Dear CIHS Community, Inherit the Wind, the 1955 American drama play that fictionalizes the 1922 Scopes' monkey trial, is playing at the Old Globe in San Diego. As I was watching it this weekend, I decided to include a discussion of it in our newsletter because its purpose is about claiming our right to think independently, especially in an educational setting, and against the grain of traditional paradigms. In Inherit the Wind, a high school teacher from Tennessee, Bertram Cates, is on trial for teaching Charles Darwin's Origin of the Species to a public high school class. He is in trouble for specifically teaching the concept of evolution. Teaching this theory was against Tennessee law that insisted the only viewpoint allowed in the classrooms was the one in the Book of Genesis that God created the world in 7 days. The play, an iconic piece of American literature, asserts our independent power of thought as a fundamental human right and one that combats ignorance. Specifically, the imperative of the play is that human progress is incumbent upon this freedom of thought and progress toward the pursuit of new ideas. As I was watching the concluding act, one of the final passages moved me as part of the same dilemma that students of CIHS find themselves facing while pursuing an unconventional education. Rachel Brown, the main character's Gates' girlfriend, has to abandon a traditionally based paradigm in the Old/New Testament as her father is the town minister and leading a movement against freedom of thought in the classroom. She says: "You see, I haven't really thought very much. I was always afraid of what I might think-so it seemed safer not to think at all. But now I know. A thought is like a child inside our body. It has to be born. If it dies inside you, part of you dies too!" It is, in fact, a bold choice to pursue a new paradigm, as well as critically important to keep the spirit alive. It is, indeed, a choice we all face daily as part of this new wave of thought and practice. Brown captures the internal conflict between leaving the old model and entering the new paradigm. Part of her awakens. She recognizes that if she chooses not take the leap, the part of her that will awaken to knowledge will die. Similarly, CIHS students are faced with the choice when they decide that the benefits of the non-traditional school and curriculum far outweigh the potential drawbacks. CIHS prospective and current students often have to ask themselves if they have the courage to take the leap of faith into an unconventional education. Do they have the drive and courage to pursue a graduate education that goes against the grain of traditional allopathic and "scientific" thought into a realm that is, at times, undefined, and certainly greeted with great skepticism in the larger community? This dilemma has been a part of the American educational system since its inception. Clearly, this is not a new predicament. In the past, the way of light and the freedom to pursue knowledge always wins. From my vantage point as Dean of CIHS, it will win in our current 21st American culture, too. Certainly, Dr. Motoyama had this vision in mind when he founded CIHS and in pursuit of his own body of work. His courage and pioneering vision is important to honor as we mark CIHS' 20th Anniversary Celebration on Saturday, September 15. His vision and that of the Board, who supports our efforts, was to create a safe haven for the exploration of thought and pursuit of knowledge. Specifically, his vision was to foster the educational and professional pursuit of the integration of science and spirituality with non-traditional modes of the healing arts, including psychology, that honor the mind, body, spirit connection. As part of this community, whether faculty, student, administration, or workshop/lecture attendee, we are all part of movement not unlike the purpose of Inherit the Wind. This classic American drama challenges the traditional educational and religious paradigm that does not allow for the exploration of the possibility of a view outside that in the Bible. Do we have the courage to explore the freedom of thought in a sometimes undefined and unrecognized territory, too? Up until this point in time, part of our ability to exercise this freedom completely is by choosing not to standardize our education outside of state approval. There is a price to pay for opting into the traditional higher educational system, outside of our state approval to operate. Would we have to sacrifice our freedom of thought and passion to purse the integration of energy modalities and the healing arts with academia? That is a question we will face in the coming years as we explore the possibility of accreditation. Clearly, the tide is changing and what was once on the fringe of education and curriculum is now common thought and belief in many circles. This may mean that instead of being characterized as "alternative," CIHS is cutting-edge. The perspective of such an educational atmosphere shifts along with the cultural dialogue. If we have to jeopardize our uniqueness and the value of independent educational thought outside of the