).

The importance and application of Einstein’s relativism theory consists on the possibility of multiple states of matter and energy, with the capability of moving from a static object (matter on inertia) into moving or multiple one(s). Einstein proposed that “time and space” means anything unless they are measured and perceived by the observer, with the help of Lorentz;s equations and measure instruments¹. Where (the) speed of light remains constant and independent. That is, every observer transports

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his/her own space and time (p. 1152). If it so, learning capabilities of humans may have multi-time/space dimensions. Suggesting (it) in theory, the ability of time as well as space traveling1.

Lorenz, Hendrik Antoon (1853-1928) a Holand physician and mathematics professor at the University of Leiden (1878) initiated the studies on space-time coordinates transformations, base for relativism theory of Albert Einstein. Lorenz is responsible for the electro mechanic theory on matter, winning Nobel Prize in Physics in 1903 (Salvat Encyclopedia Vol. 8, p. 2041).

Resent theories on Quantic Physics and Chemistry, suggest the possibility of what is called: The Quantic vacuum or Vacío Cuántico or simply the empty web (la Red).

According to these theories, there are Eleven Strins or Theory of the Eleven Strings (Teoría de las once cuerdas) www.history.com/cuanticvacum .

What these Quantic Vacuum theories suggest is the possibility of a cosmic source of knowledge as well as energy. (Fuente cósmica del conocimiento). The implications of having that kind of source of knowledge in the cosmos, take us go back into Plato’s and Aristotle’s conception of an eternal source of knowledge as primera materia.

If these conceptions of energy, matter, space and time variation and their properties, as well as manifestations are correct, the concepts and parameters on how humans learn suggest important considerations on how we teach too.

1

Lorentz;s equations and measure instruments: In allusion of Michelson”s theory: (Where) speed of light remains a constant and independent from space and the movement of matter or its inertia.

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Theories on Teaching and Cognitive Processes Considered

Howard Garner (1994) develops the concept of multiple intelligences as explanation to the mind structures and processes of learning. They classify these intelligences in seven (7) types or different intelligences: they are 1- Linguistic 2- Logic 3- Musical 4- Visual-spatial 5- Kinesthetic – Corporal kinetics 6- Interpersonal 7- Intrapersonal Garner suggests the possibility of other types of intelligences but they were not included at this time (Garner, 1994).

In the Thesis for Master’s Degree in TESL: Cultural Aspects in the Teaching of English as a Second Language in Puerto Rico: Cognitive Styles and their Implications (Fernández-Colón, P., 1985) this author worked the concepts of Ramirez and Castañeda: Bi-cognitive Development (Ramirez & Castañeda, 1974) as well with other theories concerning Brain Specialization. Springer & Deutsch (1981), MacLean (1978), Nine-Curt (1980, 1983), Johnson (1983) and others.

These brain specialization theories were based on different functions of the right and left hemispheres. Consequently, suggesting different learning styles as well as

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teaching styles. Ramirez & Castañeda (1974) presented a view much more advanced than other theorists when they proposed a Bi-Cognitive Development Theory on the Learning and Teaching Processes in addition to cultural differentiation. Inclusively, they designed both students as well as teachers assessing methods on their preferred cognitive styles. (Ibid).

A common aspect present in all these studies and others alike, consisted in the importance of cultural diversity, as well as preferences for one or other cognitive style, Cultural Democracy in Education as Ramirez & Castañeda (1974) named it. Nine-Curt (1980) was also in the debate for their cultural preferences in learning as well as teaching Styles based on cultural orientation and preferences (Nine-Curt, 1980, 1982, 1983).

Brown (1980) discussed the importance of Understanding other Cultures as well.

Cheyney (1976) suggested techniques used in Teaching Children of Different Cultures in the Classroom.

In the following electronic publications’ link of this author: www.issuu.com/pablofernandez024/docs/ , the concept of an energy-based theory for molding a teaching-learning model is suggested. They (Pablo Fernádez’s online publications) will be considered in the next chapter.

Theories on Cognitive Processes Considered Ausubel (1968) in Education Psychology: a Cognitive View developed his cognitive theory. He defined cognitive processes or cognition as: …differences in

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intellectual patterns, in modes of organizing, classifying, and assimilating information about the cultural environment (p. 170).

Witkin et al., (1962) conducted an experiment in order to “explain the way people perceive both themselves and their world” (as cited in Fernandez-Colón, P., (1985, p.15).

The purpose of Witkin’s work was to determine field sensitivity or how the subjects perceived their environment. Ramirez and Castañeda used Witkin’s finding to determine the way students learn and perceive their environment. They named it as field dependent (external, visual oriented) and field independent (internal, own-body oriented) Ramirez & Castañeda, (1974), Fernandez-Colón P., (1985 p.16).

Brown (1980) studied Witkin’s work and explained that “ a field independent person perceives a particular, relevant item or factor in a field of distracting items” (p.91). On the opposite position, field dependent subjects perceive their total environment or field as a “unified whole” (p.91). Ramirez and Castañeda expressed this conception as: “The perception of a field-dependent subject is determined by the overall organization of the field” (p.67). Cited also in Fernandez-Colón P., (1985 p.16).

Based on these findings on how humans organize, explain, classify and perceive their environment, Trotter (1976) designed a table describing activities controlled by each hemisphere on the human brain (Brain Specialization); p.218. (See Table 1)

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching Processes ACTIVITIES CONTROLLED BY EACH HEMISPHERE

Left Hemisphere

Right Hemisphere

1. Speech, Verbal

1. Spatial, Musical

2. Logical, Mathematical

2. Holistic, (Whole)

3. Linear, Detailed

3. Artistic, Symbolic

4. Sequential

4. Simultaneous

5. Controlled

5. Emotional

6. Intellectual

6. Intuitive, Creative

7. Dominant

7. Minor, Quiet

8. Wordy

8. Spiritual

9. Active

9. Receptive

10. Analytic

10. Synthetic, Gestalt

11. Reading, Writing, Naming

11. Facial Recognition

12. Sequential Ordering

12. Simultaneous Comprehension

13. Perception of Significant Order

13. Perception of Abstract Figures

14. Complex Motor Sequence

14. Recognition of Complex Figure

Based on this early studies on brain specialization, there are nowadays a huge gamma of learning or cognitive theories and in correlation to them, proposals for different or multiple intelligences (Garner (1994), Combariza (2012) and other.

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Summary of Chapter Two and Transition to next chapters

But some of the questions presented in the Introduction of this paper still need to be answered. In the next chapter (3) A Proposal for a model of Resilience, different models of Resilience will be presented and discussed. Finally, in Chapter Four (4) the proposal of the Inner Intelligence or Inner Knowledge concept will be considered as a creative contribution to the learning and teaching processes based on the Resilience Theory. A personal autobiographical view (case study) will be used in order to understand, explain and promote the resilience theory, describing it within a phenomenological approach.

In Chapter Three (3) of this paper, A Proposal for a Model of Resilience will be discussed based on this theory of multiple levels of energy and the theory of flow or Stream learning (TeorĂ­a del Flujo). As it has previously been reviewed, the Resilience Theory will serve as fundamentals for developing a new view on the learning and teaching processes as a paradigm for Resilience subjects.

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THE INNER KNOWLEDGE: A Paradigm in the Resilience Learning and Teaching Processes

CHAPTER THREE: A PROPOSAL FOR A MODEL OF RESILIENCE

Developing a Paradigm for Learning and Teaching the Resilient

A model of Resilience

In this chapter (3), in-depth considerations to the Resilience Theory and how it molds the cognitive processes in humans (and also in animals, plants, living things, etc.) will be discussed.

Studies conducted with resilient subjects have been reviewed already. In this authorâ&#x20AC;&#x2122;s previous works, available at: www.issuu.com/pablofernandez024/docs/ Concepts of Resilience, energy-based models of the cognitive processes and a new sight in how the learning, in general terms works in resilients will be served as the main dish of this paper.

