TIEducation


TOTAL INTEGRAL EDUCATION – TIEd

 

TIEd IS THE TOTAL ESSENTIAL INTEGRAL AND COMPLETE HUMAN LIFE EDUCATION THAT IS CENTERED ON THE LEARNER HUMAN AND HER / HIS TOTAL INTEGRAL LIFE ASPECTS AND THAT HELPS RAISE HER / HIM TO LIVE AND GROW MAXIMALLY AND TO ACHIEVE HER / HIS UNIQUE ORIGINAL LIFE GOALS AS AUTONOMOUS INDEPENDENT SPIRITUAL BEING IN COSMOS AND THE WORLD.

BACKGROUND

1. As a whole, Internally or Externally, All the existing Sciences including Philosophies and Theologies:

  • are multi-divided

  • are scattered

  • are multi-separated

  • are individually isolated

  • are reduced or “cut” or “discounted” into another isolated fragmented science / philosophy / “-ism”; e.g., physicalism, biologicalism, materialism, empiricism, rationalism, etc.

  • are fragmented

  • are chaotic

  • are intra-polarized or inter-polarized; e.g., exact sciences and social sciences

  • are contrary or contradictory to one another (intra-science or inter-science)

  • are ruled by closed cosmic and psychical-intellect orientation

  • contain invalid partial “truth” or fragmented “truth” or incomplete “truth”

  • are most developed by and in the spirit of closed individualism or group-ism

  • are dominated by certain scientific or academic “elites” – other ordinary people can not have the same authority and opportunity to change and develop the widespread scientific products – indeed every human has whole original essential right to have, grow in, and develop the complete true knowledge and science

  • besides, people happened to believe that only certain scientific or academic elites can produce and develop the “historical” scientific products

This situation of science either inside or outside human mind has not yet been adequate, appropriate, true, good, and worth for human and humanity.

The effects of all the above mentioned situation of science are:

  • lack of the total integral truth of the part or of the whole of total reality

  • distortion of the total integral truth of the part or of the whole of total reality

  • division, fragmentation, and alienation of human, mind, personality, life, life journey and process, morality, activity, work, relationship, power, life standard, and language

  • fragmentation of family, society, nation, and humanity

  • division, fragmentation, and declination of government, economics, culture, education, systems, religion, civilization

  • human multidimensional diseases (spiritual, psychical, biophysical diseases) and humanity multidimensional diseases (social, systematic, cultural, moral diseases)

  • fragmentation, incompleteness, and inaccuracy of scientific vision, mission, work, data, data processing, methodology, and system

  • irreliability or unusability of products, systems, and services

  • dangerous products, services, activities, and life because of the lack or absence of total integral truth

  • corruption of science inside or outside human mind

  • chaos, accidents, disasters, and human death; e.g., ecological disasters that are happening everywhere on earth global human-made pollution and egoistic forest exploitation, uncountable number of human deaths caused by unintegral, incomplete, contradictory, fragmented, and divided medical analysis and treatment

Consequently, human learning life becomes multi-divided, fragmented, scattered, chaotic, unintegral, incomplete, partialistic, impurposeful, declining, alienating, ineffective, inefficient, time-and-energy-wasting, self-destructing, destructive, not totally-humane, not totally-personal, not totally-ethical, not wholly-experiential.

2. (Consequently also:) Formal or informal education become very limited, multi-divided, fragmented, scattered, chaotic, unintegral, incomplete, partialistic, impurposeful, declining, alienating, ineffective, inefficient, time-and-energy-wasting, self-destructing, destructive, not totally-humane, not totally-personal, not totally-ethical, not wholly-experiential, and in-transcendental

They MAY not educate learners TOTALLY INTEGRALLY:

