The inner knowledge dissertation

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 Doctoral Degree in TESL

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

September, 2014

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DEDICATION:

Dedicating a book or a publication is not just a literary formalism. It is the genuine and sincere wish for those whom the book or publication 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, which is my Dissertation for the Degree of Doctor in TESL (Ed.D.), 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 thirteen (13) 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, 2014.

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ABSTRACT

In this paper there is a proposal for a Personalized Model of Education 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 of 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. In addition an overview of The MINDSET Theory has been part of the research.

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

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knowledge proposals; herein presented as main dish in this exquisite work of cognition, recognition, bi-cognitive development of the brain as a whole unit and seeing 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. Finally, further research has been considered in the field of Personalized education or Personalized teaching.

Pablo Fern谩ndez Col贸n September 11, 2014.

Key words: Resilience, Learning Styles, Cognition, Bi-cognition, Inner Knowledge, Experiential Learning, Multiple Intelligences, Spiritual Intelligence, Mindset, and Flow Theory, and Personalized education or Personalized teaching.

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

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

Table of Contents

ACKNOWLEDMENTS ********************************************* 2

ABSTRACT ****************************************************** 3-4

CHAPTER ONE: INTRODUCTION Aim ******************************************************* 7 Rationale *************************************************** 7 Methodology ************************************************ 12 Definitions of Terms ****************************************** 12-17 Summary and Overview of the Reminder of the rest of Paper ********** 18-19

CHAPTER TWO: LITERATURE REVIEW RESILIENCE: ITS ORIGIN AND EVOLUTION******************** 20 Origins of Term: ******************************************** 20-23 EVOLUTION OF RESILIENCE THEORY: ********************** 23-24 RESILIENCE: FROM THEORY TO PRACTICE ****************** 24-28 Theories on Learning Processes Considered *********************** 28-31 Theories on Teaching Processes Considered *********************** 31-33

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THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching Processes Theories on Cognitive Processes ******************************** 33-35 Summary of Chapter Two and Transition to next chapters ************ 35-36

CHAPTER THREE: A PROPOSAL FOR A MODEL OF RESILIENCE Developing a Paradigm for Learning and Teaching the Resilient ******* 37 A Model of Resilience **************************************** 37-40 A Model of Resilience based on the Theory of Energy (flujo) or Flow ** 40-46 Multiple Intelligences applied to Resilience *********************** 46-48 Summary of Chapter Three and Transition to next chapters *********** 48

CHAPTER FOUR: INNER KNOWLEDGE: A Paradigm in the Resilience Learning and Teaching Processes Introduction to The Inner Knowledge/Inner Intelligence Theory ******* 49 Kolb's Learning Styles and Experiential Learning Model ************* 50-54 Flow: The Psychology of Optimal Experience ********************* 54-59 Mindset Theory by Carol Dweck ******************************* 60-64 Global Mindset ********************************************** 64-66 The Inner Knowledge: a proposition for understanding both internal or genetic learning and external (adquired and adapted) as a paradigm in the Resilient. *********************************************** 66 Conceiving Inner Knowledge as a paradigm in the Resilience Learning. *********************************************** 66-76 Inner Knowledge: from an autobiographical viewpoint. *********************************************** 76-81

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Summary of Chapter Four ************************************** 81 CHAPTER FIVE: CONCLUDING CHAPTER The Copenhagen Interpretation and the Many-Worlds Theory ********* 86-88 Summary *************************************************** 88-89 A Final View on Inner Knowledge ******************************* 89 Defining Inner Knowledge/Inner Intelligence ********************** 89-99 Recommendations for Further Research *************************** 99 Limitations and Strengths of the Study *************************** 99 Final Remarks ********************************************** 100-101 A Final Word ************************************************ 101

REFERENCES References ******************************************** ****

96-108

APENDICES (appendixes) 1-Una propuesta para un Modelo de Educación Personalizada ******** 109-122 2-FRIDA KALHO –Biography ********************************* 123-127 3- Nick Vujicic –Biography ********************************** 128-129

AUTOBIOGRAPHICAL NOTES ******************************** **** 130

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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. The concept, methodology and educational bases of a Personalized Education Model or Personalized Teaching will be suggested as an important element in the Inner Knowledge Paradigm in TESL.

RATIONALE: During centuries the concept of learning, and consequently, teaching processes have been hypothezised, 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.

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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 over generation to generation? Are humans more intelligent than 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 does 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: Quantum Theory, 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 others’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 (Aristotle, John Locke, others) 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]; http://www.history.com/shows/ancient-aliens/articles/ancient-alien-theory, FernándezColón, 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; Quantum Physics) http://searchciomidmarket.techtarget.com/definition/quantum-theory. Maybe these assumptions are lacking of evidence, but their historic legacy is certainly there as testimony of higher intellectual cultures http://www.history.com/shows/ancient-aliens/articles/ancient-alientheory, and http://ancientastronauttheory.com/.

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, http://EzineArticles.com/?expert=Peter_Winslow, http://innerminds.wordpress.com/. 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, http://innerminds.wordpress.com/.

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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.

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 propossed in the following chapters. But, let’s first review the concepts to be sustained as fundamentals for presenting a model of a Personalized Education within the Resilience Theory. Essencial elements concerning P.E. (Personalized Education) as suggested by Victor García Hoz (1970, 1981, 1988, 1991, 1994, 1995), Howard Gardner (2011) in www.edwardpunset.es , Redes (Nº 114) - De las inteligencias múltiples a la educación personalizada and Janette Orengo Ed.D. (2013). On the other hand, fundamental elements concerning Resilient Learning are considered as it has been propossed by María Angélica Kotliareco, Irma Cáceres Orellana, Catalina Holl Alvarez, and Helena Combariza (2006, 2012), orienting its results into the concept of Service Intelligence or Inteligencia de Servicio.

The process of self-taught has a long history. There are plenty of humans who, during their lifetime, have learned by themselves different skills: musical, academic, and 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

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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.

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, 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. In recent years, there is the resilient vivid case of Nick Vujicic, who was born without arms and legs. 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

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humiliation, disgrace and ignominy, but they overcame all their limitations and struggles in their lifetime, showing others how to “produce fruits on 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.

METHODOLOGY:

The methodology to be used in this paper is a Qualitative one; (Lucca-Irizarry & Berríos-Rivera, 2003, 2009), proposing a Phenomenological Approach to develop the Theory of Resilience with the objectives already presented in the Aim. Within the Phenomenological Approach, 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, 2012, 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.

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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: 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, 2012).

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.

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

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

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 (Resilience) 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/wpcontent/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, Experiential Learning as postulated by Kolb, D. (1984), 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, Niñas y Adolescentes en Riesgo de Calle en la Comuna 14, Municipio de Mucaramanga (Universidad Industrial de Santander).

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Moreover, Carol Dweck (2006, 2010, 2012) in Mindsets establishes: “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.” http://mindsetonline.com/whatisit/themindsets/index.html.

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: superación) as humans, after having positively passed over their crisis (Translation from: Restore your Existential Circuits: A Model of Resiliency; Fernández-Colón, P., 2011).

In the following lines the first conceptions of Inner Knowledge or Inner Intelligence is described as an essencial key element in the Resilient learning process.

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INNER KNOWLEDGE (Inner Knowledge)

The first conceptions of Inner Knowledge or Inner Intelligence (I.I.), has been proposed by Robert Collier, The Secret of the Ages, http://helpinghealing.com/blog/innerintelligence/. In his own words he expressed: Inner Intelligence (I.I.): “You don’t need to concern yourself consciously for it to work properly because the task is dispatched on deeper levels of your subconscious mind by the inner intelligence.”