In the book (unpublished document) entitled: Repara tus circuitos existenciales: un Modelo de Resilencia Translation: RESTORE YOUR EXISTENCIAL CIRCUITS: A Model of Resiliency (2011), revised in 2013, this author considered Resilience and Energy in terms of cognitive development. Personal experiences and autobiographical considerations and reflections (auto reflection) contribute to describe the phenomenology.

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In the following diagram, a Model of Resilience is visualized as it was conceived by a group of students on Cognitive Development (UPRRP, Nov. 16, 2006).

(Ilustraci贸n 2: Prof. Pablo Fern谩ndez Col贸n, UPR, Depto. Estudios Graduados, Pedagog铆a, 2006.)

Based on the sub-group discussions in class concerning cognitive development theories, the above diagram resulted as a Model of Resilience. The integration of different elements that affect learning in the lifetime experiences of (the) resilient, and consequently, in their cognitive proceses, are identified: Limitations (physical, emotional, intellectual, psychological, others). Environment (field of experiences, inner, external, interaction of both), Culture (traditions, music, social patterns, learning styles, meals, art, language, etc) Modeling, Heritage and Others, are described as elements that interact with and, consequently, affect both positively or negatively the overall development of the resilient (p.77).

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The second aspect in the resilient cognitive development is the combination of the incident elements previously mentioned and their interactions between them and the subject. Resulting in the concept of Risk Factors.

As discussed in the previous chapters, this interaction of incident element in the cognitive proceses: Limitations, Environment, Culture, Modeling, Heritage and Others form what is herein named as Risk Factors (as mentioned in diverse readings discussed ad also in http://www.monografias.com/trabajos5/laresi/laresi.shtml ).

The combination and interaction, of Incident Elements with the presence or impact of the Risk Factors, basically define the nature of Resilience as it has been already reviewed. Once the subject identifies him/hersef as resilient, or in its defect, (he or she) is identified by other (not them themselves), interact the Inner conscience and knowledge they have of themselves: USTED (You), myself, yourself, yourselves, themselves, ourselves, etc. Identity and own consciousness.

These Risk Factors, electrical failures (short circuits) or Existential crisis as it is named in this source, resulting from both inner and external conflicts on subjects, which have not been repaired or restored end in a lack of identity or personal esteem among other intra and inter personal conflicts.

As long as subjects (individuals, collective, communities, etc) have learned to overcome these incident elements on them (and in them), these risk factors, and

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overcome them successfully, the Results are: Empathy, Positive upcoming or outcome, Total Integration, Positive Evolution Development and Service toward others as many other altruist manifestations (p. 57).

A Model of Resilience based on the Theory of Energy (flujo) or Flow After having described the nature of Resilience previously, in a Model of Resilience, a second step towards the cognitive development processes and learning nature of (the) resilient is discussed next.

As part of the personal experiences lived by this author for a period of more than twenty five (25) years in the TESL discipline, and having taught to children, adolescents and adults as well (see autobiographical notes at end of this paper, available at www.issuu.com/pablofernandez024/docs/, a model of resilience learning is suggested and hypothesized in this section of the paper.

Illustration 3: (Models of Energy and Traditional Learning)

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Modelos de energía y tradicional (Fernández-Colón, P., 2006) In the illustration #3 presented above, this author presents a graphical description of how the learning (as general) is developed through the whole live. A conception of Traditional Learning Model suggested by inner-to – outer separated circles representing life cycles in humans as completed, closed ones, may suggest the “wrong” idea of not having existential crisis (bad or not corrected situations during a lifetime). They are represented by the closed and separated circles. Understanding that, as in trees, each circle from the inner to the outer, represent years or stages of development in humans.

Piaget wrote about the Growth stages in children (Etapas del Crecimiento y Desarrollo), Piaget, J: En El juicio moral en el niño (The Moral Judgment in the child) he postulated infancy as “La infancia es la fase creadora por excelencia. Yo siempre quise ser niño", this is: (seen) infancy as the creative stage for excellence in the child; concluding the quote “I always dreamed been child forever” or I always wanted to be a child” (personal translation).

In the following work, Stages of Cognitive Development, by W. Ibarra Viñas (posted on:www.monografias.com by conduct of: Idilio W. Ibarra Viñas: Etapas del desarrollo cognitivo), Ibarra analizes Piaget’s theory and concludes with the notion of a successful adaptation and organization development in children based on Piaget’s Theory

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of Psychogenesis. Piaget distinguished an organic adaptation and a functional adaptation, which constitute (the process of) intelligent adaptation, considering it as the most evolved example of adaptative intelligence. While describing the concept of Organization, Piaget described it as “es el proceso en virtud del cual la inteligencia como un todo se relaciona internamente con sus partes", this is the process through which, in its virtue, intelligence, as a whole, internally relates within its parts; (internal parts) called schemes “esquemas” (19:114-115) as cited in www.monografias.com by Ibarra.

The perfect conception of cognitive development in humans since their infancy is the same idea Paolo Coelho in “Cerrando Círculos” proposes. He explains and as cited: “No podemos ser niños eternos, ni adolescentes tardíos” además señala lo siguiente: “Los cambios externos pueden simbolizar procesos interiores de superación.” in English (translation): “we can not be children forever; or late developed adolescents. External changes may symbolize internal processes of out coming.”

When Coelho expresses himself concerning the crisis in the lifetime of humans, and problem solving : “La vida está para adelante, nunca para atrás. Si andas por la vida dejando "puertas abiertas", por si acaso, nunca podrás desprenderte ni vivir lo de hoy con satisfacción. ¿Noviazgos o amistades que no clausuran?, ¿Posibilidades de regresar? (¿a qué?), ¿Necesidad de aclaraciones?, ¿Palabras que no se dijeron?, ¿Silencios que lo invadieron?…” In his words, he establishes (that) life is always forwards, never backwards; If you keep leaving doors opened as if there were the chances of taking back passed or unsolved situations, you will never get rid of them, nor live present to the fullest happiness. And finally he signals out: : “Si puedes enfrentarlos ya y

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ahora, hazlo, si no, déjalos ir, cierra capítulos”. This is: if you are able to face them (and repair them now, do it, but if cannot face them already and now, leave them, close those chapters of your life.

In summary, Coelho represents the Typical or Traditional model of learning. In this paper such attitude towards life is challenged. The Energy Model of Learning (Illustration #3), circles are not closed and isolated one from the other. As a different paradigm, the energy model is represented in spirals, not closed circles representing life cycles.

Moreover, The Energy Based Model suggests that as any electrical circuit or wired structure, the current runs throughout the entire system, “life as a circuit”. The spirals interconnected and centered from inner – to – outer rings can be reinvented, reconstructed, re-visited through time. In simple words, you have the freedom to go back and forth, as needed. Life is not always forwarded; it may need some restoration, re adaptation, rethinking and reconstruction.

Humans are seen as energy systems; experiences throughout lifetime can occasionally turn into interrupted failures on energy, producing, in this metaphoric expression, a “short circuit”. When it happens, the presence of a “perito electricista” (licensed electrician) capable of restoring and re-establishing energy in the whole system (electrical string) is needed. Otherwise the entire electric system will fail and finally collapse.

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The following diagram sets a solution for the existential energy systems that may happen in a lifetime period.

Illustration 4: A model of energy adapted to resilience learning (Fernandez-ColĂłn, P., 2006).

In the diagram presented above, illustration 4, a Model of Energy aplied to the Resilient Learning represents both the Risk Factors (represented by interrupted lines of energy; short circuits). The flow or â&#x20AC;&#x153;flujoâ&#x20AC;? streaming of energy is interrupted, permitting partial flow of energy throughout the entire system.

This model suggests that humans as any other living thing or animals, are subjects to despairs in their lifetime. The possibility of loosing self energy, a vital source of happiness, well being, enthusiasm, desires in life, etc., is always present as product of interacting with Risk Factors. But the existence of possible failures in the electrical life system, need to be restored. You cannot just keep going forwards in your truncated or

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accidental life, you certainly need to repair your existential circuits, otherwise the light of life in you will turn into a blackout.