  • by total whole real experiential process and by total whole living example
  • how to live in the world purposefully, maximally, most valuably, and most meaningfully
  • how to do life journey truly, fullheartedly, and best
  • how to survive, grow, develop, and transform totally wholly truly best continually in total integral aspects of life
  • how to contribute most meaningfully to family, society, nation, and humanity
  • how to regenerate and educate others, the next generation, truly and best
  • how to develop total whole human intelligence integrally: Basic Intelligence (IQ), Emotional Intelligence (EQ), Volitional Intelligence (VQ), Mental Intelligence (MeQ), Social Intelligence (SoQ), Moral Intelligence (MQ), Value-al Intelligence (VaQ), Spiritual Intelligence (SQ), Aesthetic Intelligence (AeQ), Communication Intelligence (CommQ), Ecological Intelligent (EcoQ), Economical Intelligence (EconoQ), Cultural Intelligence (CulturalQ), Information Intelligence (InfoQ), Science Intelligence (ScieQ), etc.
  • how to build, verify, implement, and improve sciences truly, effectively, efficiently, beneficially, meaningfully, and valuably for humanity
  • how to build, maintain, and develop “my own” successful business
  • how to be successful in life
  • how to be happy, wholly healthy, and prosperous
  • how to discover my “true self”, values, and life purposes
  • how to discover and build life plan and do it totally
  • humane leadership
  • how to overcome psychical and spiritual hindrances
  • how to attain the Highest Joy and Happiness

The following are situations and culture that learners MAY meet and live at today’s schools or universities (in almost all levels and fields):

  • schools do not totally integrally take care for or are not seriously involved in students’ whole life, growth, and challenges; whereas, students spend one third of his important life period for schooling
  • schools do not focus on and help student’s TOTAL INTEGRAL LIFE success
  • schools do not educate through real experiential life of human in cosmos and the world integrally
  • schools do not focus on each student integrally totally wholly; they are not totally wholly student-centered
  • schools tend to construct knowledge and submit it to students (even through practices) but do not guide and ACCOMPANY them to discover TOTAL INTEGRAL TRUTH and SPECIFIC TRUTHS by themselves and to apply it in real life in society successfully
  • schools accommodate only “limited” expression of human heart because they identify themselves as “academic”, “formal”
  • schools focus more on “brain” or “mind” factually dominantly; therefore, schools tend to be dominantly “brain developer” or “mind training center”; therefore, their measurement is “brain”; they “produce heavy-headed personalities” in students
  • schools are the place for “the average guys” and “the stupid guys”
  • many schools have been the growth centers of crime factually
  • schools tend to be the contributors of depression; schools tend to cause long stressful life for students
  • schools may obstruct students’ other talents and future by their heavy academic curricula and activities, by their quantitative curricula (curricula that focus on or emphasize quantity of knowledge) – therefore, schools are generally burden for students (excluding “playgroup”)
  • schools tend to be “the judges” on human life and future by their short, result oriented, and quantitative evaluation methodology (not focusing on the total integral student process, development, and quality as the main aspects of evaluation); academic measurement dominantly based on quantitative mindset causes superficial quantitative pride
  • schools teach rather than educate total human life through educators’ total life involvement
  • schools teach human to struggle rather than to survive, grow, succeed, then to contribute to humanity in daily real life in the world
  • schools cause fragmentation or division of mind and of society because of the separated sciences they teach
  • schools imbalancedly and narrowly develop Basic Intelligence (IQ) more than Emotional Intelligence (EQ), Volitional Intelligence (VQ), Mental Intelligence (MeQ), Social Intelligence (SoQ), Moral Intelligence (MQ), Value-al Intelligence (VaQ), Spiritual Intelligence (SQ), Aesthetic Intelligence (AeQ), and all other human intelligences
  • schools cause lengthy, inefficient, and ineffective study without facilitating students’ building total life true best survival, growth, and success
  • schools tend to build cold-hardhearted personality rather than warm-tenderhearted personality
  • schools develop vertical / analytical thinking rather than the whole integral thinking
  • schools do not prepare human totally completely to stand upright to face and conduct life, the world, and all life challenges
  • schools give students the result of sciences development dominantly, rather than involving students in the whole process of developing sciences; however, schools tend to be “the collector or compilator of inventions, discoveries, or new knowledges” rather than “the true science system builder”; then students become dominantly just “the containers and listeners and seers of the results of others’ scientific process”
  • schools do not educate and train students wholly and balancedly about: theory development and practice, total reality of life, total whole human life, total integral transcendental journey of human life, total integral aspects of human life (physical, vegetative, senso-motoric, psychical, and spiritual life; political, economical, social, cultural, educational, moral, ecological, civilizational, etc.), total integral human life process
  • schools do not educate students to implement, verify, improve, upgrade, transform sciences, and contribute them to humanity integrally wholly
  • schools do not serve and educate students totally to serve one another in one whole family of humanity
  • schools do not care wholly, seriously, purposedly, focusedly, programedly, and personally for student individual and her / his family life, future, success, and happiness
  • schools prepare students in pre-knowledge and pre-skill more to work as employees rather than to live as and to be entrepreneurs with strongly prepared mentality and mature life skills; this is contradictory to human natural position as the owner and ruler of cosmos and the world
  • schools contain knowledge resulting from curiosity or scientific imagination or scientific rationalization more than the truth of life, meaning of life, value of life searched through life process for the ultimate aim and future of students, their family, society, nation, and the whole humanity
  • schools do not focus foundationally on human morality building for human to attain the Highest Happiness and Truth
  • schools are not totally involved in student integral life, whole personal life growth, whole integral life success
  • schools give students scattered pieces of knowledge and science, which are wholly invalid and inadequate for the whole truth human existence and life needs
  • schools are the contributors of depressed humans in society because student-humans are not totally integrally prepared in total integral truth and life
  • schools value “brain” more than total integral human structure and life
  • schools are not essentially community even though they call themselves so, but are dominantly a place for collection of humans hurrying to graduate and work as employees
  • schools teach rather than educate through total life process
  • schools teach human to struggle rather than educate to grow and succeed in real life
  • schools cause fragmentation or division of mind and of personality because of the fragmented separated sciences they teach
  • schools do not educate students to be experts in the field of total integral human life
  • schools do not opt for students; they are factually not on student life’s side; they are factually not student centered; student becomes dominantly the victims of education “sake”, business “sake”, scientific “sake”, academic “sake”, etc.