“Living beings are equipped with an inner intelligence that supervises, repairs, operates and builds their bodies from the ground up, and it’s at work in every one of the trillions of cells in your body”.

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

As it will briefly (be) 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, spatial, 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

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experiences and memories (flujo) as defined and explained by Csikszent, Mihaly (2009): “Flow: The Psychology of Optimal Experience” as a 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 and deeper nature. Much more than intra-personal, social, spiritual, maybe with the sense of (it) been a gift, (un don), a virtue, which 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, seems to be an extraordinary experience of evolved (evolucionado) or enlighted (iluminados) beings. In India’s terms, it could be said (as) “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 physical phenomena, which accompany them - not always - but when needed. (Moses, in the Book of Exodus, The Bible); a sublime dedication in serving others instead of serving themselves.

Finally, another conception of Inner Knowlodege and how it is related to the Resilient, in terms of its capabilities for deeper knowledge and service appears in Funso Aiyegina & Rawle Gibbons: Orisa (Orisha) Tradition in Trinidad, (2000). This text suggests the concept of INNER-MIND/HEAD (Ori-inu) as a conception of an African

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religious tradition practiced by the Orisa-Yoruba followers in Trinidad. During its influence or manifestation the individual was connected with an Inner Intelligence or Inner Mind/Head, called Ori-Inu: “…when he publicly prayed to them (the catholic Saints), his inner-mind/ head …(Ori-inu) which is regarded by the (New World’s, Caribbean Africans) …to be by far more powerful than the actual head (mind), In spiritual matters, was praying to the equivalent Orisa.” The results were in favor of the followers’ needs.

The importance or relevance of this reading to the concept of INNER KNOWLEDGE, or Inner Intelligence wich is been propossed and redefined here, is in terms of African religious ceremonies, through which certain individuals are capable of transcending and obtaining “information” or knowledge that go far beyond human rationality.

SUMMARY AND OVERVIEW OF REMINDER OF THE PAPER

The figurative (metaphoric) words previously used 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 (as 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

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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; during 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 (briefly 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 MarĂ­a Kotliarenco (1997). She sees Resilience as Rutterâ&#x20AC;&#x2122;s vision. In addition she 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.

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

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R is been applied in helping children and adolescents by diferent organizations. They 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 previously been presented, R has been evolving from its original postures and definitions and has become a social instrument for helping children, adolescents, adults, and in a broader scope, whole communities under adverse living developmental conditions.

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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: 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.

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-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 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)

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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.

This is, a reading and empowerment educational project with the objective of generating, thru Reading and its corresponding implications and by-products (e.i., reflexion), 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

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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 (3rd Stage R.).

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 (3rd Stage R.). 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 (3rd Stage R.), has been the huge efforts of the Latin American organizations and support groups, especially in the discipline of Social Work, helping resilient children and adolescent (1st Stage R.) to overcome their adverse living conditions as it has already been presented in this chapter.

A last big effort in developing community-oriented projects (3rd Stage R.) is the work of librarians working with displaced communities in Colombia, mainly in Medellin (2nd Stage R.) as it was discussed previously; specially with children and adolescents (1st Stage R.).

Empowerment techniques are being used to transform socially depressed communities (2nd Stage R.) in order to help them gain a better quality of living, as well as educational tools to help them reaching their dreams (3rd Stage R.).

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:

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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 in, 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.

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

(Salvat Encyclopedia, 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, internal 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 senses imprecision, especially the eye (vision, visual process of learning through senses), have lost or misinterpreted (the original and eternal) knowledge (p.2663); inner knowledge.

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

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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, within its four secondary states or manifestations: forms or elements; earth (ground), air, fire and water. (Salvat Encyclopedia 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)

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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 traveling1.

Lorenz, Hendrik Antoon (1853-1928) a Holand physician and mathematics professor at the University of Leiden (1878) initiated the studies on space-time coordinate 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 or Quantum Physics and Quantum Chemistry, suggest the possibility of what is called: The Quantic vacuum or Vacío Cuántico or simply the empty web (la Red) www.history.com/cuanticvacum. http://searchciomidmarket.techtarget.com/definition/quantum-theory, http://www.tendencias21.net/LaTeoria-Cuantica-una-aproximacion-al-universo-probable_a992.html. According to these theories, there are Eleven Strins or Theory of the Eleven Strings (Teoría de las 7, [11and/or 21] cuerdas) http://www.thefreedictionary.com/string+theory, Webster's Revised Unabridged Dictionary, published 1913 by C. & G. Merriam Co., The American Heritage® Science Dictionary Copyright © 2005 by Houghton Mifflin Company.

Published by Houghton Mifflin Company. All rights reserved; WordNet 3.0, Farlex clipart collection. © 2003-2012 Princeton University, Farlex Inc.

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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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 material or First Matter.

If these conceptions of energy, matter, space and time variation and their properties, http://www.pbs.org/wgbh/nova/physics/elegant-universe.html as well as manifestations are correct, the concepts and parameters on how humans learn suggest important considerations on how we teach too.

Theories on Teaching and Cognitive Processes Considered Howard Garner (1994) developed the concept of multiple intelligences as explanation to the mind structures and processes of learning. He classified 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).

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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 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

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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 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).

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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)

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

Trotter (1976) activities controlled by each hemisphere on the human brain (Brain Specialization)

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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 others.

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 (2011), Translation: RESTORE YOUR EXISTENCIAL CIRCUITS: A Model of Resiliency revised in 2013, this author considered Resilience and Energy in terms of cognitive development. Personal experiences and autobiographical considerations and reflections (auto reflections) contribute to describe the phenomenology. In the following diagram, a Model of Resilience is visualized as it

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was conceived by a group of students on Cognitive Development (UPRRP, Nov. 16, 2006).

(Ilustración 2: Prof. Pablo Fernández Colón, UPR, Depto. Estudios Graduados, Pedagogía, 2006.)

(Ilustration 2: Prof. Pablo Fernández Colón, UPR, Dept.of Graduate Studies, Pedagogy, 2006. Translation) Based on the sub-group discussions in class concerning cognitive development theories, the previous diagram resulted as a Model of Resilience. The integration of different elements that affect learning in the lifetime experiences of (the) resilient,

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Incidental Elements in the Cognitive Process of Learning (Through Lifetime Experiences) 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).

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 elements 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 others (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, (represent) electrical failures - short circuits, or Existential crisis as it is named in this source, resulting from both inner and external conflicts on

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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, collectives, communities, etc) have learned to overcome these incident elements and the risk factors on them (and in them), and also (having) 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) Modelos de energĂ­a y tradicional (FernĂĄndez-ColĂłn, P., 2006).

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In the illustration #3 presented above, this author presents a graphical description of how the learning process (as general) is developed through the whole live. A conception of Traditional Learning Model suggested by innerto –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 represents 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 forever” (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 of Psychogenesis. Piaget distinguished an organic adaptation and a functional adaptation, which constitute (the process of) intelligent adaptation, considering it as the most evolved

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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 lately 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

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finally he signals out: “Si puedes enfrentarlos ya y 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 you 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 or infrastructure, the current (corriente eléctrica) 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” (a licensed electrician) capable of restoring and re-establishing energy in the whole system (electrical string, flow) is needed. Otherwise the entire electrical system YOU, will fail and, finally, collapse. Fernández_Colón, P., Restore Your Existential Circuits: A Model of Resilience (2011, 2013).

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The following diagram sets a solution for the existential energy systems that may happen in a lifetime period also in Fernández_Colón, P., Restore Your Existential Circuits: A Model of Resilience (2011, 2013).

Illustration 4: A model of energy adapted to resilience learning (Fernandez-Colón, 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) as well as the Incident Elements. 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

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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, Fernández_Colón, P., Restore Your Existential Circuits: A Model of Resilience (2011, 2013).