In synthesis, the resilient are those licensed electricians who have learned by their own experiences and stuggles in life, to repair their existential short circuits, restoring the flow of energy “flujo, corriente” in their electrical system. When they do not posse or have the needed expertise or knowledge, (internally), they just ask for help on others without worrying themselves. They have learned that short circuits are always present in life and you, as resilient, have to have the courage to face them anytime, anyhow, and anywhere. In this consists their secret key to success, and not only to succeed, but to help other succeed too.

Multiple Intelligences applied to Resilience

As it has been review and explained on the previous sections, resilient subjects seem to have or to have developed capabilities within themselves which have help them to overcome their limitations and risk factors, and at the end, succeed with the additional virtue of been capable to help others as well.

Obviously, as it has been evidenced, they develop multiple intelligences in their cognitive process of learning, adaptation, and as said before, ability to succeed. Garner’s seven Intelligences: Linguistic, Logical, Musical, Visual – Spatial, Kinesthetic – Corporal kinetics, Interpersonal and Intrapersonal, known as Garner’s Multiple Intelligences Theory, (1994). As it was also reviewed in this paper, combination of the last two,

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(Interpersonal and Intrapersonal intelligences) has form the concept of a new intelligence: Emotional Intelligence as proposed by Mayer, Salovey, Caruso & Sitarenious (2001), Guerri, (2013). In addition to these theories of intelligences, Social Intelligence as well as Spiritual, Practical, Presential, Virtual, Rational and Emotional; all (these) grouped as Service Intelligence(s) as presented and proposed in Combariza, (2012).

This author also suggests another one: Inner Intelligence or Inner Knowledge (see next chapter). The more, the best, as it is commonly said. Still another learning theory is suggested: Experiential Intelligence or Inteligencia Experiencial o Aprendizaje Experiencial (BegoĂąa, M.), cited in and defended by Combariza X, (2003,2005), also cited by Diaz Rey and Parra Sequeda (2007), pp.11-13.

Philosophers such as Plato and Aristotle, socio-linguistics and psycholinguistics and their theories such as Ausubel, Edmund Husserl (1859-1938), Vikosky, Bandura and others will also be considered in the elaboration of Inner Knowledge or the theory of Inner Intelligences in the next chapter. New theories concerning universal learning and knowledge such as Quantum Vacuum, the Theory of the Seven Strings suggesting the idea of a source of eternal knowledge as well as principles concerning the concept of Flow Theory or TeorĂ­a del Flujo as alternative learning processes are also included.

Summary of Chapter Three and Transition to next chapters

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In this Chapter Three (3): A PROPOSAL FOR A MODEL OF RESILIENCE has been considered. Major definitions as well as a variety of models or theories on learning and cognitive development in humans; (such as) Garner’s Multiple Intelligences, Combariza’s Service Intelligences as well as Experiencial Learning Theory postulated by Ausubel, Husserl, Begoña and others have been considered and reviewed.

As expressed before, these contributions will be interpreted and applied in the next chapter (4): CHAPTER FOUR: INNER KNOWLEDGE: A Paradigm in the Resilience Learning, in order to suggest a new theory: The Inner Knowledge Theory; having focused the Resilient Theory as a model of this phenomenological methodology in the learning and Teaching Processes.

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THE INNER KNOWLEDGE: A Paradigm in the Resilience Learning and Teaching Processes

CHAPTER FOUR: INNER KNOWLEDGE: A Paradigm in the Resilience Learning.

Conceiving Inner Knowledge as a paradigm in the Resilience Learning.

In Chapter Three (3): A PROPOSAL FOR A MODEL OF RESILIENCE was considered. Major definitions as well as a variety of models or theories on learning and cognitive development in humans; (such as) Garner’s Multiple Intelligences, Combariza’s Service Intelligences as well as Experiencial Learning Theory postulated by Ausubel, Husserl, Begoña and others have been considered and reviewed in Capter Three (3).

As expressed before, these contributions will be interpreted and applied in the this chapter (4): CHAPTER FOUR: INNER KNOWLEDGE: A Paradigm in the Resilience Learning, in order to suggest a new theory: The Inner Knowledge Theory; having focused the Resilient Theory as a model of this phenomenological methodology in the learning and Teaching Processes.

Kolb's Learning Styles and Experiential Learning Model:

One of the theories considered in previous chapters is Kolb's Learning Styles and Experiential Learning Model. Kolb, (1984). According to Kolb, learning takes place due

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to the interaction of experience and how humans transform the experience into knowledge: â&#x20AC;&#x153;Learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it.â&#x20AC;? - Kolb (1984, 41) Moreover, Kolb defines Experiential Learning as relating to or resulting from experience (1984, 41).

In order to proposes his experiential learning theory, David Kolbs identifies it within six (6) principal descriptors or characteristics (classifications):

1- Learning is best conceived as a process, not in terms of outcomes.

2- Learning is a continuous process grounded in experience.

3- Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world (learning is by its very nature full of tension).

4- Learning is a holistic process of adaptation to the world.

5- Learning involves transactions between the person and the environment.

6- Learning is the process of creating knowledge that is the result of the transaction between social knowledge and personal knowledge. http://www.cisne.org/Aprendizajeexperiencial/ In addition of the six characteristics presented previously, Kolb also describe the experiential learning as appears in the following two diagrams in next page.

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Illustration 1: Kolb's Learning Styles and Experiential Learning Model. Kolb, (1984).

Illustration 2: Kolb's Learning Styles and Experiential Learning Model. Kolb, (1984).

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Kolb's learning model is based on two continuums that form a quadrant: the Perception Continuum and the Processing Continuum (see charts).

1- Processing Continuum: Our approach to a task, such as preferring to learn by doing or watching.

2- Perception Continuum: Our emotional response, such as preferring to learn by thinking or feeling.

As it is described in both charts and diagrams, Kolb sees learning as a cycle, interactions, expositions and reactions to external as well as personal (as he called it) processes on the learning experience.

In his own words:  

 

Concrete experience (feeling): Learning from specific experiences and relating to people. Sensitive to other's feelings.

Reflective observation (watching): Observing before making a judgment by viewing the environment from different perspectives. Looks for the meaning of things.

Abstract conceptualization (thinking): Logical analysis of ideas and acting on intellectual understanding of a situation.

Active experimentation (doing): Ability to get things done by influencing people and events through action. Includes risk-taking.

Depending upon the situation or environment, the learners may enter the learning cycle at any point and will best learn the new task if they practice all four modes. (kolb, 1984, as cited in: http://www.cisne.org/Aprendizajeexperiencial/ ).

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Kolb called this Experiential Learning “since experience is the source of learning and development” (1984). Each ends of the continuums (modes) provide a step in the learning process (http://www.cisne.org/Aprendizajeexperiencial/ ).

Feeling, Watching, Thinking and Doing are the four pillars of interaction, which take place in a “continuum” or cycling process, resulting in Experiential Learning. Both Concrete as Abstract; experiences and cognition or conceptualization interact within the process of Reflective Observation, resulting in Action or Active Experimentation. Kolb, (1984) also discussed in (http://www.cisne.org/Aprendizajeexperiencial/ ).

The Experiential Learning Theory of David Kolb has influence educators and psychologists, because his model of interaction in the process of learning is considered not just as a model but much more: as a model learning program (ibid). the implications of Kolb’s model of Experiential Learning as well as his descriptive interacting and cycling processes have been used with adults’ learning and teaching programs as studied and applied by Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004).

“This matrix provides a learning cycle that involves four processes that must be present for learning to occur. Note that this part of Kolb's model is more useful in that rather than trying to pinpoint a learning style, he provides a model learning program”.

As cited in : http://www.cisne.org/Aprendizajeexperiencial/ .