3. Vision

The Rise, Development, and Formation of Total Integral Humans, Who Are Total Integral Radiant Leaders, briefly, with Some Following Autonomous Independent Natural Characteristics:

  • Divine Leaders, Mystical Leaders (Women-Men in Union Within God, Women-Men of God), Pure-Whole-Hearted Spiritual Leaders
  • Original Unique Leaders
  • Humanity Leaders
  • Cosmic and World Leaders
  • Essential Leaders
  • Total Integral Leaders with Total Integral Life Standard
  • Total Integral Research and Development Builders
  • Total Integral Knowledge Developer
  • Total Integral Science Builders
  • Total Integral System Builders
  • Total Integral Methodology Builders
  • Total Integral Creators, Inventors, Innovators
  • Total Integral Aesthetic Builder
  • Total Integral Human Builders
  • Total Integral Leaders-Raisers
  • Total Integral Relation and Communication Builders
  • Total Integral Family, Community, Organization, Society, Nation, Humanity Builders
  • Total Integral Human Culture and Civilization Builders
  • Total Integral Human Life Developers and Transformers
  • Total Integral Visionaries
  • Total Integral Prophets
  • Total Integral World Transformers

4. Mission

  • Serving and accompanying the process of Preparing, Incubating, Raising, Developing, Formation, and Transformation of TOTAL INTEGRAL HUMANS, Who Are Total Integral Radiant Leaders at schools, universities, and other informal education providers
  • Widespreading Total Integral Education Platform, Standard, System, Methodology, and Environment completed with All Other Total Integral Platform Components to all over the world
  • Serving and accompanying the process of Preparing, Incubating, Raising, Developing, Formation, and Transformation of TOTAL INTEGRAL EDUCATION INSTITUTIONS, TOTAL INTEGRAL EDUCATION COMMUNITIES

 

 Excellence, Strength, Uniqueness, Newness, Ultimateness

  • TIEd is the first, fundamental largest, and most advanced education platform, system, and methodology
  • TIEd is the first, largest, most systematic, MOST CREATIVE, most integral education and system
  • TIEd is the first, largest, most systematic, most integral education and education-system and education-methodology
  • TIEd is the first and MOST COMPLETE ENLEARNING PROCESS for each learner to produce her / his own total integral system of all sciences, knowledges, information, systems of all areas, from the most abstract to the most concrete
  • TIEd is the first, most integral, and largest producer of the highest-platform new sciences, knowledges, technologies, systems, products, services, and practices for Total Integral Humanity Living, Culture, and Civilization
  • TIEd is the first, most integral, and most complete Leadership Education
  • TIEd with its Total Integral Platform, Standard, and System is a real sign and an unlimited means for Total Ultimate Integral Human Transformation and Achievement