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 (externally); 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 reviewed 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 processes 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, (and the)

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combination of the last two (Interpersonal and Intrapersonal intelligences) has formed 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) have also been combined, 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 (Begoña, 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 Teoría del Flujo as alternative learning processes are also included.

Summary of Chapter Three and Transition to next chapters

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,

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Combarizaâ&#x20AC;&#x2122;s Service Intelligences as well as Experiencial Learning Theory postulated by Ausubel, Husserl, BegoĂąa 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.

Introduction to The Inner Knowledge/Inner Intelligence Theory 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 Chapter 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. Additional theories will also be included nd discussed herein.

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 proposs 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.

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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).

Kolb's learning model is based on two continuums that form a quadrant: the Perception Continuum and the Processing Continuum (see previous illustrations 1 and 2).

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.

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As it is described in both 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/ ).

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/ ).

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The Experiential Learning Theory of David Kolb has influenced 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/ .

Another theory that is also included herein is the Flow Theory.

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

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”.

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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…”

As directly cited, “…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 these 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” is 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

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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 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.”

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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 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 .

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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 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:

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

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.

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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?”

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

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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 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

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

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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 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:

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“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 determine which of the multitude of opportunities and problems we go after and how we do so”. http://www.theglobalist.com/cultivating-a-global-mindset/

Moreover, while expanding the definition of Global Mindset, it is expressed as follows:

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.”

Finally, G.M. (Global Mindset, not General Motors) includes the following: “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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Lets now see a proposal for understanding Inner Intelligence as this author in this paper conceives it.

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 authorâ&#x20AC;&#x2122;s 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.

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.

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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)

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 presents the interactions of both

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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 quote 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”.

Extract taken from Fernández-Colón, P., Restore Your Existential Cricuits: A Model of Resiliency (2011), revised in 2013 (p.77), obtainable at: www.issuu.com/pablofernandez024/docs/.

On the next diagram (Illustration 4: A model of energy adapted to resilience learning (Fernandez-Colón, P., 2006), as already presented (in Chapter Three), In the diagram presented below, illustration 4, a Model of Energy aplied to the Resilient

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Learning represents both the Incidental Elements as well as 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.

(Fernandez-Colón, P., 2006).

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; which are also interpreted in the Inner Knowledge or Inner Intelligence Theory as herein proposed.

All these theorists have suggested the importance of developing both internally oriented as well externally-oriented learning as it 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 too.

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 as previously presented.

(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 has 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

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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. Also see Transformación de Hombre a Angel, FernándezColón, P., (2007) available at www.issuu.com/pablofernandez024/docs/ .

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.

As it also was discussed earlier in this paper, Plato’s and Aristotle’s conceptions 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 (Salvat Encyclopedia, Vol. 10, pp. 2663-2664).

Recalling information; as it has been already discussed, Plato considered the origin of the learning processes as internal, from the soul. Arjé (Alma). Seeing Arjé as 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 could be recovered; this because of the imprecision’s senses, especially

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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). If this last sentence is seen in Combariza’s (2012) terms: Service Intelligence, a correlation with the Resilient experiences and Plato’s concepts of finality and universal good fix well together; and in Gallegos (2006) definitions of Spiritual Learning in Aprendizaje Espiritual and also discussed in Inteligencia Espiritual y Educación Holista by Vicky Damián (2010).

As also 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).

This inductive or externally-oriented learning feature (Ramirez and Castañeda, 1974), can be compared to Dweck’s Mindset theory (2006-2010) as the Experiential Learning Theory of David Kolb (1984, 1999, 2000).

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).

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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 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 have also been integrated in this autho’s Inner Knowledge Theory redefinition.

Even thought manifestations of Resilient behaviors have been attributed to many people during ancient times, the term (as it) has been used by Rutter (1930), during the 1987 and 1990’s to present, implications both on Education as in Social Work fields are taking force. As it was previously reviewed 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) considered that foundations or pilars of Resilience are both constitutional as well as environmental (Rutter 1990, 1993).

This is; it is not just a matter on environmental interactions with humans or resilient

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people, but that is is also required the intervention of legislation and govenments concerns.

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, where they present how R is been

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

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 also 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/ .

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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) It is clearly expressed herein that the Inner Knowledge conception, as described in this paper, has been visualized by this author prior to Thursday, August 29th, 2013, where members of the ExĂĄmen de Grado (Doctoral Degree Candidacy Exam members): Dr. Suarez and MartĂ­nez, UPR-RP, recommended this author rewieng Minset theory as well as revising Flow Theory literature. Spiritual Intelligence, as well as Service Intelligence and Experiential Intelligence have been also rewied after this first Ensayo de Examen de Grado meeting was held on August 29th, 2013.

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Having established this fact, this author continues working on his Inner Knowledge concept.

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. (See Medical Reports at end of Coming Back to Life Autobiography of Pablo Fernádez-Colón, 2005, Medical Apendices: pp. 397-408) available at: www.issuu.com/pablofernandez024/docs/.

If the intention of this paper relies on the scope of working out a Model for Resilient Learning; as it has been clearly expressed, this author’s vivencias or living experiences through a lifetime certainly sets such a model. A Qualitative Investigation or Qualitative Research approach, using this author’s living personal experiences seen as a phenomenological – autobiographical case study is been used herein. (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/ .

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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 â&#x20AC;&#x153;freeâ&#x20AC;? downloaded at www.issuu.com/pablofernandez024/docs/.

A sense of serving others is one of many behavioral descriptors of resilient bi-products.

With a lack of many things, material things, but at the same time, a richness in spiritual goods, in the service towards 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 processes as well as multi-intelligence models have been discussed too. The chapter ends with the proposal of a an internally - based learning

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theory, with the support of a variety of theorists or proponents since the times of Plato, Aristotle and modern psychologists as well as sociologists, named as Innner Inteligence or, preferably, the Inner Knowledge Theory.

Finally, Resilience Theory has been aborded as a model for developing a personalized strategy in the learning and teaching fields. Other considerations on recent studies on Quantum Physics as well as the Relativism Theory will be briefly reconsidered 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).

The importance and application of Einsteinâ&#x20AC;&#x2122;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

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“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. Also known as superstring theory, the startling idea proposes that the fundamental ingredients of nature are inconceivably tiny strings of energy, whose different modes of vibration underlie everything that happens in the universe. The theory successfully unites the laws of the large—general relativity—and the laws of the small—quantum mechanics—breaking a conceptual logjam that has frustrated the world's smartest scientists for nearly a century.

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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NOVA: The Elegant Universe DVD What these Quantic Vacuum theories suggest is the possibility of a cosmic source of knowledge as well as energy. (Fuente cósmica del conocimiento) http://www.pbs.org/wgbh/nova/physics/elegant-universe.html. 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, http://www.mibba.com/Forums/topic/162577/String-Theory-and-the-ElevenDimensions/, 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,

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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).

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.

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

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. A paradigm that needs to be considered as new knowledge on these regards.

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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 that can not be explained using rational instruments of cognition and five-senses based learning, these futuristic concepts suggested herein 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. A duality of visions that can be integrated in the Inner Knowledge Theory proposed in this paper.

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 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.

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Probably the unexplainable has been already explained, but we have not had the courage to receive it. The unknown may be known; yet, we are still “lost in the space”.

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.

Coming to our nearest neighbors religious beliefs in the Caribbean, mainly Trinidarians, a final view on the Inner Knowledge Theory will be considered next.

A Final View on Inner Knowledge Defining Inner Knowledge/Inner Intelligence In his book The Secret of the Ages, Robert Collier asserts that the mind is master and commander of the body because a subconscious “inner intelligence” directs and controls every function in the body.