Flow: The Psychology of Optimal Experience by Mihaly Csikszent (2009)

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Mihaly Csikszent's Flow: The Psychology of Optimal Experience (2009), proposes another view on the concept of Experiential Learning. As it appears in the presentation of his book, it is said: “…investigations of "optimal experience" have revealed that what makes an experience genuinely satisfying is a state of consciousness called flow. During flow, people typically experience deep enjoyment, creativity, and a total involvement with life.

In this new edition of his groundbreaking classic work, Csikszent demonstrates the ways this positive state can be controlled, not just left to chance. Flow: The Psychology of Optimal Experience teaches how, by ordering the information that enters our consciousness, we can discover true happiness and greatly improve the quality of our lives “ (Csikszent, 2009).

Mihaly Csikszent (2009) book: “Flow…”

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As cited directly, “…investigations of "optimal experience" have revealed that what makes an experience genuinely satisfying is a state of consciousness called flow.

During flow, people typically experience deep enjoyment, creativity, and a total involvement with life” Csikszent (2009). Based on this words the main objective in human learning as considered by Csikszent is the experiences of profound enjoyment of life, human creativity and a complete interaction or “involvement” in the living experience (paraphrased). In addition, Mihaly Csikszent defines “Flow” (Flujo) as an experiential learning (comparing Kolb’s definition and Mihaly Csikszent’s).

Furthermore, the introduction to M.C. “Flow” are clearly expressed in (this previously cited) words: “Csikszentmihalyi (sic) demonstrates the ways this positive state can be controlled, not just left to chance. Flow: The Psychology of Optimal Experience teaches how, by ordering the information that enters our consciousness, we can discover true happiness and greatly improve the quality of our lives’.

Other terms also used in allusion to “flow” are: Fluir (Kairós) http://ebookee.org/Flow-The-Psychology-of-Optimal-Experience_248945.html , http://www.teachingexpertise.com/articles/mihaly-csikszentmihalyis-theory-of-flow1674, and http://www.cgu.edu/pages/1871.asp or simply, as I translate it: “Flujo” as learned from Dr. Marco Antonio Martínez (2006) in the Development of Cognition and Cognition Theory courses at the University of Puerto Rico. So, let’s see how Flow, Fluir, Kairós or Flujo is defined.

Flow first came to Csikszent. Mihalyi’s attention while he was studying artists for his postgraduate thesis. As they worked the artists seemed to go into a trance-like

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state. To his surprise he found that the finished product was less important to them than the process of doing the work itself. External rewards were less important than intrinsic pleasure, an observation that went against the grain of psychological thinking at the time.” As cited in http://www.teachingexpertise.com/articles/mihaly-csikszentmihalyis-theory-offlow-1674 . In this same site a direct definition of M.C. is given: “Csikszentmihalyi defines flow as ‘the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it.”

Taking this site as a source of M.C.’s Flow studies, the author expreses: “At first it seemed that this state might be confined to rules-based activities such as games and creative professional activities such as art or music. However, in the following years thousands of interviews by his research team at the University of Chicago and other colleagues around the world revealed that flow was experienced by people from all walks of life and across many different cultures. What people did and why they did it varied immensely, but the quality of the enjoyment produced by investing attention in an activity was remarkably similar.”

The similarity in experiences pointed to the following: “The research found that when they were asked what made the experience enjoyable, people cited at least one, and often all, of the following factors.

Csikszentmihalyi commends them to readers as knowledge that will help them ‘achieve

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control of consciousness and turn even the most humdrum moments of everyday life into events that help the self grow.’

According to M.C., Flow involves the following:      

A challenging activity that requires skills: This requires a fine balance: too high a challenge will produce anxiety; too easy an activity will produce boredom.

Clear goals and feedback: Good, immediate feedback allows the individual to know they have succeeded. Such knowledge creates ‘order in consciousness’.

Concentration on the task at hand: When one is thoroughly absorbed in an enjoyable activity there is no room for troubling thoughts.

A sense of control:Here the actuality of being in control is not as important as the subjective sense of exercising control in difficult situations.

Loss of self-consciousness: The individual feels he or she is merging with the activity.

Transformation of time: Seconds may seem like hours. Hours might seem like seconds.

As it appears in: http://www.teachingexpertise.com/articles/mihaly-csikszentmihalyistheory-of-flow-1674 .

In summary, Flow represents that moment of personal enjoyment, satisfaction, a state of well being and as a by-product, productivity, creativity, and in M.C. own words: “knowledge that will help them ‘achieve control of consciousness and turn even the most humdrum moments of everyday life into events that help the self grow.’ – ibid.

In terms of educational implications, the Flow theory proposes among other positive benefits the following ones: “1. The most influential teachers were found to be those who always continue to nurture their interest in their subjects and do not take their ability to convey that

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enthusiasm for granted. Learning was found to flourish where the cultivation of passionate interest was a primary educational goal.

2. Attention should be paid to ‘conditions that enhance the experience of maximum rewards’. Everything should be done to minimise (sic - minimize) the impact of rules, exams and procedures and to focus on the inherent satisfaction of learning.

(In a more recent interview, Csikszent has stated that although it makes some sense to work on students’ weaknesses, it makes even more sense to work on their strengths, ‘Because once someone has developed strengths, then everything else becomes easier.’)

3. Teachers must read the shifting needs of learners. The flow state is not a static one: once a skill has been mastered it is necessary to add more complexity if the student is not to become bored – there must always be a close fit between challenges and skills. The teacher’s sense of timing and pace, of when to intervene and when to hold back, is therefore crucial. There must be freedom wherever possible for the student to control the process, but teachers must also draw on their experience to channel students’ attention: http://www.teachingexpertise.com/articles/mihaly-csikszentmihalyis-theory-of-flow-1674

Finally, Csikszent has also launched a lighter version of his Flow Theory to be downloaded to i-phones:

Flow: The Psychology of Optimal Experience: eSpresso Summary [Kindle Edition] copyright © 2012, HarperCollins, Publishers 303 pages.

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MINDSET THEORY by Carol Dweck ©2006-2010

On The Mindset Theory, proposed by Carol Dweck, there are two main aspects concerning this theory: a fixed mindset and a growth mindset.

Mindset “is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference” as cited in: http://mindsetonline.com/whatisit/themindsets/index.html.

Dweck defines Mindset and also suggests two stages: a fixed mindset and a growth mindset in http://mindsetonline.com/whatisit/about/index.html , . In his official site he expresses: “Mindsets are beliefs—beliefs about yourself and your most basic qualities. Think about your intelligence, your talents, your personality. Are these qualities simply fixed traits, carved in stone and that’s that? Or are they things you can cultivate throughout your life?”

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Furthermore, he defines these two stages of mindset as follows:

People with a fixed mindset believe that their traits are just givens. They have a certain amount of brains and talent and nothing can change that. If they have a lot, they’re all set, but if they don’t... So people in this mindset worry about their traits and how adequate they are. They have something to prove to themselves and others.

While defining the second stage, he says: People with a growth mindset, on the other hand, see their qualities as things that can be developed through their dedication and effort. Sure they’re happy if they’re brainy or talented, but that’s just the starting point. They understand that no one has ever accomplished great things—not Mozart, Darwin, or Michael Jordan—without years of passionate practice and learning. http://mindsetonline.com/whatisit/themindsets/index.html In general terms, Carol Dweck suggests that humans are capable of developing higher levels of learning when both genetic (innate) capabilities are combined with “passionate practice and learning. (Ibid).

Based on Dweck Mindset Theory, there are individual differences among people as differences in learning styles and consequently, different possibilities of how the learning processes take place in individuals: “Since the dawn of time, people have thought differently, acted differently, and fared differently from each other. It was guaranteed that someone would ask the question of why people differed why some people are smarter or more moral – and whether there was something that made them permanently different. Experts lined up on both sides. Some claimed that there was a strong physical basis for these differences, making them unavoidable and unalterable. Through the ages

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these alleged physical differences have included bumps on the skull (phrenology), the size and shape of the skull (craniology), and, today, genes.” (ibid).

