LEARNING OBJECTIVES for Pilgrim SoULL Units 1 and 2

Unit 1 - THE NATURE OF BEING HUMAN

1. Students can identify aspects of our “Life vs. Death”. Culture and how it is imbedded and reinforced in culture. This includes how science, medicine and psychology have illogically defined life and death as in opposition.

2. Students have a working understanding of phenomenological methods for studying life processes which include giving credence to our direct, visual and visceral observations.

3. Students are able to track life processes as movement and give examples of unified movement in living things, such as in plants.

4. Students can define Allometry and identify its presence in human growth process.

5. Students can discuss the connection between physical deterioration and the psychological transformation of aging, and are able to connect it with the concept of the Allometric Wave.

6. Students can identify general patterns of consciousness and energy in the body as it changes through growth, aging and dying, including recognition of the Vertical Pulse, the Circular Pulse and the Radial Pulse.

7. Students can identify the various patterns of change of body and consciousness through dying.

8. Students can demonstrate awareness of consciousness research near and after death, including liminal states, Near Death Experiences and Reincarnation.

9. Students will demonstrate a beginning understanding of holography, connecting this understanding to breath and our present, lived human life.

Unit 2 - The Nature of Relationships

1. Students can define some of the building blocks of relationship, including presence, non-verbal communication, mutuality and contingent communication.

2. Students demonstrate an understanding of Relationships as living organism with a developmental arc and discrete developmental stages. This includes the Allometric Wave and Vertical Pulse.

3. Students have a working understanding of bonding, attachment and differentiation, and the horizontal pulse of relationships.

4. Students demonstrate an understanding that relationships go through predictable changes as part of their nature, and that large and small endings are a part of this nature.

5. Students can identify the five elements of healthy endings.

6. Students will be able to discuss the impact of sociocultural influences on relationships.

7. Students can define the patterns of codependence, including domination, control and manipulation, and describe how these patterns impact the health of a relationship.

8. Students demonstrate awareness of the physical, emotional and spiritual processes of relationships through death, grief and grief recovery. This includes awareness of complicated grief.

9. Students demonstrate familiarity with research on continuing bonds and can discuss the value of maintaining relationships through dying and after death.