“You don’t need to concern yourself consciously for it to work properly because the task is dispatched on deeper levels of your subconscious mind by the inner intelligence. Living beings are equipped with an inner intelligence that supervises, repairs, operates and builds their bodies from the ground up, and it’s at work in every one of the trillions of cells in your body” According to Collier and others: “The subconscious mind directs and controls every function of your biology, millions upon millions of ceaseless inner chores that you’re not even aware of and

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simply take for granted. What’s more, it always keeps your body moving in the direction of optimal health and healing even when your behaviors or the environment you reside in get in the way…With this awareness of the subconscious inner intelligence within you, you can create a new and powerful self-image”.

Finally, the article concludes with the ending thought: “You are much more than you think, even more than you can think. Your body is a universe in itself, made of galaxies of atoms, elements and systems – and mind is the radiating center around which it all revolves. This is ancient wisdom that’s been taught in schools of self mastery and higher awareness for centuries and now we have modern science to corroborate it.”

If we combine what has been previously discussed concerning Collier’s definition of Inner Intelligence, with the definition of Carol Dweck on Mindset: The fixed mindset and the growth mindset concepts, we may develop an evolved concept as a result of both theorists.

First, that according to Dweck, the inner states or processes on the Internal Mind is dynamic, not static. - “In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits”. But when he refers to growth mindset, he declares: “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point.

This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.” http://mindsetonline.com/whatisit/themindsets/index.html.

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Considering Gagner’s view on Danah Zohar: in ReWiring the Corporate Brain: Using the New Science to Rethink How We Structure and Lead Organizations (1997): Spiritual Intelligence, he does not include Spiritual Quotient or S.Q. in his Multiple Intelligences because of a main reason: - “…due to the challenge of codifying quantifiable scientific criteria” (Gardner, Howard, A Case Against Spiritual Intelligence, The International Journal for the Psychology of Religion, Volume 10, Issue 1 January 2000, pp. 27-34). Instead, he suggests an "existential intelligence" as viable, in Gardner, Howard, Intelligence reframed: multiple intelligences for the 21st century (Basic Books, 1999) p.53.

If we review the concept of Spiritual intelligence (Spiritual Quotient or S.Q ), it is a term used by some philosophers, psychologists, and developmental theorists to indicate spiritual parallels with IQ (Intelligence Quotient) and EQ (Emotional Quotient).

(Mayer & Salovey, et al; (2001); Guerri, M., (2013).

As we have already reviewed, another term presented in this paper was The Flow Theory of Csikszentmihalyi, M (2002), Flow: The Classic Work on How to Achieve Happiness, Rider, London. His Key Quote: “IN THE QUEST OF HAPPINESS, PARTIAL SOLUTIONS DON’T WORK”, there can be seen a connection between Carol Dweck definition of Mindset: (growth mindset) and Csikszentmihalyi’s Flow. Both see the inner processes of cognition as challenging, dynamic and evolutive or progressive.

Taking Gallegos, (2006) concept of Spiritual Intelligence (in Spanish: Inteligencia Espiritual), he signals there are three (3) stages on the consecution of S.Q: 1- Basic or primary (shared with animals) at a “sub-human emotional intelligence”, 2- “ Inteligencia”

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Media or middle Intelligence, referring it as the intellectual intelligence, Garner’s IntraPersonal Intelligence, reasoning cognition, the human-only capabilities for logic thinking.

And 3- The Spiritual Intelligence or superior level intelligence. It refers to the holistic knowledge, trascendental, capable of understanding complex and significant overall contexts; with the inherent capability of transcending the bio-physic, social, emotional experience. In GALLEGOS NAVA, R. (2006) Inteligencia Espiritual. Más allá de las inteligencias múltiples y emocional. Ed. Fundación Internacional para la Educación Holista. Guadalajara, México, Moreover, Ramón Gallegos proposes several diagrams or learning models representing the superiority of the Spiritual Intelligence. He compares Garner’s InterPersonal (first level), Intra-Personal (second level) and third (upper or superior) level for Spiritual Intelligence (See diagram 1 included). In addition, he describes in a chart (Spanish) the correspondence of each level to Garner’s and others intelligences (social, emotional, (diagram 2).

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Other text also reviewed in this paper is the one proposed by Funso Aiyegina & Rawle Gibbons.Orisa (Orisha) Tradition in Trinidad (2,000).

This text suggests the concept of INNER-MIND/HEAD (Ori-inu) as a conception of an African religious tradition practiced by the Orisa-Yoruba followers in Trinidad. The authors explained this phenomenon as: “Aware that the only public method of workship he would have was that of the slavemaster, the African accepted the religion of the slavemaster (e,i, Christians) and consciously erected a parallel interpretation of the Christian structure of saints such that when he publicly prayed to them his inner-mind/ head …(Ori-inu) which is regarded by the (New World, Caribbean) Africans …to be by far more powerful than the actual head (mind), In spiritual matters, was praying to the equivalent Orisa.”

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As a cultural manifestation, where the Inner-Mind/Head (Ori-inu) is manifested, the Trinidad carnivals are considered to be a festivity where the masquerade brings the spirit of Orisa to celebrate with the living. Crowley, J. D. (1956). “The Traditional Masques of Carnival”, Caribbean Quarterly (Trinidad Carnival Issue), Vol. 4, Numbers 3 & 4.

“During the annual feast, all the Orisa are invoked and the major ones are expected to manifest on their special days within the period of the feast”.

The Yoruba like other African people, always had a concept of Olodumare as the Supreme God. The Orisa or Orisha then were their saints as the Christian saints. In: Orisa (Orisha) Tradition in Trinidad (2,000), by Funso Aiyegina & Rawle Gibbons.

The importance or relevance of this reading to the concept of INNER KNOWLEDGE, or Inner Intelligence we are proposing and redefining here, is in terms of African religious ceremonies, through which certain individuals are capable of transcending and obtaining “information” or knowledge that go far beyond human rationality.

Spiritual Intelligence have been closely related to religious practices (God, comunication with the spirits, eternal source of knowledge, and cosmic universe-bound origins, Zohar, (1997), Gallegos (2006), others.

In the following text: Las Tres Mentes, la Gran Rebelión (The Three Minds, the Great Rebellion) Chapter 12, written by Samael Aun Weor also cited in http://www.samaelgnosis.net/preguntas/mente_interior.html, the concept of Inner Intelligence or the Inner mind is also discussed.

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As previously expressed, in relation to religious considerations. In Samael Aun Weor’s Mente Interior it is expressed in the following terms: “…es fundamental para la experiencia directa de la verdad. Indubitablemente la Mente Interior elabora sus conceptos de contenido con los datos aportados por la conciencia superlativa del Ser. Incuestionablemente la conciencia puede vivenciar y experimentar lo real. No hay duda de que la conciencia sabe de verdad. Sin embargo, para la manifestación la conciencia necesita de un mediador, de un instrumento de acción y éste en sí mismo es la Mente Interior.”

According to the teachings of the Movimiento Gnóstico Internacional, (International Gnostic Movement), at www.iglisaw.com, Iglesia Cristiana-Gnóstica Litelantes y Samael Aun Weor, there are three levels of Inner Mind or Inner Knowledge/Inner Intelligence, seen as Spiritual Intelligence: 1- La Imaginación, existe más allá del Intelécto. Desde la I de la fantasia (que hasta nos puede hacer daño), hasta la I. Intencional o I. Consciente. Si se desarrolla, se puede aprender a pensar psicológicamente.