When he cites Binet in Modern Ideas about Children, he expresses the following: “Others pointed to the strong differences in people’s backgrounds, experiences, training, or ways of learning. It may surprise you to know that a big champion of this view was Alfred Binet, the inventor of the IQ test. Wasn’t the IQ test meant to summarize children’s unchangeable intelligence? In fact, no. Binet, a Frenchman working in Paris in the early 20th century, designed this test to identify children who were not profiting from the Paris public schools, so that new educational programs could be designed to get them back on track. Without denying individual differences in children’s intellects, he believed that education and practice could bring about fundamental changes in intelligence.

After analizing Binet’s words, Dweck concludes: “Who’s right? Today most experts agree that it’s not either/or. It’s not nature or nurture, genes or environment. From conception on, there’s a constant give and take between the two. In fact, as Gilbert Gottlieb, an eminent neuroscientist put it, not only do genes and environment cooperate as we develop, but genes require input from the environment to work properly.” http://mindsetonline.com/whatisit/whypeoplediffer/index.html .

In summary, Dweck suggests the diference between fixed mindset and growth mindset consists in the following: “Believing that your qualities are carved in stone—the fixed

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mindset—creates an urgency to prove yourself over and over. If you have only a certain amount of intelligence, a certain personality, and a certain moral character, well then you’d better prove that you have a healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic characteristics…”.

But, while defining the second one, this is, the growth mindset, he expresses: “There’s another mindset in which these traits are not simply a hand you’re dealt and have to live with, always trying to convince yourself and others that you have a royal flush when you’re secretly worried it’s a pair of tens. In this mindset, the hand you’re dealt is just the starting point for development. This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way—in their initial talents and aptitudes, interests, or temperaments – everyone can change and grow through application and experience.

http://mindsetonline.com/whatisit/whatdoesthismeanforme/index.html .

Concluding his thought, it can be said (that) both aspects of mind: fixed and growth, are needed to be successful in life, seeing learning as a continuing process through the whole life. He answers Mindset is needed as follows:

Mindset explains:    

Why brains and talent don’t bring success How they can stand in the way of it Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them How teaching a simple idea about the brain raises grades and productivity

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What all great CEOs, parents, teachers, athletes know

http://mindsetonline.com/whatisit/about/index.html .

Applying his theory to the educational experience, he simply restates: “Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports. It enhances relationships. When you read Mindset, you’ll see how.” http://mindsetonline.com/whatisit/about/index.html.

Global Mindset

While, applying Mindset to Global organizations and business around the whole world, the term nindset is seeing as follows: “Individuals differ in how they sense and interpret the world around them. So do organizations. And these differences matter. They matter because it is how we perceive our environment as well as ourselves that determines which of the multitude of opportunities and problems we go after and how we do so.

We would define a global mindset as one that combines an openness to and awareness of diversity across cultures and markets with a propensity and ability to synthesize across this diversity.

As Percy Barnevik, the architect of ABB and its first CEO, aptly observed: “Global managers have exceptionally open minds. They respect how different countries do things and they have the imagination to appreciate why they do them that way. But, they are also incisive — they push the limits of the culture.”

“Global managers don’t passively accept it when someone says, ‘You can’t do that in Italy or Spain because of the unions,’ or, ‘You can’t do that in Japan because of the Ministry of Finance.’ They sort through the debris of cultural excuses and find opportunities to innovate.” http://www.theglobalist.com/cultivating-a-global-mindset/

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The Inner Knowledge: a proposition for understanding both internal or genetic learning and external (adquired and adapted) as a paradigm in the Resilient.

After having reviewed, explained and expanded different theoretical views concerning on how humans learn? How they react and interact with their environment?, How can they improve their learning capabilities? And many others alike as were introduced at the beginning of this paper (see Chapter One: Introduction), it is now time to develop, illustrate and explain this author theory concerning Inner Knowledge.

Conceiving Inner Knowledge as a paradigm in the Resilience Learning.

In this paper this author has suggested a new, or more than new, a redefined approach to the learning processes in humans. After having reviewed the included theories in terms of their applications, interpretations and contributions to the learning and teaching processes, a basic characteristic is sustained by all theories, including the Inner Knowledge: Humans are capable of learning through their whole lives or existentiality and a second one: learning is carried out through mainly two courses in life: what we bring (genetically) and what we acquire (adaptation processes) as product of interacting with our environment.

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But moreover, the Inner Knowledge, or the process of learning from within, presents a new paradigm in the learning as well as teaching processes, especially seeing through the Resilient experience.

Let recall the general principles on Resilience Theory already reviewed, but now within a personal insight in the process. After having discussed the following diagrams already (Model of Resilience or Resiliency, and both Models of Learning: Traditional and Energy (energy-based) Models suggested by this author, a definition of Inner Knowledge will be easily understood.

Illustration 3: Model of Resilience by Fernรกdez, P., and others [Translation] (2006)

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As previously discussed in Chapter Four (4) a Model for Resilience Learning was suggested by a sub-group of students of EDUC 8056 on Cognitive Development (UPRRP, Nov. 16, 2006). The importance of this model is the fact that it summarizes different concepts related to Resilience Theory and present the interactions of both internal as external risk factors as many other incidental elements that affect the cognitive processes as well as the learning capabilities; seeing the learning process as a lifetime phenomena.

The Resilient is described as a person or persons who interact with existencial factors (positive and negatives) during their lifetime. In the following cite it is briefly described: “Based on the sub-group discussions in class concerning cognitive development theories, the above diagram resulted as a Model of Resilience. The integration of different elements that affect learning in the lifetime experiences of (the) resilient, and consequently, in their cognitive proceses, are identified: Limitations (physical, emotional, intellectual, psychological, others). Environment (field of experiences, inner, external, interaction of both), Culture (traditions, music, social patterns, learning styles, meals, art, language, etc) Modeling, Heritage and Others, are described as elements that interact with and, consequently, affect both positively or negatively the overall development of the resilient” taken from Fernández-Colón, P., RESTORE YOUR EXISTENCIAL CIRCUITS: A Model of Resiliency (2011), revised in 2013 (p.77), obtainable at: www.issuu.com/pablofernandez024/docs/ .

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On the next diagram (Illustration 4: A model of energy adapted to resilience learning (Fernandez-Colón, P., 2006), as already presented (Chapter Three) In the diagram presented below, illustration 4, a Model of Energy aplied to the Resilient Learning represents both the Risk Factors (represented by interrupted lines of energy; short circuits). The flow or “flujo” streaming of energy is interrupted, permitting partial flow of energy throughout the entire system.

This model suggests that humans as any other living thing or animals, are subjects to despairs in their lifetime. The possibility of loosing self energy, a vital source of happiness, well being, enthusiasm, desires in life, etc., is always present as product of interacting with Risk Factors. But the existence of possible failures in the electrical life system, need to be restored. You cannot just keep going forwards in your truncated or accidental life, you certainly need to repair your existential circuits, otherwise the light of life in you will turn into a blackout

Illustration 4: A model of energy adapted to resilience learning (Fernandez-Colón, P., 2006).

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As mentioned in Chapter Three (3), this diagram represents the following: “In synthesis, the resilient are those licensed electricians who have learned by their own experiences and stuggles in life, to repair their existential short circuits, restoring the flow of energy “flujo, corriente” in their electrical system. When they do not posse or have the needed expertise or knowledge, (internally), they just ask for help on others without worrying themselves (externally) . They have learned that short circuits are always present in life and you, as resilient, have to have the courage to face them anytime, anyhow, and anywhere. In this consists their secret key to success, and not only to succeed, but to help other succeed too.

Comparing the findings discussed in this chapter, there can be established some similarities in terms of Combariza’s Service Intelligence (2012), Kolb's Experiential Learning and learning model, (1984) based on two continuums that form a quadrant: the Perception Continuum and the Processing Continuum, emphasizing the interaction of both in the human learning process (Life-long learning), Mihaly Csikszent's Flow: The Psychology of Optimal Experience (2009), which proposes another view on the concept of Kolb’s Experiential Learning, and finally, The Mindset Theory, proposed by Carol Dweck, there are two main aspects concerning this theory: a fixed mindset and a growth mindset ©2006-2010.