box, CIHS will not compromise its innovative and progressive curriculum. However, an opportunity has emerged for CIHS to ride the zeitgeist, and our goal for 2013 is to investigate if accreditation is a possibility for CIHS without compromising our curriculum and programs. If there were any time in which we could pursue this, it is 2012. Either way, the administration is committed to making CIHS' 3rd decade its strongest ever. Indeed, what makes CIHS such a unique private niche graduate school is the opportunity to pursue an innovative and progressive education in psychology, the healing arts, integral health, and comparative religion and philosophy that emphasizes the Integral Sciences and mind-body-spirit paradigm along with the rigor of earning a Master's and/or doctorate degree (BA completion,too). The combination of unconventional subject matter and modalities with the integration of academic rigor is part of what makes CIHS such a transformative education. Joining the community as a student makes you part of the shift in society and education, the healing arts, allopathic medicine, and on the frontier of integral sciences and practice in the healing arts. It takes mettle and courage to be part of the shift. However, if you have the call, the internal drive to pursue what you know to be true - recognizing that spirit and the mind, body, spirit connection is critical to wholeness in all aspects of our lives -- then choosing to stifle this knowledge will dampen your enthusiasm for learning and growth educationally, professionally, and personally. It is no accident that you have become part of the community at this specific point in time our culture's shift, and we welcome you to join us in the pursuit of individualized thinking and the push toward our own and our clients' best and highest good. Fall is here, and we celebrate our renewal in the belief of unconventional education as we see the growth of CIHS every quarter. It is the perfect time to celebrate CIHS' 20th Anniversary and honor Dr. Motoyama's vision that gives that freedom and opportunity to think and research outside of the norm. I welcome you to come investigate how CIHS can help support you on the path to a create model of learning, researching, and practicing Integral Health, the healing arts, psychology, and comparative religion and philosophy in a holistic, consciousness-based model. This Fall quarter the courses we offer are the following: Archetypes of Human Development, Dr. Roger Cavnaugh, elective for all programs. Interdisciplinary in design, this course is highly recommended for all psychology and comparative religion and philosophy students. *Highly recommended by the Board of Psychology for licensure track psychology students. (Online with one or two course meetings determined by the instructor and student population). If you are a non-local student, alternate assignments will be provided for in person meetings or the opportunity to be Skyped in will be encouraged. Psychopharmacology, Clinical Psychology Dr. Sam Aganov. Online. *Highly recommended by California Board of Psychology for licensure. Topic of Special Interest: Subtle Energy Science: Theory and Application, Dr. Michele Dexter (2 out of 3 in a series. Students may opt to take 1 or all 3). Open to all programs. Online. Advanced Qualitative Methods. Dr. Sharon Mijares. Core requirement for all doctorate students. Interdisciplinary and multi-tracked for each discipline. Online. Pranic Healing, Levels I-III, Dr. Mary Clark. Highly recommended for all Integral Health and Psychology students. On campus. See schedule for specific weekend dates. Human Biofield: Scientific and Philosophical Concepts. Highly recommended for all Integral Health students and those who concentrate in Subtle Energy Studies. Dr. Thomas Brophy will be teaching this class on campus. Dates and times will be determined with Dr. Brophy upon enrollment. ** Next quarter we will be offering Mixed Methods Qualitative and Quantitative Statistics. It will be taught by Dr. Thomas Brophy, from an applied perspective, such as that of a professional gambler. It is a requirement for BA completion and MA students. PhD students can take it as an elective with approval by the Dean. Registration week is September 10-14 when the early registration discount of $20 a unit applies. We offer this to hopefully inspire you to register early as it helps administration with our paperwork and it certainly helps your professors prepare the best course and environment for learning. The course schedule and registration are available on the website: (http://www.cihs.edu/index.php/academics/online-programs/course-schedule/). I am available for consultation and advisement to all current and prospective students (Hope_Umansky@cihs.edu). I hope to see all of you at our 20th Anniversary Celebration, Saturday, September 15 at 11 am on campus. If you have not RSVP'd, please email Hideki (Hideki_Baba@cihs.edu). All community members are welcome to attend. We are celebrating the opportunity to be a part of a community that celebrates this cultural shift and innovation. Sincerely, Hope Umansky, PhD Hope_Umansky@cihs.edu |