2- La Inspiración o clarividencia (se puede dearrollar mediante ejercicios con un vaso de agua, de crisal, y un espejo en el fondo, hasta que logre ver el “aura” o el expectro de la gamma de colores. Donde cada color o tono de color (matices) representa diferentes características del estado del ser. Y de la Meditación. La M. de fondo (del proceso de vida y muerte de todas las cosas). Se ejercita en la M. hasta poder alcanzar (imaginarse) que experimenta el Retorno o Ley del Retorno de todas las cosas por experiencia propia. Se verifica la realidad de la existencia anterior. La Inspiración – la etapa de conciencia del ser que nos permite “capturar el significado” de tal existencia, su motivo, su causa, su porqué.

3- La Intuición – podrá permitirnos el acceso a las regiones superiors del universo y del cosmos. Le permite a uno conocer lo real; es una capacidad cognoscitiva transcendental.

These three levels of spiritual or Inner Intelligence (Interior Mind) are: Imagination, Inspiration and Intuition. Each level is seen as a progression of the previous. While describing the Three Minds as: 1- The first or external mind (sustained by what it is

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called here as “The sensual Mind”), the input is the physical world. Through the senses the knowledge is acquired by humans.

La mente sensual, externa, nutrida exclusivamente por el razonamiento basado en los cinco sentidos: (oido, vista, tacto, olor, sabor). Conceptos de contenido y Percepciones sensoriales externas.

2- The intermediate mind or mid mind, which develops knowledge through rational input learned by religious beliefs. And 3- The Interior Mind, which is the ultimate experience of human learning and knowledge.

La mente interior, la que percibe la verdad porque tiene la capacidad de conocer lo oculto, lo misterioso, lo directamente revelado, lo imaginado, y se nutre del conocimiento cósmico. La Mente Interior opera con los datos aportados por la Conciencia Interior del Ser. Conciencia Superlativa del Ser. In his own words: “Ante todo, no está de más saber que existen tres mentes en nosotros: A la primera podríamos denominarla Mente Sensual. A la Segunda la consideraremos como la Mente intermedia y la tercera es la Mente Interior”. - Las Tres Mentes, la Gran Rebelión (The Three Minds, the Great Rebellion) Chapter 12, written by Samael Aun Weor; also cited in: www.iglisaw.com, Iglesia Cristiana-Gnóstica Litelantes y Samael Aun Weor, and http://www.samaelgnosis.net/preguntas/mente_interior.html.

In 1978, Paul D. MacLean “A Mind of Three Minds: Educating the Triune Brain”, presented in the Seventy-Seventh Yearbook of the National Society for the Study of Education, Chicago: University of Chicago Press, part 2., the concept of Three Minds which was discussed and brought to debate as far as 35 years ago or so. What it refers to is the fact that studies conducted on Brain Specialization in the 1970’s and 1980’s are as

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valid as new studies and theories developed further more in time. A flow view of knowledge has also been discussed for years as has been reviewed in this paper. Maybe the only “new thing under the sun” as Salomon expressed nearly three to four thousand years ago, (Book of Eclessiastes, Book of Wisdom in the Bible) probably has been also there in the past. Maybe nothing new has been discovered since then. Only recalled, renamed, rethought and brought back as a new product “under the sun”.

Finally, as previously rewied, Combariza (2012) showed in her “Inteligencia de Servicio” or Service Intelligence presentation, she sees Spiritual Intelligence as a vital component in the service-related intelligences. Helena combines a series of Garner’s Multiple Intelligence (Spatial, interpersonal, intrapersonal), as well as emotional intelligence; Mayer, Salovey,Caruso & Sitarenios (2001), Rational Intelligence, Practical, Presential and Virtual intelligences, in three levels of achievement or development (See illustration).

Combariza, H., (2012) Summarizing the ideas: even though a relatively clear though has been developed herein, combining different theorists and their diverse intelligence theories (Flow,

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Spiritual, Experiential, Existential, The Three Minds theory, Emotional, Intrapersonal/ Interpersonal Intelligence, practical, social, and including Inner-Mind/Head African religious conception of Spiritual Intelligence) this author considers it is necessary to redefine the concept of INNER KNOWLEDGE/INNER INTELLIGENCE, seeing it as a process of interaction of multi-factors, both inside as well as outside; as an existential or experiential phenomena. Not seeing Inner Knowledge Theory as of a religion-only property, but as a gift to all humans. Both innate (Fixed Mindset) as well as evolved (Growth Mindset).

Recommendations for Further Research The Inner Knowledge leaves opened doors 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 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.

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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 incidental 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: 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.

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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 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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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 109 Processes APENDICES 1 UNIVERSIDAD DE PUERTO RICO ESTUDIOS GRADUADOS FACULTAD DE EDUCACION PROGRAMA DOCTORAL

Una propuesta para un Modelo de Educación Personalizada

EDUC 6509: Métodos Investigación en Educación Dra. Claudia Alvarez Por: Pablo Fernández 842-74-3010

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 110 Processes I:

INTRODUCCION Planteamiento del Problema: En este trabajo me propongo presentar una propuesta para un Modelo de Educación Personalizada. Esta inquietud surge entre otras razones por las siguientes: Si la escuela es lo suficientemente atractiva a nuestros estudiantes del nivel superior y si los procesos de enseñanza responden a sus intereses y/o preferencias.

Propósitos del estudio Entre los propósitos del estudio están los siguientes: 1- conocer posibles causas de insatisfacción de los estudiantes en el nivel superior.

2- sometimiento de un cuestionario de preferencias a estudiantes de ambas modalidades (Curso General y Curso Vocacional) de la corriente regular en el nivel superior.

3- proponer un modelo de educación personalizada en el nivel superior Justificación del estudio Continuamente escuchamos a nuestros estudiantes expresarse con inconformidad con el currículo escolar y con las experiencias educativas que viven a diario en el proceso de enseñanza – aprendizaje.

Preguntas de investigación 1- Si la escuela es lo suficientemente atractiva a nuestros estudiantes del nivel superior 2- Si los procesos de enseñanza responden a sus intereses y/o preferencias.

Definiciones Varias definiciones de educación personalizada han sido consultadas, entre ellas las siguientes: Javier A. Huamán A. (2005) - en el portal cybernético : http://portal.educar.org/educacionpersonalizada, (Posteada en 10 Enero 2005). Y cito: La educación personalizada es una actividad educativa centrada en la persona. Siendo el objetivo fundamental perfeccionar las facultades del niño o del joven, tanto intelectuales como morales, a través de actividades diversas que se realizan intencionalmente

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 111 Processes para lograr este fin, de tal forma que se potencian al máximo las aptitudes, se adquieran unos conocimientos amplios y sólidos y se desarrollen los valores a través de la práctica de hábitos en los períodos sensitivos adecuados.

Huamán (2005) señala que el fundamento de la educación personalizada se basa en “considerar a la persona como principio de toda actividad educativa” y señala entre sus fundamentos antropológicos los siguientes: Singularidad, Autonomía y Apertura.

Finalmente señala que la “educación personalizada atiende a las dimensiones que conforman la persona humana”: Entre las cuales establece las siguientes: Somática, Afectiva, Intelectiva, Volitiva y Trascendente.

Defino como aprendizaje personalizado, una combinación de estilos de aprendizaje, estrategias de enseñanza, modelos curriculares e instruccionales, estrategias de avalúo o “assessment”, y lo que lo describe: una evaluación personalizada de intereses académicos, vocacionales, artísticos, sociales, entre otros indicadores. Otros términos encontrados en la literatura son: Educación individualizada, educación integrada para la vida, educación de vida, y uno un tanto más alejado de nuestro enfoque, pero también encontrado es el utilizado por movimientos educativos de base religiosa, “Home schooling” Para fines de este estudio entendemos por educación personalizada una combinación de estrategias y técnicas pedagógicas pero con la participación directa del estudiante, donde él/ella se expresen en términos de sus preferencias individuales y personales para crear ese modelo educativo, obviamente más que individualizado, personalizado (customized).