All this theorists have suggested the importance of developing both internallyoriented as well externally-oriented learning as was also reviewed in Ramírez & Castañeda’s Bicognitive Development Theory (1974). The psychological investigations

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also discussed on Brain Specialization Theory, Springer & Deutsch (1981), MacLean (1978), Nine-Curt (1980, 1983), Johnson (1983) and others as well as Brown (1980) discussed the importance of Understanding other Cultures as well. Cheyney (1976), who suggested techniques used in Teaching Children of Different Cultures in the Classroom. Based on these findings on how humans organize, explain, classify and perceive their environment, Trotter (1976) designed a table describing activities controlled by each hemisphere on the human brain (Brain Specialization); p.218. (See Chapters Two and Three).

But, no one seemed to have applied the notion of Inner Knowledge as it is suggested here in this paper. Even Ausubel (1968) in Education Psychology: a Cognitive View developed his cognitive theory. He defined cognitive processes or cognition as: …differences in intellectual patterns, in modes of organizing, classifying, and assimilating information about the cultural environment (p. 170). And Witkin et al., (1962) conducted an experiment in order to “explain the way people perceive both themselves and their world” (as cited in Fernandez-Colón, P., (1985, p.15). The purpose of Witkin’s work was to determine field sensitivity or how the subjects perceived their environment (as field dependent and field independent as later on theorized by Ramírez & Castañeda (1974, 1976).

Lets see this author’s definition once more: The Inner Knowledge, as it is called in this paper, suggests the possibility humans have to be self-taught; to have capabilities within themselves which guide them in the learning processes; extra sensorial skills to communicate, reconstruct their experiences and knowledge, and many other psychic

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development such as been able to know future events, hidden evidences and the ability to “read” others’ minds as well.

And probably these abilities have been present in humans for centuries and millenniums ago, since men exist (Chapter One). As also mentioned in Chapter One (1): A long ago colloquial phrase says: knowledge is within us (unknown source) that suggests that the learning processes start just right there; in our own self. If it were the case, a consideration regarding this possibility is herein proposed as a paradigm for explaining and guiding both the learning as well as the teaching processes.

Plato’s and Aristotle’s conception of reality, how knowledge is acquired and how humans develop inner knowledge were also reviewed. The theory of Plato’s conception of the Ideas and how they interact and are been transformed by such interaction among them consists the process of learning (Enciclopedia Salvat, Vol. 10, pp. 2663-2664).

As it has been already discussed, Plato considered the origin of the learning processes as internal, from the soul. Arjé (Alma) is the Greek term used by Plato and other Greek philosophers (Cratilo, Socrates, Parmenides and Heraclito among others), suggesting that the Arjé or eternal source of knowledge, in combination with the ideas are the beginning and eternal source of the universe(s) and through the process of Reminiscience or re-acknowledge of the ideas, the human soul’s “true” knowledge is recovered; this because of the imprecision’s senses, especially the eye (vision, visual process of learning through senses), have lost or misinterpreted (the original and eternal)

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knowledge (p.2663). Finally, Plato suggested that the Arjé or soul in addition to be eternal (eternal source of knowledge) is intelligent, organized and guides the universe in search of a finality (finalidad) or good [bién universal] (p.2663).

As cited in Chapter One, Aristotle the Estagirita (384-322 A.C.), disciple of Plato, reorganized Plato’s as well as other’s contemporary Greek philosophical ideas of the learning processes; and expanded their contributions to the development of a scientific approach - inductive learning (in search of individual acknowledge through observation), expressing the concepts of matter, (material logic, great logic) movements and induction as evolution of the deductive (the eternal concept of matter or great matter) evolving through movement, with its four secondary states or manifestations: forms or elements; earth (ground), air, fire and water. (Enciclopedia Salvat Vol. 1, pp. 276-277).

It is interesting the teaching method used by Aristotle, The Estagirita: learning while having a walk in the garden. In 335 A.D., he established the Liceo or escuela peripatética; (learning or discussing while walking) (p.276).

These have been precursors of developing a theory on inner knowledge, but of course, terms such as “Cognitive processes, Ausubel (1968) in Education Psychology: a Cognitive View, Bi-cognitive Development (Ramirez & Castañeda, 1974) as well with other theories concerning Brain Specialization; Springer & Deutsch (1981), MacLean (1978), Nine-Curt (1980, 1983), Johnson (1983) and others Multiple Intelligences of Howard Garner (1994), including others intelligences suggested as new term conceived

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recently as well as Emotional Intelligence (Guerri, M., 2013) by a group of psycholinguistics and social-linguistics (Mayer and Salovey, 2001) as the combination and modification of Garner’s Inter-Personal and Intra-Personal Intelligences.

Even thought manifestations of Resilient behaviors have been attributed to many people during ancient times, the term has been used by Rutter (1930), it is during the 19870’s to present that implications both on Education as in social work fields are taking force. As it was reviewed previously in Chapters One and Two:

The social

circumstances of substantial numbers of children are declining in contemporary society.

The developmental processes of these children, and of the adolescents and adults they become, are put at risk by circumstances of poverty, violence, discrimination, abuse and neglect, and parental mental illness or substance abuse (Institute of Medicine, 1989; U.S. Department of Health and Human Services, 1991). Consequently, taking action in terms of social or environmental views as well as government involvement as it was reviewed: “Finally, he (Michael Rutter (1930, 1992/1993) considers that foundations or pilars of Resilience are both constitutional as well as environmental (Rutter 1990, 1993).

The closest proposals on Resilience Theory as applied to the learning and teaching processes are the ones presented on the article: Resilience Theory as a Framework for Teaching Human Development within HBSE by Alaine Toomey, Eileen M. Brennan, and Barbara Friesen (2013) in the link: http://www.rtc.pdx.edu/PDF/pbResilienceTheory.pdf , they present how R is been applied

in helping children and adolescents by different organizations” (Chapter Two).

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Inner Knowledge: from an autobiographical viewpoint.

The Inner Knowledge view herein suggested is the product of personal experiences lived by this writer and the teaching experiences as a TESL (Teaching English as a Second Language professor for nearly twenty five (25) years. Based on both teaching experiences to chidren, adolescents and adults at college level, but including prisoners at a Rehabilitation and Correction Institution during the early 1980’s: Campamento Penal Guavate, Cayey Puerto Rico) an institution that no longer exists in Cayey, while teaching Basic Education to these inmates. See Autobiography of Pablo Fernández-Colón: Coming Back to Life (2005) accessible online at: www.issuu.com/pablofernandez024/docs/ .

Book: Autobiography of Pablo Fernández-Colón: Coming Back to Life (2005) A second experience lived by this autor (1998-1999) is described in Transformación de Hombre a Angel (2007) [English: Transformation from Man into Angel]. In this autobiographical book “mystic” successes happened during and after a seven-months hospitalization (August 1998 – April 1999) which suggested the concept of inner knowledge lived by this author.

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Transformation from Man into Angel (2007) Among these “mystic” successes can be mentioned the following: ability to read others’ minds, been sensible to others’ states of emotions and mind, healing powers, predicting future events, and many others related to the processes of been close to death due to Ulcerative Colitis and Severe Endolftalmitis, with the disgrace of loosing the right eye in a probability of one in four million (1 in 4,000,000) as a unique case in Puerto Rico endolphtalmic records; directly related to Ulcerative Colitis.

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If the intention of this paper relies on the scope of working out a model for Resilient Learning; this author’s vivencias or living experiences through a lifetime certainly sets such a model. (See autobiographical notes at end of this writing). Maybe resilient behaviors were present in this author’ life prior to 1998, and certainly they were so. See: Poemas Nacidos del Alma (2010) at www.issuu.com/pablofernandez024/docs/ .

