Keith Beasley teaching page

Experiential Teaching

“Knowledge is continually derived from and tested out in the experience of the learner”
Kolb (1984 p27)

In preparing for Stage 1 of my PGCertHE, I was pleased to look into the work of David Kolb and successors. There I found the academic support for a reality that had slowly been dawning on me as both a learner and teacher. Whilst facts, figures and theories can be taught in a conventional manner, the teaching of most subjects can benefit, often significantly (as least for some students) by including experiential elements to the classes. This is particularly the case not only for practical and artistic subjects (cookery and music for example), but for within the heading of life skills. My own interest and experience is in the teaching of those essential abilities that might fall under the heading of 'Spiritual, moral, social and cultural development', but unfortunately are often excluded from curricula: how to understand and develop our 'deeper' or real selves.

A key interest is the 'soft skills' or transferable 'life skills' that are essential in professional and personal lives, those that recognise 'the human element' in all situations, including work and education. We are, after all, each unique human beings with feeling and emotional as well as physical needs. Whether it's 'human reliability', 'emotional intelligence', or just being aware of the feelings of those around us, integrating these facets of ourselves with the conventional (objective) reality is key to become whole and feeling fulfilled in life.

A full list of subjects that I am currently able to offer, at most levels, is here. Full courses descriptions with learning outcomes etc, are available on request. Below is a summary of subject areas for which experiential modules or classes can be provided. Further related subjects can also be developed on request.

Spirituality

Whilst some individuals continue to find a depth and inner meaning to life through their chosen religious faith or through specific spiritual practices, 'spirituality' is increasingly acknowledged as being equally valid and important in a secular world. This trend is one example of the process of transcendence that I see emerging in the world: a recognition that, whatever our cultural roots we are all human beings with a need to 'belong' and to balance our material lives with a spiritual one: with compassion and co-operation as guiding principles. Such an approach to life goes hand-in-hand with the following subjects which I teach.

Evolutionary consciousness

That inner drive to improve ourselves, which for so long seemed to mean 'survival of the fittest', is increasingly being acknowledged as underlying a shift in how we are thinking: what I call the process of transcendence. But what evolutionary consciousness and what does it mean in practice? For some examples see this article and for an introduction to the subject follow the link above

Personal development

Whilst education obviously has a key role in providing us with important skills and preparing us for jobs in the wider world, my focus has always been on education that helps a student understand and Be themselves. For, after all, who is going to perform better in the workplace - the self-confident person who is at peace with themselves and the world, or someone in a state of inner confusion or worse?

Emotional Intelligence

To foster and fully utilise high IQ and academic brilliance is obviously important, but life without 'heart and soul' is dry and meaningless. Development of our emotional intelligence (EI) enable us to bring together our thoughts and our emotions; how we think and how we feel. On the above pages I share my personal experience of this developmental journey and offer some approaches to enhancing our EI.

Depth, value & meaning

What do you value most in life? Perhaps your own health, or the smiles of your close family and friends? What gives live meaning? Being able to enjoy a country walk maybe? Contrast such answers with those provided by the advertising industry and our pre-occupation with material wealth and possessions. As the finances of families and states shrink in the current climate, we are all being forced to question what it is we actually need to survive and be happy. To acknowledge and let go of old attachments - physical, mental and emotional is to begin to embrace the One Reality of life and to Be happy, rather than thinking we need something or someone to MAKE us happy. On the above link I explore related ideas and practices. (coming soon).

Healing Art

It has been said (I'll be glad to receive references to this please) that whereas we can hide behind words, we cannot hide behind music. Sound is somehow more fundamental. Art generally has this ability to tap into our psyche, our deeper/higher levels of consciousness. Which is why art has such potential for healing and enabling of transcendent thought. The above link offers examples from my personal and experiential teaching experiences.

Reiki

There are many techniques and practices, pastimes and activities that can help us to access our inherent spiritual natures. Besides the above range of healing art activities (plus being in nature!) the 'method' that I have found to be of tremendous value to myself and my many students over the year, is Reiki Healing. Simple yet profound it is both a 'self-healing' technique and a path to our personal, self and spiritual unfolding, and thus to our enhanced well-being. Compatible with any faith tradition, Reiki a practical way of helping us to feel an integral part of One Reality. Click on Title or Symbol for my Reiki pages.

One Reality: the web-site of Keith Beasley