II:

REVISION BIBLIOGRAFICA Dentro de los trabajos revisados para este trabajo está los siguientes entre otros que también puedan ser considerados posteriormente: 1- Freire, Paulo (1986), Pedagogía del Oprimido, donde se plantea el concepto de la libertad en la educación y en rol importante, la participación del estudiante como colaborador y arquitecto de la forma en que aprende. Su pedagogía es un método cuya finalidad inmediata es la alfabetización y, en su dimensión más amplia, postula la educación como práctica de la libertad.

2- Como aprendí inglés: 55 latinos realizados relatan sus lecciones de idioma y vida, de los autores McCourt, Frank, Millar, Tom, y Suárez, Ray, tomado de National Geographic (September 18, 2007). En su postulado está: “Their successes are inspiring. Their pieces, engaging

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 112 Processes and entertaining all, express the whole range of emotions that learning any new language entails.” Y cita diversos latinos y como éstos han aprendido ingles, como lo es el caso del congresista de origen puertorriqueño José Serrano y como el escuchar discos del cantante americano Frank Sinatra lo ayudo a aprender inglés.

3- Rogers, C., The Handbook of Person-Centered Psychotherapy and Counselling, (1980), ha sido otra de las Fuentes literarias consultadas para este trabajo, en especial su aportación en el desarrollo curricular basado en estudios con sus pacientes psiquiátricos al igual que en su trabajo previo: On Personal Power: Inner Strength and Its Revolutionary Impact (1977).

4- Una cuarta referencia consultada lo ha sido en el área de la práctica innovadora de “Home schooling”, Switched-On Schoolhouse, Alpha Omega Publications, (1977). Y finalmente, pero no menos importante: 5- Educación Personalizada por Javier A. y Huamán A (2005).

III:

METODOLOGIA La población seleccionada para esta propuesta son estudiantes de corriente regular (Main streamming) de nivel superior, tanto de cursos vocacionales como del curso general en un distrito escolar de Puerto Rico, área sur de la isla.

Modelo investigativo: El Modelo de Investigación que espero utilizar es uno de investigación – acción. Es decir, basado en observaciones periódicas, entrevistas, diálogos informales con el (los) alumno(s), para descubrir características únicas que propulsen un estilo de enseñanza (“customized”) que respondan a los hallazgos obtenidos de las observaciones. Es un modelo de acción también debido a que el proceso de enseñanza se irá moldando a la luz de los hallazgos de carácter personal; a diferencia de un modelo individualizado.

Métodos de investigación: Utilización de cuestionarios y entrevistas informales. (Vea Documento de Autorización de los padres y Modelo de Cuestionario Provisto).

Una vez realizada las entrevistas y sometimiento de consentimiento a los padres para llenar el cuestionario provisto, se espera que las respuestas sean agrupadas por categorías y poder tener un cuadro cualitativo de las preferencias de los estudiantes así como sus recomendaciones al contestar el cuestionario. Se tomarán tres (3) estudiantes como muestra del estudio.

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 113 Processes APENDICES

HOJA DE CONSENTIMIENTO

AUTORIZACION PARA DIVULGAR INFORMACION EN CUESTIONARIO

AUTORIZACION DE LOS PADRES A TRAVES DE ESTE DOCUMENTO AUTORIZO ( )

NO AUTORIZO ( )

A MI HIJO (A) _________________________________________________________

A PARTICIPAR EN EL CUESTIONARIO INVESTIGATIVO SOBRE ENSEÑANZA PERSONALIZADA DE LOS CURSOS: EDUC 6509, EDUC 8009 y EDUC 8076, DISEÑADO POR EL PROF. PABLO FERNANDEZ COLON, COMO PARTE DE LOS REQUISITOS DE INVESTIGACION DEL MISMO. ENTIENDO QUE LA PRIVACIDAD DE MI HIJO (A) SERA PROTEGIDA Y QUE NO SE DIVULGARAN DATOS PERSONALES QUE DE ALGUNA FORMA PUEDA IDENTIFICAR AL PARTICIPANTE EN DICHO CUESTIONARIO.

ATENTAMENTE,

____________________________

_______________________

PADRE, MADRE, O TUTOR

ESTUDIANTE

Fecha: _____________________________

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 114 Processes DATOS DEMOGRAFICOS DE LA POBLACION

1- SEXO: M ___

F ___

2. EDAD: _____ 3. GRADO ________ 4. ESTUDIANTE CURSO VOCACIONAL ___

GENERAL ____

5. PROMEDIO GENERAL: 3.50 O MAS ____

3.49 A 3.00 _____ 2.49 O MENOS _____

6. RESIDO EN: ZONA URBANA ____

ZONA RURAL: ____ URB. PRIVADA ___

RES. PUBLICO ____ OTRO: _________________

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 115 Processes CUESTIONARIO

CUESTIONARIO PRELIMINAR (1)

Que me gusta hacer fuera de la escuela

Como me gusta que fuera la escuela

Como creo Intereso que aprender aprendería para… más

La clase que más me gusta es

La clase que menos me gusta es

Creo que aprendería más en la clase que mas me gusta si…

Creo que aprendería más en la clase que menos me gusta si…

La escuela Muchos debería estudiantes enseñar… dejan la escuela debido a…

El horario escolar debería ser..

Los alumnos dejarían menos la escuela si..

Si fuera maestro enseñaría así…

Si fuera maestro de_________ enseñaría la clase así…

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 116 Processes CUESTIONARIO PRELIMINAR (2) 1- Que me gusta hacer fuera de la escuela

Como me gusta que fuera la escuela

Como Intereso creo que aprender aprendería para… más

La escuela debería enseñar…

a) jugar

a)más divertida

b)con música

a) ser una persona de bien en el futuro a) tener algo que ofrecerle a mis futuros hijos

a) más deportes

b) comer

a) que fueran un bacilon los maestros b) no tengo ni idea

c) ver tv

c)bonita

c)con música

b) tener un b) primeros mejor auxilios futuro

d) tareas en casa

d)excelente c) enseñaran mas para lograr mis metas e) mejor servicio en el comedor f) más tarde

e) leer

f) escuchar musica g) usar la computadora h) practicar deportes i) Otros _______

La clase que más me gusta es

La clase que menos me gusta es

Creo que aprendería más en la clase que mas me

a) cosas a)no más desean interesantes superarse y divertidas

c) ser un c) muchas gran cosas profesional

Creo que aprendería más en la clase que menos me

Muchos estudiantes dejan la escuela debido a… a) falta de interés

El horario escolar deberِa ser..

b) problemas en su hogar c) drogas

Los alumnos dejarían menos la escuela si..

Si fuera maestro enseñaría así… a) clases dinámicas

a) sería una amiga en quienes ellos se sientan con interés en superarse b) animado

c)diferente

Si fuera maestro de_________ enseñaría la clase así…

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 117 Processes a) inglés

b) Maternidad y Pat. Responsable

c)Educ física

d) historia

a) H. EU

gusta si… a) los viernes dieran películas

gusta si… a) fuera más facil

a) 5-10 pm

a) hicieran a) dando más puntos por actividades trabajo diario y bregando bien con los estudiantes a) a)me a)si la a) a)si le a)artes mercadeo gusta maestra 10amofrecieran visuales:uso de mucho el fuera más 5pm cursos manualidades proceso organizada creativos que ellos de de su quieran enseñanza interés aprender más b) Hist b) no b) creativa b) está b) no b) estimularía y EU faltaran bien cortaran aconsejaría clases c) c) viernes c) aplicada c) 8-2:10 c) verla c) utilizaría español clases como algo sicología creativas que les inversa para importe que trabajen adecuadamente d) d) d) Ciencia: en geometría haciendome el patio un reto e) ingles: a no burlarse de los estudiantes

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 118 Processes CUESTIONARIO FINAL

Favor de escoger la o las respuestas que consideras describen tu mejor selección.