Book: (Translation)Poems born within my Soul (2010)

In this book the experiences lived by this author during 1985 to 1994, and in the second part of the book 1994 to 2008 are examples of resilient behaviors. Creativity born while suffering, loosing loved ones, love despairs, and finally, loosing personal health as well, among many other loosings. At the same time, winning internal capabilities to overcome personal situations described in this and the other autobiographical books. Other publications are reached and can also be “free” downloaded at www.issuu.com/pablofernandez024/docs/ .

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A sense of serving others is one of many behavioral descriptors of resilient biproducts. With a lack of many things, material things, but at the same time, a richness in spiritual goods, in the service of others.

Summary of Chapter Four and Overview of Chapter Five

The Inner Knowledge concept has been fully developed herein. Diferent theories related to the cognitive proceses as well as multi-intelligence models have been discussed too. The chapter ends with the proposal of a an internally - based learning theory, with the support of a variety of theorists or proponents since the times of Plato, Aristotle and modern psychologists as well as sociologists.

Finally, Resilience Theory has been aborded as a model for developing a personalized strategy on the learning and teaching field. Other considerations on recent studies on Quantum Physics as well as the Relativism Theory will be briefly considered in terms of the Inner Knowledge Theory proposed in this paper.

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THE INNER KNOWLEDGE: A Paradigm in the Resilience Learning and Teaching Processes

CHAPTER FIVE: CONCLUDING CHAPTER

Summary

A final view related to Quantum Physics and Relativism Theory will be recalled next. The intention of doing so is based on new theories concerning both the origin of knowledge as well as the theoretical framework they suggest in the learning and teaching fields. Lets recalled these theories and/or hypothesis of futuristic evolution in the cognition processes.

Albert Einstein (1879-1975) Novel Prize on Physics in 1921, in his Theory of Relativism (1916) studied the physical properties of (the element) Mercury, as its perihelion state of gas or perihilio de Mercurio as a process on which the luminance (luminance rays) of this gasâ&#x20AC;&#x2122;s deviation (movement away) while passing by the sun, sustained his experimental theory. Basically, it suggested a new conception of universal rules in physics and mathematics. He sees the universe as a moving matter; where matter in its two basic aspects: mass and energy, in the presence of movement at light speed, decreases, and vice versa: in relaxation it increases. (Elasticity). (1972), Salvat, Editores, S A Barcelona. Vol. 4, pp. 1152-1153).

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The importance and application of Einstein’s relativism theory consists on the possibility of multiple states of matter and energy, with the capability of moving from a static object (matter on inertia) into moving or multiple one(s). Einstein proposed that “time and space” means anything unless they are measured and perceived by the observer, with the help of Lorentz;s equations and measure instruments¹. Where (the) speed of light remains constant and independent. That is, every observer transports his/her own space and time (p. 1152). If it so, learning capabilities of humans may have multi-time/space dimensions. Suggesting (it) in theory, the ability of time as well as space traveling2.

Lorenz, Hendrik Antoon (1853-1928) a Holand physician and mathematics professor at the University of Leiden (1878) initiated the studies on space-time coordinates transformations, base for relativism theory of Albert Einstein. Lorenz is responsible for the electro mechanic theory on matter, winning Nobel Prize in Physics in 1903 (Salvat Encyclopedia Vol. 8, p. 2041).

On the other hand, the Quantum Theory promotes the following:

Resent theories on Quantic Physics and Chemistry, suggest the possibility of what is called: The Quantic vacuum or Vacío Cuántico or simply the empty web (la Red).

According to these theories, there are Eleven Strins or Theory of the Eleven Strings (Teoría de las once cuerdas) www.history.com/cuanticvacum

2

Lorentz;s equations and measure instruments: In allusion of Michelson”s theory: (Where) speed of light remains a constant and independent from space and the movement of matter or its inertia.

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What these Quantic Vacuum theories suggest is the possibility of a cosmic source of knowledge as well as energy. (Fuente cósmica del conocimiento). The implications of having that kind of source of knowledge in the cosmos, take us back into Plato’s and Aristotle’s conceptions of an eternal source of knowledge as primera materia.

If these conceptions of energy, matter, space and time variation and their properties, as well as manifestations are correct, the concepts and parameters on how humans learn suggest important considerations on how we teach too.

In December 14, 1900, the physicist Max Planck presented his quantum theory to the German Physical Society. He worked in search for explaining why colors change due to differences in temperatures. “Planck had sought to discover the reason that radiation from a glowing body changes in color from red, to orange, and, finally, to blue as its temperature rises. He found that by making the assumption that energy existed in individual units in the same way that matter does, rather than just as a constant electromagnetic wave - as had been formerly assumed - and was therefore quantifiable, he could find the answer to his question. The existence of these units became the first assumption of quantum theory” – this formed the mathematical equation involving a figure to represent these individual units of energy, which he called quanta (http://searchcio-midmarket.techtarget.com/definition/quantum-theory).

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Planck won the Nobel Prize in Physics for his theory in 1918, but developments by various scientists over a thirty-year period all contributed to the modern understanding of quantum theory (ibid).

Other theorists who postulated Planc’s view of individual units of energy as well as matter ( in the Universes or Multiverse theory) are mentioned below:   

In 1900, Planck made the assumption that energy was made of individual units, or quanta. (Nobel Prize in Physics for his theory in 1918) In 1905, Albert Einstein theorized that not just the energy, but the radiation itself was quantized in the same manner. (Novel Prize on Physics, 1921) In 1924, Louis de Broglie proposed that there is no fundamental difference in the makeup and behavior of energy and matter; on the atomic and subatomic level either may behave as if made of either particles or waves. This theory became known as the principle of wave-particle duality: elementary particles of both energy and matter behave, depending on the conditions, like either particles or waves.

As summarized in (http://searchcio-midmarket.techtarget.com/definition/quantumtheory).

In 1927, Werner Heisenberg proposed that precise, simultaneous measurement of two complementary values - such as the position and momentum of a subatomic particle – is impossible. Contrary to the principles of classical physics, their simultaneous measurement is inescapably flawed; the more precisely one value is measured, the more flawed will be the measurement of the other value.

This theory became known as the uncertainty principle, which prompted Albert Einstein's famous comment, "God does not play dice." (ibid).

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The Copenhagen Interpretation and the Many-Worlds Theory

As this site describes further theories concerning individual units of energy as same as matter, there were two main postulates in this regards: Copenhagen’s interpretation and the many-worlds theory or multiverse. Also Niels Bohr’s propositions based on the Copenhagen interpretation of quantum theory were developed (Niels Bohr won the Novel Prize in Physics, 1922). A direct quote established the contributions of these two theorists as follows:

“The two major interpretations of quantum theory's implications for the nature of reality are the Copenhagen interpretation and the many-worlds theory. Niels Bohr proposed the Copenhagen interpretation of quantum theory, which asserts that a particle is whatever it is measured to be (for example, a wave or a particle), but that it cannot be assumed to have specific properties, or even to exist, until it is measured. In short, Bohr was saying that objective reality does not exist. This translates to a principle called superposition that claims that while we do not know what the state of any object is, it is actually in all possible states simultaneously, as long as we don't look to check.” (ibid).

Even when these theories suggest different ways of perceiving both the world, the universe and humans’ nature and knowledge, in the practice, they are still ahead of our time and understanding. Nonetheless, they represent an advanced appreciation of human potential capabilities.

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Summarirzing the contributions of Quantum Theory, these are some of its applications: “The principles of quantum physics are being applied in an increasing number of areas, including quantum optics, quantum chemistry, quantum computing, and quantum cryptography”, among other applications (Posted by: Margaret Rouse in http://searchcio-midmarket.techtarget.com/definition/quantum-theory, (This was last updated in June 2006).

Conclusions

Because a variety of “mystic” successes can not be explained using rational instruments of cognition and five-senses based learning, these futuristic concepts suggested here may be suitable for human understanding as well of the basis for designing new paradigms in the search of truth, knowledge and, why not: wisdom.

