Self-Mastery

Equilibrium Art of Mastering Self  suggests empowering methods for increasing holistic intelligence.  Focusing comprehensively on inherent systematic abilities and practical methods of growth, the text aims to help people evaluate their current strengths and weaknesses, then reflect, and then evolve.

Further, the book examines the physiological aspects on three exponentially more impactful levels: the spiritual/conscious; the mental/psychological; and the physical/biological.  In its early portions, Equilibrium hones in on what is necessary to develop a greater connection of the twelve systems of the human experience, calling such work critical, as many who can’t recognize their lives are being impacted, or impeded. This recognition of the expanding impact of conscious growth stands to be transformative.

Equilibrium Art of Mastering Self makes intangible practical ideas easy to understand via true-to-life composites, showing how one’s cellular life impacts their lives and relationships.  It uses clear explanations to break down its central ideas, as of the individual elements of intelligence, like comprehensive awareness and equilibrium.  It mixes positivity with realistic thinking and rationale.  Further, there are helpful summaries at the end of each chapter for enhancement, which couple with frequent suggested takeaways to build one’s personal understanding.

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Transformational Leadership in a Learning Community is a new change theory and framework that builds on the original concept of Bridging Leadership as developed by the Synergos Institute in New York, as applied by Filipino practitioner Mr. Ernie Garilao. TLLC goes beyond the traditional concept of transformational leadership by Burns and Bass (1985) and draws from personal mastery and co-leadership as a way to meaningful change.

The preparation of would-be teachers is vital in order to produce dynamic citizens that will honor the society. It is a common practice by Teacher Education Institutions (TEIs) to redesign their teacher education programs from time to time to be more relevant in the needs of every school offering basic education. This study investigated the need to develop self-mastery skills among teacher education students at Batangas State University-College of Teacher Education. It dwelled on the concept of Morato [1] who enumerated the seven self-mastery skills namely, learning to think; learning to intuit; learning to feel; learning to do; learning to communicate; learning to lead; and learning to be. It was revealed that teachers acknowledge the need to develop the seven self-mastery skills among students. This study concluded with insights on how to improve teacher education practice in line with self-mastery.

Three types of mastery are articulated in relation to three forms of apprenticeship: classical apprenticeship; modern apprenticeship; and postmodern apprenticeship. These forms of apprenticeship are depicted as ‘real-ideal types’ which are not drawn in an abstract, de-historicised was – as a process of ‘pure’ conceptual analysis – but are grounded within a basic historical account of the development of British apprenticeship from the First World War. Secondly, the whole analysis is driven by perspectives on mastery drawn from Nietzsche and Postone’s (1996) rendering of Marx’s concept of capital. This analysis, allied to the historical outline, illustrates what is at stake in the new (post)modern apprenticeships that have been introduced in Britain in the last few years. (Post)modern apprenticeships are based on perennial apprenticeship; there is no terminal point to apprenticeship. Hence, mastery is never attained. There is a ‘master, but its name is “capital”. In (post)modernised apprenticeships, apprentices learn unto death in reaction to the ‘needs’ of a blind, globalising and dominating social force which is ‘without an ego’ (Postone, 1996) and whose drives are infinite: capital. We learn for, with and through capital in (post)modernised apprenticeship. To the extent this occurs we become capital; we become transhuman as capitalised entities.

The aim of this paper is to show that Shaftesbury's thinking about liberty is best understood in terms of self-mastery. To examine his understanding of liberty, I turn to a painting that he commissioned on the ancient theme of the choice of Hercules and the notes that he prepared for the artist. Questions of human choice are also present in the so-called story of an amour, which addresses the difficulties of controlling human passions. Jaffro distinguishes three notions of self-control that are present in the story of an amour. Although I agree with many aspects of Jaffro's interpretation, I question his conclusion that self-control in the Stoic sense is best reserved for 'moral heroes.' I propose an alternative developmental interpretation, according to which all human beings are on an intellectual journey aimed at personal and moral improvement. My interpretation takes seriously that for Shaftesbury philosophy is meant to be practical and help improve our lives. I end by arguing that rather than trying to situate Shaftesbury's concept of liberty within debates among compatibilists and incompatibilists it is more promising to understand it in terms of self-mastery and thus regard it as a version of positive liberty.

This paper presents a general overview of the MUSE Theory ME and its application as a national and international project. It is published on Academia.edu to make it accessible to students and professionals around the world who wish to research its components for further validation and application or to use it as the foundation for their own MUSE Projects ME. It is my belief as a seasoned professional health and wellness promoter and educator that the application of the MUSE Theory ME at the global level will lead to trust, collaboration, and peaceful coexistence among peoples, groups, and nations. What is MUSE Theory ME ? The acronym, MUSE, stands for Mutual Understanding through Self-Expression. From a theoretical perspective, MUSE is an evidence-based formula for self-mastery, sustainable health, conflict mediation, and world peace consisting of two basic components: 1) mutual understanding and 2) self-expression. MUSE Theory ME was developed by Myrna-Elois Davis Washington as part of her studies for masters and doctorate degrees in health and wellness psychology. A visionary healer, metaphysician, health minister, and psychologist with more than forty years as a certified health professional, Washington only returned to college in 2007 to qualify for what she described as the " call to heal " by studying the new biopsychosocial-spiritual model of psychology for its application as a transformative and mindful approach to health and healing. Washington presents MUSE Theory ME as her divinely inspired 'reward' for returning to school to qualify for the call to heal, first, herself and those closest to her, then, her community and ultimately, the world. With the goal of " qualifying for the call, " Washington focused her studies during her master's and doctorate on gathering empirical evidence to support MUSE Theory ME .

Data extracted for the starting time of measurable rainfall for a coastal location in the northeastern United States shows a relationship with the short lunar cycle as explained in the book Self Mastery and Fate with the Cycles of Life by H. Spencer Lewis. 1 For the month of April 2006, eighty eight percent of the rainfall began during positive units of the moon's short cycle.. The Moon's short and long cycles from Self Mastery and Fate with the Cycles of Life, 2 p. 127.

South Africa has gone through a period of unprecedented change in moving from Apartheid to democracy. These sociological changes have also infiltrated organisational life and behaviour - and new approaches to leadership have become vital. In modern organisational life, dialogue and conversation are core processes for building the organisational intelligence and community which enable other business processes to adapt to change and create results. This paper discusses increasingly important leadership issues - such as diversity, teams, collaboration, trust formation, community, individual change, and relationships - in relation to dialogue and transformation. Where trust is high, change is managed more effectively and, where it is low, communication and co-operation suffer and there is an increasing tendency to resort to power. It is the author's concluding opinion that change is a phenomenon that occurs within conversation and dialogue and is therefore a necessary social construct within twenty-first century organisations.

An Introduction to the second edition of "Winning Ways: The Art and Science of Philautiology." This book, Introduces the emerging field of Philautiology, which is based on the study and practice of Philautia, the Greek word for Self-Love, which is considered to be the highest and most powerful form of LOVE. Written in easy-to-understand language, this book presents tried-and-proven, evidence-based, heuristic, neuro-linguistic "Mind Hacks" for developing a winning mindset for winning at health, happiness, self-mastery, and world peace.