Se establece un orden de preferencias consistente en: 4= Muy Satisfactorio 3=Satisfactorio 2=Parcialmente Satisfactorio 1= No satisfactorio.

En aquellas preguntas que se provean alternativas, deberás cotejar cuando se permiten más de una selección y cuando se limita a una sola alternativa de selección.

1- ¿Qué me gusta hacer fuera de la escuela? (más de una en orden de preferencia o una sola) ___ (a) Practicar deportes ___ (b) Participar en actividades artísticas [como dibujo, pintura, música, teatro, otras.] ___ (c) Trabajo a tiempo parcial [Part-time job] ___ (d) ver televisión ___ (e) compartir con amistades otra (especifique) ___________________________________________________ 2- ¿ Cómo me gusta que fuera la escuela? (una sola) ___ (a) Dinámica ___ (b) Divertida ___ (c) Creativa ___ (d) como es ahora 3- ¿Cómo creo que aprendería más? (más de una en orden de preferencia o una sola) ___ (a) trabajando en grupos pequeños (Team work) ___ (b) trabajando independientemente ___ (c) trabajando en parejas (Peers work) ___ (d) recibiendo asistencia del maestro ___ (e) recibiendo asistencia de otros compañeros (Peers Assisted) ___ (f) trabajando solo (compitiendo) ___ (g) trabajando solo en grupos regulares (15 o más estudiantes) ___ (h) Otras formas: (especifique) ______________________________________ 4- Intereso aprender para… (una sola) ___ (a) ir a la universidad

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 119 Processes ___ (b) conseguirme un trabajo ___ (c) graduarme de escuela superior solamente ___ (d) estudiar una carrera corta de 1 a 2 años ___ (e) Otra: explique: _______________________________________________ 5- La escuela debería enseñar… (más de una en orden de preferencia o una sola) ___ (a) solo clases básicas (Esp/Ing,Mat.Ciencia.Historia) ___ (b) clases especializadas en_____________________________________ ___ (c) clases creativas como _______________________________________ ___ (d) computadoras ___ (e) cursos a través de internet (On-line) 6- Muchos estudiantes dejan la escuela debido a… (más de una en orden de preferencia o una sola) ___ (a) Falta de interés ___ (b) No desean superarse ___ (c) Problemas en el hogar ___ (d) Uso de drogas ___ (e) Otro: ______________ 7- Si fuera maestro de ____________, enseñaría así… (Una sola) ___ (a) Clases dinámicas ___ (b) Animado ___ (c) Diferente ___ (d) _____________________ 8- La clase que más me gusta es (una sola) ___ (a) Inglés ___ (b) Paternidad y maternidad responsable ___ (c) Educación Física ___ (d) Historia ___ (e) _______________

9- La clase que menos me gusta es (una sola) ___ (a) Historia (EU) ___ (b) Mercadeo ___ (c) Español ___ (d) Geometría ___ (e) _____________

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 120 Processes 10- Creo que aprendería más en la clase que más me gusta si… (más de una en orden de preferencia o una sola) ___ (a) los viernes dieran películas ___ (b) me gusta mucho el proceso de enseñanza (actual) ___ (c) no faltaran ___ (d) viernes clases creativas ___ (e) _________________________ 11- Creo que aprendería más en la clase que menos me gusta si… (más de una en orden de preferencia o una sola) ___ (a) fuera más fácil ___ (b) la maestra fuera más organizada ___ (c) fuera más creativa ___ (d) más aplicada ___ (e) haciéndome un reto

Para las preguntas 12 usarás la siguiente escala de satisfacción: 4= Muy Satisfactorio 3=Satisfactorio 2=Parcialmente Satisfactorio 1= No satisfactorio.

12- El horario escolar deberِa ser.. ___ (a) 7:30 am – 12:30 pm ___ (b) 8-11:30 am y 12:30-3:00 pm ( el mismo de ahora) ___ (c) 11:30 am – 4:30 pm ___ (c) 12:30 pm-5:30 pm ___ (d) 7:00 a.m. – 12:00 md ___ (e) 9:00am – 12:00 y 1:00 – 4:00 pm 13- Los alumnos dejarían menos la escuela si.. (más de una en orden de preferencia o una sola) ___ (a) hicieran más actividades ___ (b) si ofrecieran cursos creativos de su interés ___ (c) no cortaran clases ___ (d) verla como algo que les importe ___ (e) ___________________________________________________

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 121 Processes 14- Si fuera maestro de_________ enseñaría la clase así… (más de una en orden de preferencia o una sola) ___ (a) Dando puntos por trabajos diarios ___ (b) Bregando bien con los estudiantes ___ (c) Artes Visuales: uso de manualidades ___ (d) Estimularía y aconsejarai ___ (e) Utilizaría psicología inversa para que trabajen adecuadamente ___ (f) Ciencia: en el patio ___ (g) Inglés: a no burlarse de los estudiantes

A su vez, se les hizo las siguientes Preguntas Cognitivas al grupo de estudiantes a quienes se les suministró el Cuestionario Final, ya en forma cuantitativa. Estas fueron las siguientes.

PREGUNTAS COGNITIVAS:

1- ¿Encontraste alguna pregunta difícil?

Si ___ No ___ ¿Cuál? _____

2- ¿Hallaste alguna palabra o frase difícil de entender?

Si ___ No ___

¿Cuál / Cuales? _______________________________________________

3- ¿Consideras el tiempo para contestarlas adecuado?

Si ___ No ___

4- ¿Consideras que las preguntas son de tu interés?

Si ___ No ___

5- ¿Consideras de valor para ti este cuestionario?

Si ___ No ___

REFERENCIAS

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 122 Processes

Alpha Omega Publications, (1977). “Home schooling”, Switched-On Schoolhouse, Freire, Paulo (1986), Pedagogía del Oprimido, España, ISBN: 9682302366

Javier A. y Huamán A., (2005). Educación Personalizada, Posteada en 10 enero 2005, http://portal.educar.org/educacionpersonalizada McCourt, F., Millar, T, y Suárez, R, Como aprendí inglés, publicado en National Geographic (September 18, 2007).

Rogers, C., The Handbook of Person-Centered Psychotherapy and Counselling, (1980), Edited by: Mick Cooper, Maureen O'Hara, Peter F. Schmid and Gill Wyatt, Palgrave MacMillan U.S. and in the U.K.

Rogers, C. (1977). On Personal Power: Inner Strength and Its Revolutionary Impact. Palgrave MacMillan U.S. and U.K.

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 123 Processes Apendice 2 FRIDA KALHO: …“NO NECESITO PIERNAS… TENGO ALAS PARA VOLAR”!

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 124 Processes FRIDA KALHO-BIOGRAFÍA (1907 -1954) -1913: Enferma de poliomielitis y, como secuela, el pie derecho le queda ligeramente deformado. Va a la escuela primaria en Colegio Alemán de México.- 1922: Ingresa en la Escuela Nacional Preparatoria para prepararse para la carrera de medicina. De los 2000 alumnos de la Escuela, sólo 35 son mujeres. - 1925: El 17 de septiembre sufre un grave accidente de tráfico al chocar un tren con el autobús que la llevaba, junto a su amigo Alejandro Gómez Arias, de la escuela a casa. Pasa un mes en el hospital de la Cruz Roja, donde inicia su afición por la pintura. Anteriormente ya había tomado algunas clases de dibujo con el grafista publicitario Fernando Fernández, cuyo estudio se hallaba muy cerca de la escuela - 1928: Se hace miembro del Partido Comunista de México (PCM), donde se encuentra de nuevo con Diego Rivera1. Se enamoran. El pintor la retrata en el fresco "Balada de la Revolución", que pinta en el Ministerio de Cultura, con una blusa roja y estrella en el pecho, repartiendo armas para la lucha revolucionaria.