The truth is out there as the X Files television series expressed. Moreover, the concept of Inner Knowledge as a paradigm for the Resilient learning and teaching processes may propose different conceptions on how humans interpret their beliefs, spirituality, emotions, failures as well as success, not leaving apart their existential crisis and how to deal with them. THE TRUTH IS WITHIN YOU, as well as it can BE OUT THERE.

An open mind requires open thoughts, considerations, mindsets and also, an opening to the unexplainable. The concept presented in the Flow Theory may be useful

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to explore new learning and knowledge; both in and out ourselves as individuals and also as collectivities. New understanding is available as long as humans reach enlightening.

Probably the unexplainable has been already explained, but we have not have the courage to receive it. The unknown may be known; yet, we are still â&#x20AC;&#x153;lost in the spaceâ&#x20AC;?.

Matter can be defined in terms of the eternity, as well as knowledge, space, and why not: time.

The Inner Knowledge propones a way for the experiential learning, spiritual learning, resilient learning, service related learning, understanding of their expanding intelligence theories and finally, their teaching processes as well.

Recommendations for Further Research

The Inner Knowledge leaves doors opened to future research on both qualitative as quantitative methods of investigation.

This study and review of different learning as well as theories on intelligences propones ideas to further investigations and proposals.

Limitations and Strengths of the Study

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This paper has been presented as a qualitative investigation within a phenomenological view or methodology. The findings presented here come from lived or experiential approaches of human being subjects. But these findings may also be applied to other living things and animals in terms of their existential crisis and adaptation techniques to survive and overcome their adversities.

Principles of energy has been considered in order to explain resilient learning and behavior as they are seen in the interaction of risk factors (internal and external) due to an extensive presence of incident elements which affect their cognitive development as well as their lifelong learning experiences.

Final Remarks

In Mihaly Csikszentmihalyi Key Quote: “IN THE QUEST OF HAPPINESS, PARTIAL SOLUTIONS DON’T WORK” (Flow: The Psychology of Optimal Experience, 2006, 2010) synthetizes the objective of this paper. Humans need to seriously take action on their crisis before they turn in disgraces.

As presented in RESTORE YOUR EXISTENCIAL CIRCUITS: A Model of Resiliency (2011), revised in 2013 (p.77), this author concludes this paper with the phrases expressed in this autobiographical book:

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This model suggests that humans as any other living thing or animals, are subjects to despairs in their lifetime. The possibility of loosing self energy, a vital source of happiness, well being, enthusiasm, desires in life, etc., is always present as product of interacting with Risk Factors. But the existence of possible failures in the electrical life system, need to be restored. You cannot just keep going forwards in your truncated or accidental life, you certainly need to repair your existential circuits, otherwise the light of life in you will turn into a blackout.

The Inner Knowledge proposes the first steps to gain the needed force and enthusiasm in your lifetime to reshape your personal experiences as well as your learning processes in life as long as it lasts.

A final word:

La vida termina, cuando viviendo, dejamos de existir. Si reflexionas seriamente al respĂŠcto, entenderĂĄs inmediatamente de quĂŠ se trata este libro: (Life ends when, while living, we stop existing. If you seriously reflex on this regards, you will immediately understand what this book is all about)

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching Processes

These final words are presented in the Introduction of another autobiographical book of this author: Vidas {Lives}, Fern谩ndez-Col贸n, P., (2011, p. vi) also obtainable at www.issuu.com/pablofernandez024/docs/ .

84

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Final Remarks

In Mihaly Csikszentmihalyi Key Quote: “IN THE QUEST OF HAPPINESS, PARTIAL SOLUTIONS DON’T WORK” (Flow: The Psychology of Optimal Experience, 2006, 2010) synthetizes the objective of this paper. Humans need to seriously take action on their crisis before they turn in disgraces.

As presented in RESTORE YOUR EXISTENCIAL CIRCUITS: A Model of Resiliency (2011), revised in 2013 (p.77), this author concludes this paper with the phrases expressed in this autobiographical book:

This model suggests that humans as any other living thing or animals, are subjects to despairs in their lifetime. The possibility of loosing self energy, a vital source of happiness, well being, enthusiasm, desires in life, etc., is always present as product of interacting with Risk Factors. But the existence of possible failures in the electrical life system, need to be restored. You cannot just keep going forwards in your truncated or accidental life, you certainly need to repair your existential circuits, otherwise the light of life in you will turn into a blackout.

The Inner Knowledge proposes the first steps to gain the needed force and enthusiasm in your lifetime to reshape your personal experiences as well as your learning processes in life as long as it lasts.

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A final word:

La vida termina, cuando viviendo, dejamos de existir. Si reflexionas seriamente al respécto, entenderás inmediatamente de qué se trata este libro: (Life ends when, while living, we stop existing. If you seriously reflex on this regards, you will immediately understand what this book is all about)

These final words are presented in the Introduction of another autobiographical book of this author: Vidas {Lives}, Fernández-Colón, P., (2011, p. vi) also obtainable at www.issuu.com/pablofernandez024/docs/ .

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www.paha.org/spanish/hppadol.htm. maddalem@paho.org FUENTE: Revista “ El Cisne”. Dr. Rafael García Pérez www.elcisne.com.ar ¿Qué es la inclusión?La diversidad como valor Autor: Fabio Adirón Moderador del grupo de discusión electrónica sobre síndrome de Down (Brasil), ex-presidente de la Asociacíon Traducción: Angela Couret EXPANDED BIBLIOGRAPHY ACNUR (2004). Los desplazados internos, preguntas y respuestas. Ginebra. Extraído el 10 de julio de 2006 de http://www.acnur.org/paginas/index.php?id_pag=273&id_sec= Betancur Betancur, Adriana María; Álvarez Zapata, Didier; Yepes Osorio, Luis Bernardo. (1994) Diagnostico de la promoción de la lectura en las bibliotecas públicas de Medellín y el Área Metropolitana. Tesis para optar al título de bibliotecólogo en la Escuela Interamericana de Bibliotecología.

Combariza, Helena. (2005). El concepto de resilencia. Extraído el 13 de septiembre de 2005 de http://www.avizora.com/publicaciones/psicologia/textos/0061_resilencia_concept o.htm Conferencia Episcopal de Colombia, Consultoría para los Derechos Humanos y el Desplazamiento (CODHES). Desafíos para Construir Nación. El país ante el desplazamiento, el conflicto armado y la crisis humanitaria. Extraído el 13 de julio de 2006 http://www.cec.org.co/img_upload/6e6f7469636961732d2d2d2d2d2d2d2d/Concl usiones_Informe_Desplazados.doc Cruz Roja. (1998). Principios rectores de los desplazados. Revista internacional de la cruz roja. No. 147, septiembre. p 589-600 El Colombiano. (2004). Gente buena para un mundo mejor. Bogotá: Periódicos asociados.

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2006 http://www.funrestrepobarco.org.co/PDF%20LIBRO/ni%F1ez%20y%20conflicto /87-95.pdf Yepes Osorio, Luis Bernardo. (1998). Elaboraci贸n de proyectos institucionales de promoci贸n a la lectura. Medell铆n: CONFENALCO.

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AUTOBIOGRAPHICAL NOTES

Pablo Fernandez Guayama, Puerto Rico Pablo Fern谩ndez Col贸n - Professor of English as a Second Language (ESL) for 24 years.

Graduated from the University of Puerto Rico. Holds a Bachelor of Arts as well as a Masters in Teaching English as a Second Language (TESL). Conducts doctoral studies at UPR-RP (44 approved) in Curriculum and Teaching of English (Ed. D. TESL). Autoentrepreneur, communicator, union leader and businessman. Founder President of Remembering Puerto Rico Inc. and Guayama and Digital Communications Network Inc. Besides minister of the gospel since 1984, holds a Bachelor Degree of Biblical Theology (IPJMI, 1984). Candidate for mayor of Guayama 2012 by Working People's Party (PPT).

His electronic publications (e-books) are available at http://issuu.com/pablofernandez024/docs/

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