1 En 1922 entró en la Escuela Nacional Preparatoria de Ciudad de México, la más prestigiosa institución educativa de México, la cual empezaba por primera vez a admitir chicas como alumnas. Allí sus travesuras la convirtieron en la cabecilla de un grupo mayoritariamente formado por chicos rebeldes con los que realizó innumerables trastadas en la escuela teniendo generalmente como víctimas a sus profesores. Fue precisamente en esta escuela donde entraría en contacto con su futuro marido, el conocido muralista mexicano Diego Rivera, a quien le había sido encargado pintar un mural en el auditorio de la escuela.

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 125 Processes - 1930: A principios del año sufre su primer aborto provocado, a causa de la "desfavorable presentación de la extremidad pélvica". Rivera obtiene encargos en Estados Unidos, y la pareja se traslada en noviembre a San Francisco.

- 1931 - 1932: El matrimonio se traslada en abril a Detroit, donde Rivera ha de realizar un nuevo trabajo. Después de tres meses y medio de embarazo, el 4 de julio sufre otro aborto - 1933: La pareja se traslada en marzo a Nueva York, donde Rivera pinta un mural en el Rockefeller Center. A finales de año regresan a México y compran una nueva casa en el lugar suburbial San Angel.

- 1934: A causa de "infantilismo de los ovarios", pierde sus embarazos- 1935 - 1936: de vuelta en la casa de San Angel, es operada por tercera vez en el pie derecho. Se enrola en un comité de solidaridad con los republicanos españoles.

- 1942 - 1943: Obtiene un puesto docente en la Escuela de Arte "La Esmeralda". Su mal estado de salud la obliga, ya a los pocos meses, a dar las clases en su casa de Coyoacán.

- 1946: Con su cuadro "Moisés" obtiene el premio nacional de pintura, otorgado por el Ministerio de Cultura. Le operan la columna vertebral en Nueva York.

- 1948: Se adhiere de nuevo al Partido Comunista de México (PCM).

- 1950: Es operada siete veces de la columna vertebral y pasa nueve meses en el hospital.

- 1951: Tras darse de baja en el hospital, se ve obligada a desplazarse en silla de ruedas.

A partir de ahora tendrá que tomar continuamente anabólicos.

- 1952: Participa en la recolección de firmas en apoyo al Movimiento Pacifista. Diego Rivera la retrata en en su mural "La pesadilla de la guerra y el sueño de la paz".

- 1953: Lola Álvarez Bravo organiza en su galería la primera exposición individual su la obra

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 126 Processes -

1954: Enferma de una infección pulmonar y, aún durante la convalecencia, participa, contra el consejo de sus médicos, en una manifestación contra la intervención norteamericana en Guatemala. Muere el 13 de julio en la "Casa Azul". A los cuatro años de su muerte, la Casa Azul se convirtió en el Museo Frida Kahlo.

1 En 1922

entró en la Escuela Nacional Preparatoria de Ciudad de México, la más prestigiosa institución educativa de México, la cual

empezaba por primera vez a admitir chicas como alumnas. Allí sus travesuras la convirtieron en la cabecilla de un grupo mayoritariamente formado por chicos rebeldes con los que realizó innumerables trastadas en la escuela teniendo generalmente como víctimas a sus profesores. Fue precisamente en esta escuela donde entraría en contacto con su futuro marido, el conocido muralista mexicano Diego Rivera, a quien le había sido encargado pintar un mural en el auditorio de la escuela.

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 127 Processes Apendice 3

Nick Vujicic

http://www.attitudeisaltitude.com/about-nick-his-story Hi Friend, My name is Nick Vujicic and I am thankful to have been born 30 years ago with no arms and no legs. I wonâ&#x20AC;&#x2122;t pretend my life is easy, but through the love of my parents, loved ones, and faith in God, I have overcome my adversity and my life is now filled with joy and purpose. I reside now in California with my wife, Kanae, and we both love seeing peopleâ&#x20AC;&#x2122;s lives changed for the better or touched in some way. It is my hope that your life is positively impacted by my story.

I was born and raised in Melbourne, Australia, and it was a shock to my parents that I arrived without limbs. There is no medical reason for it. My parents did their very best to

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 128 Processes keep me in the mainstream school system and give me every opportunity to live to the fullest. I was blessed to have a brother and a sister as my best friends too.

We later moved to Brisbane, Australia, where I lived for 14 years before I made the move to California. At age eight, I could not see a bright future ahead and I became depressed.

When I was ten years old, I decided to end my life by drowning myself in a bathtub.

After a couple attempts, I realized that I did not want to leave my loved ones with the burden and guilt that would result from my suicide. I could not do that to them.

I wasnâ&#x20AC;&#x2122;t depressed my entire childhood, but I did have ups and downs. At age thirteen I hurt my foot, which I use for many things like typing, writing and swimming. That injury made me realize that I need to be more thankful for my abilities and less focused on my disabilities.

When I was fifteen years old, I sealed my faith in God and from there it has been an amazing journey.

A janitor at my high school inspired me to start speaking about my faith and overcoming adversity when I was seventeen. I spoke only a dozen times to very small groups over the next two years. Then I found myself in front of three hundred sophomore (grade 10) students and I was very nervous. My knees were shaking. Within the first three minutes of my talk, half the girls were crying, and most of the boys were struggling to hold their emotions together. One girl in particular was sobbing very hard. We all looked at her and she put her hand up. She said, â&#x20AC;&#x153;I am so sorry to interrupt, but can I come up and hug you?â&#x20AC;?

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 129 Processes She came hugged me in front of everyone, and whispered in my ear, “Thank you, thank you, thank you. No one has ever told me that they loved me and that I am beautiful the way I am.”

Her gratitude inspired me to go across 44 countries and speak 2,000 times. I realized that we all need love and hope and that I was in a unique position to share that with people around the world.

While majoring in both accounting and financial planning at a university, I also worked on developing my abilities as a speaker. I worked with a speaking coach who helped to cultivate me as a presenter. He especially worked on my body language as my hands flew everywhere at first!

I spoke on motivational topics after creating the company, attitude is altitude. I also launched a non-profit ministry, life without limbs, to spread my messages of faith and hope around the world.

Whoever you are, wherever you’re from and whatever you are dealing with, I hope that you will be inspired by my story and my message. Please enjoy browsing around this website where I share with you my thoughts on faith, hope and love to encourage you and to help you overcome your own challenges.

Dream big my friend and never give up. We all make mistakes, but none of us are mistakes. Take one day at a time. Embrace the positive attitudes, perspectives, principles and truths I share, and you too will overcome.

Sincerely, Nick

THE INNER KNOWLEDGE; A Paradigm in the Resilience Learning and Teaching 130 Processes THE INNER KNOWLEDGE: A Paradigm in the Resilience Learning and Teaching Processes

AUTOBIOGRAPHICAL NOTES

Pablo Fern谩ndez Col贸n

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 in Curriculum and Teaching of English as a Second Language (Ed. D. TESL).

Auto-entrepreneur, communicator, union leader and businessman. Founder President of Remembering Puerto Rico Inc. (1998) and Guayama and Digital Communications Network Inc. (1999). 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 with no charges at: http://issuu.com/pablofernandez024/docs/